Planning a lesson according to the inquiry method which is conducted in the laboratory is a challenging process for pre-service teachers. The reasons for the difficulties of pre-service teachers are their inexperience and not knowing the method well. In this study, the effectiveness of a template that takes into account the basic components of the inquiry process that pre-service teachers can use in their lesson planning processes will be determined. The feature of this template is that it allows the pre-service teacher to construct the lesson from the end to the beginning. In this context, the research aims to determine the difficulties experienced by the pre-service teachers in the lesson planning process and the opinions of the pre-service teachers about the template. This research was conducted with the case study (case study) method. 19 pre-service teachers studying in the chemistry education program of a state university in Ankara/Turkey participated in the research. A pre-service teacher's diary, reflective written opinion form, and mentor observation notes were used as data collection tools. It was determined that pre-service teachers had difficulties in the planning (constructing) of the lesson regarding the acquisition of knowledge, the appropriateness of the outcome - experiment, the appropriateness of the outcome - method, and method knowledge. It has been determined that the use of templates during lesson planning is beneficial in terms of gaining method and pedagogical knowledge. According to these results, the template is effective in solving the problems experienced by facilitating the lesson planning process.
Lesson planning, Template, Inquiry, Pre-service teachers.