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This research examines Turkish pre-service elementary science teachers' understandings of teachingscience in an inquiry-based learning environment. Thirty-five prospective teachers who attended to one of the bigteacher training institutions in Istanbul participated in this study. Data were collected via course assignments and inclassactivities in teaching science. These were pre- and post-philosophies of teaching science, Nature of Science CardGame and a discussion centered on an inquiry-based teaching scenario. Open-coding of data helped to note patternsto identify categories and form assertions. Inquiry-based learning environment changed participants' traditional viewsabout not the nature of science but teaching science.

Teaching Science in an Inquiry-Based Learning Environment: What It Means for Pre-Service Elementary Science Teachers