Inquiry-based Learning

Science Teachers’ and Students’ Perceptions Regarding the Implementation of Inquiry Instruction in a Middle School in Dubai

Abstract

Inquiry-based learning (IBL) represents the student-centered approach that focuses on encouraging learners to scientifically construct new knowledge. The study aimed to explain science teachers’ and students’ perceptions about applying IBL in a private school in Dubai. Furthermore, to explore the degree to which the science textbook of Grade 8 promotes inquiry instruction. A mixed-method approach was applied where two questionnaires were conducted and an evaluation rubric was used to analyze the textbook to explore the extent to which it supports IBL. The findings revealed that teachers showed progress in applying inquiry instruction and students became more engaged in learning.

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