Pre-service science teachers in the inquiry group reported both positive experiences (permanent learning, active research, cooperation) and difficulties (time demands, unreliable resources)¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Participants described inquiry-based laboratory work as more fun, more active, and producing more permanent learning, but also tiring and time-consuming with difficulty accessing reliable resources. → Ceylan ŞEN 2016

Evidence¶

Ceylan ŞEN 2016¶

Ceylan ŞEN, Gülşah SEZEN VEKLİ. (2016). 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. Universal Journal of Educational Research 4(3): 603-612. https://doi.org/10.13189/ujer.2016.040319

q1 · i? · causal · r1

Semi-structured interviews with all 12 experimental-group participants in week 15, analyzed in NVivo with expert-checked coding. Positive opinions included that lectures were "more fun" and participants "more active"; negatives included that filling sheets was "very tiring and time-consuming".

"When the difficulties encountered in the application of Inquiry based instruction approach are taken into consideration, it is seen that pre-service science teachers have negative opinions about this method because of its time-consuming nature and the challenge it brings about for accessing reliable resources."

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it

Related Claims¶

• Inquiry-based instruction significantly improved pre-service science teachers' laboratory usage self-efficacy perceptions from pretest to post-test — related
• Inquiry-based instruction significantly improved pre-service science teachers' scientific process skills from pretest to post-test in a university biology laboratory — related
• Role rotation created opportunities for perspective-taking and collaborative accountability, but also produced difficulty adapting to unfamiliar roles and uneven participation — related
• The inquiry-based instruction group scored significantly higher than the traditional-approach group on the post-test of laboratory usage self-efficacy — related
• Students reported that the virtual-lab lesson made learning fun, helped them figure out concepts themselves, and supported thinking like real scientists — related