Abstract
The present study aimed to identify the nature of science teachers' practice of scientific inquiry-based teaching methods at public schools at Najran region in Saudi Arabia. A sample of (156) participants, among which were (84) male teachers and (72) female teachers, was randomly selected out of all teachers enrolled in teaching science at Najran region schools. A study instrument, i.e. questionnaire specific for scientific inquiry-based teaching methods, was applied to all participants. Findings showed that male science teachers usually practice scientific inquiry-based teaching methods once a month whereas responses of female science teachers indicated that they practice inquiry-based methods twice a month. Findings also revealed that most male teachers practice some of the inquiry aspects nearly once a week while female teachers do so twice a week. In light of these findings, the present study stressed the need to reconsider and revise the preparation programs for science teachers at all cycles of public education to meet the requirements of the new science curricula that consider inquiry as one of their main components.
Highlights
Inquiry, as a method, is one of the oldest methods of learning and teaching
Population of the present study consisted of all science teachers at the intermediate stage at Najran region at Saudi Arabia
The present study aimed to identify the extent to which science teachers at Saudi public schools, and mainly at Najran region, use and engage students in the scientific inquiry-based teaching methods and activities
Summary
As a method, is one of the oldest methods of learning and teaching. Socrates, the Greek philosopher, who lived between 470 & 399 B.C., introduced the method of inquiry and used it in teaching. Teaching according to inquiry model ensures learning to be learner-centered where the learner performs an effective role in the learning process and be responsible for it. The learner interacts with the teaching process actions, observes, compares, interprets and infers relationships that lead to the achievement of the educational goal. Teaching, through the model of scientific inquiry, aims to explore the general scientific concepts and principles as well as the laws and specific theories related to the scientific content students learn by themselves. It becomes a means for scientific enlightenment and education of creative students. That is, teaching using scientific inquiry makes learning realistic as it constructs contexts that are similar to those in reality, [3,4]
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