In today’s dynamic educational landscape, equipping preservice science teachers (PSSTs) with robust scientific inquiry skills is essential to advancing students’ scientific literacy and promoting evidence-based reasoning in classrooms. Despite this importance, there is a lack of validated instruments specifically designed to assess PSSTs’ self-perceived competencies in scientific inquiry. This study addresses that gap by developing and validating the Perceived Scientific Inquiry Skills Questionnaire (P-SIS-Q)—a self-report instrument originally composed of 31 items based on the Scientific Inquiry Skills Framework. The questionnaire was administered to 352 PSSTs enrolled at a state university in Central Luzon, Philippines. Exploratory factor analysis (KMO = .970; Bartlett’s test, p < .0001) revealed a three-factor structure: (1) Conducting Scientific Investigations, (2) Data Analysis, Interpretation, and Argumentation, and (3) Communicating Scientific Findings. Internal consistency for each factor was high, with Cronbach’s alpha values of .888, .895, and .864, respectively. Results showed that PSSTs perceived themselves as generally proficient in scientific inquiry, particularly in communicating scientific findings. However, they reported comparatively lower confidence in data analysis and argumentation—highlighting a need for targeted pedagogical support in these higher-order skills. The validated P-SIS-Q offers a reliable and contextually relevant tool for assessing scientific inquiry competencies in teacher education. Its development responds to the growing demand for inquiry-based science instruction and aligns with global education priorities, as reflected in international benchmarks such as PISA. The instrument can inform curriculum development, teacher training, and further research aimed at enhancing inquiry-driven science teaching across diverse educational contexts.
Antonio et al. (Mon,) studied this question.