Formative Assessment Embedded Scientific Inquiry Practices: Changes in Pre-Service Science Teachers' Knowledge and Views

Developing preservice teachers’ scientific inquiry skills is an important goal of teacher education because these skills support critical thinking and problem solving. This study examined how a training program integrating formative assessment with scientific inquiry influenced preservice science teachers’ knowledge of and views about scientific inquiry. A qualitative case study was conducted with 15 fourth-year preservice science teachers. Data were collected through the Scientific Inquiry Inventory (SII) (pre–post), the Views About Scientific Inquiry (VASI) questionnaire (Lederman et al., 2014), semi-structured interviews, and reflective journals. The intervention consisted of an 18-week training program including four inquiry-based activities integrating formative assessment. Descriptive analysis examined preservice teachers’ knowledge and views, while content analysis was used for their opinions about the training. Results showed clear improvements in preservice teachers’ knowledge of and views about scientific inquiry. Participants reported that integrating formative assessment within inquiry supported deeper understanding, student engagement, and lasting learning. However, some components, particularly research report writing, remained challenging. Integrating formative assessment with inquiry-based practices in teacher education can support preservice teachers’ inquiry competencies. Structured feedback and reflection opportunities may further strengthen these skills.