Merhaba Misafir

“The inquiry-based learning” from pre-service science teachers’ perspective


The existence of many abstract concepts in Science lessons can lead students to memorize them. This situation does not provide permanent learning for the students. Science education curriculum revised in 2017 aims to prepare science literate individuals via inquiry-based learning. A major part of this process consists of teachers who are the practitioners of the process. To provide a well-planned training process, we need teacher candidates’ views about their early experiences of inquiry-based learning. In this context, the aim of this study was to investigate pre-service science teachers’ views related to inquiry-based learning. The case study was employed in the research. Practices were conducted with 40 third-grade preservice science teachers from a state university during 2014-2015 fall semester. Inquirybased experiments were developed within the Science Teaching Laboratory Applications course and carried out with the participants. A scale of open-ended questions was used to collect data. The findings from the descriptive analysis indicated that teacher candidates had positive attitudes towards inquiry-based learning process and there were some challenges teachers faced during the implementation process. To overcome these difficulties, teacher candidates suggested some solutions for the implementation process.

Yayınlandığı Kaynak : Kastamonu Eğitim Dergisi
  • Yıl : 2018
  • DOI : 10.24106/kefdergi.2146
  • Cilt : 26
  • ISSN : 2147-9844
  • Sayı : 5
  • eISSN : 2147-9844
  • Sayfa Aralığı : 1561-1569
  • IO Kayıt No : 79398
  • Yayıncı : Kastamonu Üniversitesi