The effectiveness of a guided inquiry-based, teachers’ professional development programme on Saudi students’ understanding of density

Almuntasheri, S., Gillies, R. M. and Wright, T. (2016) The effectiveness of a guided inquiry-based, teachers’ professional development programme on Saudi students’ understanding of density. Science Education International, 27 1: 16-39.

Author Almuntasheri, S.
Gillies, R. M.
Wright, T.
Title The effectiveness of a guided inquiry-based, teachers’ professional development programme on Saudi students’ understanding of density
Journal name Science Education International
ISSN 2077-2327
1450-104X
Publication date 2016
Sub-type Article (original research)
Open Access Status Not Open Access
Volume 27
Issue 1
Start page 16
End page 39
Total pages 24
Place of publication Izmir, Turkey
Publisher International Council of Associations for Science Education
Collection year 2017
Abstract 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’ professional development 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 teacher-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 of density was adopted for the study. A one-way analysis of variance (ANOVA) and repeated analyses were performed 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.
Keyword Guided inquiry
Teacher-directed
Pedagogical content knowledge
Density
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
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Created: Mon, 09 May 2016, 10:57:50 EST by Susan Moule on behalf of School of Education