Helping students at all grade levels to develop inquiry skills has been an ambitious goal that science educators have been pursuing for the last three decades. Yet, studies consistently report cases of failure from science classrooms with regard to inquiry-based teaching. The purpose of this study was to develop an instrument for measuring primary teachers’ self-efficacy to teach science through inquiry. An expert panel methodology was used to develop and validate the initial instrument. The final, and thus administered survey consisted of 29 Likert-scale questions. To further validate and develop the instrument, we collected data from 358 pre-service primary teachers enrolled in teacher education programs at five different universities in Turkey. According to exploratory factor analysis, there is only one interpretable factor. Cronbach’s alpha internal consistency coefficient was found to be 0.97 for the reliability, indicating the robust scale reliability. We present the need for such an instrument and evidence on the validity and reliability of the instrument. We further discuss the potential contributions of this instrument to the field.

中文翻译：

---

小学教师探究性科学教学效能量表的研制

帮助各个年级的学生发展探究技能一直是科学教育工作者在过去三年中一直追求的雄心勃勃的目标。然而，研究一致报告了科学课堂在探究式教学方面的失败案例。本研究的目的是开发一种测量小学教师通过探究来教授科学的自我效能感的工具。专家小组方法用于开发和验证初始仪器。最终的调查问卷由 29 个李克特量表问题组成。为了进一步验证和开发该工具，我们收集了在土耳其五所不同大学参加教师教育计划的 358 名职前小学教师的数据。根据探索性因素分析，只有一个可解释的因素。信度的 Cronbach's alpha 内部一致性系数为 0.97，表明量表具有稳健的信度。我们提出了对这种工具的需求以及关于工具有效性和可靠性的证据。我们进一步讨论了该仪器对该领域的潜在贡献。