An inquiry and context-based activity supporting lifelong learning: Enzymes in Daily Life

This research evaluated the effect of guided inquiry approach-based laboratory activity within scope lifelong learning, in which daily life context is used, on developing pre-service science teachers' learning processes. The study groups consisted six teachers who were seniors education department at a university west Turkey. holistic single-case design was used as method this study. One topics related to enzymes we encounter many areas concept enzymatic browning. In study, starting from context, an that includes chemical change emphasis underlying browning event and factors affecting work discussed. approach, hypothetico-deductive reasoning cycle practices teacher education, based activity. At end activity, experiment reports, journals, maps evaluated. As result evaluation, it seen students not only designed scientific tested their hypotheses consistently accurately but also obtained subject gains change. Since understood supports terms both skills developed ideas reflected by teachers, using similar can be recommended.