Journal of Education & Social Policy

Design and Validation of a Science Inquiry Teacher Selection Instrument
Bobby Jeanpierre, Debbie L. Hahs-Vaughn

Abstract
Science inquiry continues to be an important science education topic. Even with the new emphasis in the U.S., on science practices in the Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas (2011), it can be argued that a better understanding of science practices may lead to a better understanding of science inquiry. Science inquiry continues to be integral to effective science teaching. This article is focused on the design and validation of the Science Inquiry Teacher Selection Instrument (SITSI), which is used as a selfreporting tool for teachers’ perceptions of their use of science inquiry skills. The design and validation process resulted in a 12 item survey which can be used to select teachers for participation in professional development and research opportunities where the focus is on science inquiry.

Full Text: PDF