The impact of inquiry-based laboratories on improving pre-service teachers’ experimental competency

• Published in: International Journal of Innovation in Science and Mathematics Education 2024-04, Vol.31 (6)
• Main Authors: Nguyen Thanh, Loan, Nguyen, Van Bien, Tran, Ngoc Chat
• Format: Article
• Language: English
• ISSN: 2200-4270; 2200-4270
• DOI: 10.30722/IJISME.31.06.001

In this article, we analyze how IBL affects the experimental competency of pre-service physics teachers. An experimental quantitative analysis method, the static-group pretest-posttest design, has been utilized. A total of 32 pre-service physics teachers participated in the experimental group. In order to observe the experimental competency development level of pre-service physics teachers, the PLIC test and experimental competency test have been used. The findings revealed that inquiry-based laboratories are remarkably effective in developing pre-service physics teachers' experimental competency. The growth rate of behavioral indicators is relatively uniform except for two behaviors (2.7) and (4.5). In addition, the development of pre-service teachers’ experimental competency has reached a high level, but the percentage of students reaching level 3 is still low (14.63%). Therefore, it is suggested that further research, which focuses on increasing the support of teachers at level 3 and expanding the sample size, is needed.