The aim of this study is to investigate science teachers’ ideas about the science process skills (SPS) using qualitative nalysis. This study was carried out at the first term of 2008- 2009 academic year. A case study research methodology was used. The sample of this study consisted of 10 science teachers (ST), who has been working at Giresun center elementary schools in Turkey. A semi-structured interview procedure was used to collect data. The collected data were analyzed with Nvivo 8 program. The results indicate that the majority of sample have not had widespread theoretical knowledge on SPS. © 2009 Elsevier Ltd. All rights reserved Keywords: Science and technology; science process skills; science teacher.

This study aimed to investigate the impact of teaching students using operational-oriented in their achievement in science and the trend towards science. Specifically, the study sought to answer the following questions: • Are there differences in achievement at the eighth grade students in Jordan according to the method of teaching (Operational-approach, the usual way)? • Does the trend toward science primary grade students in Jordan according to the method of teaching (Operational-approach, the usual way) Sample of the study consisted of (64) students at the eighth grade enrolling at Ajlune City schools at Ajlune Governorate in the second semester of the school year 2012\2013. The sample was selected using purposeful sampling from Ajlune Basic School For Boys and they were assigned to two sections: the first section (A) containing (32) students and representing the experimental group and was taught using the process approach and the second section represented the control group (B) containing (32) students and was taught using the traditional instructional method. The experimental group was taught using the Process Approach and the instructional period lasted for one and a half month. As for the control group, it was taught using the traditional instructional method for the same time period. To measure the effectiveness of the Process Approach instructional method compared to the traditional instructional method, a (20) items multiple choice test and (4) alternatives achievement test was developed. The reliability coefficient for the test was calculated using Cronbach alpha formula and was (0.84). Science attitudes scale was also used.To answer the questions of the study, Co-variance analysis (ANCOVA) was used. The study revealed the following studies: • A significant difference at (α=0.05) was found between student means scores on the achievement test due to the instructional method used and in favor of experimental group students (Process Approach). • A significant difference at (α=0.05) was found between student means scores on the science attitudes scale due to the instructional method used and in favor of experimental group students (Process Approach). In light of the results reported in the current study, the following recommendations were suggested: • To use the Process Approach in teaching school subjects in general and science in particular.Future research is needed examining the effects of using Approach Process in the different subjects and using all school stages 1. Introduction Educators and non-educators have often criticized the different instructional methods teachers use in delivering the learning material for students. The critics have focused mainly on teachers' overuse of Lecturing Approach. If such an instructional approach is accepted for teaching a certain school subject or teaching a certain age group of students, one can't accept the use of lecturing in teaching an important school subject as science. Educators' emphasis to improve students' learning experience, to enrich such experience has led them to search for more effective instructional strategies, strategies that can be described as student centered and that students are the main focus of the learning process, especially those processes that enable the student to use and practice higher level thinking skills and to train him to obtain knowledge, use critical thinking skills in assessing this knowledge and to implement the acquired knowledge in the different life situations. Educators emphasized that one of the goals of science education is to teach students how to think and not to memorize the learning material without understanding it or how to employ it in their daily life. To achieve such objective, science instruction must focus on assisting students acquire scientific thinking skills, focus on science methods and processes. Students' acquisition of science processes is a priority in science instruction where, if students are fully trained how to use them, enable students to be more practical in their thinking. Therefore; science teachers have the responsibility of providing students with scientific opportunities and effective learning situations, activities leading to the practice of higher order thinking skills such as the use of problem solving skills, using science processes. Practicing science processes is one of the most important objectives of science instruction in all basic stage grades (German, Parker, 1994).

The aim of this study is to determine the views of preschool teachers on scientific process skills and basic scientific process skills they included in science activities. Study group included 32 preschool teachers determined with purposive sampling method. A semi-structured interview form developed by researchers to determine the views of preschool teachers on scientific process skills, and to determine basic scientific process skills they included in science activities, a science activity syllabus detailing the application process were used as data collection tools in the present study. Collected data were analyzed with content analysis method. Conducted analyses demonstrated that participating preschool teachers did not possess adequate theoretical knowledge on scientific process skills and were not completely proficient in basic scientific process skills. Teachers stated that science literate individuals would be trained as a result of development of scientific process skills. They reported that the predominantly utilized observation as the basic scientific process skill in science activities they conducted. Analysis of the application process identified that in observation, students were in the position of observation only.