Bu çalışmada, araştırma yoluyla öğretim metodunun farklı zihinsel gelişim dönemlerindeki sınıf öğretmenliği öğrencilerinin bilimsel işlem becerilerinin gelişimine etkilerini belirlemek amaçlanmıştır. Çalışmanın örneklemini sınıf öğretmenliği 3. sınıfta okuyan üç gruptan toplam 103 öğrenci oluşturmaktadır (Erkek=30, Kız=73, Yaş: 19 ile 22 arası). Öğrencilere üç test uygulanmıştır. İlk olarak öğrencilerin ön bilimsel işlem becerilerini belirlemek için Bilimsel İşlem Becerileri Testi II (Test of İntegrated Process Skills II) uygulanmıştır. Daha sonra öğrencilerin zihinsel gelişim dönemlerini belirlemek için Mantıksal Düşünme Yetenek Testi uygulanmıştır. Ön-testlerin uygulanmasından sonra, üç gruptaki öğrenciler bilimsel işlem becerilerini geliştirmek amacThis study was carried out to explore the effects of inquiry-based instruction in developing integrated science process skills of trainee primary school teachers with different Piagetian developmental levels. One hundred-three junior college students (male=30, female=73, age 18-20) from three intact classes participated in the study. Students were given three tests. First, Test of Integrated Process Skills II (TIPS II) was administered to assess preintegrated science process skills of students. Second, the Classroom Test of Formal Reasoning was administered to determine students\' Piagetian developmental levels (concrete, transitional, and formal). After pretesting, students in each intact class completed four activities developed on the basis of inquiry-based technique of teaching science to enhance science process skills. Finally, all students were given TIPS II as a posttest. Results oAraştırma yoluyla öğretim modeli, zihinsel gelişim dönemleri, bilimsel işlem becerileri.Inquiry-based teaching, integrated science process skills, Piagetian developmental levels Tam Metin

This study was carried out to explore the effects of inquiry-based instruction in developing integrated science process skills of trainee primary school teachers with different Piagetian developmental levels. One hundred-three junior college students (male=30, female=73, age 18-20) from three intact classes participated in the study. Students were given three tests. First, Test of Integrated Process Skills II (TIPS II) was administered to assess preintegrated science process skills of students. Second, the Classroom Test of Formal Reasoning was administered to determine students\' Piagetian developmental levels (concrete, transitional, and formal). After pretesting, students in each intact class completed four activities developed on the basis of inquiry-based technique of teaching science to enhance science process skills. Finally, all students were given TIPS II as a posttest. Results oAraştırma yoluyla öğretim modeli, zihinsel gelişim dönemleri, bilimsel işlem becerileri.Inquiry-based teaching, integrated science process skills, Piagetian developmental levels Tam Metin