Abstract
Trained elementary school teachers’ epistemological beliefs were measured using Schraw, Bendixen and Dunkle (2002) adaptation of Schommer’s (1990) epistemological belief inventory. The population consisted of 424 trained teachers. The levels of IBI of a 25% random sample of these teachers were also determined using an observational rating scale. A determination was also made of any significant differences in teachers beliefs based on relevant grouping variables. Correlation analysis was used to determine the extent to which teachers’ epistemological beliefs predicted their inquiry-based instructional practices in science. Teachers’ epistemological, beliefs were found to be generally moderately favourable to their practice of IBI. Significant differences in teachers’ epistemological beliefs (df=3, F=2.881. p<.05) were found with these beliefs increasing with teaching experience. Teachers’ inquiry-based practices were found to be at the developing inquiry level. These findings are significant in that they show the importance of teachers’ educational beliefs in influencing their IBI practices and highlight the importance of promoting an academic and societal culture that promotes the development of more sophisticated students’ epistemologies.
Highlights
This study concerns the implementation of the Organization of Eastern Caribbean States (OECS) Harmonized Primary School Science Curriculum in St
These results show that only 2% of the teachers have epistemological beliefs favourable to the practice of inquiry-based instructional practices (IBI)
Even though the findings only indicate a moderate prediction of IBI practices, it indicates the importance of sophisticated epistemological beliefs in science teachers
Summary
This study concerns the implementation of the Organization of Eastern Caribbean States (OECS) Harmonized Primary School Science Curriculum in St. Lucia and focuses on the impact of teachers’ beliefs on their inquiry-based instructional practices (IBI) in science. Lucia and focuses on the impact of teachers’ beliefs on their inquiry-based instructional practices (IBI) in science This curriculum clearly identifies the requirement for teaching and assessment strategies associated with inquiry-based instruction. The following principles are listed as what should be used to guide instructional strategies. 2. Students should be made to see the relevance in the science concepts being learnt. As far as possible, be linked to relevant experiences of the students
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