Employing inquiry skills in teaching gifted students in East Jerusalem schools
DOI:
https://doi.org/10.69867/at3j6p77Keywords:
Inquiry skills, Gifted students, East JerusalemAbstract
The study aimed to reveal the extent to which inquiry skills are employed in teaching gifted students in East Jerusalem schools. The study used the descriptive approach. The study sample amounted to (224) male and female teachers, including (99) male and 125 female teachers. They were selected in a simple random way from public school teachers in East Jerusalem, during the second semester of the 2022 academic year. A measure of inquiry skills was applied to them, which includes three domains: problem identification and formulation skills, skills to identify and gather information sources, and scientific thinking skills. The study tool consisted of the axis of inquiry skills and the axis of obstacles to teaching inquiry skills, and it consisted of (30) paragraphs. The study found that teachers' employment of inquiry skills in educating gifted students came at the overall level to a medium degree, respectively, in the domain of skills for identifying and collecting information sources, skills of problem identification and formulation, and the domain of scientific thinking skills. In addition, the obstacles to teaching inquiry skills at the total level came to a medium degree, in the following order for the teacher's field in managing the educational process, the school climate, and the school and classroom environment. The study concluded with many recommendations, the most important of which is the interest in rehabilitating and developing the educational methods for teachers, and training them on how to address controversial issues to provide students with the ability to employ inquiry skills.
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