Formative Assessment Embedded Scientific Inquiry Practices: Changes in Pre-Service Science Teachers' Knowledge and Views

Year 2026, Volume: 34 Issue: 2 , 271 - 289 , 30.04.2026

Elif Yalvaç Ertuğrul , Salih Ateş

https://doi.org/10.24106/kefdergi.1939304

https://izlik.org/JA79HG27JF

Abstract

Developing preservice teachers’ scientific inquiry skills is an important goal of teacher education because these skills support critical thinking and problem solving. This study examined how a training program integrating formative assessment with scientific inquiry influenced preservice science teachers’ knowledge of and views about scientific inquiry. A qualitative case study was conducted with 15 fourth-year preservice science teachers. Data were collected through the Scientific Inquiry Inventory (SII) (pre–post), the Views About Scientific Inquiry (VASI) questionnaire (Lederman et al., 2014), semi-structured interviews, and reflective journals. The intervention consisted of an 18-week training program including four inquiry-based activities integrating formative assessment. Descriptive analysis examined preservice teachers’ knowledge and views, while content analysis was used for their opinions about the training. Results showed clear improvements in preservice teachers’ knowledge of and views about scientific inquiry. Participants reported that integrating formative assessment within inquiry supported deeper understanding, student engagement, and lasting learning. However, some components, particularly research report writing, remained challenging. Integrating formative assessment with inquiry-based practices in teacher education can support preservice teachers’ inquiry competencies. Structured feedback and reflection opportunities may further strengthen these skills.

Keywords

Scientific inquiry , Formative assessment , Preservice science teachers

Biçimlendirici Değerlendirme ile Desteklenmiş Araştırma Sorgulama Uygulamaları: Fen Bilgisi Öğretmen Adaylarının Bilgi ve Görüşlerindeki Değişimler

https://izlik.org/JA79HG27JF

Abstract

Fen bilgisi öğretmen adaylarının araştırma sorgulama becerilerini geliştirmek öğretmen eğitimi açısından önemlidir; çünkü bu beceriler günümüzün bilimsel ve toplumsal sorunlarını ele alabilmek için gerekli olan eleştirel düşünme ve problem çözme yetilerini destekler. Bu çalışmanın amacı, biçimlendirici değerlendirmeyi içeren bir eğitim programı aracılığıyla fen bilgisi öğretmen adaylarının araştırma sorgulamaya ilişkin bilgi ve görüşlerini geliştirmektir. Araştırma, dördüncü sınıfta öğrenim gören 15 fen bilgisi öğretmen adayı ile yürütülen nitel bir durum çalışmasıdır. Veriler, Araştırma Sorgulama Envanteri (ön test–son test), Araştırma Sorgulama Görüşleri anketi (Lederman vd., 2014), yarı yapılandırılmış görüşmeler ve yansıtıcı günlükler aracılığıyla toplanmıştır. Uygulama süreci, biçimlendirici değerlendirmeyi içeren dört araştırma sorgulama etkinliğinden oluşan 18 haftalık bir eğitim programını kapsamaktadır. Öğretmen adaylarının araştırma sorgulamaya ilişkin bilgi ve görüşlerini incelemek için betimsel analiz; eğitime yönelik görüşlerini incelemek için içerik analizi kullanılmıştır. Bulgular, öğretmen adaylarının araştırma sorgulamaya ilişkin bilgi ve görüşlerinde dikkate değer gelişmeler olduğunu göstermiştir. Katılımcılar, biçimlendirici değerlendirme ile bütünleştirilen araştırma sorgulama etkinliklerinin derin öğrenmeyi, öğrenci katılımını ve kalıcı öğrenmeyi desteklediğini belirtmiştir. Bununla birlikte, araştırma raporu yazma gibi bazı bileşenlerin katılımcılar için zorlayıcı olmaya devam ettiği görülmüştür. Sonuçlar öğretmen eğitimi programlarında biçimlendirici değerlendirmenin araştırma sorgulama ile bütünleştirilmesinin öğretmen adaylarının araştırma sorgulama yeterliklerini destekleyebileceğini göstermektedir. Araştırma sorgulama etkinlikleri sırasında yapılandırılmış geri bildirim sağlanması ve yansıtma fırsatlarının sunulması bu becerileri daha da güçlendirebilir.

Keywords

Araştırma sorgulama yöntemi , Biçimlendirici değerlendirme , Fen bilgisi öğretmen adayları

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