In this study, classroom teachers’ in-classroom practices and opinions for development of analytical thinking skill of primary school students in the course of science are evaluated. Firstly one-to-one interviews with a third and a fourth grade teachers were conducted and then observations are made in the same classrooms through same units which were related to electricity. The third-grade teacher stated during the interviews performed prior to the observation that the science course should be taught by doing, experiments and observations; and brainstorming, method-techniques of question-answer should be used to develop the analytical thinking skill of students. However, it was determined that the teacher used predominantly teacher-centred practices throughout the unit. The results of research revealed that the third-grade teacher was aware of this situation but did not reflect this during his in-class practices. The fourth-grade teacher stated during the interview that s/he taught by paying attention to learning by doing, video and visual materials for developing the analytical thinking skill. Accordingly, s/he mainly used in-class applications with teacher-student interaction throughout the unit. In this manner, when comparing the practices of this class to the third-class ones, they are expected to contribute more to the development of analytical thinking skill of students.

Keywords: Analytical Thinking, Science, Classroom Teachers, Primary School