Arab Educational Information Network

This study aimed at investigating the extent of inquiry included in the content of the developed physics curricula and the practical experiment guide activities for the tenth grades (experimental edition 2020) in Jordan. The study sample consisted of the content of physics curricula which was (6) units and consisted of all practical experiments activities which were (26) scientific activities. The study followed the descriptive and analytical approach using an analysis tool that was developed and verified its validity and reliability, represented by four main categories and thirty sub-domains. The results showed that making calculations skill came first, followed by classification and arrangement, observation and the skill of inference, measurement and gathering of data, then contemplation and questioning, followed by prediction and organization of records, then the skill of formulating hypotheses and testing them in the last place. In addition, the deductive inquiry method came first as a method of teaching the physics curricula, and the inquiry using students questions, and the playful inquiry and the discovery inquiry learning came in the last place. The scientific and practical inquiry also ranked first in terms of the types and characteristics of the inquiry. As for the levels of the inquiry strategy as an evolutionary developmental process, the structured inquiry came first, and the free (open) inquiry came in the last place. (Published abstract)