The research aims to determine “the Impact of Scientific Creative Thinking Skills on Scientific Process Skills”. Thus, the research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for an academic semester. The research data was gained through “Scientific Creativity Test” to be developed by Hu and Adey [14] and adapted by Kadayıfçı [16]; “Scientific Process Skills Test” to be developed by Okey, Wise and Burns, and adapted by Geban, Aşkar and Özkan into Turkish. The conclusions to be reached by the research are in favour of the experimental group and the last application, and it has positive impact on the opinions of the teacher candidates related with the development of the scientific creativity skills.

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The research aims to determine the “relationship between the scientific creative thinking skills and creative problem solving and project development skills of candidate science teachers.” The research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for 14 weeks. The research data was gained through “Self-Assessment for Creativity Questionnaire” to be developed by Raudsepp [28] and adapted by Sungur [30] into Turkish with the reliability value by Gülel [11]; two projects which were “the kite project”, “bridge project from spaghetti macaroni” and “personal interviews”. The conclusions to be reached by the research are in favour of the experimental group and the last application. While it was found that the project development processes of the candidate teachers in the experiment group had an important impact on their scientific creativity, the positive opinions of the candidate teachers were also found.

In science education, drawing tables and graphics is a part of science process skills, and preservice teachers are expected to have these skills. The aim of this study is to examine the science process skills and create a graphic levels of preservice science teachers based on a given problem scenario. In the research, the survey method has been used. The research has been conducted with 87 preservice teachers in total who receive their education at the third grade in The Department of Science Education in a state university in Blacksea region. The worksheet which has been developed by the expert researchers in their field has been used in order to collect the data. 17 items and 3 aspects have been used in order that the data on this activity worksheet has been evaluated. The exact statements which include the scientific accuracy have been encoded as sufficient, the partly scientific accuracy have been encoded as partially sufficient, and the incorrect statements and the empty answers have been encoded as insufficient. According to the frequency distribution table which has been made as a result of the data, it has been determined that the preservice teachers are insufficient on the subjects of being able to show the data of variables in the scenario on the ready figures, to position the variables correctly onto the axes. According to the results obtained from the research, it is thought that other studies can be conducted on the subjects that the preservice teachers are partially sufficient and insufficient.

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