SCIENCE TEACHERS' BELIEFS ABOUT USING INQUIRY-BASED LEARNING STRATEGY IN THEIR CLASSROOM PRACTICES

Harthy Ali Salim Saif; Fouad Mahmoud Mohammed Rawash

doi:10.18769/ijasos.616066

EN

SCIENCE TEACHERS' BELIEFS ABOUT USING INQUIRY-BASED LEARNING STRATEGY IN THEIR CLASSROOM PRACTICES

Abstract

This quantitative study aimed at exploring the beliefs about the use of the inquiry-based learning strategy. Where the researcher found that there is a major deficiency in the classroom practice of the survey strategy, and that the old thought is still in control of the modern science teacher, and there are teachers who do not accept the results that students obtain through their investigative activities if they differ with the result that he wants, or that recorded in Guide. The study adopted the descriptive method, the tool for data collection is; a scale for measuring of beliefs based on the theory of planned behavior (Ajzen, 1991) consists of (45) items, distributed in (3) axes. The findings indicated that: the mean score of science teachers’ beliefs on the use of inquiry-based learning strategy was (14.20), which reflects a positive belief and intention within teachers to use the inquiry-based learning strategy. The study also pointed to a positive attitude towards the use of the strategy as the mean score of the behavioral beliefs was (17.01) .In addition, the study revealed a social impact as the mean score of the normative beliefs was (10.06) with a weakness in behavioral controlling as the mean score of control beliefs was (-12.87).

Keywords

References

Wenning, C.J. (2005). Levels of inquiry: Hierarchies of pedagogical practices and inquiry processes. Journal of Physics TeacherEducationOnline,2(3),311. Retrieved: august, 2, 2006, from the world wide web: http://phy.ilstu.edu/pte/publications/levels_of_inquiry.pdf.

Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Harthy Ali Salim Saif ^*
Malaysia

Fouad Mahmoud Mohammed Rawash
Malaysia

Publication Date

September 10, 2020

Submission Date

February 5, 2020

Acceptance Date

May 10, 2020

Published in Issue

Year 2020 Volume: 6 Number: 16

DOI

https://doi.org/10.18769/ijasos.616066

IZ

https://izlik.org/JA87DK86UH

Cite

RIS / Bibtex

APA

Salim Saif, H. A., & Mohammed Rawash, F. M. (2020). SCIENCE TEACHERS’ BELIEFS ABOUT USING INQUIRY-BASED LEARNING STRATEGY IN THEIR CLASSROOM PRACTICES. IJASOS- International E-Journal of Advances in Social Sciences, 6(16), 634-650. https://doi.org/10.18769/ijasos.616066

AMA

1.Salim Saif HA, Mohammed Rawash FM. SCIENCE TEACHERS’ BELIEFS ABOUT USING INQUIRY-BASED LEARNING STRATEGY IN THEIR CLASSROOM PRACTICES. IJASOS. 2020;6(16):634-650. doi:10.18769/ijasos.616066

Chicago

Salim Saif, Harthy Ali, and Fouad Mahmoud Mohammed Rawash. 2020. “SCIENCE TEACHERS’ BELIEFS ABOUT USING INQUIRY-BASED LEARNING STRATEGY IN THEIR CLASSROOM PRACTICES”. IJASOS- International E-Journal of Advances in Social Sciences 6 (16): 634-50. https://doi.org/10.18769/ijasos.616066.

EndNote

Salim Saif HA, Mohammed Rawash FM (September 1, 2020) SCIENCE TEACHERS’ BELIEFS ABOUT USING INQUIRY-BASED LEARNING STRATEGY IN THEIR CLASSROOM PRACTICES. IJASOS- International E-journal of Advances in Social Sciences 6 16 634–650.

IEEE

[1]H. A. Salim Saif and F. M. Mohammed Rawash, “SCIENCE TEACHERS’ BELIEFS ABOUT USING INQUIRY-BASED LEARNING STRATEGY IN THEIR CLASSROOM PRACTICES”, IJASOS, vol. 6, no. 16, pp. 634–650, Sept. 2020, doi: 10.18769/ijasos.616066.

ISNAD

Salim Saif, Harthy Ali - Mohammed Rawash, Fouad Mahmoud. “SCIENCE TEACHERS’ BELIEFS ABOUT USING INQUIRY-BASED LEARNING STRATEGY IN THEIR CLASSROOM PRACTICES”. IJASOS- International E-journal of Advances in Social Sciences 6/16 (September 1, 2020): 634-650. https://doi.org/10.18769/ijasos.616066.

JAMA

1.Salim Saif HA, Mohammed Rawash FM. SCIENCE TEACHERS’ BELIEFS ABOUT USING INQUIRY-BASED LEARNING STRATEGY IN THEIR CLASSROOM PRACTICES. IJASOS. 2020;6:634–650.

MLA

Salim Saif, Harthy Ali, and Fouad Mahmoud Mohammed Rawash. “SCIENCE TEACHERS’ BELIEFS ABOUT USING INQUIRY-BASED LEARNING STRATEGY IN THEIR CLASSROOM PRACTICES”. IJASOS- International E-Journal of Advances in Social Sciences, vol. 6, no. 16, Sept. 2020, pp. 634-50, doi:10.18769/ijasos.616066.

Vancouver

1.Harthy Ali Salim Saif, Fouad Mahmoud Mohammed Rawash. SCIENCE TEACHERS’ BELIEFS ABOUT USING INQUIRY-BASED LEARNING STRATEGY IN THEIR CLASSROOM PRACTICES. IJASOS. 2020 Sep. 1;6(16):634-50. doi:10.18769/ijasos.616066