This research examines Turkish pre-service elementary science teachers' understandings of teaching
science in an inquiry-based learning environment. Thirty-five prospective teachers who attended to one of the big
teacher training institutions in Istanbul participated in this study. Data were collected via course assignments and inclass
activities in teaching science. These were pre- and post-philosophies of teaching science, Nature of Science Card
Game and a discussion centered on an inquiry-based teaching scenario. Open-coding of data helped to note patterns
to identify categories and form assertions. Inquiry-based learning environment changed participants' traditional views
about not the nature of science but teaching science.