Teaching Science in an Inquiry-Based Learning Environment: What It Means for Pre-Service Elementary Science Teachers
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Esra Macaroglu Akgul 1 *
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1 Yeditepe University
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Abstract

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.

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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

https://doi.org/10.12973/ejmste/75439

EURASIA J Math Sci and Tech Ed, 2006 - Volume 2 Issue 1, pp. 71-81

Publication date: 23 Jan 2006

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