摘要：The aim of this study is to determine reflective thinking skills of the pre-service science teachers according to data gathered from the journals in teacher training portfolios. Participants were fourth grade pre-service science teachers at Bayburt University, Faculty of Education, Department of Elementary Science Teacher Training Program. The data of this study were composed of totally 40 journals which 10 pre-service science teachers’ wrote in their teacher training portfolios in four weeks. The journal of the pre-service science teachers were investigated through the method of document analysis. The statements in their journals were descriptively analyzed. From the statements in the pre-service science teachers’ journals, it was concluded that most of the pre-service science teachers’ technical reflective thinking skills were better than critical reflective thinking skills. In the area of critical reflective thinking skills is not at all noteworthy. Work towards the development of pre-service teachers' reflective thinking skills are complemented by recommendations.
