Universal Journal of Educational Research Vol. 4(3), pp. 603 - 612
DOI: 10.13189/ujer.2016.040319
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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

Ceylan ŞEN , Gülşah SEZEN VEKLİ ^*
Department of Elementary Science Education, Bozok University, Turkey

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.

KEYWORDS
Inquiry Based Instruction, Pre-service Science Teachers, Self-efficacy Perception, Scientific Process Skills

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Ceylan ŞEN , Gülşah SEZEN VEKLİ , "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," Universal Journal of Educational Research, Vol. 4, No. 3, pp. 603 - 612, 2016. DOI: 10.13189/ujer.2016.040319.

(b). APA Format:
Ceylan ŞEN , Gülşah SEZEN VEKLİ (2016). 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. Universal Journal of Educational Research, 4(3), 603 - 612. DOI: 10.13189/ujer.2016.040319.