Vol. 3, Issue 1, Part F (2017)

Abstract
The purpose of this study was to investigate the effects of the Science in Motion (SIM) program on the self-efficacy beliefs of high school science teachers regarding the teaching of science as inquiry. The instrument used in the study was the, Teaching Science as Inquiry (TSI) Instrument - In-service Version. The TSI Instrument was administered to 75 high school teachers to measure the self-efficacy beliefs of the teacher participants in regard to the teaching of science as inquiry. Based on the results and the associated data analysis, SIM non-users were shown to have slightly higher self-efficacy scores than SIM users.