Please use this identifier to cite or link to this item: https://bspace.buid.ac.ae/handle/1234/1507
Title: 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
Authors: MAHDAWI, WASAN
Keywords: formative assessment
inquiry-based learning
inquiry skills
United Arab Emirates (UAE)
Arabic studies
science teachers
learning and teaching
Issue Date: Jun-2019
Publisher: The British University in Dubai (BUiD)
Abstract: 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.
URI: https://bspace.buid.ac.ae/handle/1234/1507
Appears in Collections:Dissertations for Science Education (SE)

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