The effect of inquiry-based science instruction according to the constructivist approach on pre-service teachers? problem solving skills, self-efficacy and achievements

The aim of this study is based on the idea that students should learn how to learn sticking to the principle of active learning. The inquiry based instruction method which provides the afore-mentioned type of learning was employed within the context of science application laboratories course and it was targeted to enhance students? knowledge and skills. This study was conducted among 95 pre-service teachers enrolled at Gazi University, Gazi Education Faculty Primary School Science Teacher program. This study analyzed the effect of the inquiry based science instruction according to the constructivist approach on pre-service science teachers? academic achievements, problem solving skills and self efficacy and utilized problem solving skills scale, academic achievement scale regarding the unit on photosynthesis and self-efficacy about science teaching scale.In this study, a quasi experimental, pre-test post-test design was used. A control group and an experimental group were randomly selected among students studying in their 3rd year in Science Teacher preparation program. There were 47 students in the control group and 47 of them were in the experimental group. The experimental group was exposed to the inquiry based science instruction while the control group received science content according to the traditional instruction.According to the results of this study, pre-service science teachers? academic achievements, problem solving skills and self efficacy beliefs regarding the relevant photosynthesis unit in both the control and experimental group were observed to be at similar levels at the beginning of the study. In addition, students were also detected to be at similar levels in terms of sex and high-school type. However, at the end of the research phase, students? academic achievements, problem solving skills and self efficacy aimed at the relevant unit on photosynthesis proved to be at a higher level compared to those in the control group. These results suggest that the inquiry based instruction approach is more effective than the traditional instruction method. Besides, it was concluded that there was not any significant difference in pre-service teachers? academic achievements, problem solving skills and self efficacy aimed at the relevant unit on photosynthesis according to high school and sex variables.Based on the findings of this study, it can be said that the inquiry-based instruction method -in the case of its permanent implementation - is an effective means for pre-service teachers to prepare themselves for their profession. Thus, the inquiry based instruction is an approach which can be effective in daily life matters and provide many valuable contributions from teachers to students.