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Fifty-two teacher candidates from a public university in Turkey designed and built a fully enclosed bottle ecosystem, collected observational data, and reported processes. Unstructured focus group interviews and document review were used for data collection, while content analysis guided the evaluation. Results show initial difficulties, yet improvement occurred when an appropriate learning environment was provided.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-can-pre-service-science-teachers-reflect-their-critical-thinking-skills-in-their-writings/600211/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-can-pre-service-science-teachers-reflect-their-critical-thinking-skills-in-their-writings/600211.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the study collect evidence about writing development?","Question",{"text":112,"@type":113},"It used unstructured focus group interviews and document review, together with content analysis of the teachers’ written reports.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What learning task did pre-service science teachers complete?",{"text":117,"@type":113},"They designed and built a fully enclosed bottle ecosystem model, collected data from the ecosystems, and reported on all processes.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the research find about linking critical thinking to writing?",{"text":121,"@type":113},"Pre-service teachers had difficulties reflecting critical thinking in their writings, but they were able to improve during the process under an appropriate learning environment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600211,1793085686,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| \u003Cbr>| How can Pre-Service Science Teachers Reflect their Critical Thinking Skills in their Writings? |\n| --- | --- |\n\nKaan Bati, Hacettepe University  \nAbstract  \nIn this research, pre-service science teachers' writings written in a biology laboratory course were examined and the development of writings skills was monitored from the critical thinking skills perspective. In this context, the preservice teachers were asked to design and build a fully enclosed ecosystem model (bottle ecosystem), collect data from these ecosystems, and report on all processes. The observational case study design was used in this research and research was carried out with fifty-two preservice science teachers from a public university in Turkey. To determine the development ofpreservice science teachers’writing skills, unstructured focus group interviews and document review methods were used for data collection. The content analysis method was used for the analysis of the data. According to analyses, pre-service science teachers had difficulties in reflecting their critical thinking in their writings, but it was determined that they were able to improve themselves in the process. According to the research, if an appropriate learning environment is provided, preservice teachers can reflect their critical thinking in their writings, and this can improve their science literacy.  \nKeywords: science teacher education; writing; critical thinking; pre-service teacher education; writing skills  \nIntroduction  \nScientific literacy enables students to master scientific ways of accessing knowledge, understand and participate in scientific discussions, learn science concepts, and criticize scientific findings (Pearson et al., 2010) . Scientific literacy also includes the ability to express findings, results, and assumptions in writing. Writing skill is a critical tool for scientific research (Yore & Treagust, 2006) and is often seen by some researchers (Klentschy & Molina-De La Torre, 2004) as a tool for encouraging learning in science. Writing skill requires a well-organized systematic thinking skill (Gonye et al., 2012; Hasani, 2016), and it is not only a part of the scientific method but also a way of communicating mental processes (Yore & Treagust 2006) . Moreover, there is a close relationship between writing skills and creativity, as it allows students to reflect on their ideas (Eymur, 2018; Haerazi et al., 2020). Despite the close relationship between writing skills and science literacy, the writing experience of pre-service science teachers is limited and this situation negatively affects the development of critical thinking and scientific literacy (Cremin & Oliver, 2017) . In this research, the reports written by the pre-service science teachers in an application  \ncarried out within the scope of the biology laboratory applications course were examined and the development of writings skills was monitored from the critical thinking skills perspective.  \nBackground of the Study  \nThere is extensive research in the literature examining the writing experiences and perceptions of pre-service teachers (Aydın, 2019; Daisey, 2009; Draper et al., 2000; Dumlao & Pinatacan, 2019; McCarthey et al., 2014; Miatin & Wiedarti, 2019; Nasihah & Cahyono, 2017; Norman & Spencer, 2005; Woodard, 2013, 2015) . Studies show that the majority of preservice teachers consider themselves insufficient to write before they take any education on writing or scientific writing (Daisey, 2009) . One of the main reasons for this situation is that the preservice teachers do not have much information about writing experiences (Draper et al., 2000), and they generally perceive the writing experiences as personal writings and academic writings. Norman and Spencer (2005) found that the majority of prospective teachers (63%) preferred personal-creative writing styles, and a small number (13%) preferred analytical or academic writing.  \nAydın (2019), in his research conducted with Turkish tea","cbCailZ4D6AtbfGY","https://ap.wps.com/l/cbCailZ4D6AtbfGY","pdf",723902,18,"English","# Introduction\n# Background of the Study\n# Abstract","[{\"question\":\"How did the study collect evidence about writing development?\",\"answer\":\"It used unstructured focus group interviews and document review, together with content analysis of the teachers’ written reports.\"},{\"question\":\"What learning task did pre-service science teachers complete?\",\"answer\":\"They designed and built a fully enclosed bottle ecosystem model, collected data from the ecosystems, and reported on all processes.\"},{\"question\":\"What did the research find about linking critical thinking to writing?\",\"answer\":\"Pre-service teachers had difficulties reflecting critical thinking in their writings, but they were able to improve during the process under an appropriate learning environment.\"}]","How can Pre-Service Science Teachers Reflect their Critical Thinking Skills in their Writings? | PDF",1792090248,45]