The Pre-Service Biology Teachers' Scientific Process Skills and their Attitudes, Self-Efficacy, Self-Confidence towards Biology Laboratory

This research contains the preliminary findings of a study to determine the effects of inquiry based biology laboratory applications on pre-service biology teacher？s scientific process skills and attitudes, self-efficacy, self-confidence towards biology laboratory. In this context, Scientific Process Skills Test (Geban, Askar & ？zkan, 1992; Okey, Wise & Burns, 1982), Self-Confidence Test Regarding Laboratory (Krystyniak, 2001; Yurdatapan, 2013), Biology SelfEfficacy Scale (Ekici, 2009; Hsu, 2000; Woo, 1999) and Attitude Scale of Biology Teachers Toward Laboratory Lesson (Ekici, 2002) were applied to the first year students of biology education (N=25). As a result of the research, it has been seen that the scientific process skills of pre-service teachers are generally moderate. Their deficiencies related to their scientific process skills have been identified and interpreted. Pre-service teachers scored high on the scale of attitude, self-efficacy and self-confidence. In addition, it was determined that there is not a statistically significant relationship between scientific process skills of pre-service teachers and their attitude, self-confidence, self-efficacy. There was a significant relationship between attitude, self-efficacy and self-confidence at a high leve