Kuwaiti Science Teachers’ Beliefs and Intentions Regarding the Use of Inquiry-Based Instruction

Alhendal, Dalal Abdulrazzaq; Marshman, Margaret; Grootenboer, Peter

doi:10.1007/s10763-015-9671-0

Cited by 14 publications

(15 citation statements)

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“…Studies of educational reform from a TPB perspective have tested the effectiveness of TPB in explaining teachers' responses to educational reforms. Several factors have been suggested to influence teachers' implementation of reforms [20,34].…”

Section: Theory Of Planned Behavior Application In Educational Reformmentioning

confidence: 99%

“…Most of the literature on teachers' reactions to reform shows that their attitudes and perceived behavioral control are strong predictors of their behavior, while subjective norms are a relatively weaker predictor [20,35]. For instance, Pynoo et al [35] analyzed responses from 919 teachers on their acceptance and use of an educational portal and found that the strongest predictors of behavioral intention were attitudes and perceived usefulness.…”

Section: Theory Of Planned Behavior Application In Educational Reformmentioning

confidence: 99%

“…For instance, Pynoo et al [35] analyzed responses from 919 teachers on their acceptance and use of an educational portal and found that the strongest predictors of behavioral intention were attitudes and perceived usefulness. Alhendal et al [20] also suggested that attitude and perceived behavioral control are the main predictors of intention and that subjective norms are not a significant predictor.…”

Section: Theory Of Planned Behavior Application In Educational Reformmentioning

confidence: 99%

“…Sadaf, Newby and Ertmer [37] examined pre-service teachers' intention to use Web 2.0 technologies and suggested that "pre-service teachers were relatively more motivated by the value of this technology to facilitate students' learning and participation and address their future students' expectations regarding the use of web 2.0 technologies" (p. 944). Alhendal et al [20] pointed out that professional development should provide evidence of students' learning outcomes and help teachers reflect on that learning, as their improvement is a considerable concern for teachers.…”

Section: Theory Of Planned Behavior Application In Educational Reformmentioning

confidence: 99%

“…With respect to the choice of theoretical framework, the study used the theory of planned behavior (TPB), which has been widely used in social science studies to predict and explain people's behavior. Studies have examined its effectiveness in exploring the relationship between teachers' behaviors and beliefs [19], explained teachers' reactions to reform [20] and predicted teachers' acceptance of reform [21]. TPB's application in educational reform studies is expanding [22,23].…”

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confidence: 99%

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Factors Influencing Teachers’ Implementation of a Reformed Instructional Model in China from the Theory of Planned Behavior Perspective: A Multiple Case Study

2019

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It is difficult for curriculum reform to achieve sustainable success without support from teachers in the front line. The authors of this paper investigated teacher factors behind the successful implementation of a reformed instructional model, the Dao Jiang Ping (DJP) model, in China. This study is part of a longitudinal project (2012)(2013)(2014)(2015)(2016)(2017) that reported the level of DJP implementation and explored factors that influence teachers' implementation. This paper mainly focuses on the latter. Six teachers were examined to look for reasons behind their different levels of DJP implementation. The theory of planned behavior (TPB), which has been widely used to explain and predict people's behavior or intention to perform a behavior, is used as the theoretical framework for the study. Referring to the TPB framework, this study summarized factors into individual factors, perceived social factors and perceived contextual factors. Furthermore, the authors suggest extending the TPB framework by including teachers' understanding of the reform ideas to facilitate its application in order to explore factors in reform contexts. Lastly, this study discusses several important factors that help teachers to implement new teaching methodologies continually, thus promoting the sustainable implementation of reforms.Sustainability 2020, 12, 1 2 of 21 trend towards over emphasizing knowledge delivery and putting more emphasis on students' active participation to develop their abilities such as collecting and processing new information, gaining new knowledge independently, analyzing and solving problems, and communicating and cooperating with others" [10]. The newest version of the curriculum standard was published in 2011 [11], and the goal of mathematics education was extended from two basics (basic knowledge and skills) to four basics (basic knowledge, skills, mathematical thinking and activity experiences). The standard suggests various instructional approaches to improve students' learning, e.g., self-learning, collaborative learning and inquiry-based learning [11,12]. However, despite the appealing proposals in curriculum reform, research finds that little change is happening in classrooms [13,14]. He and Gao [15], for instance, analyzed 15 middle school mathematics lessons and pointed out that although teachers accepted the reformed model of learner-centered instruction, lecturing still occupied most of their class time. Li [16] found teacher-fronted instruction to be the dominant practice in classes under educational reform, with little interaction between teachers and students. Many Chinese educators call this situation "walk [ing] the old road with new shoes" [12,17].In recent years, while the implementation of national curriculum reform has moved from centralization to decentralization, with decreased control by the central government and more encouragement for developing local curricula by local educational authorities and communities, successful reform cases have been reported at the local level. The D...

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Section: Theory Of Planned Behavior Application In Educational Reformmentioning

confidence: 99%

Section: Theory Of Planned Behavior Application In Educational Reformmentioning

confidence: 99%

Section: Theory Of Planned Behavior Application In Educational Reformmentioning

confidence: 99%

Section: Theory Of Planned Behavior Application In Educational Reformmentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Factors Influencing Teachers’ Implementation of a Reformed Instructional Model in China from the Theory of Planned Behavior Perspective: A Multiple Case Study

2019

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Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective

Ogegbo,

Ramnarain,

Krajcik

2024

J Res Sci Teach

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Inquiry‐Based Teaching Practice (IBTP) is an essential component of science education, and promoting its implementation is at the heart of various reform efforts. Even though science teachers regard IBTP as an essential pedagogical method, they rarely use it for various reasons. This study utilizes Bronfenbrenner's ecological framework to examine potential factors at various levels of the educational ecosystem that predict the implementation of inquiry‐based teaching practices among Grade 9 science teachers in South Africa. To this end, quantitative data from 537 educators who participated in the Trends in International Mathematics and Science Study (TIMSS) 2019 national assessment were utilized. Data were analyzed using descriptive statistics, Pearson correlation, and hierarchical multiple regression analysis. Results revealed that four variables at different socioeconomic levels were perceived to strongly predict teachers' implementation of inquiry teaching practices. These factors include teachers' job satisfaction, instructional resource shortage, and teachers' perception of the significance of various assessment strategies at the mesosystem level as well as teachers' participation in professional development at the exosystem level. Significant correlations exist between some of the predictive variables. Implications for policy are discussed.

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Facilitating Small-Scale Implementation of Inquiry-Based Teaching: Encounters and Experiences of Experimento Multipliers in One South African Province

Dudu

2015

Int J of Sci and Math Educ

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This paper explores the experiences of 37 physical science high school teachers who participated in a professional development (PD) programme coordinated by three Experimento multipliers. The Experimento programme is a Siemens Stiftung international educational programme aimed at providing didactic and methodological approaches to classroom experiments using an inquiry-based approach to science education. Experimento multipliers are the facilitators of the PD. The main data source comprised teacher interviews, school observation visits on classroom activities using the Experimento 10+ box and the facilitators' field notes. Findings suggest that there is a shift from the traditional approaches of science teaching to the implementation of inquiry-based teaching which was encouraged by the gradual formation of a community of practice, a reconceptualization of the term 'practical activities' as prescribed by the CAPS document, and the need for experiments which facilitate action-oriented teaching. The discussion highlights the implications of these findings for the practicing teachers' professional development and the problems of linking theory with practice in such development. The study recommends more interventions throughout the year to enable teachers to improve their skills of implementing inquiry-based teaching, content knowledge and science pedagogy as evidenced by analysis of their summative evaluation of the intervention.

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Kuwaiti Science Teachers’ Beliefs and Intentions Regarding the Use of Inquiry-Based Instruction

Cited by 14 publications

References 30 publications

Factors Influencing Teachers’ Implementation of a Reformed Instructional Model in China from the Theory of Planned Behavior Perspective: A Multiple Case Study

Factors Influencing Teachers’ Implementation of a Reformed Instructional Model in China from the Theory of Planned Behavior Perspective: A Multiple Case Study

Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective

Facilitating Small-Scale Implementation of Inquiry-Based Teaching: Encounters and Experiences of Experimento Multipliers in One South African Province

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