The current research is a descriptive study in which a survey model was used. The research involved chemistry (n=26), physics (n=27), and biology (n=29) teachers working in Science High Schools and Anatolian High Schools in Turkey. An inventory that consisted of seven questions was designed to ascertain teachers’ think about the importance of science process skills in teaching science, to identify the frequency of these skills and the problems teachers encounter during their practice in class, and to specify their identification levels on these skills. The results of the study showed that these skills in general have a positive effect on teaching science and that the in-class activities promote conceptual learning. Most of the teachers participated in the study argued that these skills can only be gained effectively through laboratory activities in which both teachers and students engage; and almost all of them thought that central-examination-based teaching poses a great obstacle. Teachers are more successful in identifying skills of observing, predicting, experimenting, and inferencing than other skills.

Al–Rabaani, A. (2014). The acquisition of science process skills by Omani’s pre-service social studies’ teachers. European Journal of Educational Studies, 6(1), 13-19.

Aybek, B. (2007). Eleştirel düşünmenin öğretiminde öğretmenin rolü [Teacher’s role in teaching critical thinking]. Bilim Eğitim ve Düşünce Dergisi, 7(2). http://www.universite-toplum.org/text.php3?id=322

Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000). Designing professional development that works. Educational Leadership, 57, 28–33.

Budak, A. & Budak İ. (2014). Nitel çalışma tasarımı [Qualitative research design], 42-68 pp. In M. Bütün, S. & B. Demir, (Eds.), Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni (2.baskı) (Translated from 3rd edition) [Qualitative inquiry and research design, John Creswell] Ankara: Siyasal Kitabevi.

Büyüköztürk, Ş. Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri [Scientific research method]. Ankara, Turkey: Pegem A Yayınları.

Emereole, H. U. (2009). Learners’ and teachers’ conceptual understanding of science processes: The case of Botswana. International Journal of Science and Mathematics Education, 7, 1033-1056.

Farsakoğlu, Ö. F., Şahin. Ç., Karslı, F., Akpınar, M., & Ültay, N. (2008). A study on awareness levels on prospective science teachers on science process skills in science education. World Applied Sciences Journal, 4(2), 174-182.

Harlen, W. (1999). Purposes and procedures for assessing science process skills. Assessment in Education 6(1), 129–144.

Işık, A., & Nakiboğlu, C. (2011). Sınıf öğretmenlerinin fen ve teknoloji dersi öğretmenlerinin bilimsel süreç becerileri ile ilgili durumlarının belirlenmesi [Determining primary school and science and technology course teachers’ knowledge of science process skills]. Abant İzzet Baysal University Journal of Faculty of Education, 11(2).145-160.

İnan, H.Z & İnan T (2015). 3Hs Education: Examining Hands-On, Heads-on & Hearts-on Early Childhood Science Education. International Journal of Science Education, 37(12), 1974-1991.

İnan, H.Z., İnan, T., & Aydemir, T (2014). Okul öncesi dönem çocuklarına bilimsel süreç becerilerinin kazandırılması [Science process skills education in early childhood]. M. Metin (Ed), Okul öncesi dönemde fen ve teknoloji eğitimi [Science and technology education in early childhood] (Bölüm 4, 75-95). Pegem A, Ankara.

İnan, H.Z (2011) Teaching science process skills in kindergarten. Social and Educational Studies (Energy Education Science & Technology Part B), 3(1), 47-64.

İnan, H.Z. (2010). Okul Öncesi Öğretmen Adaylarının Bilimsel Süreç Becerilerine İlişkin Alan Bilgilerinin ve Pedagojik Alan Bilgilerinin İrdelenmesi [Examining Pre-School Education Teacher Candidates’ Content Knowledge and Pedagogical Content Knowledge Related Science Process Skills]. Educational Sciences: Theory and Practice, 10(4), 2275-2323.

Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effect change in secondary science teachers’ classroom practices. Journal of Research in Science Teaching, 4(6), 668-690.

Karslı, F., Şahin, Ç., & Ayas, A. (2009). Determining science teachers’ ideas about the science process skills: A case study. Procedia Social and Behavioral Sciences, 1, 890-895.

Luft, J. A. (2001). Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning teachers and experienced secondary science teachers. International Journal of Science Education, 23(5), 517-534.

Mbewe, S., Chabalengula, V. M., & Mumba, F. (2010). Preservice teachers’ familiarity, interest and conceptual understanding of science process skills. Problems of Education in the 21st Century, 22(22), 76-86.

Ministry of National Education [MONE]. (2013a). Ortaöğretim fizik dersi öğretim programı, Talim ve Terbiye Kurulu Başkanlığı [Secondary education physics curriculum, Head Council of Education and Morality]. Ankara, Turkey: Author.

Ministery of National Education [MONE]. (2013b). Ortaöğretim kimya dersi öğretim programı, Talim ve Terbiye Kurulu Başkanlığı [Secondary education chemistry curriculum, Head Council of Education and Morality]. Ankara, Turkey: Author.

Ministry of National Education [MONE]. (2013c). Ortaöğretim biyoloji dersi öğretim programı, Talim ve Terbiye Kurulu Başkanlığı [Secondary education biology curriculum, Head Council of Education and Morality]. Ankara, Turkey: Author.

Padilla, M. J. (1990). The science process skills. Research matters – To the science teacher (No. 9004). National Association for Research in Science Teaching. Retrieved from http://www.narst.org/publications/research/skill.cfm

Rillero, P. (1998). Process skills and content knowledge. Science Activities, 35(3), 3-5.

Shaw, T. J. (1983). The effect of process-oriented science curriculum upon problem solving ability. Science Education, 67(5), 615-623.

Sinan, O., & Uşak, M. (2011). Biyoloji öğretmen adaylarının bilimsel süreç becerilerinin değerlendirilmesi [Evaluating of prospective biology teachers’ scientific process skills]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 333-348.

Soylu, H. (2004). Fen öğretiminde yeni yaklaşımlar. [New approaches to science teaching]. Ankara, Turkey: Nobel Yayınları.

Türkmen, H., & Kandemir, M. (2011). Öğretmenlerin bilimsel süreç becerileri öğrenme algıları üzerine bir durum çalışması [A case study on perceptions of learning science process skills of teachers]. Journal of European Education, 1(1), 15-24.

Yıldırım, M., Atilla, M. E., Özmen, H., & Sözbilir, M. (2013). Fen bilimleri öğretmen adaylarının bilimsel süreç becerilerinin geliştirilmesi hakkındaki görüşleri [The preservice science teachers’ views about the developing science process skills]. Mersin University Journal of the Faculty of Education, 9(3), 27-40.