Competencies of science teachers on laboratory applications and problems encountered

This study was conducted in order to determine the competencies of science teachers in laboratory applications and the problems encountered during the applications and to create a general view on the solution of the problems. This research is a descriptive study that has been constructed in the screening model. The research method is a mixed research method in which quantitative and qualitative approaches are used together. The study was conducted with 110 science teachers working in Bitlis province, district and villages in 2013-2014 academic year. As a means of data collection in research; Personal Information Form, Laboratory Appropriateness Scale, Laboratory Attitude Scale, Opinions Form about the Present Situation of Science Education and the Forms of Teachers' Opinions about Laboratory Uses were used. Quantitative and qualitative analysis techniques were used in the analysis of the data. Nicel Quantitative data were analyzed by frequency, percentage, independent groups t test, Anova, correlation techniques and calculations were performed by SPSS 21 packet program. The answers given by teachers to open-ended questions in the study were made using qualitative analysis techniques. For this purpose, teachers' answers were divided into similar categories by coding, and the obtained data were analyzed descriptively. At the end of researchteachers clearly stated that the use of laboratories in science lessons is important for attracting attention and ensuring effective learning. When science teachers' proficiency ideas for laboratory studies are examined; genel they are in a positive attitude towards the laboratory, it was determined that the teachers knew the laboratory methods and techniques and found themselves sufficient at the point of application. In science class, the proficiency levels of the teachers about the laboratory practices do not show any significant difference according to the variables such as gender, occupational seniority, residential unit where the school is located, graduated faculty, in-service training participation. It has been determined that there is no meaningful difference between the proficiency opinions of science teachers who graduated from science, biology, chemistry, physics teacher education and their field of study. In science class, the teachers' attitudes towards the laboratory are significantly different according to the sex, and according to this, the laboratory attitudes of male teachers, compared to the female teachers, are more significantly favorable. Laboratory attitudes of teachers differ significantly in terms of frequency of laboratory use. It has been observed that the laboratory attitudes of the teachers do not differ in terms of occupational seniority, residential unit where the school is located, graduated faculty and participation of in-service training. However, it has been concluded that teachers do not know and can not use equipment in laboratories enough and they do not have the knowledge of maintenance and repair of these tools, during the lessons they can not use teaching methods and techniques used in application of laboratory method adequately. Key Words: Science Teachers, Laboratory Practices, Difficulties Encountered, Laboratory Competencies, Laboratory Attitudes.