出版社：International Council of Associations for Science Education (ICASE)
摘要：Despite a general consensus on the educational effectiveness of inquiry - based instruction, the enacted type of inquiry in science classrooms remains debatable in many countries including Saudi Arabia. This study compared guided - inquiry based teachers' prof essional develop ment to teacher - directed approach in supporting Saudi students to understand the topic of density. One hundred and seven, sixth - grade, Saudi students in six classes were randomly assigned, by school, to one of two conditions (guided or teac her - directed condition) while they studied the same unit on density in their science curriculum. The three teachers in the guided condition attended an intervention on using guided - inquiry activities to teaching a unit on density. The three teachers in the teacher - directed condition used their regular approach to teaching the same unit. Pre - and post - tests of the students' understanding and explanation o f density was adopted for the study. A one - way analysis of variance (ANOV A) and repeated analyses were pe rformed to assess the students' understanding and explanation of density. In comparison to the teacher - directed condition, the students in the guided - inquiry condition demonstrated significant improvements in both conceptual understanding and their levels of explaining the concept of density.
