Today, it is impossible to keep up with the information produced every day. So, instead of memorizing scientific facts and concepts, using scientific processes and scientific method is way more important (Martin, 1997). In this century, there is a need for individuals who have skills such as critical thinking, problem solving and decision making.

In Turkish Science Curriculum, scientific literacy, nature of science, history of science, science-technology-society-environment relations are considered and aimed to be taught. In this study, main concerned concepts are science process skills, history of science, science experiments, attitudes towards science, science self-efficacy beliefs and logical thinking scores. Although this study derives from an issue about Turkish national science curriculum, aforementioned concepts attract science educators worldwide. This study attempts to combine history of science and science process skills - two different topics of science education in a science laboratory course.

The purpose of this research is to investigate whether there is a difference between the group where science process skills are taught through history of science activities (experimental group) and the group where science process skills are taught through science experiments (control group) in terms of pre-service classroom teachers' science process skills, attitudes towards science, science self-efficacy beliefs and logical thinking scores. The study group of this research is 44 sophomore pre-service classroom teachers who were registered to faculty of education of a private university. Participants were randomly attended to two sections of Science Laboratory II course in 2014-2015 spring semester.

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