Factors predicting teachers' implementation of inquiry‐based teaching practices
Analysis of South African TIMSS 2019 data from an ecological perspective
Bibliographic Data
| ID | 21353694 |
|---|---|
| Authors | Ayodele Abosede Ogegbo (0000-0002-4680-6689, Department of Science and Technology Education University of Johannesburg Johannesburg South Africa, corresponding author), Umesh Ramnarain (0000-0003-4548-5913, Department of Science and Technology Education University of Johannesburg Johannesburg South Africa), Joseph Krajcik (0000-0002-5413-507X, CREATE for STEM Institute Michigan State University East Lansing Michigan USA) |
| Year | 2024 |
| Volume | 61 |
| Issue | 9 |
| Pages | 2069-2103 |
| Publication date | 2024-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Science Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0022-4308 • E-ISSN: 1098-2736 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tea.21943 |
| OpenAlex | W4394849644 |
| Language | EN |
| Citations received | 5 |
| References cited | 45 |
Inquiry‐Based Teaching Practice (IBTP) is an essential component of science education, and promoting its implementation is at the heart of various reform efforts. Even though science teachers regard IBTP as an essential pedagogical method, they rarely use it for various reasons. This study utilizes Bronfenbrenner's ecological framework to examine potential factors at various levels of the educational ecosystem that predict the implementation of inquiry‐based teaching practices among Grade 9 science teachers in South Africa. To this end, quantitative data from 537 educators who participated in the Trends in International Mathematics and Science Study (TIMSS) 2019 national assessment were utilized. Data were analyzed using descriptive statistics, Pearson correlation, and hierarchical multiple regression analysis. Results revealed that four variables at different socioeconomic levels were perceived to strongly predict teachers' implementation of inquiry teaching practices. These factors include teachers' job satisfaction, instructional resource shortage, and teachers' perception of the significance of various assessment strategies at the mesosystem level as well as teachers' participation in professional development at the exosystem level. Significant correlations exist between some of the predictive variables. Implications for policy are discussed
Descriptive statistics · Economic shortage · Faculty Development · Mathematics education · Multilevel model · Pedagogy · Perception · Perspective (graphical) · Professional development · Regression analysis · Science education · Socioeconomic status · Sociology · Statistics · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Mathematics · Psychology · Science Education and Pedagogy
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| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |