Abstract:

The aim of this study was to examine the effect of laboratory practices based on science process skills on prospective science teachers' conceptual understanding of the buoyancy force. This study was carried out according to pre- experimental method with a single experimental group pretest-posttest, one of the experimental research methods. The sample of this study consisted of 34 prospective science teachers (Nfemale = 22; Nmale = 12) studying in the third grade of science teaching at the education faculty of a university in the Eastern Black Sea Region. Concept cartoons and concept maps were used as data collection tools. Concept cartoons were prepared by the researchers for determining prospective science teachers’ misconceptions about buoyancy force and the concept maps were drawn by the prospective science teachers. Concept cartoons were applied to prospective science teachers before and after laboratory practices based on science process skills, and they were asked to draw a concept map related to buoyancy force. While the data obtained from the concept cartoons were analyzed descriptively, the data obtained from the concept map were analyzed through content analysis. To ensure the validity of the data, the researchers encoded the data by reading the data over and over and discussing it together. In addition, quotations from the statements and drawings of the prospective science teachers were presented. In the study, it was concluded that laboratory practices based on science process skills had a positive effect on prospective science teachers' conceptual understanding of the buoyancy force.

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