Özet:

This study aimed to determine the views of prospective science teachers with different cognitive styles about laboratory practices that are based on the guided inquiry learning approach. The sample of the study consisted of six prospective science teachers enrolled in a state university. The case study method, which is a qualitative research method, was used in the study. Among case study designs, the embedded single-case design was used, and the views of the participants were determined after a focus group meeting held following the implementation. Content analysis was carried out on the qualitative data of the views of the participants about laboratory practices that were based on the guided inquiry learning approach. As a result of the study, pre-service teachers think that the open-ended nature of the experiments contributes to the development of scientific thinking habits, to see the events from a different perspective, and to the motivation and fun of the experiments. The participants also stated that the use of the hypothetico-deductive reasoning cycle in the experiments contributed to them due to the contextual and structural characteristics of the cycle. It was observed that the participants emphasized the significant contribution of both the open-ended nature of the experiments and the use of the hypothetico-deductive reasoning cycle in the experiments on the process of checking preliminary knowledge before the experiments. In addition to the students' views on guided inquiry learning approach-based laboratory practices in the study, suggestions were presented regarding the use of guided inquiry learning approach-based laboratory practices in terms of field dependent/field independent cognitive styles in line with the relevant literature.

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