Inquiry-Based Mysterious Archaeological Excavation: A Face-Reconstruction Activity Based on DNA Clues
DOI:
https://doi.org/10.63556/tisej.2026.1868Keywords:
Inquiry-Based Learning, DNA, Science Education Through Activities, Pre-Service EducationAbstract
This study aimed to present a face creation activity based on DNA clues prepared using inquiry-based teaching steps and to share teacher candidates' experiences of the activity. The activity was conducted with 9 science teacher candidates over two hours. During the activity, which was carried out in line with inquiry-based teaching steps, the teacher candidates worked effectively on the worksheets in a collaborative manner. At the end of the activity, the answers to the questions on the worksheet were discussed and evaluated. The data obtained from the worksheets were analyzed using content analysis. The results, based on the teacher candidates' answers to the questions on the worksheet, revealed that the teacher candidates had a general awareness of DNA, genetics, and genetic diversity, but their explanations lacked depth and remained superficial. An examination of the teacher candidates' views on the activity revealed that they generally evaluated the activity positively, particularly enjoyed the drawing phase, found the activity sufficient and applicable overall, but experienced difficulty in answering the questions on the worksheet. Based on the results, it is recommended that various teaching activities be developed and implemented to increase teacher candidates' conceptual awareness within the scope of the relevant topics. Additionally, various technological applications can be integrated into the teaching process to create engaging learning environments.
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