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ERIC Number: EJ1100181
Record Type: Journal
Publication Date: 2016
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1450-104X
The Effectiveness of a Guided Inquiry-Based, Teachers' Professional Development Programme on Saudi Students' Understanding of Density
Almuntasheri, S.; Gillies, R. M.; Wright, T.
Science Education International, v27 n1 p16-39 2016
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.
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A