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

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    Alhendal_2013_02Thesis.pdf (2.571Mb)
    Author(s)
    Alhendal, Dalal
    Primary Supervisor
    Grootenboer, Peter
    Other Supervisors
    Garrick, Barbara
    Marshman, Margaret
    Year published
    2013
    Metadata
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    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 ...
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    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).
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    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    School of Education and Professional Studies
    DOI
    https://doi.org/10.25904/1912/301
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Subject
    Inquiry-Based Instruction
    Ajzen’s Theory of Planned Behaviour (TPB)
    Ajzen, Icek
    Inquiry based learning, Kuwait
    Science teachers, Kuwait
    Publication URI
    http://hdl.handle.net/10072/367234
    Collection
    • Theses - Higher Degree by Research

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