Determining the views of primary teachers on gaining the science process skills

The aim of this study is to determine the views of primary teachers on gaining the Science Process Skills. This study is figured by basic qualitative research. The data of this study is gathered with "semi-structured interview form" with eight primary teachers. The method of content analyse is used in the analysing of the study. The findings of the study are as follows: • It is observed that although primary teachers have some difficulties on defining science process skills with the pertinent literature, they can conceptualize the process with their daily life experiences. • Primary teachers point out not only the basic science process skills, but also the integrated science process skills are important in primary schools. One of the our teachers who pointed out the importance of the integrated science process skills is in a doctorate level, and the other teacher is in master's degree process. Another observation of the study is although some skills, which are not included in science process skills, are important to some teachers whose degree are only bachelor. • Primary teachers explained why they see science process skills is important for primary school by figuring a concept including the skills would be beneficial for both individual and society. • Primary teachers expressed the skills in which they have some difficulties under a title of basic and integrated science process skills could be reported. • Primary teachers expressed the reasons why they have difficulties in science process skills by exemplifying the student, the school and the programme. Participants also expressed the reason of having difficulties by mentioning the insufficently reading activities. This also shows that the importance of synchronised performance of science process skills and reading comprehension skills is also mentioned by the primary teachers in addition to the literature. • Primary teachers presented their offerings for gaining science process skills by framing programme, teacher education, parents and school governance. However, the teachers mentioned that especially pre-service and in-service educational activities are effective in gaining science process skills.