Chain Reaction: The Jordanian context

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Author(s): Anwar Batikhi (Jordan Society for Scientific Research, Jordan), Zeid Al-Bashaireh (Mutah University, Jordan)and Oraib Nawash (Jordan Society for Scientific Research, Jordan)
Copyright: 2019
Pages: 13
Source title: Comparative Perspectives on Inquiry-Based Science Education
Source Author(s)/Editor(s): Stuart Bevins (Sheffield Hallam University, UK), Louise Lehane (St. Angela's College, Ireland)and Josephine Booth (Sheffield Hallam University, UK)
DOI: 10.4018/978-1-5225-5439-4.ch009

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / STEM Education

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Abstract

Due to the huge development in the communication sector, science education has become very challenging. Inquiry-based science education (IBSE) has been proposed by academic leaders and policymakers as having the potential to increase student involvement and provide opportunities for the development of the key skills desired by employers in the future. Thirty teachers from 15 schools participated in the project and disseminated the knowledge obtained to their colleagues through peer-to-peer knowledge sharing. Most teachers expressed an increase in their understanding of IBSE, and 66% agreed that they received high-quality IBSE/EUPRB briefings. Students showed motivation to learn science and obtained scientific approaches and steps of answering their inquiries in order understand their surroundings, improve their achievement of scientific knowledge, build positive science attitudes, improve their understanding of the nature of science, and develop IBSE skills such as scientific data collection analyses, interpretation, and how to provide evidence to test ideas and develop theories.

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Chain Reaction: The Jordanian context

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