An Investigation of Saudi Science Teachers’ Perceptions and Implementation of Inquiry-Based Learning

The main aims of this study were to explore Saudi science teachers’ understandings and beliefs about inquiry-based learning (IBL) and their implementation of IBL in science in Saudi schools. The study also aimed to identify the challenges associated with IBL practice in science in Saudi schools. A mixed methods design was employed, with three types of data collection methods: classroom observations, interviews, and online questionnaires. Data were collected from science teachers across different school levels (primary, middle, and high). Twenty-seven science teachers were observed and interviewed and a total of 288 science teachers completed the online questionnaire.