Abstract:

This research project aims to improve the communications skills of prospective teachers by using inquiry-based laboratory experiments (IBLE). The prospective teachers (n = 78) received theoretical training on inquiry, nature of science, and communication skills in the first term, while 40 experiments were carried out by inquiry-based learning applications in the second term. A mixed approach was applied by using a scale for assessing communication skills as both a pre-test and a post-test to obtain quantitative data, whereas 5 interview questions were used to obtain the qualitative data. There was a statistically significant variation between the pre-test and post-test communication skills scores (t (78) = 5.83, p < 0.00), which they indicated being patient, listening to each other, reducing prejudice, being respectful and knowing each other as learned and improved skills. The same students, however, had problems such as a lack of a sense of responsibility, insufficient concept-related theoretical knowledge and problems about task sharing, writing reports and getting jobs completed on time.

Keywords: