The Nature of Science Teachers’ Practices of Inquiry from the Educational Supervisors’ Perspectives

Abstract

This study aimed at investigating the nature of science teachers’ practices of inquiry based on science supervisors’ perceptions. The sample included 38 science teachers’ supervisors (16 males and 22 females) from different educational administrations in Saudi Arabia. The results indicated that the supervisors believed that male science teachers practice inquiry in the classroom once a month. However, the supervisors believed that female science teachers’ practice scientific inquiry in the classroom once a week. The supervisors also believed that science teachers spend 20% of the class time in practicing inquiry. Based on the results, this study provided recommendation to influence inquiry practices in the classroom.