The effects of web based inquiry science teaching development on preservice teachers concept learning and scientific process skills

The purpose of this research is to determine the effect of inquiry based approach and web based inquiry science teaching, which have been developed for on prospective preservice science teachers conceptual achievement, scientific process skills, self-efficacy in science, attitudes towards science experiments. Additionally, ability to develop inquiry-based laboratory activities, and attitudes towards scientific inquiry process and web based inquiry laboratory activities. Another purpose of the study was examine preservice science teacher' technology knowledge and skills. The sample of the study consists of experimental group I employed guided inquiry (20 preservice teachers), experimental group II employed open inquiry (23 preservice teachers) and control group employed structured inquiry (35 preservice teachers) 78 preservice teachers who enrolled in the General Biology Laboratory I and II courses and Science Teaching Laboratory Practice I at Fırat University Faculty of Educational Sciences Department of Science Education within the academic year 2012-2013 and 2013-2014. Research consist of two departments: first deparments, inquiry based science activities was implemented in the laboratory mainly used hands on science and second departments was implemented web based inquiry science approach using the information and communication technologies and online learning environments. Web based inquiry science approach implemented face to face and online learning environment, synchronous virtual classroom in Blackboard. In addition, preservice teachers used technology to facilitate inquiry based science teaching approach. In this study, the mixed methodology that includes both quantitative and qualitative research techniques was employed. In the quantitative part of the research was used the Biology Concept Test, the Scientific Process Skills Test, the Self-Efficacy Scale for Science, the Science Experiments for Understanding the Purpose Attitude Scale and the Web Inquiry Science Teaching Course Participant Survey. In the qualitative part of the research was took place the semi-structured interviews. According to the Biology Concept Test, the Scientific Process Skills Test mid-test and post test results, significant differences were found between control group and experimental group I in favor of the experimental group I; between control group and experimental group II, in favor of the experimental group II. With respect to the Self-Efficacy Scale for Science mid test and post test scores significant difference were reached were between control group and experimental group II, in favor of the experimental group II. For groups' the Science Experiments for Understanding the Purpose Attitude Scale mid test scores significant differences were found between control group and experimental group I in favor of the experimental group I; between control group and experimental group II, in favor of the experimental group II. According to the Web Inquiry Science Teaching Course Participant Survey, findings suggest that preservice teachers have improved attitudes towards information and communication technologies and online learning environments. It was determined progress experimental groups I and II to used web and technology tools. Open inquiry and guided inquiry were found to have more improvement achievement, scientific process skills, self-efficacy in science, attitudes towards science experiments compared to structured inquiry. This study was determined that preservice science teachers to take advantage of web environments and ability to use technology from science course. In interviews conducted with the experimental groups preservice teachers have expressed positive opinions regarding web based inquiry science approach. Key Words: Inquiry-based approach, Web based inquiry science approach, Self-efficacy, Scientific process skills, Blackboard learning management system, Open inquiry, Guided inquiry, Structured inquiry.