Enhancing Science Teaching Efficacy of Pre-service Preschool Teachers Through Inquiry-based Science Course
Year: 2025
Type: article
Study design: Clinical Trial
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 pre-service 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 semi-structured 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. Keywords: inquiry-based science education, science teaching efficacy, preschool teachers, early childhood teacher education
Authors: Yasemin Özdem Yılmaz, Mustafa Şahin
Institution: Muğla University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4413126757