Abstract

Teaching strategies are critical practices that directly influence students’ learning and their outcomes. Thus, science reform emphasized that implementing inquiry-based learning instruction is essential for students to construct new knowledge and provide them with meaningful learning opportunities to formulate successful scientific investigations. The purpose of this study is to explore how high school teachers implement inquiry instruction in mathematics and chemistry classes in Dubai. Qualitative data was collected in a case study by observing two periods of each subject. The study found that all inquiry components were existed in both science and mathematics classes which reflect good pedagogical knowledge of the teachers. However, their practices can be more efficient when more opportunities are given to students to become more independent learners. More professional development programs are essential to enhance the quality of implementing the main inquiry dimensions.

Keywords:

Teaching strategies; Inquiry instruction; science; mathematics; Dubai

Reference

Eltanahy, M. (2016). Differentiating types of inquiry practices that are implemented in Chemistry and mathematics classes in Dubai, UAE. International Journal of Multidisciplinary Research (IJMR), vol. 9(1), pp. 30-35.

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