Abstract
This study investigates the effect of a science teaching approach—the experimental inquiry approach—on preservice student teachers' understanding of the teaching and learning of science in primary schools. This understanding might be influenced by their prior science learning experiences in schools and in teacher education. In this study, the experimental inquiry approach was implemented in the teaching of two exemplary science units in a teacher education module. Pre-tests and post-tests about their views of the teaching and learning of science were conducted and analysed. Their views, expectations and limitations of teaching science in primary schools in ways congruent to the experimental inquiry approach were also probed, as was the feasibility of implementing the experimental inquiry approach in primary schools during their teaching practicum.