Abstract
This study aimed to investigate basic process skills, integrated process skills and overall science process skills of science teachers in terms of some variables. This study had a survey design. The study population consisted of 170 science teachers from a province located in the Central Anatolia Region of Turkey. The study data were obtained from science process skills test arranged by AydoÄŸdu (2006). The results of the study showed that especially integrated process skills of science teachers were not at a satisfactory level. Other results revealed that basic process skills of science teachers differed on their in-service training on these skills and seniority whereas integrated process skills of science teachers on the frequency of use of these skills in the classroom. Finally, results indicated that overall science process skills of science teachers differed on the frequency of use of these skills in the classroom and on in-service training on these skills. This study suggests conducting some further studies to bring science process skills of science teachers to a satisfactory level. Key words: Science process skills, science teachers, seniority, gender.
Highlights
Students need to reach many different types of information
Science process skill levels of science teachers were analyzed in two stages, namely, basic and integrated process skills in order to give more detailed information
Regarding t-test, it was detected that these differences between basic and integrated process skill scores were significant in favor of basic process skills
Summary
Students need to reach many different types of information. Science process skills help students get this information (Burke, 1996). In order to achieve this result, students should learn the scientific research process (Gay, Mills & Airasian, 2009:5). The scientific research process can be taught using science process skills (American Association for the Advancement of Science, 1989; Feyzioğlu, Demirdağ, Akyıldız & Altun, 2012). The scientific research process can be described as identifying a problem, gathering data, analyzing the data, and interpreting the gathered results (Fraenkel & Wallen, 2006:7).
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