The impact of inquiry-based learning environment on scientific process skills, inquiry skills and scientifik reasoning skills of pre-service teachers

The expected characteristics of the individual's of future plays a styling role how should be given a science education. To give meaning the events that occur in nature takes place on the basis of science and science is a science-based inquiry due to own nature. Students with inquiry learning opportunities will have the ability to improve scientific thinking, questioning, and therefore the skills of science process by living exactly the process of seeking answers of questions of scientists about the natural world. İn recent years, inquiry learning take place on science schedules in in many countries in the world and revisions are made to support this program. Science program update also made in Turkey in 2013 and inquiry-based learning strategy was based on this revision. It is known that the science teachers -implements this program have difficulty to reflect the activities. The reason for this, it can be emphasized that the teacher candidates didnt receive an education based on inquiry learning especially in laboratory lessons during license education and therefore they cant apply this method. In this regard, on mentioned research studied with candidate teachers. It is aimed to determine the effect of ambience of İnquiry Based Learning to science process skills, questioning skills and scientific thinking skills of candidate teachers. This study was conducted with first year students of of Celal Bayar University, Faculty of Education- Science Teaching Department. The study group included 77 students ( 41 experiment and 36 control). During a training period; lessons were conducted by organizing activities on inquiry-based learning ambience in the experimental group and laboratory activities with the traditional authentication type in control group. Quasi-experimental design with pretest-posttest control group was used in this study. Science process skills test, questioning skills, scale and scientific thinking skills test were applied as a pre-test and post-test to experimental and control groups students. SPSS 21 software package was used for the analysis of data obtained from the study. To analyze the data, t-test and ANOVA was conducted. According to the analysis of the results; there was not a significant difference between experimental group (inquiry-based learning environment) and control group (traditional activities) students in terms of questioning skills and scientific thinking skills (p>0.5). And also, there was a significant difference (in favor of the experimental group) between experimental group control group in terms of science process skills (p< 0.5). Based on the research results; inquiry-based learning environments are effective on candidate teachers for access to information of scientific validity and to increase scientific process skills that contains the production process of information. İn this context, creating inquiry-based learning environment (especially in lab courses and appropriate education and skills courses) is recommended for science curriculum of faculties of education, Also it is recommendet that teacher candidates gaining experience on the subject.