It is commonly seen in science and mathematics curricula that it is aimed to train individuals who produce information, can solve problems and have high-level thinking skills. If the problem-solving steps in both disciplines are examined for this purpose, it is seen that the problem posing approach that is paid a high importance in the discipline of mathematics is not focused on at all in science classes. Prospective form teachers, who will be the implementers of this approach in their professional lives, do not see any practice of this approach for science classes while they are learning it in their courses towards mathematics instruction. For this purpose, problem posing practices were held with 33 prospective form teachers in the course of science and technology instruction, and the views of the prospective teachers were received. Based on the views that were obtained, it may be stated that the prospective teachers comprehended the approach and became aware of the skills they may provide to their students with this approach.
Key words: Mathematics education, science education, problem posing
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