Dissertations for Science Education (SE)

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The Effects of Guided Inquiry Instruction on Students’ Achievement and Understanding of the Nature of Science in Environmental Biology Course
(The British University in Dubai (BUiD), 2012-11) Hasan, Ahmad Sharif Ahmad
Science textbooks coupled with appropriate instructional strategies play a pivotal role in conveying the educational reform documents vision through students’ teaching and learning of the three domains of science: the body of content knowledge, scientific process skills and the nature of the scientific knowledge. The purpose of this study is two folds: 1) to investigate students’ views of the nature of science (NOS) based on the newly implemented science curriculum, the Hartcourt International, in United Arab Emirates’ (UAE) public schools and 2) to investigate the impact of guided-inquiry of instruction in teaching the environmental biology subject and the NOS aspects with students. Seventy six tenth-grade students distributed amongst 4 mutual exclusive classes participated in this study. The respective classes are randomly divided into two intact groups: experimental and control groups. The experimental group is taught using the guided inquiry instruction during theoretical classes and laboratory activities, which based on grappling with guided-inquiry questions and practicing science as process skills. The control group is taught using the traditional strategies, without incorporating the guided inquiry instruction and the science process-skills. A modified NOS scale adopted from Wenning (2006), Iqbal et al. (2009) and the doctorate thesis of Larson-Miller (2011), and an environmental biology achievement test from the Hurtcourt International biology assessment guide book are used as pre and post-tests for measuring the effect of guided inquiry instruction on both students’ NOS conceptions and biology achievements respectively. Results reveal that the students’ NOS conceptions in the pre-case are still wanting. Moreover, implementing the guided inquiry instruction in teaching the environmental biology subject has significant effect in improving the students’ academic achievement. However, this kind of instruction alone seems to be insufficient in developing NOS conceptions in the students. Differences in the total average scores between pre- and post-NOS scale are not statically significant for both the experimental and control groups. It is possible that more explicit instructional approaches are needed to be investigated for their effectiveness in achieving NOS understandings in students’ minds.
The Effectiveness of the Science- Inquiry Teaching Approach On the Students’ Achievement and Engagement in the UAE Public Schools
(The British University in Dubai (BUiD), 2013-06) Kassir, Hind Gergi Abou Nasr
The guided scientific inquiry investigations are designed to help students reaching particular answers through their high thinking processes and their skills in scientific activities. This paper investigates the impact of the science-inquiry teaching approach on the students’ achievement and evaluates its effectiveness on the students’ engagement level over a period of four months and a half in a UAE public school for girls located in the northern Emirates. Subjects of the study were 52 girls UAE nationals from the 6th grade, following the scientific reform in their school, these schools are called “Madares Al Ghad”. The sample has been divided in two: the first one n=26, is the experimental group where students received the science instruction from a trained science-inquiry teacher, while the second one called the controlled group n=26, received a more traditional scientific instruction of the same content. The dependent variables in the study were the students’ achievement and their engagement level. Both variables were measured through a mixed-method approach: first the quantitative data was collected using a pre- and a post-test to assess the students’ science achievement. Second the qualitative data was collected using an observation tool designed for the study and entitled EIT 2013 to evaluate the students’ engagement. The analysis of the quantitative data was done using the T-test. The results have revealed that the science-inquiry teaching approach produced a significant greater achievement among 6th grade students than the classical teaching approach. Qualitative data analysis of the results revealed that students in the experimental group developed significant positive attitudes towards science more than did those in the controlled group.
The Effectiveness of Problem-Based Learning Strategy in STEM Education for Enhancing Students’ 21st Century-Skills
(The British University in Dubai (BUiD), 2014-03) El Sayary, Areej Mohamed Adel
The STEM education is one of the new reforms in the science education that enhances students’ scientific and cognitive skills. STEM education is best taught through problem based learning strategies as there are three types of learning that cut across the PBL; cognitive learning, content learning, and collaborative learning. These three types of learning set as a conceptual framework that has guided this study. The main purpose of this study is to measure to what extent using the PBL strategy in STEM education enhances students’ development of the 21st century skills :cognitive skills, collaborative skills, and content knowledge? The participants of the study comprised two groups: 112 teachers and 1800 grade eleven students selected from seven schools around UAE. A mixed-method design has been used in this study using multiple tools. A teachers’ questionnaire that included open and closed-ended questions was administered. The students' achievements have been measured qualitatively using rubrics and quantitatively by collecting students’ scores from the Robotics module. In addition, students’ perceptions were also measured using a closed question survey. The results revealed from the study that the STEM education is best taught through the problem based learning approach that enhance students’ cognitive, content, and collaborative skills. The science and engineering teachers demonstrated good evidence in integrating those skills in their practices. In addition, the students’ perceptions towards the subjects show a great interest in the engineering and science subjects which enhance careers in STEM fields.
Investigating Metacognitive Awareness and Self-Efficacy of High School Students through Prompted Reflections in Mathematics and Science
(The British University in Dubai (BUiD), 2014-04) Hadi, Lames Bassem Abdul
Metacognition has been identified as a crucial component of effective learning of mathematics and science education. It entails students recognizing their learning processes, styles, preferences and self-efficacy. The present study aims to determine the effects of metacognitive prompted reflection for enhancing students’ metacognitive awareness and self efficacy in Physics and Mathematics classes. A quantitative research approach by employing a pretest-posttest quasi-experimental design was adopted to fulfill the study purposes. The participants were 184 high school students in a K-12 private school in Dubai, the United Arab Emirates. The experimental group participated in metacognitive treatment by responding to prompted reflection questions for six weeks. Data were collected using the Self-Efficacy and Metacognition Learning Inventory (SEMLI-Math & SEMLI-Physics) as a pretest and posttest, and subjected to descriptive and inferential statistics of both metacognitive awareness and selfefficacy. Data analysis revealed that prompted reflections have affected the students’ metacognitive awareness and self-efficacy positively. There was significant improvement in metacognitive awareness and self-efficacy of students in the experimental groups except the physics groups which showed little improvement in self-efficacy. These findings are important as they can guide educators in understanding different metacognitive factors and selecting strategies that improve students’ metacognitive awareness and self-efficacy within the realm of curriculum innovation and change.
Investigation of UAE Teachers’ and Students’ Perceptions and Practices of Formative Assessment of Inquiry-Based Learning
(The British University in Dubai (BUiD), 2015-11) Sabri, Sura
The use of inquiry-based learning (IBL) in science education is seen as one of the effective strategies to develop students’ critical thinking skills and train them to become problem solvers for future problems. Because the Researches and investigations concerning education in Arab countries are of limited scale, only a few data is available about science teaching and learning practices. Therefore, the purpose of this study is to investigate students’ and teachers’ perceptions towards formative assessment (FA) and inquiry-based learning in science classrooms, in addition to investigating how the formative assessment of inquiry-based learning is currently implemented and finding out the best practices in the educational field. Multiple tools following the mixed method approach were used to achieve this study. The tools comprise two versions of formative assessment of inquiry-based learning questionnaire for teachers and students, in addition to lesson observation form that was used to collect and interpret the best practices in actual classroom environments. Three groups of participants contributed to the study with a total number of 535 students and 51 teachers who responded to the questionnaires, and 10 teachers volunteered for lesson observations. The major results indicated that formative assessment strategies were implemented effectively in science lessons. However, inquiry-based activities were implemented with less efficiency in all science classrooms. A positive relationship between formative assessment and inquiry-based practices was found from teachers’ perspective. Therefore, as a result of this study, several recommendations were provided to better prepare teachers to use FA to evaluate IBL activities and eventually promote students’ performance in science education in the UAE.
Investigating the Impact of Using Cooperative Learning Strategies on Promoting Students’ Science Learning in Private Schools in UAE
(The British University in Dubai (BUiD), 2016-03) Radhwan, Mina Ghassan
Since the 1960s, there has been significant attention given to small-group learning approaches in the educational process. Cooperative learning is one of the most significant teaching strategies to have a substantial positive effect. The purpose of this study is to clarify the impact of using cooperative learning strategies on promoting students’ learning in science classes. This study has two groups of participants comprising forty one teachers and one hundred and sixty nine high school students from different private schools in the UAE. A mixed method design was taken towards collecting sufficient data. A quantitative questionnaire was utilized in order to gather teachers’ perceptions along with open-ended questions. Their performances were examined, alongside class observational visits. Results specified that the participating teachers have good pedagogical knowledge about cooperative learning strategies. Furthermore, regarding the collected results which showed that the students gained satisfactory scientific skills but at the same time, they still might need further consistent practice in the direction of improving their academic learning. Consequently, students revealed their interest in learning science as a result of CL activities. Remarkably, the study showed that the teachers who had achieved a Master’s Degree in Education had the ability to positively promote students’ skills.
A Study on the Effects of Integrating Web 2.0 Writing and Discussion Applications into Mathematics Instruction on Students’ Reasoning Skills
(The British University in Dubai (BUiD), 2016-05) Albarbari, Nada Faisal
Over the past couple of decades, integrating technology into mathematics class instruction has become a rich topic for research attempting to advance the effectiveness of mathematical education and encourage students to engage with their own learning processes. The purpose of this study was to explore the effects on students’ reasoning skills of integrating Web 2.0 writing and discussion applications in mathematics classes by investigating the effect of such integration on students’ motivation to learn mathematics, their attitudes toward writing in mathematics, and their achievement in mathematics. A sequential mixed-methods approach was used to collect both quantitative and qualitative data via pretest and posttest surveys, student interviews, and students’ end-of-term exam marks. Data analysis has revealed that Web 2.0 writing and discussion applications have a positive impact on students’ needs for competence and autonomy and hence on their motivation to learn mathematics and their attitudes toward writing in mathematics class, which were found to be highly influenced by their perceptions of the advantages and disadvantages of the writing practice. Nevertheless, there was no significant effect on students’ academic achievement. Finally, the study implies the need for teachers to differentiate instruction and provide meaningful feedback to effectively engage students with different learning styles and abilities.
The Nature of Science Aspects That High School Students Exhibit During Debating a Controversial Socio-scientific Issue
(The British University in Dubai (BUiD), 2017-03) TAHER, REHAM EMAD MAHFOUZ
Over the last century, a lot of investigations were done to enhance the students’ understanding of the nature of the scientific knowledge, as well as, to have the educators agreed to put the nature of the scientific knowledge at the center of the scientific literacy. Effective scientific literacy development in our students requires linking science to the society, and allowing the students to explore the scientific knowledge while dealing with the challenges of the real world. The purpose of this study is to explore how students comprehend science, especially in its tentative, subjective, and social/cultural embedded nature. This study was carried on a group of sixty students of twelfth grade, following their debate about a socio scientific issue, in which a qualitative design was used to collect the data. The tools used were open-ended questionnaire, and one-to-one interviews in order to clarify their conceptions about the nature of the scientific knowledge. Results specified that the participants had good understanding of the nature of the scientific knowledge categories intended to be explored; in addition, this study recommended using scientific argumentation of socio- scientific issues as an effective tool in enhancing the students understanding of the nature of science.
The Impact of Inquiry based Learning and Explicit Instruction of the Nature of Science on Students’ Views of the Nature of Science
(The British University in Dubai (BUiD), 2017-05) HAWASH, WAEL ABOU
Education of science has increasingly attracted new and novel approaches. Recent studies have sought to introduce strategies and methods for teaching science that will significantly enhance learners’ capacity to appreciate science. Educators are now at a better position to explore and experiment with new pedagogic approaches. Inquiry-based learning approaches and explicit instruction of the nature of science are contemporary topics in pedagogy. The purpose of this research is to investigate the impact of the inquiry-based and explicit instruction of the Nature of Science on students’ views of the nature of science. It provides insights on how inquiry based learning and explicit instruction of the NOS can be applied in the context of the UAE to improve learners’ views of NOS. A quantitative research method is used and a quasi-experimental approach is adopted i.e. pre and post tests involving 3 groups apart from the control group. The teachers of the three groups are chosen using the instrument to have adequate views of the nature of science. The 3 groups are taught using science textbooks aligned with the next generation science standards (NGSS). All of the students of the school are Emiratis and the teachers are multinational and they needed to have teaching license of their area of specialty. A pretest was conducted to all groups. Similarly, all groups were taught the same science lesson i.e. same scientific concepts however as the research suggested with different techniques namely inquiry based, explicit instruction, and inquiry and explicit while the control group through direct instruction rote learning. The findings of this study have shown that the combination of both instructional approaches, inquiry based and explicit teaching of the NOS, brings the best of both to the classroom leading to significantly improved views of NOS (t=-8.004, df = 20, p = .000). This study recommends further investigation with and combination of both explicit and inquiry-based instruction approaches in teaching science. Science teachers should aim towards determining the optimal mix of both approaches that will results in the best NOS outcomes for their student.
Investigation of implementing STEM projects in a selective school in the United Arab Emirates
(The British University in Dubai (BUiD), 2017-09) ABDALLAH, JAFAR BAHJAT ABDALLAH
STEM education is trending nowadays due to the high demand for STEM careers. A range of countries are developing their educational systems to be capable of producing the required highly qualified future degree holders. It is critical that educational systems adapt to this change. The UAE is one such country with a high demand for engineers, scientists, mathematicians and technicians. Consequently, the focus of key decision-makers and stakeholders is to put the latest educational theories into practice. As a result, this study aims to investigate the implementation of STEM projects in one selective school. The study will focus on six main factors: group formation, differentiation, achievement, motivation, assessment and to identify any gender differences. To ensure the effectiveness of the study, a mixed method was used, including questionnaires being issued to both students and teachers. After analyzing the quantitative data, some interviews with teachers and students were conducted to provide further insights and to address any gaps in the data. The results show that STEM initiatives have a positive effect on the motivation and achievement of students. Students are satisfied with the assessment and group-building procedure. STEM projects are pedagogies that suit students with different abilities. The results show a significant difference in attitudes between males and females toward STEM projects and STEM careers.
Investigating Teachers’ perceptions and implementation of STEM Education in The United Arab Emirates
(The British University in Dubai (BUiD), 2018-02) AL BASHA, HALA ABDEL RAHEEM
With the current international focus on enhancing and improving STEM education, the United Arab Emirates is one of the developing counties that is paying attention to STEM education. This study was conducted to investigate STEM-related subjects’ teachers’ perceptions and implementations in American-system schools in the UAE. No research has been conducted in the UAE context on this topic. A mixed-methods approach was used to collect data; a questionnaire was developed to examine the perceptions and practices of STEM education for (144) in-service teachers of science, mathematics, and technology, then it was supported by interviews with some of the teachers. Data analysis was presented. Results indicated that STEM education is well-perceived by majority of teachers in UAE, STEM is implemented through project-based learning as a part of curricula or as an activity per month or per term, engineering concepts are presented while engineering practices are underrepresented, successful collaboration and well-informed understanding of disciplines’ core concepts are needed. In general; it was found that secondary and middle school teachers in the UAE showed positive perceptions and better implementing of overall STEM education than elementary school teachers.
Examining the perceptions and practices of undergraduate dental students and facilitators about Problem-based Learning (PBL) instructional approach in the United Arab Emirates
(The British University in Dubai (BUiD), 2018-03) MOHAMED -ZAIN, AMAL
Problem-based learning is useful learner-centered instructional approach in which learners collaborate within small groups to solve an authentic ill-structured problem that has no right or wrong answers. However, designing and facilitating problem-based learning can be challenging for instructors as well as instructional designers, especially for learning dental education. Recently many medical and dental schools globally have included PBL in their curricula. Therefore, recently no one has questioned whether the outcomes expected of the learner in a PBL setting are applicable to students from different cultural upbringings. The aim of this study was to examine the perceptions and practices of students and facilitators about PBL as teaching method and what are the issues that have arisen based on their experience and knowledge. The study conducted in fall semester 2017 in dental school in a major governmental university in the United Arab Emirates. A survey instrument designed with twenty-one statements rated on a Likert scale (i.e., from “strongly agree” to “strongly disagree”) delivered to 340 dental students (n=400) and 82.5% of the students (n=330) completed the questionnaire. In addition, semi-structured interviews were conducted with four PBL dental educators to provide knowledge and insights about the challenges they experienced, as well as identifying the key elements of problem-based learning in higher education. Main results included the PBL teaching method was favored by the students as well as their educators. One sample T test for the gender responses were T = - 0.620 and P-value = 0.535 showed no significant difference while One-way ANOVA were T = 4.518 and P-value = 0.001 found significant different between study level in problem-based Learning, ordered, as expected, as follows: Year 5 > Year 4 > Year 3 = Year 2 = Year 1. To conclude the facilitators of PBL and their students appear to be very positive about their experience on PBL in their curriculum. The positive and negative observations appear to be similar in both male and female questionnaire results the difference arose in the year of study the other main finding that there a clear support for the traditional lecture format. Also, a major result of the study indicated that teachers have good pedagogical knowledge about PBL, and have developed their practices but not at the same level of their knowledge.
A study of the effectiveness of inquiry-based learning and project-based learning of science and language subjects at high school level in the U.A.E.
(The British University in Dubai (BUiD), 2018-03) YOUNIS, TAGHREED
The objective of this study was to investigate the suitability of inquiry-based learning and project-based learning approaches in the science and language at the high school level and their effectiveness. The researcher used a mixed qualitative and quantitative approach in order to accomplish this objective. A two-part survey questionnaire was used to examine the suitability of IBL and PBL to different subjects and the respondents’ perceptions about their use. A comparison of pre and post-test scores of students was used to determine which among the two approaches were more effective. The results show that in terms of suitability, the research instrument focused mainly on IBL. It was found that IBL is most compatible with English, Science, and SPED subjects; and that it is grossly incompatible with Math subjects. It can be inferred based on that that PBL may be the more compatible approach with Math subjects. In terms of effectiveness using the test scores, IBL strategies were more effective. This was evidenced by the bigger impact that using IBL strategies had on the test scores of the respondents compared to when PBL strategies were used. The higher score differentials were observed when IBL was used; the differences between pre and post-test scores were smaller in the PBL group.
Pre-service Teachers’ Perceptions of Critical Thinking of Science Instruction and Lesson Planning in UAE’s Schools
(The British University in Dubai (BUiD), 2018-05) HACHLAF, OMELKHAIR
This study was done to investigate the pre-service science teachers’ perception of critical thinking of science instruction and lesson planning in UAE’s schools. A sample size of 80 female pre-service teachers participated in this study from the College of Science Education in different institutions; UAE University, Ajman University and Higher Colleges of Technology in Fujairah, which offer training courses in different private and public schools in UAE. Mixed methods and analysis of lesson plans were used to find explicit study answers; quantitative method was used to find clear answers and was analyzed with SPSS software program; the qualitative method was used to support the quantitative methods results, contributing to the analysis of the lesson plans from different levels in UAE’ Schools. The following are the main results in this study from the pre-service teachers’ perceptions: (1) The pre-service teachers have approximately the same level of perception about the effect of critical thinking skills on teaching instruction, (2) the pre-service teachers present critical thinking in their science lesson plans in a clear way but they lack the integration of critical thinking skills in an exciting way. (3) The pre-service teachers need more training to raise their experience before getting exposed to the real education environment. In addition, there are no significant differences between pre-service science teachers’ perceptions in different years study and their level of teaching.
Elementary Students’ Perceptions of Use of Project-based Learning in Germany
(The British University in Dubai (BUiD), 2018-06) KHUWAYRAH, SAFA’
Group project-based learning is recognized as an effectual method for involving students in a constructive learning environment that enhance their critical thinking, and gear them with the important skills they may need in their future development. This case study has been conducted to investigate the elementary students’ perceptions of the project led education, and its impact on their deep learning of the scientific context, as well as its’ effect on developing their high learning skills. A total of 59 grade four students from the elementary division of one of the IB international schools in Germany have participated in this study. A mixed method approach has been designed to collect data; interviews have been conducted with the students in addition to a 7-question survey that asked students to evaluate their perceptions and satisfaction of using project-based learning as a teaching strategy for science subject using a 4 points Likert scale. The results have revealed that students have positive attitudes and satisfaction toward enacting project-based learning in teaching science in their schools, in addition to its positive effect on the deep learning of science concepts, as well as acquiring the important skills that students may need in their future
Investigate stakeholders’ perceptions of best practices of STEM education in the United Arab Emirates
(The British University in Dubai (BUiD), 2018-10) MALAKA, SAWSAN
The United Arab Emirates (UAE) is in the transition from an oil-based to a knowledge-based economy. This shift requires a workforce that can develop 21st-Century Science, Technology, Engineering and Mathematics (STEM) skills. In order to make this transition and integrate with the global economy, the UAE must enhance the workforce channels concerned with STEM education to prepare current and future workforces. Schools in the UAE ought to prepare and motivate the students to join STEM careers. This study investigates stakeholder perceptions regarding STEM best practice in the UAE towards developing a STEM model. The data from this study in the UAE revealed that STEM practices are not common and require significant instruction for implementation. The recommendations of this study form a basis for establishing an effective STEM model in the UAE.
The Effectiveness of Inquiry-Based Learning Laboratory Experiments on Science Education Students’ General Science Laboratory Attitudes and Achievement
(The British University in Dubai (BUiD), 2018-10) ABUHEJLEH, HANA OSAMA ALI
The research paper is an analysis of the effectiveness of using inquiry based learning laboratory experiments on science education student’s general science laboratory attitudes as well as achievements. As such, the research question addressed in this analysis is to discern the impact of the inquiry based learning model in determining the performance as well as achievements students in such an academic setting. Therefore, the paper will focus on analyzing all the concepts of learning evident from the inquiry based form of learning, and applying these concepts to the learning outcomes of students. The results prove that the inquiry based model of learning is effective in promoting the achievement of students in general science laboratory, as well as transforming their attitudes positively towards the subject.
The impact of STEM project-based learning on the achievement of high school students in UAE
(The British University in Dubai (BUiD), 2018-12) FOUAD, HANI FIKRY AHMED
Achieving an effective learning can be achieved by improving the cognitive and scientific skills for the students. STEM (Science technology engineering and mathematics) revealed a wide range of improving student's cognitive and scientific skills.For example, Robert M. Caoraro, Mary Margaret Capraro and James R. Morgan emphasized that STEM PBL helps the students to know how to solve problems. They refer that to the nature of STEM strategy as it describes as an ill-defined task with a clear and complete outcome. This way of thinking improves the student’s cognitive behavior. This improvement because, STEM depends on using problem-based learning to increase literacy by developing the problem solving strategies and the disciplinary knowledge bases. The purpose of the study was to foster the learning through STEM to enhance the students learning by developing their 21st skills, the critical thinking, creativity, collaboration, communication, and the problem solving. In order that the significance of this research is : 1)TO investigate the effects of using STEM -PBL in learning by focusing on the 21st century skills.2)To encourage the students for STEM subjects to be used in learning.3)Meet the United Arab Emirates 2021 agenda to improve the education. This study focus on a higher grades students from grade 9 to 12 boys and girls, ages 14 to 17.So it's aimed to be for the both genders. The study occurred in United Arab Emirates, Al Ain city. The students who participated in this study they also participated in two researches had done on 2017 and there were about STEM. The current study follows a mixed-method design by using different tools: 1) A student's questionnaire with open and closed ended questions. 2) Student's interviews were also used to collect more data. 3) Evaluating the student's developments qualitatively by using rubric through the whole project.4) In addition, a quantitative method was used by analyzing the student's questionnaires.5) A prototype of rover was also used to as an important tools to reveal the impacts of STEM-project based learning on the students achievements by developing their 21st century skills. The current study elaborate the effectiveness of STEM-PBL on learning by revealing a vastly and great interest toward the using of STEM-PBL by students.
Investigating Teachers’ Views of the Importance and Use of Critical Thinking in Dubai
(The British University in Dubai (BUiD), 2019-04) SHAITO, SALAH AHMAD
Critical thinking is needed more than ever to handle various challenges accompanied with the rapid technological development. This study investigated mathematics and science teachers’ views about the importance and use of critical thinking. A sample of twenty-five middle and high school teachers from two private schools in UAE participated in the research. The participants attended a critical thinking professional development and shared their views about eight strategies to develop students’ critical thinking dispositions. The results show that teachers acknowledge the importance of various methods to promote students’ critical thinking, yet they still prefer using traditional teaching methods over student centered learning. Science teachers saw more value in project-based learning and debate while math teachers prioritized questioning and problem based learning for the purpose of fostering their students’ critical thinking. Teachers found a great value in the professional development that they have attended as part of the research. The study recommends further teacher trainings to effectively implement enhanced teaching methods and promote their students to the level of master critical thinkers.
The aspects of the formative assessments on improving the inquiry skills in science classes for middle and high school students in Al-Ain City, UAE
(The British University in Dubai (BUiD), 2019-06) MAHDAWI, WASAN
Assessment for learning has been one of the growing targeted fields in education after conducting many research and studies globally, which proved how it positively affects the learning and teaching process. Formative assessment (FA) is one type of these informal evaluations, which is used in the classroom nowadays, and it highly leads and assists the students in their inquiry-based learning. This study aims to investigate the aspects of the formative assessments on improving the inquiry skills in science classes for middle and high school students in Al-Ain City, U.A.E. because the Arabic studies about this topic are so few compared to the importance of the inquiry-based learning in science classes. A quasi-experiment was held to study the FA influence on students’ inquiry skills. Add to that, a questionnaire that was performed using the mixed method as another instrument executed to collect data about the topic from twenty science teachers from two-privet school sector in AL-Ain city. Lesson plans were another tool that helped to gather the assumptions of teachers about aspects of the FA on improving the inquiry skills in science classes. The chosen participant were grade eleven boys in a private school in Al-Ain. The results of this research show a positive connection between FA and IBL. Thus, the findings of this investigation, give few suggestions to involve FA more in the educational process, to assess IBL, and to advance learners' achievement in science in the UAE.

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