The purpose of this research is to investigate the effect of simulation supported inquiry-based learning on the conceptual understanding of pre-service teachers about the capacitors. The participants of research consist of 50 pre-service teachers studying at a state university in Turkey. The participants were divided into two groups of 25 each on the basis of their physics grades in the previous semester. The research was patterned according to non-equivalent control group design with pretest and posttest. In the research, simulation-supported inquiry-based learning was used in the experimental group, and lecture-based learning supported by simulations in the control group. The research data were collected with the Capacitor Concept Test prepared by the researchers. The findings of the research showed that pre-service teachers had various misconceptions about the parallel plate capacitors before the implementation. The research revealed that inquiry-based learning was found to be more effective than the lecture-based learning in eliminating these misconceptions.



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