English abstract
This study sought to measure the extent to which science teachers in the Sultanate of Oman implemented inquiry-based scientific activities in Cambridge curricula, as well as the factors affecting it. A mixed methodology was used for data collection; data were collected from 10 teachers selected using the intentional sample technique. The selected teachers were teaching grades (5-8) in the South Batinah Region. Descriptive reports were used to explore the reality of implementation, in addition to interviews to investigate the factors affecting it (obstacles, aids, and understanding the characteristics of the curriculum).
The findings of the study showed that 80% of the implemented survey-based scientific activities are inaccurate. The implementations are adversely affected by the lack of understanding of the survey strategy, the lack of tools, lack of aids, and the lack of understanding of the characteristics of the curricula. The study recommended the need for training teachers in the survey strategy to ensure a deeper understanding of the survey skills and an accurate application of them. In addition, provide textbooks with scientific material that addresses curriculum features and scientific thinking skills.
