ABSTRACT The purpose of the study is to understand secondary science teachers’ self-efficacy beliefs and implementation of inquiry to provide information for the improvement of science education in a Midwestern U.S. state that has not yet adopted NGSS. An explanatory sequential mixed methods design was selected to capture both a broad perspective of science teachers’ self-efficacy and inquiry implementation. Thirty-nine secondary science teachers participated in this study. The Teaching Science as Inquiry questionnaire (TSI) was employed, and the online survey software Qualtrics was used to collect quantitative data. For the qualitative phase, data collection consisted of 13 face-to-face, individual, audio-taped interviews. Findings demonstrate that there is a connection between the teachers’ self-efficacy beliefs and implementation of all five essential features of inquiry. The teachers are also more confident in teaching science through teacher-centered inquiry than student-centered inquiry. Additionally, teachers’ background in terms of content knowledge, pedagogical knowledge, and experience is a variable that affects teachers’ self-efficacy and implementation of teaching science as inquiry.

中文翻译：

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中学理科教师自我效能信念与探究实施

摘要 本研究的目的是了解中学科学教师的自我效能信念和探究的实施，为尚未采用 NGSS 的美国中西部州改善科学教育提供信息。选择了解释性顺序混合方法设计来捕捉科学教师自我效能和探究实施的广阔视角。三十九名中学科学教师参加了这项研究。采用教学科学探究问卷（TSI），使用在线调查软件Qualtrics收集定量数据。在定性阶段，数据收集包括 13 次面对面的个人录音采访。结果表明，教师的自我效能信念与探究的所有五个基本特征的实施之间存在联系。与以学生为中心的探究相比，教师也更有信心通过以教师为中心的探究来教授科学。此外，教师在内容知识、教学知识和经验方面的背景是影响教师自我效能和实施教学科学探究的变量。