Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiry-based learning – a Case in Qatar Government Primary Schools

Abstract

The 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, 5, and 6 science teachers. The survey consisted of three sections: Demographic Data, Teachers Beliefs, and Challenges. 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.