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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
| Content Provider | Semantic Scholar |
|---|---|
| Author | Sen, C. Vekli̇, Gülşah Sezen |
| Copyright Year | 2016 |
| 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. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ1092341.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
