Abstract:

The aim of this study is to examine the changes in course planning and the practice processes of prospective science teachers following the in-service trainings they received about open-ended inquiry-based teaching approach (OE-IBTA). With this aim, pre-experimental design with one group post-test was employed.  This study was conducted with 12 prospective science teachers in a public university in Turkey. The Course Plan Assessment Rubric and Course Observation Form were developed as data collection instruments for gathering information regarding the planning and practices of the prospective science teachers. Thus study included two phases: the Planning Phase, in which the prospective teachers learn how to plan with the teaching approach, and the Practice Phase, in which the prospective teachers apply what they plan. Both phases lasted about one term. The results showed that all participant prospective teachers showed improvements in the planning phase of the OE-IBTA training program, which had been delivered to them gradually.

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