| المستخلص: |
The aim of this study is to determine the level of practice of the scientific inquiry teaching behavior by intermediate science teachers. It also aims to determine the relationship between the science teachers' experience in teaching and their practice of inquiry teaching behavior in order to arrive at some recommendations that lead to increasing the effectiveness of using the scientific inquiry teaching behaviour by intermediate science teachers. To achieve these aims, the researcher prepared a measure for inquiry teaching behavior in addition to a questionnaire for personal information and the number of years of experience in teaching science. The study sample consisted of fifty-five science teachers in intermediate education in Madina, representing 35.7% of the original educational community. Having analyzed the data statistically by counting the values of the mathematical average and the normative deflection and the percentages and the differentiation modulus for all the steps of the inquiry teaching behavior stated in the measure, the researcher achieved the following results: 1. Intermediate science teachers are aware of the scientific inquiry- teaching behavior and have full knowledge of its steps. 2. Intermediate science teachers truly believe in the importance of the scientific inquiry teaching in the teaching of science. 3. Intermediate science teachers prefer some steps of the inquiry teaching behavior to others. 4. Intermediate science teachers use inquiry teaching behavior in teaching science subjects but at a lesser extent than determined by the researcher in this study. 5. The more years of experience intermediate science teachers acquire the more they use and apply teaching inquiry behavior. In the light of these results, it was possible to reach a number of positive recommendations that aim at increasing the effectiveness of using the scientific inquiry teaching behavior by intermediate science teachers.
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