Abstract:

Constructing and meaning of knowledge occurs through individual's own experiences. Laboratory studies, especially inquiry-based laboratory practices are very important in this respect. In this study, the effect of an unguided-inquiry based science and technology laboratory practice course tried to determined prospective science teachers perception of science laboratory environment, attitudes towards laboratories and skills in using scientific processes in the Science and Technology Laboratory Practices course. The present study made use of a quantitative research methodology with one group pretest-posttest design. Fifty-one prospective science teachers who were in 3. class were participated in this study. Science Laboratory Environment Inventory and Laboratory Attitude Inventory were given to the students as pre-post test. In order to determine the effective and correct usage of experimental phases of the science process skills by the students, they were asked to design experiments and content analysis was used to analyze experimental designs according to categories that are about the usage of those skills. According to the research results, the total scores from science laboratory environment inventory were compared, there were no significant differences through unguided-inquiry based laboratory practices but some significant differences were determined on the basis of some sub-dimensions of perception of science laboratory environment. Students’ attitudes towards laboratories were not changed significantly through the method in this application. Skills in using scientific processes were changed positively by the unguided-inquiry based laboratory. Key words: Science Laboratory, inquiry-based learning

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