The main purpose of this study is to explore the epistemological problems underlying pre-service chemistry teachers' aims in using practical work, "i.e.," individual or small group object manipulation or observation, in school science. Twenty-two pre-service chemistry teachers participated in this study. Qualitative data collection tools…

This study aimed to develop, implement, and evaluate argumentation-based inquiry teaching practices to train qualified science teachers. In this context, first, practices in argument-based inquiry were developed to have highly qualified individuals with cognitive flexibility; the ability to look at happening from divergent perspectives and…

The aim of this study is to investigate the effect of research-inquiry-based learning approach on the Scientific Reasoning Skills of Science Education Prospective Teachers in the Nature of Science and Science History Course. The study was designed as a single group pre-test -- post-test model. The study group consisted of 31 prospective teachers…

The present study aimed to determine the impact of argument-based laboratory method on the scientific process skills of pre-service primary school teachers and their views on the nature of science. The study was designed based on the pretest-posttest quasi-experimental method and conducted with 64 sophomore pre-service primary school teachers (37…

Inquiry skill is the most important factor in the development of the scientific processes of prospective science teachers. The objective of this study is to research the effect of using inquiry-based activities on the development of scientific process skills of prospective science teachers. The research group of the study consists of students…

This study investigated prospective elementary teachers' understandings of the nature of science and explored associations with their guided-inquiry science learning environment. Over 500 female students completed the Nature of Scientific Knowledge Survey (NSKS), although only four scales were analyzed-Creative, Testable, Amoral, and Unified. The…

This study examined the effectiveness of Argument-Driven Inquiry (ADI) as an instructional model in a general chemistry laboratory course. The study was conducted over the course of ten experimental sessions with 125 pre-service science teachers. The participants' level of reflective thinking about the ADI activities, changes in their science…

Inquiry-based classroom is widely distributed in the school science based on its useful and effective instruction. Science teachers are key elements allowing students to have scientific inquiry. If teachers understand and imply inquiry-based learning into science classroom, students will learn science as scientific inquiry and understand nature of…

Current approaches in Science Education attempt to enable students to develop an understanding of the nature of science, develop fundamental scientific concepts, and develop the ability to structure, analyze, reason, and communicate effectively. Students pose, solve, and interpret scientific problems, and eventually set goals and regulate their…

The aim of this study is to compare the change of pre-service science teachers' views about the nature of scientific knowledge through Project-Based History and Nature of Science training and Conventional Method. The sample of the study consists of two groups of 3rd grade undergraduate students attending teacher preparation program of science…

The paradigm of geologic time is built on complex concepts, and students master it in multiple steps. Concepts in Geology is an inquiry-based geology class for preservice teachers at Wright State University. The instructors used the Geoscience Concept Inventory (GCI) to determine if students' understanding of key ideas about geologic time and…

The aim of this study was to investigate the effect of an activity-based explicit nature of science (NOS) instruction undertaken in the context of a "Science, Technology and Society" course on the prospective science teachers' (PSTs') understandings of NOS. In this course, social science based inquiry activities were used to as a context…

In this paper, the authors examine an algebra-based physics course designed for preservice teachers and explore how the course integrated two pedagogical strategies to bridge the gap between inquiry-learning experiences and the teachers' nature of science (NOS) understandings. The results of this research show that the explicit, reflective process…