Science process skills' predicting prospective science teachers' conceptions of learning science in university chemistry courses through their achievement goal orientation

Objective: The aim of this study is to examine to what extent the science process skills of pre-service science teachers studying in chemistry courses predict their understanding of learning science through success-goal orientation, which is either a direct or a mediating variable. Material and Methods: In this study, four theoretical models for this effect are tested with correlational survey designs. The data were collected from 542 1st and 2nd grade pre-services science teachers studying in the Faculty of Education / Science Teaching program in the 2019-2020 academic year. The sample of the study was determined by the convenient/purposive sampling method, which is one of the non-random sampling methods. "Scientific Process Skills Test", "Achievement Goal Orientation Scale" and "Science/Chemistry Learning Concepts Scale" were used as data collection tools for the research. In the study, the relationship between variables was determined by correlation analysis and the mediation models was tested by SPSS Process. Results: As stated in the first hypothesis, the sub-dimensions of applying, understanding and seeing in a new way of the conceptions of science learning were predicted by the level of science process skills the mediating role of mastery goal orientation. In the second hypothesis, it has been determined that the level of science process skill in Chemistry lessons does not directly or indirectly predicted the calculation and memorizing sub-dimensions of the conceptions of chemistry learning. In the third hypothesis, science process skill level did not directly or indirectly predicted the calculating sub-dimension of science learning understanding in Chemistry lessons through performance approach or avoidance goal orientation. Finally, in Chemistry lessons, the science process skill level positively predicted indirectly the sub-dimension of increase of the concept of science learning. Conclusion: When the findings related to the hypotheses are examined, if pre-science teacher are trying to reach scientific knowledge in learning environments where questioning is important, science process skills are actively used. These individuals show mastery approach performance. In their understanding of learning science, it was observed that they progressed in intrinsic motivational orientation. The individual in the learning environment where questioning is not important may show performance approach/avoidance goals. The understanding of science learning of these individuals progresses in extrinsic motivational orientation. Key words: Mediation effect, Pre-Service Science Teachers,Science Process Skills, Achievement Goal Orientation, Conceptions of Learning Science, Collage Chemistry.