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This study aims to analyze the reliability generalization of the computational thinking scale. There are five dimensions of computational thinking: creativity, algorithmic thinking, cooperativity, critical thinking, and problem-solving. A Bonett transformation was used to standardize the reliability coefficient of Cronbach's alpha. A random-effects meta-analysis was conducted since the heterogeneity among the studies was high. Results supported the RG of the computational thinking scale and its subdimensions, which were calculated as 0.843 for general, 0.799 for creativity, 0.848 for algorithmic thinking, 0.863 for cooperativity, 0.799 for critical thinking, and 0.817 for problem-solving. Besides that, the moderator analysis was conducted for the sample type, test length, country, and language of the study. According to the findings, there were no significant moderator effects on the reliability estimation.

The purpose of this study is to examine changes in pre-service science teachers' entrepreneurship mindsets during engineering design-based activities. A holistic single-case study was used in the study. Twenty-eight pre-service teachers carried out engineering design-based activities (five weeks, 20 hours) in the science teaching laboratory practices course. The pre-service teachers' use of Entrepreneurship Mindsets (EM) in solving the water pollution problem during engineering design-based activities was examined in this study. Data were collected via engineering design challenge worksheets and public service announcements. The data were analyzed with the Extended KEEN Student Outcomes (eKSOs) rubric. Frequency tables were created in line with the sub-dimensions of EM (curiosity, connections, creating value, communication, character, and collaboration). As a result of the research, it was found that the pre-service teachers mostly used curiosity, connections, and creating value during the water treatment and wastewater assessment plant design process. Engineering is an important context for the development of EM as it creates various contexts that contribute to the development of these mindsets in pre-service science teacher education.

The purpose of this study was to determine the effect of Design Based Science Education (DBSE) applications on the perceptions of science teacher candidates about engineering education and engineers. In the quantitative part of the study in which the mixed method was involved, a semi-experimental design with single group pre-test post-test was used while a case study design was adopted in the qualitative part of the study. The study group of the research consisted of 52 juniors who were receiving education at a university in the Aegean Region in the 2016-2017 academic year. The quantitative data of the study were obtained through the 'Engineering Education Survey' and the qualitative data through 'Draw an Engineer Test.' The quantitative data were analyzed using a statistics software program and the qualitative data through content analysis. It was determined as a result of the study that DBSE applications positively affect the perceptions of teacher candidates about engineering education and engineers. It was also determined that the teacher candidates' stereotypical perceptions about engineers being male and working on their own decreased and their perceptions about the work area and activities of engineers changed in a positive manner. In the light of the findings obtained in the study, the importance of design based applications in STEM education was underlined.