The aim of this study is to identify the status of science teacher candidates, over problem, hypotheses and model determination steps of scientific method. In this regard, 39 teacher candidates from the 3rd grade of science teaching department were interviewed. In this study which is formed by descriptive pattern, first, the teachers were let to be grouped in their desire, and ended up in nine different groups. These groups then tried to write problem and hypotheses sentences and form a model for the nine sample events they have been dealt. Once the requested inputs are done, each group, while delivering its own sample event to the next one, also tried to correct and rewrite and approve the problem, hypotheses and model which was delivered to them by the previous group. This cycle lasted in seven minute intervals, until each group received back the paper that they originally wrote. With this method, it's been possible to see if there were any errors or short comings of information for each group. Thus, an active learning environment in which the teacher candidates tried to find the corrections while evaluating other groups, has been set. The answers of the groups have also been evaluated in regard to the frequency and percentage regarding them being right or wrong according to each participating group. The result of this study, it's been found out that the teacher candidates were successful in determining problem, hypotheses and models in events created as a correlational study; however, they made errors in determining problem, hypotheses and models in causal comparison, survey and experimental research designs.
Scientific Research Methods, Science Education, Preservice Science Teacher