This study aims to investigate pre-service elementary science teacher&rsquo / s scientific literacy level and their attitudes towards science. In addition, whether pre-service elementary science teacher&rsquo / s scientific literacy and their attitudes towards science differs in some demographic variables such as gender, high school profile, grade, place of family residence, parents educational level and family income level were examined. Finally, possible relationship between participants&rsquo / scientific literacy level and their attitudes towards science was explored. The present study conducted with 285 pre-service elementary science teachers from Elementary Science Education Program at Dokuz Eyl&uuml / l University during the second semester of 2008-2009 academic year. The data were collected by administering v Turkish version of Test of Basic Scientific Literacy (TBSL) and SAI-II (Science Attitude Inventory) scales. Analysis of the data indicated that pre-service elementary science teachers have satisfactory scientific literacy level and moderately positive attitudes towards science. Moreover, participants&rsquo / scientific literacy level and attitudes towards science showed differences in only some demographic variables: gender and place of family residence. Finally, the analysis also indicated that there is a positive significant relationship between participants&rsquo / scientific literacy level and their attitudes towards science.

The problem of this study was to determine the effect of a micro-teaching laboratory experience on the attitudes of pre-service elementary school teachers toward the teaching of elementary school science and to determine the effect of a micro-teaching laboratory experience on the indirect verbal behavior of pre-service elementary school teachers.

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