Ayşegül Yıldırım*, Yalçın Yalçın*, Serap Kaya Şengören*, Rabia Tanel*, Murat Sağlam**, Nevzat Kavcar**
*Dokuz Eylul University, Faculty of Education, Izmir, Turkey
**Ege University, Faculty of Education, Turkey
Problem statement: For individual and social life to be in line with the information age, the individual should have such characteristics as being able to access information, maintain a scientific point of view on events, and being able to analyse and evaluate events. This can only be achieved by teaching students about the skills involved in the scientific process skills. The research pointed out that teachers, who are expected to teach science process skills, often have inadequate science process skills themselves. This study aims to provide insight into student teachers and the factors affecting these skills.
Purpose of Study: The study aims to determine student teachers’ level of science process skills (SPS) and to investigate how and why these skills change across academic program and gender.
Methods: This study’s data were collected from 150 final-year university students who were in biology, chemistry, general science and physics education programs in a state university in Izmir in Turkey, by using the relational survey method to explore relationships among the variables in the study. The research instruments of the study were Personal Information Form (PIF), Science Process Skills Scale (SPSS) and Science Process Skills Questionnaire Form (SPSQF). The SPSS was a scale of 20 items with a KR-20 of 0.67. The SPSQF consisted of four open-ended questions dealing with the extent to which science process skills are part of classroom and laboratory activities. The quantitative data from the SPSS was analysed through t-tests, ANOVA and Scheffe tests. A five-level grading scale, which was based on the maximum score from the SPSS, was used in determining the average SPS level of students in various programs.
Keywords: Science process skills, student teachers, curriculum, teacher education