Enhancing Science Teaching Efficacy of Pre-Service Preschool Teachers through Inquiry-Based Science Course
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| Title: | Enhancing Science Teaching Efficacy of Pre-Service Preschool Teachers through Inquiry-Based Science Course |
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| Language: | English |
| Authors: | Yasemin Özdem Yilmaz (ORCID |
| Source: | Journal of Baltic Science Education. 2025 24(4):670-683. |
| Availability: | Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education Preschool Education |
| Descriptors: | Preservice Teachers, Preschool Teachers, Inquiry, Active Learning, Science Instruction, Teacher Effectiveness, Instructional Effectiveness, Learner Engagement, Educational Strategies, Classroom Techniques, Foreign Countries |
| Geographic Terms: | Turkey |
| Assessment and Survey Identifiers: | Teachers Sense of Efficacy Scale |
| ISSN: | 1648-3898 2538-7138 |
| Abstract: | Natural science is often overlooked in preschool education, despite its crucial role in developing young children's inquiry and exploration skills. This study aimed to explain the impact of inquiry-based science teaching activities on the science teaching efficacy of preservice preschool teachers. Participants included 23 pre-service teachers enrolled in a preschool education undergraduate program at a university. Employing a pretest-posttest weak experimental design, data were collected using the Teachers' Sense of Efficacy Scale (TSES) and a semistructured interview form developed by the researchers. Pre- and post-intervention assessments were conducted, and quantitative and qualitative data were analysed comparatively. Results indicated a significant increase in participants' science teaching efficacy following their engagement in inquiry-based activities. The findings highlight the effectiveness of structured, inquiry-centred coursework in enhancing pre-service preschool teachers' confidence and competence in science teaching, underscoring the importance of embedding inquiry-based approaches within early childhood teacher preparation programs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482081 |
| Database: | ERIC |
| Abstract: | Natural science is often overlooked in preschool education, despite its crucial role in developing young children's inquiry and exploration skills. This study aimed to explain the impact of inquiry-based science teaching activities on the science teaching efficacy of preservice preschool teachers. Participants included 23 pre-service teachers enrolled in a preschool education undergraduate program at a university. Employing a pretest-posttest weak experimental design, data were collected using the Teachers' Sense of Efficacy Scale (TSES) and a semistructured interview form developed by the researchers. Pre- and post-intervention assessments were conducted, and quantitative and qualitative data were analysed comparatively. Results indicated a significant increase in participants' science teaching efficacy following their engagement in inquiry-based activities. The findings highlight the effectiveness of structured, inquiry-centred coursework in enhancing pre-service preschool teachers' confidence and competence in science teaching, underscoring the importance of embedding inquiry-based approaches within early childhood teacher preparation programs. |
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| ISSN: | 1648-3898 2538-7138 |
