Inquiry-Based Laboratory Practices in a Science Teacher Training Program

Zeha Yakar; Hatice Baykara

doi:10.12973/eurasia.2014.1058a

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Zeha Yakar ¹ ^* , Hatice Baykara ¹

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¹ Pamukkale Universitesi, TURKEY^* Corresponding Author

Abstract

In this study, the effects of inquiry-based learning practices on the scientific process skills, creative thinking, and attitudes towards science experiments of preservice science teachers have been analyzed. A non-experimental quantitative analysis method, the single-group pre test posttest design, has been used. In order to observe the scientific skill level development of pre-service teachers, the Scientific Process Skills Test and experiment worksheets have been used. Furthermore, the Torrance Test of Creative Thinking has been used for determining the development of creative thinking levels and to specify the development of attitudes towards science experiments, the Attitude Scale towards Understanding the Purpose of Science Experiments has been used. At the end of the study, it was determined that inquiry-based laboratory practices improved the scientific process skills and all creative thinking levels and attitudes towards science experiments of pre-service science teachers.

Keywords

inquiry based learning
laboratory applications
scientific process skills
creative thinking
attitudes toward science

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2014, Volume 10, Issue 2, 173-183

https://doi.org/10.12973/eurasia.2014.1058a

Publication date: 15 Dec 2014

Article Views: 3144

Article Downloads: 1828

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How to cite this article

APA

Yakar, Z., & Baykara, H. (2014). Inquiry-Based Laboratory Practices in a Science Teacher Training Program. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), 173-183. https://doi.org/10.12973/eurasia.2014.1058a

Vancouver

Yakar Z, Baykara H. Inquiry-Based Laboratory Practices in a Science Teacher Training Program. EURASIA J Math Sci Tech Ed. 2014;10(2):173-83. https://doi.org/10.12973/eurasia.2014.1058a

AMA

Yakar Z, Baykara H. Inquiry-Based Laboratory Practices in a Science Teacher Training Program. EURASIA J Math Sci Tech Ed. 2014;10(2), 173-183. https://doi.org/10.12973/eurasia.2014.1058a

Chicago

Yakar, Zeha, and Hatice Baykara. "Inquiry-Based Laboratory Practices in a Science Teacher Training Program". Eurasia Journal of Mathematics, Science and Technology Education 2014 10 no. 2 (2014): 173-183. https://doi.org/10.12973/eurasia.2014.1058a

Harvard

Yakar, Z., and Baykara, H. (2014). Inquiry-Based Laboratory Practices in a Science Teacher Training Program. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), pp. 173-183. https://doi.org/10.12973/eurasia.2014.1058a

MLA

Yakar, Zeha et al. "Inquiry-Based Laboratory Practices in a Science Teacher Training Program". Eurasia Journal of Mathematics, Science and Technology Education, vol. 10, no. 2, 2014, pp. 173-183. https://doi.org/10.12973/eurasia.2014.1058a