شبكة المعلومات العربية التربوية

This research examined Elementary Science teachers’ knowledge of the constructivism theory, and practices of teaching through inquiry. A mixed methodology was used. The Quantitative method was implemented to detect Science teachers’ knowledge of the constructivism theory using the Constructive Theory Knowledge Test. While a Qualitative, method was implemented using the extended inquiry observational rubrics to indicate the extent of which Science teachers practice the Scientific Inquiry-based Teaching Method. Several classes were observed, and teachers were interviewed. Through qualitative and quantitative analysis of data it has been found that, teachers' knowledge of the constructivism theory is significantly low; averaging at 45.23% whereas the accepted average is 80% The level of Science teachers’ teaching methods did not reach the level of inquiry-based teaching; there were three teachers’ practices at the traditional level, and three teachers’ practices at the transitional level Furthermore, the results show a negative correlation of statistical significance between teachers’ practicing the inquiry-based teaching method and their knowledge of the constructive theory. This conclusion implies that the more knowledge teachers have of the constructive theory, the less they practice the inquiry-based teaching method. (Published abstract)