TY - JOUR
T1 - The degree to which UAE primary science workbooks promote scientific inquiry
AU - Al-Naqbi, Ali Khalfan
N1 - Funding Information:
The author of this project would like to thank the Research Affairs at the UAE University for the financial support under project # 03-01-3-11/08.
PY - 2010
Y1 - 2010
N2 - This research investigated Grades 5 and 6 science workbooks for the degree to which they promote scientific inquiry abilities, opportunities that students had to acquire these abilities and the obstacles hindering students from implementing them. A document review technique and a constant comparative method were applied sequentially. A total of 58 instigative logs were scrutinized. Findings revealed that while the activities allowed students to use appropriate techniques and tools to collect and interpret data, and use their inquiry abilities related to implement investigation plans, they did not allow students real opportunities to formulate questions, plan for simple investigations, write conclusions, or communicate investigations. A total of 15 Grade 5 and 6 science teachers were asked to report their perceptions of the students' role in implementing identified abilities. A one-way analysis of variance revealed that there was a significant difference between students who individually implemented the inquiry abilities and students who were supported by the teacher or by other students. Obstacles that hindered students from implementing identified inquiry abilities included teachers' intensive supports, students' limited background or skills, and materials and instrument shortages. The study concluded with recommendations for policy, practice, and future research.
AB - This research investigated Grades 5 and 6 science workbooks for the degree to which they promote scientific inquiry abilities, opportunities that students had to acquire these abilities and the obstacles hindering students from implementing them. A document review technique and a constant comparative method were applied sequentially. A total of 58 instigative logs were scrutinized. Findings revealed that while the activities allowed students to use appropriate techniques and tools to collect and interpret data, and use their inquiry abilities related to implement investigation plans, they did not allow students real opportunities to formulate questions, plan for simple investigations, write conclusions, or communicate investigations. A total of 15 Grade 5 and 6 science teachers were asked to report their perceptions of the students' role in implementing identified abilities. A one-way analysis of variance revealed that there was a significant difference between students who individually implemented the inquiry abilities and students who were supported by the teacher or by other students. Obstacles that hindered students from implementing identified inquiry abilities included teachers' intensive supports, students' limited background or skills, and materials and instrument shortages. The study concluded with recommendations for policy, practice, and future research.
KW - Grade 5
KW - Grade 6
KW - Implementation
KW - Obstacles
KW - Science workbooks
KW - Scientific inquiry abilities
KW - UAE
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U2 - 10.1080/02635143.2010.506316
DO - 10.1080/02635143.2010.506316
M3 - Article
AN - SCOPUS:79958144489
SN - 0263-5143
VL - 28
SP - 227
EP - 247
JO - Research in Science and Technological Education
JF - Research in Science and Technological Education
IS - 3
ER -