Abstract

This study examines how science teachers’ beliefs influence the use of ICT simulations in Inquiry-Based Science Teaching (IBST) in Mozambique. Rooted in constructivist learning theory, IBST emphasizes learner-centered, exploratory approaches that support critical thinking, and simulations, especially in low-resource contexts serve as valuable tools for visualizing abstract concepts and conducting safe, interactive experiments. However, the effective integration of these tools depends heavily on teachers’ pedagogical orientations and technological confidence. The study aimed to explore teachers’ beliefs about IBST and simulations, how these beliefs shape their teaching practices, and why they affect simulation use in specific ways. A multiple-case study was conducted with five secondary school science teachers in Maputo, using interviews, classroom observations, post-lesson reflections, and document analysis. Guided by an interpretive paradigm and using the BIUT and Vickers’ frameworks to analyze belief types (reality, value, and action judgments), the findings revealed that teachers with strong constructivist beliefs and higher ICT confidence used simulations more effectively for inquiry-based learning. In contrast, others constrained by traditional beliefs, systemic barriers such as unreliable electricity and lack of devices, and limited training, used simulations mainly for demonstration purposes. Self-efficacy, professional development, and institutional support emerged as key factors for successful integration. The study concludes that targeted professional development, curriculum flexibility, and infrastructure investment are essential for fostering the meaningful use of simulations in IBST, offering critical insights for educational policy and teacher training in under-resourced contexts like Mozambique.

Keywords: Inquiry-Based Science Teaching, simulations, teacher beliefs, ICT integration