The relationship between scientific reasoning skills and degree of naïve impetus theory application of students

The purpose of this study was to determine whether there is a relationship among pre-services science teachers? scientific reasoning skills and the application level of naive impetus theory.The sample consisted of 96 pre-service science teachers (female=82, male=14) who completed Introductory Physics course required by the Science Education program. The classroom test scientific reasoning (CTSR) and Conception Theory (CT), a two-tier type test, were administered to assess scientific reasoning skills of students and determine the degree of students applying the naïve impetus theory, respectively.The data which was obtained from these applications was analyzed with SPSS 13 package programme. Multivariate Variance Analysis were used to analyze sub problems. The results of these analysis;?Students were expected to become in abstract phase as age interval, students who were in concrete, transition and abstract phases were identified.?36 percent of students in society were determined to have naïve impetus theory concept mistake. Students? concept mistakes were parallel to historical development process of concepts.?The results also indicated that the degrees of students applying the naïve impetus theory were statistically related to their reasoning skill in only two out of 13 questions.According to these results, all of the science teaching students were not generally in abstract phases and the degrees of students having the concept mistake of the naïve impetus theory were determined to be in high percentage . Therefore, classroom atmosphere which are suitable for well-qualified education and teaching.Keywords: Scientific reasoning skills, Naïve Impetus Theory Application, Physics Education