Analysis of the thinking processes regarding the thought experiments of science teachers continuing their master of science education

The main aim of this study is to investigate the processes of science teachers who continue their education in Master of Science Education regarding thought experiments. For this purpose, one of the qualitative research designs which is the phenomenology study was used. Purposeful sampling was used in this study. Eight science teachers continuing education in Master of Science were studied in the research. The thought experiments questionnaire prepared by the researcher was used as the data collection tool. Data collection was collected through face-to-face problem-solving sessions with using thinking aloud and retrospective questions. According to the findings of the study, it was observed that the participants mostly exhibited a secondary effect as a new relationship, they carried out thought experiments to predict and they almost never preferred the intuitive principles as the most common source of thinking about scientific concepts. At the end of the study, it was concluded that science teachers were continue their Master of Science Education have high self-efficacy perceptions, who have a good command of the science curriculum have an anxious feeling while solving problems, and have hypothetical thinking abilities. It is also recommended to work with science teachers who are continuing their doctoral education.