Natural science is often overlooked in preschool education, despite its crucial role in developing young children's inquiry and exploration skills. This study aimed to explain the impact of inquiry-based science teaching activities on the science teaching efficacy of pre-service preschool teachers. Participants included 23 pre-service teachers enrolled in a preschool education undergraduate program at a university. Employing a pretest-posttest weak experimental design, data were collected using the Teachers’ Sense of Efficacy Scale (TSES) and a semi-structured interview form developed by the researchers. Pre- and post-intervention assessments were conducted, and quantitative and qualitative data were analysed comparatively. Results indicated a significant increase in participants’ science teaching efficacy following their engagement in inquiry-based activities. The findings highlight the effectiveness of structured, inquiry-centred coursework in enhancing pre-service preschool teachers’ confidence and competence in science teaching, underscoring the importance of embedding inquiry-based approaches within early childhood teacher preparation programs. Keywords: inquiry-based science education, science teaching efficacy, preschool teachers, early childhood teacher education
Yılmaz et al. (Fri,) studied this question.