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 Aydoğdu (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.

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Science process skills (SPSs) play a significant role in science education. This research aimed to determine the acquisition level of 5th-grade students in SPSs with classroom activities. The research was a case study, and the data were collected by focus group interviews, document analysis, and observations. The sample of the research was six students from the fifth grade selected based on maximum variation sampling. Science process skills focused worksheets, focus group interview schedule, and observation forms were used as data collection tools. As a result, it was found out that the students were at the average or above the average level in observing, predicting, measuring, comparing and classifying skills; and they were at below the average level in inferring, organizing data, identifying and using experimental materials, processing data and formulating models, controlling variables, experimenting, interpreting and inferring. Also, it was determined that students with high academic achievement have more acquisition in SPSs. Besides, it was found out that the development of SPSs is gender neutral, it depends on the number of activities that are made in the classroom and what is the role of the students in these activities. Keywords: gender in science process skills, lower secondary school, science achievement, science activities, science process skills.

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.

The purpose of this study is to determine levels of science process skills of pre-service classroom teachers and to examine relationships between their science process skills and science achievement. The study had a descriptive survey design. Data were collected through "Personal Information Form" and "Science Process Skills Test" (SPST) which was developed by Aydoğdu (2006). The SPST consists of nine multiple-choice items with a reliability coefficient of .70, which requires reasoning for responses and seven scenarios. The SPST was administered to 143 pre-service classroom teachers in a public university and data were analyzed by t test, Pearson productmoment correlations, and one way analysis of variance (ANOVA). Results indicated that science process skills of students differed on their grade level, but not on gender. Besides, moderate positive correlation (r=.38) was found between science process skills and science achievement.

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