The Degree of Practice and Perceptions of Primary Science Teachers toward Argument-Driven Inquiry

Abstract

This study aims to determine the degree of practice of primary science teachers in Argument-Driven Inquiry (ADI) and their perceptions toward it. The study employed a descriptive analytical approach, with a sample of 66 primary school  science teachers in Riyadh. Data were collected using a questionnaire and an observation checklist. The results revealed that teachers’ practice of (ADI) was at a low level, while their perceptions toward it were high, indicating the need to enhance these practices through specialized training programs focusing on designing inquiry questions, organizing scientific argumentation, and employing formative assessment and peer review as essential components of contemporary science teaching.