An Examination of Factors Inflencing Kuwaiti Science Teachers' Use of Inquiry-Based Instruction

Abstract

The current science education reform movement highlights inquiry-based instruction as a key approach in school science teaching. However, researchers have shown that internationally most teachers are not implementing reform or find it difficult to incorporate. In Kuwaiti classrooms inquiry-based instruction is rarely seen. Students are still taught primarily by rote-learning and memorization. Therefore, understanding factors influencing science teachers’ implementation of reform is a challenging issue in education research. Teachers' beliefs and attitudes about curriculum and instruction may play a significant role in the implementation of reforms. The more positive and optimistic the beliefs are the more likely a reform will be implemented. This study uses Ajzen’s (1985) theory of planned behaviour (TPB) and an adapted model of it known here as the Science Adoption Model (SAM) to study Kuwaiti science teachers’ beliefs and attitudes. This is in order to understand psychosocial attitudinal factors affecting teachers' intention to use inquiry-based instruction. Ajzen’s Theory of Planned Behaviour (TPB) is a suitable framework for the current study as it utilises psychosocial factors to explore and predict behaviour in specific contexts (Ajzen, 1991) and was used to examine the influences of Kuwaiti primary science teachers' attitudes, subjective norms (social support), and perceived behavioural control (external influences).