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This case study was searched secondary school science teachers’ faith on inquiry lessons and revelation of the faith in their science classes. For this study, scaled questionnaires, open-ended questionnaires, structured and semistructured interviews, classroom observations, instructional plans, and materials were collected during 7 months. In addition, students in each of the teachers’ classes were interviewed with respect to their thoughts of inquiry instruction. Data sources were inductively analyzed. A validity was guarantee by triangulation, member checking. As the results, the teachers belived that inquiry activities help students’ understanding of conceptions related to the inquiry, but this thoughts was not in accord with classroom practices. The teachers had traditionalism to place the educational focus on experiment results or aquisition of terminologies. Especially teachers’ misjudgements about students’ learning levels and unfit reorganization of experimental activities were the causes of the gap between teachers’ belief about inquiry instruction and classroom practices.

An Analysis of Science Teachers' Faith on Inquiry Lessons and Their Science Classes