<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Özdem Yılmaz, Y.</style></author><author><style face="normal" font="default" size="100%">Mustafa Şahin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENHANCING SCIENCE TEACHING EFFICACY OF PRE-SERVICE PRESCHOOL TEACHERS THROUGH INQUIRY-BASED SCIENCE COURSE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">early childhood teacher education</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry-based science education</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching efficacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4575704</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">670-683</style></section></record></records></xml>