Secondary Science Teachers' Self-Efficacy Beliefs and Implementation of Inquiry

Autor/inn/en	Kaya, Fatma; Borgerding, Lisa A.; Ferdous, Tanzimul
Titel	Secondary Science Teachers' Self-Efficacy Beliefs and Implementation of Inquiry
Quelle	In: Journal of Science Teacher Education, 32 (2021) 1, S.107-121 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferdous, Tanzimul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1807095
Schlagwörter	Secondary School Teachers; Science Teachers; Beliefs; Self Efficacy; Curriculum Implementation; Active Learning; Inquiry; Pedagogical Content Knowledge; School Location; Educational Environment; Standardized Tests; State Standards; Learning Readiness; Time Management; Correlation; Ohio + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Self-efficacy; Selbstwirksamkeit; Aktives Lernen; Pädagogische Kompetenz; Schulgelände; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Standadised tests; Standardisierter Test; Lernbereitschaft; Zeitmanagement; Korrelation
Abstract	The purpose of the study is to understand secondary science teachers' self-efficacy beliefs and implementation of inquiry to provide information for the improvement of science education in a Midwestern U.S. state that has not yet adopted NGSS. An explanatory sequential mixed methods design was selected to capture both a broad perspective of science teachers' self-efficacy and inquiry implementation. Thirty-nine secondary science teachers participated in this study. The Teaching Science as Inquiry questionnaire (TSI) was employed, and the online survey software Qualtrics was used to collect quantitative data. For the qualitative phase, data collection consisted of 13 face-to-face, individual, audio-taped interviews. Findings demonstrate that there is a connection between the teachers' self-efficacy beliefs and implementation of all five essential features of inquiry. The teachers are also more confident in teaching science through teacher-centered inquiry than student-centered inquiry. Additionally, teachers' background in terms of content knowledge, pedagogical knowledge, and experience is a variable that affects teachers' self-efficacy and implementation of teaching science as inquiry. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01