Teachers’ Beliefs about the Use of Simulations in Inquiry-based Science Teaching in Mozambique

This study explored science teachers’ beliefs regarding the integration of simulations in inquiry-based science teaching (IBST) toward improving inquiry-based learning (IBL), both being grounded in constructivist principles in promoting critical and innovative thinking, scientific literacy and learner autonomy. Teachers’ beliefs are crucial to successfully integrating simulations and implementing IBST, as they directly impact classroom practices. The study used a qualitative interpretive approach with five purposively selected science teachers in Mozambique, employing semi-structured interviews, classroom observations and document analysis. Thematic and content analysis revealed significant connections between teachers’ beliefs and instructional practices, influenced by internal and external factors. External factors, including institutional support and cultural context, played a key role in shaping teachers’ beliefs about simulations in IBST. The study applied the beliefs impacting the use of technology (BIUT) framework that included Vickers’ framework categorising beliefs into reality judgments, value judgments and action judgments, as well as the Hew and Brush framework that identified internal barriers, such as teachers’ confidence and pedagogical knowledge. The BIUT framework was expanded to an Extended BIUT framework to address systemic factors like curriculum and assessment constraints. The findings indicated a need for teacher support targeting transforming teachers’ beliefs and practices of simulations in IBST, thus promoting IBL. The study highlights the importance of addressing the ‘belief–practice gap’, which is not well addressed in the simulations in IBST literature.