This study aimed to pre-service teachers' reflective thinking and to reveal development of reflective thinking during the process of teaching and learning. This study was designed in the form of action research due to the nature of the case examined. The participants were 4 pre-service teachers at Bayburt University Faculty of Education Department of Elementary Science Education. Video recordings and reflective journals were used to collect the data for study. The qualitative data obtained were analyzed using the content analysis method. Reflective thinking skills developed at the end of the training process of pre-service teachers. However, the work of reflective thinking, planning a course for pre-service teachers participating in this study was shown to contribute to the professional development for the implementation and evaluation. The work done to improve the process of reflective thinking of pre-service teachers is determined to have a level reflecting the start of the technical field. At later stages of the process pre-service teacher are determined level of application and critical reflection levels. In this context, experience of pre-service teachers and reflection on these experiences provide that reflective thinking skills development for the planning, implementation and evaluation of a lesson.

In this study, the viewpoints of physics teacher candidates at undergraduate level towards the concepts in special theory of relativity and the interpretations they made about these concepts were investigated. The viewpoints of the teacher candidates towards the concepts in the subject of special theory of relativity were revealed with six open ended questions prepared by the writers who are physics teachers as well. The research is a qualitative study and the study was conducted with eighteen teacher candidates. In this study, case study, one of the methods of qualitative research, was used. The study group of the research was chosen by convenience sampling. The data collected via open ended questions was analysed by descriptive analysis method. According to the results of the study, it was revealed that most of the students have not been introduced to the special theory of relativity and the concepts related to them. It could be stated that the candidates had difficulty with the relativity of time and its reference frame. Most of the teacher candidates could not make the interpretation that the speed of light was the limit speed and no other object could reach that speed.

This study aims to investigate the effect of the reflective teaching practice on the development of teaching skills of the pre-service teachers. This study is designed in the form of action research due to the nature of the case examined. The participants were 32 pre-service teachers at Bayburt University Faculty of Education Department of Elementary Science Education. Observation forms were used to collect the data for study. The qualitative data obtained were analysed using the content analysis method. Data on the distribution of teachers according to their level for teaching skills and statistical analysis frequency (f) and percentage (%) is used. The work of reflective thinking, planning is a course for pre-service teachers participating in this study to contribute to the professional development for the implementation and evaluation. The work done to improve the process of reflective thinking of pre-service teachers is determined to have a level reflecting the start of the insufficient field. Processes that were put forward in the later stages in the development of teaching skills. In this context, experience of pre-service teachers and reflection on these experiences provide that reflective thinking skills development for the planning, implementation and evaluation of a lesson.Keywords: reflective thinking, skills teaching, pre-service teachers, observation form IntroductonTeaching process of the teachers includes a decision-making process (Quinn et al, 2010). It can be said that expecting an intended result from every action in the teaching process is bound to the quality of this decision-making process. Accordingly, the quality and effectiveness of the decisions made by the teachers necessitates using and bringing about some skills such as making research, problem solving, critical and reflective thinking (Töman and Çimer, 2014a;Töman and Çimer, 2014b;Töman, Çimer and Çimer, 2014). Effectiveness of the decisions directing to both conducting teaching services and solving problems faced with in the teaching process is subjected to transferring knowledge and skills of the teachers into that process (Odabaşı Çimer and Çimer, 2012). According to Parsons and Stephenson (2005) pre-service teachers have difficulty to apply many information they acquired in their pre-service training to solving problems they face to when they started employment. In fact, pre-service teachers should identify, well structure, analyse and think about the solution ways. (2005) as well as Korthagen and Wubbes (2008) indicates that the main problem of the teacher training programs is disconnection experienced between theory and practice. Korthagen and Wubbes (2008) maintains that the bond between theory and practice in teacher training can be strenghtened by reflective thinking and reflective training that is application of reflective thinking in the teaching process. Schriever (1999), compares the reflective teaching programs with the pre-service teachers in the traditional programs and found out that the pre-service teache...

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This tematic content analysis is done about teaching biotechnology which is researched in Turkey. is conducted a thematic content analysis of 64 articles, from a total of 45 magazines published in Turkey from 2003 to 2018. An analysis of the research trends of Turkish researchers based on teaching biotechnology. In this research, it has been tried to guide the researchers by determining the trends in the field and research methods frequently used in this field and research methods used in this field (changes according to publication years and languages, what kind of research problems on qualitative research subjects are emphasized, what research methods are used, data collection tools, sample or working group, data analysis methods). In studies conducted to investigate the biotechnology education in Turkey, it shows that there is not adequately address the issue of biotechnology education. Key Words: Teaching biotechnology, Thematic Content Analysis, Academic Achievement

The aim of this research; secondary, high school and university levels of the students to understand the concepts related to ecology of Bayburt in Turkey. In this study, a progressive research method was used. In this method, conceptual understanding test was used as data collection tool. Open-ended test questions were used in this study. The test consisted of 150 students, 50 were from the secondary school, 50 were from the high school and 50 from the university in Bayburt. The data obtained from the test indic ate that the meanings of the ecological concept are in different categories and that this concept is not fully understood by the students at all three levels of learning. While students at secondary level relate the concepts related to ecology to their everyday use, high school and university students have more scientific definitions in their descriptions. In addition, misconceptions regarding these concepts have been identified at all levels of learning.

This research is conducted to find out whether the attitudes of preservice classroom teachers towards mother tongue, life science, mathematics and science teachings predict their attitudes towards teaching profession or not. Research is conducted in pursuant of relational survey model, which a nonemprical design is belonging to the quantitative research approaches. The sample of the research is comprised of 231 senior class students who are educated in four different state universities on classroom teaching program. Data is collected by using attitude scale towards teaching profession, attitude scale towards Turkish/Turkish language and literature teaching, life science teaching attitude scale, mathematics teaching attitude scale and the attitude scale of science teaching for classroom teachers. By the research it is found out that the attitudes of mother tongue, life science, mathematics and science has a medium-level and meaningful relation with attitudes toward teaching profession. By paying regard to relative importance level, it is concluded that attitudes towards mother tongue, life science, mathematics and science teaching respectively are the significant predictors for attitudes toward teaching profession.