The Effectiveness of Science Teachers’ Use of Scientific Inquiry in Distance Learning During the Spread of the COVID-19 Pandemic in Jordanian Public Schools

Authors

A. Alqawasmi, College of Education, Humanities and Social Science, Al Ain University, Al Ain, UAEFollow
K. Alarabi, College of Education, Humanities and Social Science, Al Ain University, Al Ain, UAEFollow
N. Alsalhi, College of Humanities and Sciences, Ajman University, Ajman, UAE\\ Nonlinear Dynamics Research Center (NDRC), Ajman University, Ajman, UAE\\ Humanities and Social Sciences Research Center (HSSRC), Ajman University, Ajman, UAEFollow
F. Althunibat, College of Humanities and Sciences, Ajman University, Ajman, UAEFollow

Abstract

The advent of the coronavirus pandemic has disrupted several sectors including education, in general, and Science education. Consequently, we have had to look for creative alternatives and solutions compatible with our educational ambitions and objectives guaranteeing the continuity and efficacy of science education. This study aimed to investigate the efficacy of science teachers’ utilization of scientific inquiry in distance learning under the novel coronavirus pandemic in Jordan-based public schools. Adopting the quantitative approach, the researchers of this study used a questionnaire comprehending (30) consistent items, pre-checked for validity and reliability, subdivided into four themes: Significance of Scientific Inquiry, Extent of Cross-lesson Inquiry Instruction, Challenges of Inquiry Instruction, and Inquiry Improvability in Distance Science Education. The study population comprised a simple random sample of (500) participating men and women teachers from the Northern Educational District under the Ministry of Education in Jordan during the second semester of 2020/2021. Study data were analyzed using SPSS. According to study findings, the efficacy of science teachers’ utilization of scientific inquiry in distance learning under the novel coronavirus pandemic in Jordan-based public schools was rated as moderate averaging (3.36). Besides, study findings showed that there was a high level of agreement on the challenges encountered by science teachers upon science inquiry instruction and that Science teachers’ points of view differed relative to the variables of gender (for males) and teaching experience (for the under-5 years of experience category of men and women Science teachers). Nonetheless, there were no statistically significant differences amongst teachers relative to the educational qualification variable. The study recommended that Science teachers ought to utilize scientific inquiry in science instruction and that similar studies ought to be conducted for other subjects such as Math.

Recommended Citation

Alqawasmi, A.; Alarabi, K.; Alsalhi, N.; and Althunibat, F. (2023) "The Effectiveness of Science Teachers’ Use of Scientific Inquiry in Distance Learning During the Spread of the COVID-19 Pandemic in Jordanian Public Schools," Information Sciences Letters: Vol. 12 : Iss. 1 , PP -.
Available at: https://digitalcommons.aaru.edu.jo/isl/vol12/iss1/14