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ERIC Number: EJ1092341
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-2332-3205
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
Sen, Ceylan; Sezen Vekli, Gülsah
Universal Journal of Educational Research, v4 n3 p603-612 2016
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.
Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey