Abstract: Trained elementary school teachers’ epistemological beliefs were measured using Schraw, Bendixen and Dunkle (2002) adaptation of Schommer’s (1990) epistemological belief inventory. The population consisted of 424 trained teachers. The levels of IBI of a 25% random sample of these teachers were also determined using an observational rating scale. A determination was also made of any significant differences in teachers beliefs based on relevant grouping variables. Correlation analysis was used to determine the extent to which teachers’ epistemological beliefs predicted their inquiry-based instructional practices in science. Teachers’ epistemological, beliefs were found to be generally moderately favourable to their practice of IBI. Significant differences in teachers’ epistemological beliefs (df=3, F=2.881. p<.05) were found with these beliefs increasing with teaching experience. Teachers’ inquiry-based practices were found to be at the developing inquiry level. These findings are significant in that they show the importance of teachers’ educational beliefs in influencing their IBI practices and highlight the importance of promoting an academic and societal culture that promotes the development of more sophisticated students’ epistemologies.Abstract: Trained elementary school teachers’ epistemological beliefs were measured using Schraw, Bendixen and Dunkle (2002) adaptation of Schommer’s (1990) epistemological belief inventory. The population consisted of 424 trained teachers. The levels of IBI of a 25% random sample of these teachers were also determined using an observational rating scale. A ...Show More
