期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：1
页码：397-412
DOI：10.12973/ejmste/80320
出版社：Pamukkale Univ Dept Sci Education
摘要：The purpose of this study was to examine science students’ and teachers’ views of the
provision and implementation of inquiry-based instruction in UAE secondary school
science classes. Two instruments were developed and validated to collect participants’
views of the provision and practice of inquiry-related activities. The findings suggested
that both students and teachers believed that the curriculum materials lend themselves
to supporting inquiry instruction, judging by the relatively high mean scores for both
groups of participants with regard to the provision of inquiry activities, as described by
the essential features of inquiry-based instruction. However, compared with their
students, science teachers showed a statistically significant higher mean score with
regard to the provision of curriculum materials in supporting implementation of inquiry
instruction and a lower mean score with regard to the provision of integrated science
processes in curriculum materials. Other similar trends were also detected, with
teachers reporting statistically significant higher mean scores than their students with
regard to opportunities to plan investigations, ask questions during instruction and use
of science process skills. Demographic variables of gender, teaching experience and
subject taught showed no impact on teachers’ views. Challenges and obstacles that are
likely to impede inquiry-based instruction were also identified.
关键词：inquiry based instruction; scientific inquiry; science curriculum; UAE
