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).
Highlights
Alshahraniu, Eamir Eabdalalh; Walsueid, Saeid Muhamad. (1997)
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
ٚلذ ٌّظ اٌجبؽش ِٓ خلاي ػذد ِٓ اٌّمبثلاد اٌشخظ١خ اٌز ٟأعشا٘ب ِغ اٌّؼٍّٚ ٓ١عٛد ِٔ ً١ؾٛ اعزخذاَ إعزشار١غ١خ اٌزؼٍُ اٌّجٕ ٟػٍ ٝالاعزمظبء ٚسنجخ ف ٟرؼٍُ اٌّض٠ذ ػٕٙب٘ٚ ،زا وبْ ِزفمبً رّبِب ِغ ٔزبئظ اٌّم١بط اٌز ٞوشف ػٓ ارغبٖ إ٠غبثٌ ٟذ ٜاٌّؼٍّٔ ٓ١ؾ ٛاعزخذاَ الإعزشار١غ١خ ؽ١ش ٚلغ اٌّزٛعؾ اٌؾغبثٌٍّ ٟؼزمذاد اٌغٍٛو١خ ف ٟاٌّذ ٜاٌّٛعت ثمّ١خ ثٍغذ ( ِٓ )17.01اٌّذ-( ٜ 44إٌ ،)44 ٝوّب ؽظٍذ اٌؼجبساد اٌّّضٍخ ٌٍٕزبئظ الإ٠غبث١خ اٌّزشرجخ ػٍ ٝاعزخذاَ الإعزشار١غ١خ ػٍ ٝأػٍ ٝاٌّزٛعطبد ٚؽجمب ٌٕظش٠خ اٌغٍٛن اٌّخطؾ فئْ ٘زا ٠ىشف ػٓ الارغبٖ الإ٠غبثٔ ٟؾٛ أداء اٌغٍٛن (ٚ )Ajzen, 1991اٌزٕ٘ ٛ٘ ٞب اعزخذاَ إعزشار١غ١خ اٌزؼٍُ اٌّجٕ ٟػٍ ٝالاعزمظبء فٟ رذس٠ظ اٌؼٍ٠ٚ .َٛفغش اٌجبؽش رٌه ف ٟأْ اٌّؼٍّ ٓ١رأصشٚا فؼلا ثبٌزٛعٗ اٌغذ٠ذ ٌٛصاسح اٌزشث١خ اٌزؼٍٔ ُ١ؾ ٛاٌزؼٍُ اٌّشرىض ػٍ ٝاٌطبٌتٚ ،اٌؾش ػٍ ٝالاعزمظبء ف ٟرذس٠ظ اٌؼٍٚ ،َٛرغ١١ش إٌّب٘ظ اٌذساع١خ؛ إلا أْ رٌه اٌزأصش ٌُ ٠ىٓ ثبٌشىً اٌىج١ش٘ٚ ،زا ٠فغش ػذَ لٛح الارغبٖ الإ٠غبثٟ ٌذ ُٙ٠ؽ١ش أْ اٌّؼٍِّ ٓ١بصاٌٛا ٠ش ْٚأْ اعزخذاَ إعزشار١غ١خ اٌزؼٍُ اٌّجٕ ٟػٍ ٝالاعزمظبء ِؾبؽ ثىض١ش ِٓ اٌّزبػت ٚإٌزبئظ اٌز ٟلا ٠ؾجزٙٔٚب وبعزٙلان ِض٠ذ ِٓ اٌٛلذ ٚؽذٚس اٌفٛػ ٝداخً اٌظفٚ ،ػذَ عذ٠خ ثؼغ اٌطلاة ف ٟاٌؼًّ ،أ ٚرؼشػٌ ُٙجؼغ ا٤خطبس٠ .فغش اٌجبؽش رٌه
Summary
Alshahraniu, Eamir Eabdalalh; Walsueid, Saeid Muhamad. (1997). Tadris Aleulum fi Altaelim Aleami.
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