Özet:

The goal of this study is to provide development in professional competences which will attach scenario based learning and theoretical subjects to real class practices for social studies pre service teachers. Here the "scenario based learning" is used for "vocational education". In this content, the process of making students gain expected outcomes in a scenario frame which are determined by the pre-service teachers is held on as a real problem. An action process, in which scenarios are made and practiced through social sciences outcomes that the real life is carried into the class, is tried to be evaluated. Problem based scenario type is used in research. The research is planned as an action research which is one of the qualitative research methods. Planning, action, observation and reflection circle of action research have lasted for ten weeks. There were 8 groups as 4 people in each group, total 32 people in the research. 8 woman and 8 man, total 16 pre services were interviewed at the end of research. Several observation notes, views, video recordings and evaluations were collected, they were analyzed with content analysis. According to the findings from the research, the pre-service teachers took learning conditions, methods, physical conditions, music and visual arts, resources and skills into consideration in means of creating scenario content and process in practice. They benefited from printed works, media, technology, literary works and source people. They were attentive to language, method, content and literary works in phraseology. Problems that are addressed while creating a content are in cultural, political, legal, social and educational contexts. Outcomes in scenarios were linked to educational, social, cultural and technological matters. It is determined that scenario-based learning developed pre services in means of education, professional competence and skills in individual context; of pedagogic and art in professional context at the end of the practice process. Some advises from pre services were determined to remove the gap which appears as to practice scenario based learning in social sciences teaching more efficient.

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