THE EFFECTS OF SCIENCE WRITING HEURISTIC ON PRE-SERVICE TEACHERS' ACHIEVEMENT AND SCIENCE PROCESS SKILLS IN GENERAL PHYSICS LABORATORY COURSE.

This study was conducted to identify the effects of using a traditional laboratory report format and a Science Writing Heuristic (SWH) students' template on pre-service teachers' achievement and science process skills in General Physics Laboratory-I course. In this study, a pretest-posttest non-equivalent control group model was used with two experimental groups and one control group for a total of 90 pre-service teachers participating. Within the groups, the SWH form was used in one experimental group, the SWH template with a peer assessment form was used in the other experimental group, and a traditional laboratory report format was used in the control group. Achievement and scientific process skills were examined in the experimental and control groups during the pretest-posttest. According to the findings, between the groups' achievement and scientific process skill scores average that the SWH were applied to and the group that SWH were not applied to, a significant difference were found in favor of experimental groups. Although there were no significant differences between the group using peer assessment and the group without peer assessment, the group using peer assessment reported higher evaluation scores in the SWH student template. [ABSTRACT FROM AUTHOR]