Akademik Veri Yönetim Sistemi
Kastamonu Eğitim Dergisi, cilt.26, sa.5, ss.1561-1569, 2018 (Hakemli Dergi)
The existence of many abstract concepts in Science lessons can lead students to memorizethem. This situation does not provide permanent learning for the students. Science educationcurriculum revised in 2017 aims to prepare science literate individuals via inquiry-basedlearning. A major part of this process consists of teachers who are the practitioners of theprocess. To provide a well-planned training process, we need teacher candidates’ viewsabout their early experiences of inquiry-based learning. In this context, the aim of this studywas to investigate pre-service science teachers’ views related to inquiry-based learning. Thecase study was employed in the research. Practices were conducted with 40 third-grade preservicescience teachers from a state university during 2014-2015 fall semester. Inquirybasedexperiments were developed within the Science Teaching Laboratory Applicationscourse and carried out with the participants. A scale of open-ended questions was used tocollect data. The findings from the descriptive analysis indicated that teacher candidates hadpositive attitudes towards inquiry-based learning process and there were some challengesteachers faced during the implementation process. To overcome these difficulties, teachercandidates suggested some solutions for the implementation process.