Abstract The aim of this study is to determine in-service training needs of science teachers. This study in which quantitative method was used was conducted with 128 teachers. The results obtained from the research have demonstrated that teachers need in-service training regarding the issues like knowledge about the program, knowledge on the field, learning and teaching methods, measurement and evaluation techniques and equipment use. Moreover, it was detected that gender, professional seniority and the frequency of giving science courses create a significant difference in their in-service training needs. Keywords: Primary education, science, teacher, professional development, educational needs

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