New Perspectives in Science Education

Edition 13

Accepted Abstracts

The Use of Inquiry-Based Instruction in Teaching Science for Elementary Students in Both Public and Sen Schools

Manal Aldaihani, The Puplic Authority for Applied Education & Training (Kuwait)

Dalal Alhendal, The Puplic Authority for Applied Education & Training (Kuwait)


The main aim of this study was to investigate teachers' use of inquiry-based instruction in teaching science for 5th grade elementary students in both public and special needs schools. Also, to study the relationship between some variables such as the type of school, years of experience, gender, and number of teaching subjects, and the use of inquiry- based instruction in their science classroom. 

Mixed methods approach was used to collect the data from elementary schools and all schools were randomly chosen.   First, the questionnaire was used to collect quantitative data from 5th grade elementary science teachers from all government public schools, and from 4 special needs schools (2 male teacher schools and 2 female teacher schools.  Second, focus group was used to collect the qualitative data from 5 teachers in two public schools and 5 teachers from two special needs school. The Statistical Package for Social Science (SPSS) was used to analyze the quantitative data. Nvivo (qualitative data analysis (QDA) computer software package produced by QSR International) was used to analyze the qualitative data.

The findings of the study revealed that both groups of teachers usually espoused positive and receptive beliefs towards the use of inquiry-based instruction. Also both groups of teachers apply inquiry-based instruction in teaching science. However, public school teachers had more receptive beliefs about implementation of inquiry-based instruction and apply it more in their science classroom as compared to special needs school teachers.

The results also indicated that these beliefs were not always put into practice and many factors limited their use of this approach in their science classroom. The results also showed that the type of school and gender had influence on the use of inquiry-based instruction. From the results, it is recommended that school administrators work closely with teachers to address their beliefs and concerns about their classroom practice and provide them with the required support for the successful implementation of inquiry-based instruction



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