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The aim of this study is to develop a standard scale which will determine visual literacy levels of preservice teachers according to their perceptions. A survey study research methodology was used and a scale was conducted with 216 senior preservice teachers selected in Education Faculty in 2010-2011 spring semester. Principal component analysis was used to construct validity of the scale. The scale consisted of 25 items and Cronbach's Alpha was calculated as .82. The developed scale loaded on five factors and these factors accounted for 54,88% of total variance. Data gathered were presented in tables. The averages of the answers given by preservice teachers in response to the questions relating visual learning proficiencies being high indicate that most of the preservice teachers have high levels of visual learning and literacy. Preservice teachers prefer newspapers most among the written communication means, followed by computer and television. Homework and research purposes were among the first two reasons for using the computer. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue including one by Bayram Costu and colleagues on the understanding of eleventh grade students on covalent bonding, one by Ahmet Zeki and colleagues on the effects of cooperative learning and guided discussion methods in science teaching on the achievements of student teachers, and one by Hasan Karal and colleagues on the applicability of the computer aided teaching material on the study of the reproduction of plants.

An introduction to the Journal of Turkish Science Education is presented in which the editor announces the journal's quarterly publication, presents the articles in different research domain in science education, and thanks all the reviewers in selecting the well-qualified papers for the issue.

The article discusses various reports published within the issue, including one by Nor Aishah Buang, Lilia Halin and T. Subahan Mohd Meerah on entrepreneurial science thinking steps that can be used as a learning model, one by Şule Bayraktar on pre-service primary teachers' ideas on how lunar phases occur within 154 year primary students teachers and one by Esra Bilal and Mustafa on the effects of hybrid approach on student success and attitude towards physics.