Reflections on quided inquiry based science laboratory applications

The aim of this study is to investigate the effect of inquiry-based laboratory practices on science teacher candidates' scientific process skills and their views on research-inquiry method and laboratory practices. The research was carried out at Akdeniz University in the 2018-2019 academic year. The sample of the research consists of 3rd grade 74 person science teacher candidates. Converging parallel mixed design from mixed methods was used in the study. In the quantitative dimension of the research, a single group pre-test post-test experimental design was used. Quantitative data in the research were supported by qualitative data. The research lasted 10 weeks in total. In order to collect the quantitative data of the research, it was collected with the Scientific Process Skill Test (BSBT), which was developed by Okey, Wise and Burns (1985) and translated into Turkish by Geban, Askar ve Özkan (1992). In order to collect qualitative data, it was collected through a focus group interview prepared by the researcher. As a result of the quantitative analyzes of the research, a statistically significant difference was found between the pre-test and post-test results of the science process skills of the science teacher candidates of guided inquiry-based laboratory applications. It was found that guided research and inquiry-based laboratory practices increased in all sub-dimensions of science process skills of pre-service science teachers. The qualitative results of the study were examined within the framework of the themes of scientific process skills development, use of simple materials, 5E lesson plan, associating with daily life and laboratory applications. Pre-service science teachers stated that their scientific process skills, creative thinking skills, critical thinking skills, and inquiry skills improved in this process. Key words: Creative Thinking Skill, Learning Styles, Science Education, Scientific Process Skills