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AuthorAlyafei, Alshaima Saleh
Available date2020-10-25T09:24:10Z
Publication Date2020
Publication NameQatar University Annual Research Forum & Exhibition 2020
CitationAlyafei A.S., "Science Teachers' Beliefs About Teaching And Learning Implementing Inquiery-Based Learning - A Case In Qatar Government Primary Schools", Qatar University Annual Research Forum and Exhibition (QUARFE 2020), Doha, 2020, https://doi.org/10.29117/quarfe.2020.0278
URIhttps://doi.org/10.29117/quarfe.2020.0278
URIhttp://hdl.handle.net/10576/16692
AbstractThe current study investigates the beliefs held by science teachers' on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from Grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers' and their gender, level of education, and years of teaching experience. In addition, Science teachers faced challenges in lesson planning, assessment, and teacher support.
Languageen
PublisherQatar University Press
SubjectScientific inquiry
SubjectBeliefs
SubjectConstructivism.
TitleScience Teachers' Beliefs About Teaching And Learning Implementing Inquiery-Based Learning - A Case In Qatar Government Primary Schools
TypePoster


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