INQUIRY, EFFICACY, AND SCIENCE EDUCATION By

(Under the direction of Missy Bennett) Developing learners who are equipped to think critically about the vast information circulating around them is essential in their preparation for a role in society today. The use of effective inquiry-based instruction is not a widespread practice among K-12 classrooms. Many secondary and post-secondary science instructors see the valuable link between students asking questions and the development of critical thinking. Inquiry-based instruction provides student opportunities to ask questions, design methods of investigation, gather information, and finally reach conclusions based on evidence. However, this instruction style is rarely used in the classroom, particularly in elementary classrooms. This study examines the relationships between inquiry-based instruction, science content knowledge and self-efficacy among pre-service elementary teachers. Using a mixed method (Quan. /qual.) study, the researcher examined two Life/Earth science classes of elementary pre-service teachers using inquiry-based an