Akademik Veri Yönetim Sistemi
Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, cilt.56, sa.1, ss.334-412, 2023 (Hakemli Dergi)
This research aims to investigate the effects of inquiry practices with discrepant events on pre-service science teachers' conceptual understanding, inquiry skills, and views on scientific knowledge. The study used a single group pre-test-post-test trial design. The participants of the study were comprised of third year science teacher candidates and the application lasted for 11 weeks. In the research, worksheets based on the Predict-Observe-Explain (POE) strategy, a type of inquiry-based learning, were used in the study group's Science Laboratory Applications I course. Data collection instruments included an inquiry skills scale, scientific knowledge scale, conceptual change assessment form, semi-structured interview, and activity assessment form. While the content analysis was used for the analysis of qualitative data, the paired samples t-test was used for the analysis of quantitative data. The results showed that there was no statistically significant difference in the views of prospective teachers on scientific knowledge and their inquiry skills, while there was a significant difference between their conceptual changes. Implications are presented regarding the results of this research.