Improving Science Student Teachers’ Self-perceptions of Fluency with Innovative Technologies and Scientific Inquiry Abilities

Abstract

The aim of this study was to investigate the effects of “Environmental Chemistry” elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers’ (SSSTs) self-perceptions of fluency with innovative technologies (InT) and scientific inquiry abilities. The study was conducted with 117 SSSTs (68 females and 49 males—aged 21–23 years) enrolled in the “Environmental Chemistry” elective course in spring semester of 2011–2012 academic year in a Turkish University. Within a simple (causal) experimental design, Innovative Technology Fluency Survey and the SSSTs’ environmental research papers were employed to collect data. The results indicate that the “Environmental Chemistry” elective course via the TESI model improved the SSSTs’ self-perceptions of fluency with InT and the scientific inquiry abilities. In light of the results, it is recommended that an undergraduate course for improving the SSSTs’ higher-order scientific inquiry abilities and preparing academically papers should be devised and added into the science teacher-training programmes.