Inquiry-based laboratory practices in a science teacher training program

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. © 2014 by iSER.