Open-ended and inquiry-based experiments will make students more active in the learning environment, and so they play an active role in solving the problem. So, it is expected that especially classroom teachers will be more active in the laboratory environment. In this context, opinions of the classroom teachers about the science laboratory practices seem important. From this point of view, the aim of the current research was to get the opinions of the classroom teachers on science laboratory practices. This research was carried out with phenomenology design within the scope of qualitative research methods. The classroom teachers were participants in the research group of the current study created as a type of sampling method. Interview technique was used and individual semi-structured interviews with participants were conducted. The data obtained in the study were evaluated by qualitative data analysis. As a result of the analysis made in this research aiming to determine the opinions of the classroom teachers about science laboratory practices, the main topics of science laboratory practices are processing of the science course, availability of the laboratory, expectations about the laboratory characteristics, teachers' laboratory education, benefits of experimenting in science class. It has been pointed out that some troubles are derive from the way of using laboratory in science course. Some of the class teachers stated that there was no science laboratory in the schools, but some of them stated that some materials were available. They added that even though schools had not got laboratories but the teachers were forced to use the materials actively because these materials were present in the storage rooms. In the light of the current research, the teachers wanted to be in a primary school , and in the context of the properties of the laboratory, it has been found that materials are available, relevant images are on the walls, and there is a responsible laboratory teacher in the science laboratories. In this research, it has been stated that safety measures have been taken during the laboratory practices in primary school. It has been emphasized that safety precautions to be taken in the laboratory includes the use of a number of tools for safety (gloves, goggles, and so on) and the enhancement of teacher supervision in the laboratory have been.

ABSTRACT:This study aim at assessing the learning environment in Teaching Science and Technology (TST) I course from learners' perspectives. Firstly, 30 of the science logs collected from juniors who have already taken TST I course were selected and analyzed by means of content analysis. The findings yielded three themes which are compatible with the constructivist approach: the process, the instructor, and the learner. Secondly, the Constructivist Learning Environment Assessment Scale (Arkun & Askar, 2010) was administered to 148 juniors who have already taken TST I course. The results indicated that the learning environment in TST I course was also assessed as constructivist.

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