The Impact of Inquiry Based Instruction on Science Process Skills and Self-efficacy Perceptions of Pre-service Science Teachers at a University Level Biology Laboratory

Ceylan Şen,Gülşah Sezen Vekli̇

doi:10.13189/ujer.2016.040319

Ceylan Şen, Gülşah Sezen Vekli̇

Open Access

https://doi.org/10.13189/ujer.2016.040319

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Abstract

The aim of this study is to determine the influence of inquiry-based teaching approach on pre-service science teachers' laboratory self-efficacy perceptions and scientific process skills. The quasi experimental model with pre-test-post-test control group design was used as an experimental design in this research. The sample of this study included 24 pre-service science teachers. Data were collected using Laboratory Self-Efficacy Scale, The Test of Integrated Process Skills and Interview Form. According to results, the positive influences of inquiry-based teaching approach on pre-service science teachers' laboratory self-efficacy perceptions and scientific process skills have been observed. Participants determined positive thinking to positive effectiveness of inquiry-based teaching approach in interviews.

Highlights

In many science curricula developed recent years, it has been underlined that acquisition of the scientific process skills should be one of the major goals of science instruction
Data obtained as a result of the statistical analyses regarding the scores that the preservice science teachers in the experimental group, who participated in research and inquiry based teaching, and the pre-service science teachers in the control group in which the traditional approach was applied, got from "Scientific Process Skills Test" and "Laboratory Usage Self-efficacy Perception Scale", which were applied on them as a pretest and post-test, are presented
Data obtained as a result of Mann-Whitney U test and Wilcoxon Signed Ranked test, which were applied to determine the effect of Inquiry based instruction approach of the primary education science pre-service science teachers on the laboratory usage self-efficacy perception and scientific process skills are given

Summary

Introduction

In many science curricula developed recent years, it has been underlined that acquisition of the scientific process skills should be one of the major goals of science instruction. It is specified that teachers and pre-service science teachers are aware about scientific processes but they are insufficient in terms of their applications [1]. The fact that pre-service science teachers did not have sufficient and effective application-oriented education is specified as one of the reasons for this in the studies [2], [3], [4], [5], [6] For this reason, firstly pre-service science teachers are expected to have scientific process skills and it is necessary for them to have vocational education with effective applications to acquire such skills [7]

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