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http://dx.doi.org/10.14697/jkase.2018.38.3.379

Middle School Science Teachers' Perception on Science Inquiry Teaching Efficacy  

In, Soojeong (Ewha Womans University)
Choi, Aeran (Ewha Womans University)
Publication Information
Journal of The Korean Association For Science Education / v.38, no.3, 2018 , pp. 379-392 More about this Journal
Abstract
This study aims to explore science inquiry teaching efficacy that middle school science teachers implementing science practice-based teaching for one year recognized as necessary for teaching science through science practice. Examining interview data in this study, science inquiry teaching efficacy was identified in both planning and implementing in the areas of managing efficacy, instructional strategy efficacy, and content knowledge efficacy. In planning science inquiry instruction, there is science curriculum management efficacy under managing efficacy. There are the efficacy of outlining science inquiry lesson, efficacy of organizing science practice, efficacy of questioning for science practice, and efficacy of understanding student science practice under instructional strategy efficacy. Under the content knowledge efficacy are contents and science practice understanding efficacy and core ideas efficacy. In implementing science inquiry instruction, managing efficacy includes science practice time management efficacy and science practice classroom culture efficacy. Instructional strategy efficacy includes efficacy of motivating student science practice, efficacy of responding to student science practice, efficacy of stimulating student active thinking, efficacy of student active engagement in argumentation, efficacy of evaluating student participation. No content knowledge efficacy have been identified in implementing science inquiry instruction.
Keywords
science teaching efficacy; inquiry-based science teaching; secondary science teacher;
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Times Cited By KSCI : 6  (Citation Analysis)
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