Dissertation
Building elementary science teacher capacity for inquiry-based science instruction: a mixed methods, action research study
Doctor of Education (Ed.D.), Drexel University
May 2026
DOI:
https://doi.org/10.17918/00011390
Abstract
This mixed-methods, action research study investigated how iterative, context-responsive, and psychologically safe professional development supported elementary teachers' self-efficacy and implementation of inquiry-based science instruction. Five elementary teachers participated in a six-week intervention that included focus groups, weekly coaching calls, and a classroom observation. Quantitative data were collected using the normed and validated T-STEM Science Scale, a legacy instrument adapted from the STEBI-A. Qualitative data came from focus group transcripts, coaching notes, observation notes, and researcher memos. Findings indicated a statistically significant increase in participants' science teaching self-efficacy from pre- to post-intervention, with mean T-STEM scores rising from 66.4 to 79.2. Four of five participants also reported teaching inquiry-based science more frequently. Qualitative findings suggested that small, actionable goals; teacher agency; non-evaluative coaching; and iterative reflection supported instructional change, while time, testing, and insufficient support remained persistent constraints. The study concludes that professional development grounded in psychological safety, teacher agency, and manageable cycles of action and reflection can strengthen elementary teachers' capacity for inquiry-based science instruction.
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Details
- Title
- Building elementary science teacher capacity for inquiry-based science instruction
- Creators
- Megan Jacobs
- Contributors
- Harriette Rasmussen (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University
- Number of pages
- ix, 226 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022184575704721