Adaptation and application of Lawson's classroom test of science reasoning

The aims of the present study were to examine students' scientific reasoning and levels of them, whether there is statistically significant difference for education level of parents, gender and classroom levels or not. Research's data conducted via descriptive method have been obtained through survey method and adapted form of Lawson's Classroom Test of Science Reasoning (LCTSR-Multiple Choice Version), personel information form have been used. Pilot research was conducted with 89 students receiving training in Hasan Sabri Çavuşoğlu Science College in district of Town Center, Bartın. Moreover, real practice was conducted with 779 students trained in all Anatolian High Schools in Bartın. In the analysis of obtained data, frequency (f), percentage (%), artihmetic mean calculations have been performed by using PASW18. In addition to, t- test as well as one-way variance analysis have been conducted in order to determine whether there is significant difference for variables or not. At the end of research it has been found that, adapted test's Spearman Brown reliability coefficent of .72 was calculated. Moreover,1. 9th grade students' LMDT scores are lower than 10th grade students and there is significant difference between mean of scores.2. There is no significant difference between students' science reasoning abilities and the education level of their parents.3. There is significant difference understanding of conservation laws, proportional thinking, identification and control of variables in favor of boys and there is no significant difference for probabilistic thinking, correlational thinking, hypotetical thinking.4. There is no significant difference between students' science reasoning levels and gender. The findings of study were discussed and for present and next studies suggestions were given. Key Words: Lawson's Classroom Test of Science Reasoning, Piaget's Cognitive Theory, Science Reasoning Skills