Development of critical thinking and scientific reasoning skills of science teacher candidates

The aim of this study is to investigate the effect of activity-based practices on critical thinking tendencies, scientific inquiry skills, scientific process skills and self-efficacy beliefs of science teacher candidates. The research was conducted with 50 teacher candidates of the 3rd grade who studied Science Teaching at Akdeniz University Faculty of Education in the spring semester of the 2020-2021 academic year and took scientific reasoning courses. In the study, parallel design, which is one ofthe mixed research methods, was used. ''Critical Thinking Tendency Scale'', ''Logical Thinking Skill Test'', ''Scientific Process Skills Test'' and ''Science Teaching Proficiency Belief Scale'' as well as thereflection papers containing the opinions of teacher candidates about the application were usedto collect thedataof the study. In the analysis of the data, bothquantitative and qualitative analyses were discussed together. For the analysis of quantitative data, dependent group t test and descriptive statistics were calculated. The reflection papers collected for the analysis of qualitative data were analyzed by content analysis. As a result of the quantitative analysis of the study, a statistically significant difference was found between the results of the scientific process skills test pretest and posttest of science-based applications of science teacher candidates. However, when the sub-dimensions of the scientific process skills test were examined, it was concluded that there was no significant difference in the sub-dimensions of hypothesizing and defining, interpreting the graph and data, and designing the research. A statistically significant difference was found between the results of the science teaching self-efficacy belief scale pretest and post-test of science-based applications of science teacher candidates.However, when the sub-dimensions of the science teaching self-efficacy belief scale were examined, it was concluded that there was no significant difference in the sub-dimension of the outcome expectation for personal science learning. A statistically significant difference was found between the results of the critical thinking tendencies scale pretest and posttest of science-based applications of science teacher candidates. However, when the sub-dimensions of the scale of critical thinking tendencies were examined, it was concluded that there was no significant difference in the sub-dimensions of reasoning and systematism. A statistically significant difference was found between the results of the pretest and the post-test of the logical thinking skills test of science teacher candidates of activity-based applications. However, when the sub-dimensions of the logical thinking skills test were examined, it was concluded that there was no significant difference in the volume and conservation of mass, control of variables, correlational thinking and hypothetical thinking sub-dimensions. The qualitative results of the study were examined within the framework of the themes of skills, learning environment, application process and affective changes. Science teacher candidates reflected that their scientific process skills, creative thinking skills, critical thinking skills, research skills, questioning skills, problem solving skills, scientific inquiry skills and learning by doing skills have improved in this process and emphasized the importance of the portfolio they prepared.