Teacher self-efficacy is an important predictor in teacher’s professional career for inquiry-based instruction.This study investigated the factors(gender,educational level,and teaching experience)associated with scie...Teacher self-efficacy is an important predictor in teacher’s professional career for inquiry-based instruction.This study investigated the factors(gender,educational level,and teaching experience)associated with science teachers’self-efficacy in instructional strategies,classroom management,and student engagement in teaching scientific inquiry.A questionnaire was used for data collection from 47 practicing teachers in state schools in 2018.A General Linear Model(GLM)Univariate analysis using SPSS 21.00 programme was used for data analysis.Fact findings revealed that mean perceived self-efficacy in inquiry-based instruction was considerably high irrespective of gender,education level,and teaching experience.Neither teacher self-efficacy in student engagement nor classroom management did not show statistically significant difference according to gender,education level,and teaching experience.However,results concluded that science teaching experience was a significant predictor of self-efficacy in instructional strategies of inquiry-based instruction.展开更多
The SRI analysis tool was used to comprehensively analyze the seven sets of chemistry questions in the 2021 college entrance examination paper from multiple dimensions such as exploratory test questions,various inquir...The SRI analysis tool was used to comprehensively analyze the seven sets of chemistry questions in the 2021 college entrance examination paper from multiple dimensions such as exploratory test questions,various inquiry standards and exploratory levels.The study found that all test papers involve the examination of scientific inquiry literacy;from the perspective of examination objectives,the 2021 college entrance examination questions as a whole focus on the examination of a single inquiry objective;the questions of each examination paper mainly examine three standards:design scheme,evidence processing and obtaining.The conclusion is drawn;the exploratory level of the chemistry questions in several sets of test papers is mostly a high level.展开更多
文摘Teacher self-efficacy is an important predictor in teacher’s professional career for inquiry-based instruction.This study investigated the factors(gender,educational level,and teaching experience)associated with science teachers’self-efficacy in instructional strategies,classroom management,and student engagement in teaching scientific inquiry.A questionnaire was used for data collection from 47 practicing teachers in state schools in 2018.A General Linear Model(GLM)Univariate analysis using SPSS 21.00 programme was used for data analysis.Fact findings revealed that mean perceived self-efficacy in inquiry-based instruction was considerably high irrespective of gender,education level,and teaching experience.Neither teacher self-efficacy in student engagement nor classroom management did not show statistically significant difference according to gender,education level,and teaching experience.However,results concluded that science teaching experience was a significant predictor of self-efficacy in instructional strategies of inquiry-based instruction.
文摘The SRI analysis tool was used to comprehensively analyze the seven sets of chemistry questions in the 2021 college entrance examination paper from multiple dimensions such as exploratory test questions,various inquiry standards and exploratory levels.The study found that all test papers involve the examination of scientific inquiry literacy;from the perspective of examination objectives,the 2021 college entrance examination questions as a whole focus on the examination of a single inquiry objective;the questions of each examination paper mainly examine three standards:design scheme,evidence processing and obtaining.The conclusion is drawn;the exploratory level of the chemistry questions in several sets of test papers is mostly a high level.
