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).
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.
Abstract
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 |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | September 10, 2020 |
| Submission Date | February 5, 2020 |
| Published in Issue | Year 2020 |
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