International Journal of Applied Research
Vol. 3, Issue 1, Part F (2017)
The effects of science in motion on self-efficacy beliefs regarding teaching science as inquiry
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.
How to cite this article:
Lori A Smolleck, Jaclyn Todd. The effects of science in motion on self-efficacy beliefs regarding teaching science as inquiry. Int J Appl Res 2017;3(1):413-425.