Various activities are organized in order for teacher candidates to be aware of the changes in educational approaches and to improve their professional perspectives. In this research, it is aimed to examine the learning products of the TUBITAK supported "Pre-service teachers meet with applied activities" project, which was carried out with prospective science teachers. In the study, which was designed in a weak experimental design, 24 science teacher candidates participating in the project constitute the sample. In practice, the trainers taught 54 lesson hours with the stages of identifying prior knowledge, introducing the concept, and applying the concept. Data were collected by applying the word association test with 15 key concepts related to the trainings. Descriptive and procedural analysis were used in the analysis of the data. For each key concept, the change in the number and type of words in the pre-post test was examined, and the related samples t-test was performed to predict the statistical significance of this change. The pre-post-test changes of the first three words for each concept are given in detail. It was determined that the biggest change was in the Genius Hour approach, Assure model and Problem-based learning key concepts. The number of words with a frequency of 2 or more in the pre-test was 310, and in the post-test 422; 993 with a frequency of 1 in the pre-test, 878 in the post-test, 1303 in the pre-test, 1300 in the post-test; the total number of words in the pre-test 1992 was 2534 in the post-test. A significant difference was determined between the pre-test and post-test in words with a frequency of ≥2 and in their total frequency. Various suggestions were made regarding the results of the research.

Keywords: TUBITAK project, teaching approaches, word association test, teacher training