Abstract:

Abstract The purpose of this study was to investigate the effect of the learning in stations model to pre-service science teachers' concept achievements. A total of 47 pre-service science teachers who took General Chemistry Laboratory I course in the fall semester of 2012-2013 academic year in the Department of Science Education at Pamukkale University was participated study. This study was a quasi-experimental study with pre-test - post-test control group. The data was collected by the concept achievement test what which consists of 18 multiple-choice questions. The concept achievement test was administered to control a group and an experimental group as a pre-test and a post-test. There were 25 pre-service science teachers in the experimental group and were 22 pre-service science teachers in the control group. The learning in stations model was applied in the experimental group and in the program method was applied in the control group. The data were analyzed with the help of SPSS 15 package program. If there is no significant difference between the experimental and the control group's pre-test and post-test mean scores of the concept of success was examined by the dependent and independent t-test. Results of the study has showed shown that the learning in stations model was not effective in improve to pre-service science teachers' concept achievements. Key Words: Science Education, Learning in Stations Model, Concept achievement

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