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• Yıldırım, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri (5. Baskı, s.224). Ankara: Seçkin Yayıncıhk. EXTENTED ABSTRACT
• The aim of this study is to determine reflective thinking skills of the prospective science teachers (PSTs) according to the data gathered from the journals in teacher training portfolios. In line with this main aim, the sub problems below were investigated:
• How are the descriptive reşective thinking skills of prospective teachers?
• How are the critical reşective thinking skills of prospective teachers?
• What is the outcome of a comparison between descriptive and critical reşective thinking skills of prospective teachers?
• Concerning DRT nineteen PSTs (95%) deŞned the form of their interaction with students. Seventeen PSTs described their feelings during practice phase and defined learning environment. Eighteen PSTs (90%) stated which approach they employed in teaching practice. Sixteen PSTs (80%) indicated which teaching approach they employed most frequently.
• In the light of comments and discussions gained from this research, it was deduced that most of the PSTs’ DRT skills were better than CRT skills. In their journals prospective teachers identically described the situations they met in teaching practices. However, it was determined that not all joumals contained answers for DRT questions. Thus it was concluded that in their teaching practice journals, prospective teachers could not fully exhibit their DRT skills.
• While in many PST joumals DRT questions were answered, CRT answers were not adequate. In their joumals PSTs could not fully exhibit their CRT skills. In the journals they wrote every week, the PSTs who wrote statements that might be possible answers to CRT questions were unable to present their CRT and DRT skills together. This could be interpreted as the lack of CRT skills in prospective teachers or that they lacked detailed information on how to write journal by employing their reşective thinking skills.