The aim of this study is to determine the influence of inquiry-based teaching approach on pre-service science teachers' laboratory self-efficacy perceptions and scientific process skills. The quasi experimental model with pre-test-post-test control group design was used as an experimental design in this research. The sample of this study included 24 pre-service science teachers. Data were collected using Laboratory Self-Efficacy Scale, The Test of Integrated Process Skills and Interview Form. According to results, the positive influences of inquiry-based teaching approach on pre-service science teachers' laboratory self-efficacy perceptions and scientific process skills have been observed. Participants determined positive thinking to positive effectiveness of inquiry-based teaching approach in interviews.
The aim of this study is to examine current proof making skills of secondary school seventh graders using proof schemes. Data of the study were collected in two phases. Initially, Proof Schemes Test, which was developed by the researchers, was administrated to 250 seventh grade students from eight secondary schools, which were chosen randomly. The answers of the students were classified according to proof schemes defined by Harel and Sowder (1998). In the second phase, semi-structured interviews were made with 9 students whose answers were in different proof schemes. As a result of the study, it was seen that the proofs produced by the students were generally in external and empirical proof schemes. In parallel with this finding, it was concluded that students' proof skills were not at an adequate level.
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