Akademik Veri Yönetim Sistemi
13th International New York Academic Research Congresses on Social, Humanities, Administrative, and Educational Sciences, New York, Amerika Birleşik Devletleri, 10 Temmuz 2025, cilt.1, ss.660-690, (Tam Metin Bildiri)
This study is conducted within the scope of the TÜBİTAK ARDEB 1001-funded research project titled "A New Perspective on the Teaching Practicum Course in Faculties of Education: E- Scaffolding" (Project No: SOBAG-323K348). The project aims to enhance pre-service teachers' professional competencies through an inquiry-based teaching model supported by an online mentorship system. The present study explores elementary pre-service teachers' views on the Inquiry- Based Learning (IBL) approach. It investigates how these views change before and after a structured educational workshop. The IBL approach is a constructivist teaching model that engages students in processes similar to those scientists use to make sense of the world. It involves observing phenomena, generating meaningful questions, and seeking answers through scientific and mathematical reasoning. IBL is gaining increasing attention in science education curricula, international research and development projects, and teacher education programs. This study employs a case study design, one of the qualitative research methodologies. It also includes elements of a quasi-experimental design due to the pre-post comparison following an educational intervention. The research group consists of 27 elementary pre-service teachers studying at Ondokuz Mayıs University. Among them, 13 students with relatively low prior knowledge of IBL participated in the workshop. Participants were selected through purposive sampling. Data were collected via demographic information forms and semi- structured interviews, conducted both face-to-face and online (Google Forms). The interview questions were developed based on the literature and reviewed by subject matter experts to ensure validity. All data were analyzed using content analysis. The findings indicate that the training positively influenced participants’ perspectives on the applicability of IBL in mathematics education. Moreover, participants expressed positive views on the inclusion of IBL in the new Türkiye Yüzyılı Maarif Modeli curriculum. Overall, the results suggest that practice-based IBL workshops contribute significantly to the pedagogical development of pre-service teachers. It is recommended that teacher education programs integrate similar practical workshops based on the IBL approach.