The Reality of Employing Inquiry-Based Learning Strategies in Teaching Science at the Elementary Stage from the Teachers’ Perspective inthe Jazan Region

Abstract

This study aimed to identify the reality of employing inquiry-based learning strategies in teaching science at the elementary stage in the Jazan region, determine the most prominent obstacles limiting their implementation, and propose appropriate educational recommendations to enhance their use. The study adopted the descriptive survey method and included a sample of (130) male and female teachers drawn from a population of (480) science teachers. Data were collected using a questionnaire consisting of 18 items distributed across three domains: the reality of implementation, obstacles, and recommendations. The instrument demonstrated high reliability with a coefficient of (0.91). The results revealed that the level of inquiry-based learning implementation was high, with a mean score of (3.84), showing a greater emphasis on cognitive aspects such as interpreting results and generating questions, compared to a relatively lower level in conducting hands-on experiments (3.41). The obstacles domain also recorded a high mean (4.15), with the most significant challenges being insufficient training, limited class time, overloaded curriculum content, and inadequate laboratory equipment. Meanwhile, the recommendations domain scored very high (4.25), with key suggestions including providing specialized training, reducing curriculum density, and improving school facilities. The study recommends empowering science teachers through continuous professional development, improving learning environments and laboratory resources, revisiting curriculum time allocations, and providing instructional guides that support effective implementation of inquiry-based learning.