This study thematically evaluates Turkish studies in science process skills (SPS) from 2000 to 2015. In looking for SPS studies, the authors entered the keywords ‘process skills, science process skills, science education and Turkey/Turkish’ in well-known databases (i.e., Academic Search Complete, Education Research Complete, ERIC, and Springer LINK Contemporary). Further, in case the online search may have missed a substantial part of important SPS literature, the authors also conducted a manual search of the related journals. To present insights of SPS studies, a thematic matrix (needs, aims, methodologies, data collection tools, general knowledge claims, implications for teaching and learning) was used. Their general knowledge claims referred to (a) development of students’ and teachers’ SPS (b) effect(s) of variable(s) on SPS achievement level(s) (c) integration of SPS into science curriculum and (d) SPS measurement. Also, they showed that inquiry-based learning approach acted as a driving factor in developing SPS. Since science curriculum plays an important role in improving students’ SPS, the studies under investigation suggest curriculum developers to increase the number of science activities in science curriculum.

Akar, Ü. (2007). The relationship between student teachers’ scientific process skills and critical thinking skills (Öğretmen adaylarının bilimsel süreç becerileri ve elestirel düsünme beceri düzeyleri arasındaki ilişki). Unpublished Master Thesis, Afyon Kocatepe University, Graduate School of Social Sciences, Afyonkarahisar, Turkey (in Turkish).

Akbaş, A. (2010). Attitudes, self-efficacy and science processing skills of teaching certificate master’s program (OFMAE) students. Eurasian Journal of Educational Research, 39, 1-12.

Akgün, A., Özden, M.,  Çinici, A, Aslan,  A. & Berber,  S. (2014). Teknoloji destekli öğretimin bilimsel süreç becerilerine ve akademik başarıya etkisinin incelenmesi (An investigation of the effect of technology based education on scientific process skills and academic achievement). Electronic Journal of Social Sciences, 13(48), 27-46.

Aktamış, H. & Yenice, N. (2010). Determination of the science process skills and critical thinking skill levels. In H.Uzunboyluand N.Cavus, (Eds.), World Conference on Educational Sciences (pp.3282-3288), Near East Üniversitesi, North Cyprus.

Anagün, Ş. S. & Yaşar, Ş. (2009). İlköğretim beşinci sınıf Fen ve Teknoloji dersinde bilimsel süreç becerilerinin geliştirilmesi (Developing science process skills at science and technology course in fifth grade students), Elementary Education Online, 8(3), 843-865.

Ateş, S. (2005). Identification and control of the variables, inquiry method, demonstrative experimentation technique. Gazi University Journal of Gazi Faculty Educational Faculty, 25(1), 21–39.

Aydoğdu, B. (2006). Identification of variables effecting science process skills in primary science and technology course(İlköğretim fen ve teknoloji dersinde bilimsel süreç becerilerini etkileyen değişkenlerin belirlenmesi). Unpublished Master Thesis, Dokuz Eylül University, Graduate School of Educational Sciences, İzmir, Turkey (in Turkish).

Aydoğdu, B. & Buldur, S. (2013). An investigation of pre-service classroom teachers’ science process skills in terms of some variables (Sınıf öğretmeni adaylarının bilimsel süreç becerilerinin bazı değişkenler açısından incelenmesi). Journal of Theoretical Educational Science, 6(4), 520-534.

Aydoğdu, B., Tatar, N., Yıldız, E. & Buldur, S. (2012). The science process skills scale development for elementary school students (İlköğretim öğrencilerine yönelik bilimsel süreç becerileri ölçeğinin geliştirilmesi). Journal of Theoretical Educational Science, 5(3), 292-311.

Ayvacı, H.Ş. (2010). A pilot survey to improve the use of scientific process skills of kindergarten children. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education. 4(2) 1-24.

Bağcı Kılıç, G., Haymana, F.&Bozyılmaz, B. (2008). Analysis of the science and technology curriculum of Turkey with respect to different aspects of scientific literacy and scientific process (İlkoğretim fen ve teknoloji dersi oğretim programı’nın bilim okuryazarlığı ve bilimsel sureç becerileri acısından analizi). Education and Science, 33(150), 53-63 (In Turkish).

Bağcı Kılıç, G., Yardımcı, E. & Metin D. (2011). Effect of guided-inquiry with pre-and post-laboratory discussion on development of science process skills (Ön ve son-laboratuvar tartışması eklenmiş yönlendirilmiş araştırmanın bilimsel süreç becerilerinin geliştirilmesine etkisi). e-Journal of New World Sciences Academy, 6(1), 386-393 (In Turkish).

Bagcı-Kılıc, G. (2003). Third International Mathematics and Science Study TIMMS; science teaching, scientific research, nature of science (Üçüncü Uluslararası Matematik ve Fen Araştırması TIMMS: fen öğretimi, bilimsel araştırma ve bilimin doğası). Elementary Education Online, 2(1), 42-51.

Bahadır, H. (2007). The effect of elementary science education based on scientific method process on science process skills, attitude, academic achievement and retention (Bilimsel yöntem sürecine dayalı ilkögretim fen eğitiminin bilimsel süreç becerilerine, tutuma, basarıya ve kalıcılıga etkisi). Unpublished Master Thesis, Hacettepe University, Graduate School of Social Sciences, Ankara, Turkey (in Turkish).

Başdağ, G. (2006). Comparing the science and techonology curriculum of the 2004 with the science curriculum of the 2000 in their effects on developing the students’ scientific process skills (2000 yılı fen bilgisi dersi ve 2004 yılı fen ve teknoloji dersi öğretim programlarının bilimsel süreç becerileri yönünden karşılaştırılması).Unpublished Master Thesis, Gazi University, Graduate School of Educational Sciences, Ankara, Turkey (In Turkish).

Başdaş, E. (2007). The effect of hands-on science learning method in the education of science in primary school on the science process skills, academic achievement and motivation (İlkögretim fen egitiminde, basit malzemelerle yapılan fen aktivitelerinin bilimsel süreç becerilerine, akademik basarıya ve motivasyona etkisi). Unpublished Master Thesis, Celal Bayar University, Graduate School of Natural and Applied Sciences, Manisa, Turkey (In Turkish)..

Batı, K. & Kaptan, F. (2013). The effects of science education based on science process skills on scientific problem solving (Bilimsel süreç becerilerine dayalı ilköğretim fen eğitiminin, bilimsel problem çözme becerilerine etkisi). Elementary Education Online, 12(2), 512-527.

Bilen, K. & Aydoğdu, M. (2012). The effect of a laboratory approach based on predict-observation-explain (POE) strategy on the development of students’ science process skills and views about nature of science (Tahmin Et-Gözle-Açıkla (TGA) stratejisine dayalı laboratuar uygulamalarının öğrencilerin bilimsel süreç becerileri ve bilimin doğası hakkındaki düşünceleri üzerine etkisi). Gaziantep University, Journal of Social Sciences, 11(1), 49-69.

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Büyüköztürk, Ş., Kiliç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2012). Scientific research methods (Bilimsel araştirma yöntemleri), Pegem Akademi, Ankara, Turkey (In Turkish).

Can, B. & Pekmez, E. Ş. (2010). The effects of the nature of science activities on the development of seventh grade students’ science process skills (Bilimin doğası etkinliklerinin ilköğretim yedinci sınıf öğrencilerinin bilimsel süreç becerilerinin geliştirilmesindeki etkisi). Pamukkale Universty, Journal of Education Faculty, 27, 113-123 (In Turkish).

Celep, A. & Bacanak, A. (2013). Perceptions of teachers who are attending on their master’s degree regarding the science process skills and their attainment (Yüksek lisans yapan öğretmenlerin bilimsel süreç becerileri ve kazandırılması hakkındaki görüşleri). Journal of Turkish Science Education,10(1), 56-78 (In Turkish).

Çalık M. & Ayas, A., (2008). A critical review of the development of the Turkish science curriculum (pp.161-174). In R.K. Coll and N. Taylor (Eds.), Science education in context: An ınternational examination of the ınfluence of context on science curricula development and ımplementation, Sense Publishers, AW Rotterdam.

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Çalışkan, İ.Ö. & Kaptan, F. (2009). Constructing science process skills test (Bilimsel süreç becerileri testinin geliştirilmesi). Contemporary Education Journal, 34(369), 27-34 (In Turkish).

Demir, M. (2007). The factors affecting the pre-service primary teachers’ adequacies on science process skills (Sınıf öğretmeni adaylarının bilimsel süreç becerileriyle ilgili yeterliklerini etkileyen faktörlerin belirlenmesi). Unpublished Doctoral Dissertation, Gazi University, Graduate School of Educational Sciences, Ankara, Turkey (In Turkish).

Dindar, H. & Taneri, A. (2011). Comparıng goals, concepts and actıvıes of science programs developed by the Turkish Ministry of education in 1968, 1992, 2000 and 2004 (MEB’in 1968, 1992, 2000 ve 2004 yıllarında geliştirdiği fen programlarının amaç, kavram ve etkinlik yönünden karşılaştırılması). Kastamonu Education Journal,19(2), 363-378 (In Turkish).

Dökme, İ. (2005). Evaluation of 6th grade science textbook published by the Turkish ministry of education in terms of science process skills. Elementary Education Online, 4(1), 7–17.

Dönmez, F. & Azizoğlu, N. (2010). Investigation of the students’ science process skill levels in vocational schools: A case of Balıkesir (Meslek liselerindeki öğrencilerin bilimsel süreç beceri düzeylerinin incelenmesi: Balıkesir örneği). Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(2) 83-109 (In Turkish).

Duran, M. & Özdemir, O. (2010).The effects of scientific process skills-based science teaching on students’ attitudes towards science.US-China Education Review, 7(3) 17-28.

Durmaz, H. & Mutlu, S. (2012). An example on improving the scientific process skills of 7th grade students (7. sınıf öğrencilerinin bilimsel süreç becerilerini geliştirmeye yönelik bir çalışma örneği). Necatibey Faculty of Education Electronic Journal of Science and Mathematiccs Education, 6(1), 124-150.

Erdoğan, M. (2010). Effect of experiment techniques of group and demonstration to students’ scientific process abilities, achievement and the ability of recalling (Grup ve gösteri deney tekniklerinin öğrencilerin bilimsel süreç becerilerine, başarılarına ve hatırda tutma düzeylerine etkileri). Unpublished Master Thesis, Selçuk University, Graduate School of Educational Sciences Konya, Turkey (In Turkish).

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

Feyzioğlu, B. (2009). An investigation of the relationship between science process skills with efficient laboratory use and science achievement in chemistry education. Journal of Turkish Science Education, 6(3), 114-132.

Feyzioğlu, B., Akyıldız, M., Demirdağ, B.&Altun, E. (2012). Developing a science process skills test for secondarystudents: validity and reliability study. Educational Sciences: Theory & Practice, 12(3), 1899-1906.

Feyzioğlu, E. Y. & Tatar, N. (2012). An analysis of the activities in elementary science and technology textbooks according to science process skills and structural characteristics (Fen ve teknoloji ders kitaplarındaki etkinliklerin bilimsel süreç becerilerine ve yapısal özelliklerine göre incelenmesi). Education and Science, 37(164), 108-125 (In Turkish).

Germann, P.J., Aram, R., & Burke, G. (1996).Identifying patterns and relationships among the responses of seventh-grade students to the science process skill of designing experiments. Journal of Research in Science Teaching, 33 (1), 79-99.

Gülay, A. (2012). Effect of self regulated learning on 5th grade students’ academic achievement and scientific process skills (Öz düzenleyici öğrenmenin 5.sınıf öğrencilerinin akademik başarısına ve bilimsel süreç becerilerine etkisi).Unpublished Master Thesis, Recep Tayyip Erdoğan University, Graduate School of Social Sciences, Rize, Turkey (In Turkish).

Gültekin, Z. (2009). The effect of project based learning applications on the students' views about the nature of science, science process skills and the attitude of students in science education (Fen eğitiminde proje tabanlı öğrenme uygulamalarının öğrencilerin bilimin doğasıyla ilgili görüşlerine, bilimsel süreç becerilerine ve tutumlarına etkisi). Unpublished Master Thesis, Marmara University, Graduate School of Educational Sciences, İstanbul, Turkey (In Turkish).

Hançer, H. & Yilmaz, S. (2007). The effects of the adolescence on the science process skills of the child. Journal of Applied Science, 7(23), 3811-3814.

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

Hazır, A. & Türkmen, L. (2008). The fifth grade primary school students’ the levels of science process skills (İlköğretim 5. sınıf öğrencilerinin bilimsel süreç beceri düzeyleri). Selçuk University Journal of Ahmet Keleşoğlu Education Faculty, 26, 81–96.

Howe, C.A. & Jones, L. (1993). Engaging children in science. New York; Macmillan Publishing Company.

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

Johnson R. Burke & Onwuegbuzie, Anthony J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26.

Kanlı, U. & Yağbasan, R. (2008). The efficacy of the 7E learning cycle model based on laboratory approach on development of students’ science process skills (7E modeli merkezli laboratuvar yaklaşımının öğrencilerin bilimsel süreç becerilerini geliştirmedeki yeterliliği). Gazi University Journal of Gazi Educational Fakulty, 28(1), 91–125.

Karahan, Z. (2006). With in the science and technology lesson, the effects of scientific process skills based learning on learning products (Fen ve teknoloji dersinde bilimsel süreç becerilerine dayalı öğrenme yaklaşımının öğrenme ürünlerine etkisi).Unpublished Master Thesis, Graduate School of Social Sciences, Zonguldak Karaelmas University, Zonguldak, Turkey.

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.

Karslı, F., Yaman, F. & Ayas, A. (2010). Prospective chemistry teachers’ competency of evaluation of chemical experiments in term of science process skills. In H. Uzunboylu and N. Cavus (Eds.), World Conference on Educational Sciences (pp.778-781), Near East Üniversitesi, North Cyprus.

Keil, C., Haney, J. & Zoffel, J. (2009).Improvements on student achievement and science process skills using enviromental healty science problem-based learning curricula. Electronic Journal of Science Education, 13(1), 1–18.

Keskinkılıç, G. (2010). The affect of reflective thinking based learning activities in 7th class science and technology lesson on the students' achievements and their scientific process skills (İlköğretim 7. sınıf fen ve teknoloji dersinde uygulanan yansıtıcı düşünmeye dayalı etkinliklerin bilimsel süreç becerilerinin gelişimine ve başarıya etkisi). Unpublished Doctoral Dissertation, Selçuk University, Graduate School of Educational Sciences, Konya, Turkey (In Turkish).

Kışoğlu, M., Erkol, M., Dilber R.& Gurbuz, H. (2012). Investigation the effect of preparing power-point presentations about science topics on prospective teachers’ science achievements and science process skills. Energy Education Science and Technology Part B: Social and Educational Studies, 4(1), 213-222.

Koray, Ö., Köksal, M. S., Özdemir, M. & Presley, A. İ. (2007). The effect of creative and critical thinking based laboratory applications on academic achievement and science process skills (Yaratıcı ve eleştirel düşünme temelli fen laboratuarı uygulamalarının akademik başarı ve bilimsel süreç becerileri üzerine etkisi). Elementary Education Online, 6(3), 377–389.

Korucuoğlu, P. (2008). Evaluation of correlation between scientific process skills’ usage level of physics teacher candidates with the attitudes towards physics, gender, class level, and high school type which they graduated from (Fizik öğretmen adaylarının bilimsel süreç becerilerini kullanım düzeylerinin fizik tutumu, cinsiyet, sınıf düzeyi ve mezun oldukları lise türü ile ilişkilerinin değerlendirilmesi). Unpublished Master Thesis, Dokuz Eylül University, Graduate School of Educational Sciences, İzmir, Turkey (In Turkish).

Kurnaz, F. B. (2013). Determinig the effectiveness of science process skills program prepared for elementary school grade 4 (İlkokul 4. sınıf için hazırlanan bılımsel süreç becerilerı programının etkililiğinin belırlenmesi). Unpublished Doctoral Dissertation, Ankara University, Graduate School of Educational Sciences, Ankara, Turkey (In Turkish).

Laçin Şimşek, C. (2010). Classroom teacher candidates’ sufficiency of analyzing the experiments in primary school science and technology  textbooks’ in terms of scientific process skills (Sınıf öğretmeni adaylarının fen ve teknoloji ders kitaplarındaki deneyleri bilimsel süreç becerileri açısından analiz edebilme yeterlilikleri). Elementary Education Online, 9(2), 433–445 (In Turkish).

Mcmillan, J.H. & Schumacher, S. (2010). Research in education, evidence-based inquiry. Boston: Seventh Edition, Pearson Education.

Ministry of National Education (2005). T.C. Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı İlköğretim Fen ve Teknoloji Dersi (6, 7 ve 8. Sınıflar) Öğretim Programı, Ankara, Turkey,

Ministry of National Education (2013). T.C. Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı İlköğretim Kurumları Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı, Ankara, Turkey.

Metin, M.And Birişçi, S. (2009). Effects of formative assessment on pre-service teachers’ developing science process skills and their opinions about assessmentJournal of Contemporary Education, 34(370), 31-39.

Nuhoğlu, H.& Ceylan R. (2012). Evaluation of objectives and achievements in pre-school curriculum interms of scientific process skills (Okul öncesi öğretim programında yer alan amaç ve kazanımların temel bilimsel süreç becerileri açısından değerlendirilmesi).  Journal of Buca Educational Faculty, 34, 112-127.

Özbek, G., Çelik, H. & Kartal, T. (2012). The effect of 7E instructional model on ‘formulating hypothesis and identifying variable’ skills (7E öğretim modelinin hipotez kurma ve değişken belirleme becerileri üzerine etkisi). Paper presented at X. National Science and Mathematics Education Congress, Niğde University, Niğde, Turkey.

Özden, M. & Açikgül Firat, E. (2013). The relationship between primary students’ science process skills and levels of using information communication technologies (İlköğretim öğrencilerinin bilgi iletişim teknolojilerinden yararlanma düzeyleri ve bilimsel süreç becerileri arasındaki ilişki). Adıyaman University Journal of Social Sciences, 6(15), 1-28.

Özgelen, S. (2012). Students’ science process skills within a cognitive domain framework. Eurasia Journal of Mathematics, Science & Technology Education, 8(4), 283-292.

Parim, G. (2009). The effects of inquiry on the concept learning, achievement and development of scientific process skills of 8th grade students as related to photosynthesis and respiration (İlköğretim 8.sınıf öğrencilerinde fotosentez, solunum kavramlarının öğrenilmesine, başarıya ve bilimsel süreç becerilerinin geliştirilmesinde araştırmaya dayalı öğrenmenin etkileri). Unpublished Doctoral Dissertation, Marmara University, Graduate School of Educational Sciences, İstanbul, Turkey (In Turkish).

Saraçoğlu, S., Böyük, U., & Tanik, N. (2012). Scientific development skill levels of primary school students enrolled in combined and ındependent classes (Birleştirilmiş bağımsız sınıflarda öğrenim gören ilköğretim öğrencilerinin bilimsel süreç beceri düzeyleri). Journal of Turkish Science Education, 9(1), 83-100.

Serin, G. (2009).The effect of problem based learning instruction on 7th grade students’ science achievement, attitude toward science and scientific process skills. Unpublished Doctoral Dissertation, Graduate School of Natural and Applied Sciences, Middle East Technical University, Ankara, Turkey.

Sinan, O. & Uşak, M. (2011). Evaluating of prospective biology teachers’ scientific process skills (Biyoloji öğretmen adaylarının bilimsel süreç becerilerinin değerlendirilmesi). Mustafa Kemal University Journal of Graduate School of Social Sciences, 8(15), 333-348.

Şahin, S. Y. (2009). The contribution of development science process skills that been consist at implementation process in the unit of human and environment grade 7 in the primary science and technology curriculum (İlkögretim fen ve teknoloji ögretimiprogramı 7.sınıf insan ve çevre ünitesinin uygulama süreçlerinde oluşan içeriğin bilimsel süreç becerilerinin gelisimine katkısı). Unpublished Master Thesis, Balikesir University, Graduate School of Natural and Applied Sciences, Balikesir, Turkey.

Şahin-Pekmez, E., Aktamış, H. & Can, B. (2010). The effectiveness of science laboratory course regarding the scientific process skills and scientific creativity of prospective teachers (Fen laboratuarı dersinin öğretmen adaylarının bilimsel süreç becerileri ve bilimsel yaratıcılıklarına etkisi). Inonu University Journal of Faculty of Education, 11(1), 93-112.

Şardağ, M. (2013). A study of test development to measure ‘science process skills’ of 8th grade students (Sekizinci sınıf öğrencilerinin bilimsel süreç becerilerini ölçmeye yönelik bir test geliştirme çalışması). Unpublished Master Thesis, Balikesir University, Graduate School of Natural And Applied Sciences, Balıkesir, Turkey (In Turkish). 

Şenyüz, G. (2008). Determination and comparison of gaining scientific processing skills which lies in 2000 science and 2005 science and technology curriculum (2000 yılı fen bilgisi ve 2005 yılı fen ve teknoloji dersi öğretim programlarında yer alan bilimsel süreç becerileri kazanımlarının tespiti ve karşılaştırması). Unpublished Master Thesis, Gazi University, Graduate School of Educational Sciences, Ankara, Turkey (In Turkish).

Tan, M. & Temiz, B. K. (2003). The importance and role of the science process skills in science education (Fen öğretiminde bilimsel süreç becerilerinin yeri ve önemi). Pamukkale University Journal of Education,13(1), 89–101 (In Turkish).

Taşar, M. F., Temiz, B. K. & Tan, M. (2002). Classifying objectives in science curriculum in regard to science process skills (İlköğretim fen öğretim programında hedeflenen öğrenci kazanımlarının bilimsel süreç becerilerine göre sınıflandırılması). Paper presented at 5. National Science and Mathematics Education Congress, Middle East Technical University, Ankara, Turkey (In Turkish).

Taşkın-Can, B. (2013). The effects of using creative drama in science education on students’ achievements and scientific process skills. Elementary Education Online, 12(1), 120-131.

Tatar, E. & Oktay, M. (2011).The effectiveness of problem-based learning on teaching the first law of thermodynamics. Research in Science & Technological Education, 29(3), 315-332.

Tatar, N., Korkmaz, H. & Şaşmaz Ören, F. (2007). Effective tools as a developing scientific process skills in inquiry-based science laboratories: vee & i diagrams (Araştırmaya dayalı fen laboratuvarlarında bilimsel süreç becerilerini geliştirmede etkili araçlar: Vee ve I diyagramları). Elementary Education Online, 6(1), 76-92 (In Turkish).

Temiz, B. K. (2007). Assessing science process skills in physics teaching (Fizik eğitiminde bilimsel süreç becerilerinin ölçülmesi). Unpublished Doctoral Dissertation, Gazi University, Graduate School of Educational Sciences, Ankara, Turkey (In Turkish).

Temiz, B.K. (2010). The importance of the item’s contents at assesment of the science process skills. e-Journal of New World Sciences Academy, 5(2), 614-628.

Topkara, F. (2010). Anatolian high school students, high school of science and net for the entrance examination, their attitudes towards physics course, the relationship between academic achievement and the scientific process skills: the case of district in Ankara (Anadolu Lisesiöğrencilerinin; liseye giriş sınavındaki fen netleri, fizik dersine yönelik tutumları, akademik başarı ve bilimsel süreç becerileri arasındaki ilişki: Ankara ili Elmadağ ilçesi örneği). Unpublished Master Thesis, Gazi University, Graduate School of Educational Sciences, Ankara, Turkey (In Turkish).

Toprak, F. (2011). The effects of 3E and 5E teaching models practised in general chemistry laboratory of science education on students’ academic success, scientific process skills and their attitude to the course (Fen bilgisi öğretmenliği genel kimya laboratuvarında 3E ve 5E öğretim modellerinin uygulanmasının öğrencilerin akademik başarısı, bilimsel süreç becerileri ve derse karşı tutumlarına etkisi). Unpublished Master Thesis, Ondokuz Mayıs University, Graduate School of Educational Sciences, Samsun, Turkey (In Turkish).

Ünal-Çoban, G. (2009). The effects of model based science education on students. Conceptual understanding, science process skills, understanding of scientific knowledge and its domain of existence: The sample of 7th grade unit of light (Modellemeye dayalı fen öğretiminin öğrencilerin kavramsal anlama düzeylerine, bilimsel süreç becerilerine, bilimsel bilgi ve varlık anlayışlarına Etkisi: 7. Sınıf ışık ünitesi örneği). Unpublished Doctoral Dissertation, Dokuz Eylül University, Graduate School of Educational Sciences, İzmir, Turkey (In Turkish).

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