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Abstract
This research project aims to improve the communications skills of prospective teachers by using inquiry-based laboratory experiments (IBLE). The prospective teachers (n = 78) received theoretical training on inquiry, nature of science, and communication skills in the first term, while 40 experiments were carried out by inquiry-based learning applications in the second term. A mixed approach was applied by using a scale for assessing communication skills as both a pre-test and a post-test to obtain quantitative data, whereas 5 interview questions were used to obtain the qualitative data. There was a statistically significant variation between the pre-test and post-test communication skills scores (t (78) = 5.83, p < 0.00), which they indicated being patient, listening to each other, reducing prejudice, being respectful and knowing each other as learned and improved skills. The same students, however, had problems such as a lack of a sense of responsibility, insufficient concept-related theoretical knowledge and problems about task sharing, writing reports and getting jobs completed on time.
Keywords
Abstract
This research project aims to improve the communications skills of prospective teachers by using inquiry-based laboratory experiments (IBLE). The prospective teachers (n = 78) received theoretical training on inquiry, nature of science, and communication skills in the first term, while 40 experiments were carried out by inquiry-based learning applications in the second term. A mixed approach was applied by using a scale for assessing communication skills as both a pre-test and a post-test to obtain quantitative data, whereas 5 interview questions were used to obtain the qualitative data. There was a statistically significant variation between the pre-test and post-test communication skills scores (t (78) = 5.83, p < 0.00), which they indicated being patient, listening to each other, reducing prejudice, being respectful and knowing each other as learned and improved skills. The same students, however, had problems such as a lack of a sense of responsibility, insufficient concept-related theoretical knowledge and problems about task sharing, writing reports and getting jobs completed on time.