Teachers’ beliefs about the use of information and communication technology simulations as a form of inquiry-based science teaching.

Abstract

This study examined teachers’ beliefs regarding Inquiry-Based Science Teaching (IBST) and Information and Communication Technology (ICT) simulations, emphasizing the impact of these beliefs on teaching strategies in environments with limited resources. The literature recognizes IBST as a novel educational framework rooted in constructivist principles, fostering critical thinking, scientific understanding, and learner autonomy. ICT simulations are becoming more acknowledged as supportive tools in enhancing IBST by allowing dynamic, interactive, and inquiry-based exploration of scientific ideas. Nevertheless, in spite of these progressions, science teachers have faced significant systemic and personal barriers, such as rigid curricula, inadequate or even lack of technological infrastructure, and limited professional growth opportunities. This research seeks to address three critical questions: What are science teachers’ beliefs about IBST and ICT simulations? How do science teachers’ beliefs about IBST and ICT simulations relate to their planned and implemented teaching using simulations? Why do science teachers’ beliefs about the use of ICT simulations as a form of IBST influence their teaching in the manner that they do? Employing a qualitative interpretivist approach, the study gathered information from five purposively selected science teachers in Mozambique through semi-structured interviews, classroom observations, and document analysis. The generated data were analyzed using thematic and content analysis methods to uncover patterns and connections between beliefs, systemic barriers, and teaching practices. Results revealed that teachers’ beliefs exist on a spectrum, influenced by systemic, cultural, and individual factors rather than falling neatly into ‘traditional’ or ‘constructivist’ categories. Teachers with formal ICT training demonstrated a higher alignment between constructivist beliefs and the integration of ICT simulations, fostering learner-centered inquiry and exploration. However, systemic barriers such as large class sizes, unreliable technology, and rigid curriculum frameworks often compelled teachers to adopt hybrid approaches, combining inquiry with teacher-directed instruction to navigate these constraints. These findings revealed the need for targeted professional development and systemic reforms to address the ‘belief-practice gap’ observed among science teachers. Tailored training programs that enhance teachers’ technological pedagogical content knowledge (TPACK) and reflective practices are essential for equipping teachers to integrate ICT simulations effectively. Additionally, the study highlighted the importance of flexible curriculum policies, equitable access to technological resources, and collaborative professional learning communities in fostering sustainable adoption of IBST. The implications reach beyond Mozambique context, providing significant perspectives for policymakers, curriculum designers, and educators worldwide, especially in resource-limited environments. This research helped advance inquirybased, technology-enhanced science education by connecting teachers’ constructivist goals with the practical realities of their teaching settings, preparing learners for the evolving demands of the 21st century.