How do extrinsic school-level dynamics influence Turkish science teachers' pedagogical preferences for teaching higher-order thinking through inquiry-based instruction?
THINKING SKILLS AND CREATIVITY, cilt.62, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 62
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.tsc.2026.102267
- Dergi Adı: THINKING SKILLS AND CREATIVITY
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Psycinfo, Education Source Ultimate (EBSCO)
- Gazi Üniversitesi Adresli: Evet
Özet
Despite the growing emphasis on inquiry-based instruction for the development of higher-order thinking skills (HOTS), limited research has examined how extrinsic school-level dynamics constrain its implementation in science education. This study addresses this gap through an explanatory sequential mixed-methods design that integrates quantitative profiling of instructional orientations with qualitative explanation of implementation constraints. The findings reveal a preference-implementation gap: although Turkish science teachers strongly favor inquiry-based approaches, they encounter interconnected structural barriers that systematically redirect practice toward teacher-centered instruction. These barriers include resource inadequacy, high-stakes testing pressures, administrative constraints, and student readiness gaps, which together limit students' opportunities for HOTS development. Conceptually, this divergence is theorized as a mid-range construct that positions extrinsic school-level dynamics, rather than individual teacher deficits, as the primary mediating force between pedagogical intention and classroom practice. Closing this gap requires coordinated systemic reforms targeting resource allocation, assessment policy, and school leadership.