This research was carried out to examine undergraduate students' attitudes and problem-solving skills in science education and classroom education departments towards chemistry classes. 211 science teacher candidates and 280 primary school teacher candidates, determined by convenient sampling method, participated in the research, which was carried out using the survey model, one of the quantitative research methods. Quantitative data collection tools were used to collect the data. In the study, first of all, the "Interest and Attitude Scale Towards Chemistry Lesson" developed by İnce Aka (2012) was used to determine the attitudes and interests of teacher candidates towards general chemistry lessons. Afterwards, the “Problem Solving Inventory” adapted into Turkish by Sahin et al. (1993) was used to examine the participants' problem-solving skills. Descriptive statistics results with frequency, percentage and arithmetic averages; inferential statistics were determined by t-test, correlation and ANOVA tests. Data analysis was done with descriptive and inferential statistical techniques. According to the results obtained, it was determined that there were significant differences in the attitudes and problem-solving skills of the pre-service teachers. In addition, a positive correlation was found between the candidates' attitudes towards the general chemistry course and their problem-solving skills.
Chemistry attitude, science education problem-solving skills