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This study aims to investigate the level of student teachers’ prior experience on science learning (PES) and self-efficacy belief on inquiry-based learning (SEI), as well as to examine the relationship between these two variables. The study involved 72 fourth year students majoring in science teaching. Data were collected via questionnaire which was validated by three experts. The reliability of the questionnaire on the PES part and the SEI part were .90 and .89 respectively. Findings indicate that majority of the student teachers had a moderate level both PES and SEI part. However, most of the student teachers had a high expectation on their teaching outcomes. It signifies that the future teachers anticipated their teaching could result in high level of students’ learning achievement and they are likely to teach science through inquiry learning. Additionally, this study reveals a positive relationship between PES and SEI (r = .27, p < .05).
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