الملخص الإنجليزي
The aim of this study was to investigate the effect of using coupled inquiry cycle in science achievement and acquiring inquiry skills among oth grade basic education female students. The sample consisted of (60) students selected from one basic education school of Muscat Governate. The sample was divided into two groups; experimental group (n= 30 students) taught the science content by coupled inquiry cycle and control group (n= 30 students) taught the science content by the conventional method of teaching. The study lasted for two months in the second semester of the 2009/2010 academic year.
To achieve the study's aims, the researcher designed a teacher manual in how to use coupled inquiry teaching in teaching science and two testes (science achievement test and inquiry skills test). The reliability of the achievement test is (0.91), whereas the reliability of inquiry skills test is (0.88).
The results of the study revealed that there were no statistical significant differences in the level of =0.05 between the two groups in the science achievements, but there were statistical differences in acquiring the inquiry skills in two skills and in the test as a whole in favour of experimental group. Furthermore, the results showed that there were statistical significant differences between the pre and posttest of the inquiry skill test in two skills and in the whole test for the experimental group, but only in the whole test for the control group.
In the light of the above results, the study propose several recommendations such as conducting training workshops for in service science teachers in how to use the coupled inquiry cycle in science class. Furthermore, science student teacher should be trained how to plan and conduct lesson using the coupled inquiry cycle. Finally, the study recommends the researchers to conduct more researches in usi inquiry cycle in teaching science and relate it to some educational variables.
