The effect of v-diagram usage on science process skills and general chemistry laboratory perceptions of pre-service science teachers in inquiry based learning environment

The aim of the study is to examine the impact of V-diagram usage on the science process skills and general chemistry laboratory perceptions of the 1. Pre-Service Science teachers in the inquiry-based learning environment. The enriched mixed method was used in the study. The study group was conducted in the fall semester of 2018-2019. In General Chemistry course, V-diagrams were used according to guided inquiry and open inquiry levels. While there was a significant difference in the experimental process test design, observation, measurement, data collection, processing and interpretation and evaluation dimensions of the science process skills test, it was not found in the determination of the problem. General Chemistry there was a significant difference in open perception in laboratory perceptions but not in integration. In the case study, pre-service teachers with 3 different perception levels (high, medium, low) changed their perceptions in the open-ended dimension, but not in the integration dimension. As a result, it was determined that V-diagrams improved the science process skills of prospective science teachers and affected the open-ended dimension of General Chemistry Laboratory perception. The reasons for the changes in the pre-service teachers' science process skills and perceptions are explained by considering their understanding of the nature of science inquiry and sociocognitive learning theory.