The influence of science teachers' knowledge, belief, and attitude in implementing inquiry-based learning

Xie, Min (2015) The influence of science teachers' knowledge, belief, and attitude in implementing inquiry-based learning. Masters thesis, Universiti Malaysia Sabah.

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Abstract

This study aimed to investigate (i) the level of teachers, knowledge about the nature of science (NOS), teachers, belief and teachers' attitude on inquiry science, and the implementation of inquiry-based learning (IBL), (ii) the difference in the implementation of IBL based on the years of teaching science experience, (iii) the relationship between teachers' knowledge about NOS, teachers' belief and teachers' attitude on inquiry science with the implementation of IBL, (iv) the influence of teachers' knowledge about NOS, teachers' belief and teachers' attitude on inquiry science on the implementation of IBL, and (v) the most significant predictor influencing the implementation of IBL. The respondents of this study were the science teachers for primary schools. The quantitative research design was used, therefore, the data had been collected using questionnaires. A total of 728 valid questionnaires were collected and the data were analyzed using SPSS version 17. The results of this study showed the level of teachers' knowledge about NOS, teachers' belief and teachers' attitude on inquiry science and the implementation of IBL was at the medium level, and there was no significant difference in the implementation of IBL based on the years of teaching science experience. However, this study showed that there was a significant relationship between teachers' knowledge about NOS, teachers' belief and teachers' attitude on inquiry science with the implementation of IBL, and there was a significant influence of teachers' knowledge about NOS, teachers, belief and attitude on inquiry science on the implementation of IBL. These findings showed that teachers' knowledge about NOS, teachers' belief and teachers' attitude were the predictors of the implementation of IBL. Among the three predictors, teachers, attitude on inquiry science had the strongest influence on the implementation of IBL. This research found that there is room of improvement in the implementation of IBL and science teachers should improve their knowledge about NOS, belief and attitude on inquiry science.

Item Type:	Thesis (Masters)
Keyword:	Science teachers, Knowledge, Nature of science
Subjects:	Q Science > Q Science (General) > Q1-390 Science (General) > Q1-295 General
Department:	FACULTY > Faculty of Psychology and Education
Depositing User:	DG MASNIAH AHMAD -
Date Deposited:	12 Jan 2024 09:46
Last Modified:	12 Jan 2024 09:46
URI:	https://eprints.ums.edu.my/id/eprint/37940

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