Özet:

This study aimed to determine science teacher candidates’ reasoning skills by using TIMSS items. In this context, the sub-dimensions of the reasoning skills of the teacher candidates were examined in detail according to the grade level. Implementation was conducted with the participation of 116 teacher candidates from Uşak University Faculty of Education Science Teaching Department. The study was obtained in accordance with the survey model, which is the sub-dimension of quantitative research. In line with the survey model, the data for the study were collected by using the achievement test composed of reasoning items included in TIMSS. Data were analyzed with ANOVA and Kruskal Wallis test. It was found that first-year teacher candidates’ skills were low and reasoning skills improved in the dimension of proportional reasoning as school year increased. Second-year teacher candidates’ ratio was lower in the dimension of integrative thinking while third-year teacher candidates’ probabilistic thinking dimension was found to be low. Although mean descriptive statistics were not high, a significant difference was identified in the associational/ associative thinking dimension across school years. The study included suggestions to improve teacher candidates’ logical thinking reasoning skills

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