Özet: Bu araştırmanın amacı, Fen Bilimleri öğretmenlerinin fen öğretimine yönelik yönelimlerini ve cinsiyet, mesleki kıdem ve görev yeri değişkenlerine göre yönelimlerinin nasıl değiştiğini belirlemektir. Tarama modeline uygun olarak yürütülen araştırmaya, Aydın ilinde görev yapan 95 Fen Bilimleri öğretmeni katılmıştır. Öğretmenlerin fen öğretimi yönelimlerini belirlemek amacıyla Schuster ve diğer. (2007) (2007) was employed to identify the orientations of the science teachers. The Turkish adaptation of the POSTT was created by Güvenç and Sert (2013). The choices on the 16-item test represent four different basic pedagogies of didactic direct, active direct, guided inquiry and open inquiry. The results of the research revealed that the science teaching orientations of the science teachers were consistent with the pedagogy of guided inquiry. Guided inquiry refers to the teaching method of having a student learn a previously determined scientific content through exploration of a phenomenon or concept under the guidance of the teacher. It was found that female teachers more than male teachers, teachers with a seniority of 11-20 years more than teachers of 1-10 years and teachers working in the city center rather than in the sub-districts were more likely to display an orientation toward guided inquiry. While it was revealed that gender was a factor that affected teachers' science teaching practices, it was also ascertained that the more professionally experienced teachers were the most likely to adopt a guided inquiry orientation. Moreover, it was concluded that teachers shaped their orientations to the conditions prevailing in the school at which they worked and were thus able to resolve the conflicts they experienced between physical conditions and their own science teaching orientations.

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