1. Dept. of Science & Technology Education
Teaching Science as Inquiry: the role of novice vs. experienced Teachers’ Self- efficacy
Kumudu Seneviratne
Dept. of Science & Technology Education
Faculty of Education
4/3/2019

2. Background
Inculcation of the spirit of scientific inquiry is central to any curriculum framework in science. However, teaching with inquiry is a relatively complex and demanding activity. Curriculum reforms, mainly in 1972, 1992, 1998, and in 2007 have sought to improve the inquiry based science instruction in the classroom (Athurupana et al., 2011). The curriculum revision based on Outcome Based Education (OBE) in 2015 further facilitates the enactment of authentic inquiry. It expects to keep a sound coherence among the learning outcomes, teaching learning activities and the assessment tasks.
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3. Rationale to study
Despite the attempts at state levels to improvement of inquiry based science instruction in the classroom, still the instructional practice is dominated by teacher centered confirmatory exercises, rather enactment of authentic inquiry. As a result, the students possess a very little understanding in basic science concepts, the process of scientific inquiry and related concepts.
Among the key predictors of teacher’s receptivity to inquiry based instruction Teacher self-efficacy is an important predictor in teacher’s professional career which is not amply researched in the Sri Lankan education context.
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4. Conceptual model
Related Theory: Social Cognitive Theory: Triadic Reciprocal Determinism (Bandura, ).
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5. Purpose of the study General Objective
Investigate the science teachers’ self-efficacy in Student Engagement, Classroom Management and Instructional Strategies in planning scientific inquiry in association with teaching experience in science
Specific Objectives
Determine the science teachers’ perceived usage level of learning outcomes of scientific inquiry by teaching experience
Determine the science teachers’ self-efficacy in Student Engagement, Classroom Management and Instructional Strategies in planning scientific inquiry by teaching experience
Study the association among perceived usage level of learning outcomes of scientific inquiry, teacher self-efficacy and teaching experience
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6. Research Design Research Methodology
Quantitative paradigm -A correlational study
Sample
A quota sample of 148 practicing science teachers practicing science teachers (M:F=18:130, D:ND=57:91, PQND/T:PGPG=76:53, NO:EX=80:68,HO:PA:SE=74:34:
40, 1AB:1C:Type 2=92:23:33) in state schools of Homagama zone in 2018
Data gathering instruments
Questionnaire(6 items on learning outcomes of scientific inquiry(National Survey of Science and Mathematics Education Science Questionnaire (Horizon Research Inc.(2000),and 20 items Teacher Self-Efficacy Scale ((Tschannen-Moran & Woolfolk Hoy, 2000).
Data analysis
Independent Sample T-Test and the General Linear Model (GLM) Univariate analysis
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7. Experience wise Mean perceived usage level of Learning outcomes of Scientific inquiry
Variable
Teaching
Experience N
Mean ± SD
p-value*
LO1-Engaging with a scientifically oriented question
Novice 80
3.84 ± 0.74
.064
Experienced 68
4.07 ± 0.80
LO2-Planning investigations to gather evidences in response to questions
3.56 ± 0.84
.304
3.71 ± 0.85
LO3-Developing and evaluating explanation using evidences to address scientifically oriented question
3.70 ± 0.79
.017*
4.01 ± 0.80
LO4-Formulating conclusions or explanations from evidence to address scientifically oriented question
3.74 ± 0.76
.105
3.96 ± 0.87
LO5-Evaluating conclusions or explanations in light of alternative conclusions/explanations
3.54 ± 0.78
.168
3.72 ± 0.83
LO6-Communating and justifying the proposed conclusions or explanations
.119
3.75 ± 0.87
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8. Experience wise Mean perceived usage level of Learning outcomes of Scientific inquiry
Variable
Teaching
Experience N
Mean ± SD
p-value*
Overall Perceived Use of LOS in SI
Novice 80
3.65±0.57
.038*
Experienced 68
3.87±0.70
Student frequently engage in scientifically oriented questions, developing explanations on them and formulating conclusions.
Yet, planning investigations to gather evidences in response to questions and communicating and justification of the proposed conclusions were not satisfactory.
Use of overall LOs of scientific inquiry was significantly higher among experienced than that of novice science teachers.
Significant difference in use of LO3-Developing and evaluating explanation using evidences to address scientifically oriented question was also evident.
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9. Experience wise Mean perceived self-efficacy level for use of learning outcomes of Scientific inquiry
Variable
Teaching
Experience N
Mean ± SD
p-value*
Overall Mean Perceived Self-efficacy
Novice 80
3.90 ± 0.41
0.015*
Experienced 68
4.06 ± 0.40
Mean Perceived Self-efficacy In Student Engagement In Scientific Inquiry
3.76 ± 0.45
0.180
3.86 ±0. 45
Mean Perceived Self-efficacy In Classroom Management In Scientific Inquiry
3.99 ± 0.48
0.003*
4.24 ± 0.48
Mean Perceived Self-efficacy In Instructional Strategies In Scientific Inquiry
3.93 ± 0.50
0.056
4.09 ± 0. 47
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10. Association among perceived usage of learning outcomes of scientific inquiry, teacher self-efficacy and teaching experience in science
Variables
Mean ± SE B
P-value
Significance
Teaching experience
Novice
3.67 ± 0.062
.052
Not Significant
Experienced
3.85 ± 0.068
TSE in Student Engagement(TSESE) in SI
.553
<0.001
Significant
TSE in Classroom Management(TSECM) in SI
-.293
.021
TSE Instructional
Strategies(TSEIS) in SI
.396
.004
perceived usage of scientific inquiry= (TSESE) (TSECM)+0.393(TSEIS
24.4% of variation in perceived usage of learning outcomes of scientific inquiry can be explained by perceived teacher self-efficacy in student engagement, classroom management and instructional strategies in scientific inquiry.
Every unit increase in perceived teacher self-efficacy in student engagement, usage level of scientific inquiry is expected to increase by units, provided the science teachers of the same levels of self efficacy in classroom management and instructional strategies in scientific inquiry
Similarly, for a given levels of self efficacy in student engagement and instructional strategies in scientific inquiry, every unit increase in perceived teacher self-efficacy in classroom management, the usage of scientific inquiry will decrease by units.
For a given levels of self efficacy in student engagement and classroom management in scientific inquiry, every unit increase in perceived teacher self-efficacy in instructional strategies, the usage of scientific inquiry will increase by units.
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11. Conclusions
In enactment of scientific inquiry in the classroom, student frequently engage in scientifically oriented questions, developing explanations on them and formulating conclusions was evident.
Yet, the two key outcomes of authentic scientific inquiry: planning investigations to gather evidences in response to questions and communicating and justification of the proposed conclusions were not satisfactory
Use of overall LOs of scientific inquiry was significantly higher among experienced than that of novice science teachers.
Significant difference in use of LO3-Developing and evaluating explanation using evidences to address scientifically oriented question was also evident.
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12. Conclusions H(x) Hypotheses P-value Conclusion H1
Science teachers’ perceived usage level of learning outcomes of scientific inquiry differs by teaching experience
0.038
Supported by data
H2a
There is a relationship between overall teacher self-efficacy and usage level of scientific .
0.015
H2b
The relationship between teacher self-efficacy in student engagement and usage level of scientific inquiry differs by teaching experience.
0.180
Not Supported by data
H2c
The relationship between teacher self-efficacy in classroom management and usage level of scientific inquiry differs by teaching experience.
0.003*
H2d
The relationship between teacher self-efficacy in instructional strategies and usage level of scientific inquiry differs by teaching experience.
0.056
H3a
There is a relationship between teacher self-efficacy in student engagement and usage level of scientific inquiry.
<0.001
H3b
There is a relationship between teacher self-efficacy in classroom management and usage level of scientific inquiry.
.021
H3c
There is a relationship between teacher self-efficacy in classroom management and usage level of scientific inquiry.
.004
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13. The Way Forward……………..
Reorientation science in-service teacher education programme
1.Teacher self-efficacy as an important predictor of teacher success in in-service training, in terms of a valuable process variable to be considered during training, and a desirable outcome of in-service training
2. Teaching experience in science as an important predictor of teacher success in use of scientific inquiry in the classroom
Future research on improved social dialogue on importance of teacher self –efficacy raising interventions with regard to inquiry based science teaching
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14. References
Aturupana, H., Dssanayake, V., Jayawardene, R., Shojo, M., & Sonnadara, U. (2011). Strengthening Science Education in Sri Lanka, Report No.45, South Asia Human Development Sector.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1991). Social cognitive theory. Organizational Behavior and Human Decision Processes,50: 248–287.
Horizon Research, Inc. (HRI)(2012). National Survey of Science and Mathematics Education (NSSME)
Tschannen-Moran, M. & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, (17), Retrieved May from
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15. Thank you
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