Özet:

Science education contributes not only the cognitive learning but also affective learning of students. Being interested in a subject matter, not having a negative attitude and considering the subject matter proressive are required for an individual to gain the intended behaviors. When the previous studies are examined, it is noticed that learning situations concerning cognitive objectives are stressed but affective and psychomotor learning are not emphasized enough. For this reason, in the scope of the study, concerning the assessment of the affective learning which is one of the objectives of education, a likert type scale for determination of teachers’ practices is prepared and range validity and structure validity tests are applied to understand the scale’s validity. The scale is determined as twofactors by applying structure validity factor analysis. For reliability analysis, Cronbach Alpha interior consistency coefficient is examined and it is found 0.81 for the first factor, 0.73 for the second factor, and 0.81 for the entire scale. According to the results of the study, while reaching that science teachers finding themselves sufficient in learning situations that include cognitive learning, they state themselves insufficient in affective learnin and the assessment of that. In addition to the results, the present situation is defined and suggestions are made for teaching to be more progressive

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