An Exploration of Elementary Teachers\u27 Beliefs and Perceptions About Science Inquiry: A Mixed Methods Study

In order for science-based inquiry instruction to happen on a large scale in elementary classrooms across the country, evidence must be provided that implementing this reform can be realistic and practical, despite the challenges and obstacles teachers may face. This study sought to examine elementary teachers\u27 knowledge and understanding of, attitudes toward, and overall perceptions of inquiry-based science instruction, and how these beliefs influenced their inquiry practice in the classroom. It offered a description and analysis of the approaches elementary science teachers in Islamic schools reported using to promote inquiry within the context of their science classrooms, and addressed the challenges the participating teachers faced when implementing scientific inquiry strategies in their instruction. The research followed a mixed method approach, best described as a sequential two-strand design (Teddlie & Tashakkori, 2006). Sequential mixed designs develop two methodological strands that occur chronologically, and in the case of this research, QUAN†’QUAL. Findings from the study supported the notion that the school and/or classroom environment could be a contextual factor that influenced some teachers\u27 classroom beliefs about the feasibility of implementing science inquiry. Moreover, although teacher beliefs are influential, they are malleable and adaptable and influenced primarily by their own personal direct experiences with inquiry instruction or lack of