Considering the competences of individuals in today's society, there is a need for problem solving, research-oriented, questioning, productive, constructive and creative individuals who can approach incidents as a scientist (Michael, 2000). Many countries revise their science programs in order to equip individuals with 21st Century skills such as cooperation, critical thinking and creativity (Ravitz, Hixson, English, & Mergendoller, 2012). The most appropriate way to meet these skills is directing individuals to research. The process of presenting knowledge as a whole is called scientific (Geray, 2006; Punch, 2005). The basic principle of research is the inclusion of a planned work process and consists of a number of successive steps. The research process, starting with the identification of the problem includes identification of the methods to be employed, data collection, developing results and recommendations to solve the problem, and preparing a report by including the conclusions reached and recommendations (Llewellyn, 2002). Since this process, called the method, adopts the principle of obtaining the evidence at the point of rejection or verification of facts and principles presented, it may differ from other methods used to reach the information (Honer, Thomas, & Okholm, 2003). The most important tool in the development of research competence in students are science fairs. Students exhibit their projects during these science fairs. In science fairs, the projects submitted by students are reviewed by a jury (Abernathy & Vineyard, 2001; Bunderson & Anderson, 1996). Science fairs allow students, teachers, their friends and scientists, as well as other people in the society to come together and share projects (Abenarty & Vineyard, 2001). Teachers are the main factor in increasing or reducing participation of students in science fairs (Fisanick, 2010). Teachers play an important role in terms of informing and guiding students through science fairs and projects (Blenis, 2000). Students mention their teachers as a source of assistance in project competitions (Schapiro, 1997 as cited in Syer & Shore, 2001). If teachers have first-hand experience and information about research, the interest of students in research will eventually increase (LaBanca, 2008). Many teachers cannot teach students how to prepare a successful science fair project (Cook, 2003). Teachers don't inform students about the research and project competitions and direct students only to conduct research without fulfilling the necessary guidance tasks in the research process (Akcoltekin, 2014). Teachers should have research and investigation, problem solving and critical thinking skills in order to transfer these skills to the next generation (Saracaloglu, 2008). Teachers with research skills and positive attitudes towards research and who can use research techniques and analyze research can be trained with only research education offered by educational institutions. In this regard, teachers should be trained with research skills (Tacdemir & Tacdemir, 2011). In addition, since teachers have important responsibilities in terms of spreading the research culture to the social base and giving a perspective to the students, they should have a positive attitude towards both research and researchers (Korkmaz, §ahin, & Yecil, 2011a).Project applications provide the opportunity to learn by living and gain the ability to conduct research (Raghavan, Coken-Regev, & Strobel, 2001). Projects may have some disadvantages due to the time consuming, complex and extensive structures of them that require some effort (Thomas, 2000). According to Cepni (2007) the disadvantages of projects include increasing workload and responsibilities of teachers, that they may increase the time spent for learning, and an extreme deviation and disintegration could be observed if boundaries of the research are not well-defined (p. …