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This study aims to determine candidate science teachers’ opinions on how to utilize history of science and whether their opinions display difference in terms of decision-making strategy variables and also to develop recommendations by means of acquired data. The research is a descriptive research based on screening model. Study group consists of 105 candidate teachers who are studying in Primary School Science Teaching Department. “Decision-making styles” four (4) point likert scale and five point likert type “how to benefit from History of Science in Science classes” five (5) point likert scale were used in order to obtain data. The findings shows that candidate teachers stated that they agree on use of History of Science in science classes with an average of 3,96±0,47. In their decision making strategies, they expressed that made logical decisions by 2,84±0,48, impulsive decisions by 2,56±0,41, dependent decisions by 2,25±0,32 and indecisive decisions by 2,35±0,50. A significant relation was found between candidate teachers’ opinions on utilizing History of Science in Science classes and their decision making strategies. It was observed that there is a relation between candidates’ situation of decision making and positive contribution of History of Science in classes in terms of conceptual and processual dimension. It was seen that opinions of candidates on utilizing History of Science in science education do not change depending on their decision making strategies. Ozet Calismanin amaci, fen bilgisi ogretmen adaylarinin bilim tarihinden nasil yararlanacaklarina iliskin goruslerinin karar verme strateji degiskeni acisindan farklilik gosterip gostermedigini belirlemektir. Arastirma tarama modeline dayali betimsel bir calismadir. Calisma grubu grubu Matematik ve Fen Bilimleri Egitimi Bolumu Fen Bilgisi Ogretmenligi Ana Bilim dalinda ogrenim goren 105 ogretmen adayindan olusmaktadir. Verilerin elde edilmesinde “karar verme stratejileri” dortlu (4) likert olcegi ve “fen derslerinde bilim tarihinden nasil yararlanilir” besli (5) likert olcegi kullanilmistir. Arastirma sonucunda ogretmen adaylari fen derslerinde bilim tarihinin kullanilmasina 3.96±0.47 ortalama ile katildiklarini belirtmislerdir. Karar verme stratejilerinde 2.84±0.48 mantiksal, 2.56±0.41 ile ictepisel, 2.25±0.32 bagimli ve 2.35±0.50 kararsiz karar verdiklerini belirtmislerdir. Fen Bilgisi ogretmen adaylarinin mantikli karar verme stratejilerini kullanma duzeyleri ile bilim tarihinden kavramsal ve surecsel anlamada yararlanmaya yonelik gorusleri arasinda dusuk duzeyde, pozitif ve anlamli bir iliski tespit edilmistir. Ayrica ogretmen adaylarinin fen egitiminde bilim tarihinden yararlanmaya yonelik goruslerinin karar verme stratejilerine bagli olarak farklilasmadigi tespit edilmistir.

journal of human sciences

Analysis of candidate teachers’ opinions on how to benefit from history of science in science education according to decision-making strategies&lt;p&gt;Öğretmen adaylarının fen eğitiminde bilim tarihinden nasıl yararlanılacağına yönelik görüşlerinin karar verme stratejilerine göre incelenmesi