Abstract
This study is done to have preservice science teachers chance to implement inquiry before expecting them to implement inquiry in their classrooms and to develop the preservice science teachers' inquiry skills and self-efficacy of science. The study group is composed of preservice science teachers who chose the 2nd grade Biology Laboratory course at Firat University Faculty of Education. The study group consists of 11 male and 55 female male, total 66 preservice science teachers. In the study, partially mixed concurrent equal status design is used. Qualitative data were obtained from preservice teachers' evaluation reports and quantitative data were obtained from science self-efficacy scale. The study was carried out during the fall and spring semesters for a total of eight months. Preservice teachers participated in structured, guided and open inquiry applications respectively. The preservice teachers prepared the results of their studies and shared them with their peers in the other groups. Preservice teachers have written three evaluation reports throughout the process. The application of inquiry applications respectively and the fact that the preservice teachers take part in the process like a student in these applications contributed to the science self-efficacy of the preservice teachers.
Highlights
Today, the technology is changing very rapidly
If pre-service science teachers are provided inquiry applications that include structured, guided and open inquiry, they can be good inquiry practitioners, can develop self-efficacy and can be a guide, which makes their students feel like scientists
When table 8 is examined, it is seen that 12% of the preservice teachers indicate open inquiry requires more work
Summary
Even a newly developed product is old too soon. In this case, the need of versatile individuals that can follow the developments in science and technology has increased. The learning environments, where the students will increase the sense of wonder from the lower levels of formal education and can contribute to the development of skills and thinking habits, are required. To educate scientifically literate individuals that have these features has been among the goals of the curriculums [2]. Many countries have developed science education and training programs that cover these topics. In Turkey, the visions of 2004 science and technology curriculum and 2013 revised science curriculum is identified as to train science and technology literacy students even if the individual differences
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