Analysis of academic and non-academic time use patterns in scientific inquiry supported classes through video observations

Teachers have raised concerns about insufficient instructional time and challenges in managing time effectively during classroom activities. This study developed a unique observation tool to systematically evaluate teachers’ time management in scientific inquiry-supported classes, analysing both academic (e.g. research process, analysis, conclusions) and non-academic time (e.g. lesson start/end, discipline, materials, off-topic behaviours). The study was designed as descriptive study using systematic observation, and the participants were selected using purposeful sampling. The study group consisted of 10 teachers (five science teachers at secondary level and five primary teachers at primary level) who had completed scientific inquiry-supported e-mentorship in-service training within the scope of a research project. The study data were collected through lesson videos recorded by the participating teachers during the final stage of a four-phase mentorship process. To assess the reliability of the Time Use Observation Scale (TUOS), differences in total durations coded by four observers were analysed using the Wilcoxon Signed-Rank Test. The findings indicate that mentorship support and effective planning enabled teachers to use limited lesson time efficiently, while class size and physical conditions significantly influenced time management. The research contributes to the literature by offering insights into instructional efficiency in scientific inquiry-supported lessons.