Abstract:

The purpose of this study is to determine the preservice science teachers’ (PSTs) level of designing experiments related to scientific process skills and their views on these experiments. For this purpose, 50 preservice science teachers (35 female, 15 male) enrolled in a state university particapated in this study. A case study approach was used in this research. The data were collected through two measures. The first one was a quantitative evaluation form which was generated to measure PSTs’ experimental design levels. To determine the prospective science teachers’ views on experimental design, a form composed of 7 open-ended questions was generated. The results of the study revealed that the most problematic part in designing experiments for the PSTs was drawing tables and charts. Also, it was found that PSTs think that designing experiments based on science process skills is useful; and they learned how to design these experiments better during the Lab class and they will use these activities in their own classes in the future.

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