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The purpose of this study is to investigate the extent to which science process skills are represented in the texts and activities in 3rd, 4th, 5th, 6th, 7th, and 8th-grade science textbooks according to the learning areas of the science curriculum. The document analysis method is adopted in the current study. Course contents and activities in science textbooks are analyzed using descriptive analysis. The results show that there are 899 science process skills defined throughout 42 units in the 3rd, 4th, 5th, 6th, 7th, and 8th-grade science textbooks. Moreover, it is found that science process skills are mainly focused on the 6th grade science textbook (n=215) and the least on the 3rd grade science textbook (n=112). Furthermore, when the averages of science process skills used in science textbooks are examined, it has been determined that the use of science process skills in 6th (%23.9) and 7th (%18.8) grade textbooks are above the average. While science process skills in science textbooks increase from the 3rd grade to the 4th grade at the primary education level, a similar increase is not determined in the use of science process skills in secondary school science textbooks. When science textbooks are examined according to grade levels in terms of science process skills, it is discovered that "observing" is the most commonly utilized science process skill, while "using data and modeling" is the least used.

This study examines the effect of using animation-based worked examples (ARAWEs) that are prepared using Augmented Reality (AR) technology instead of using traditional paper-based worked examples (TWEs) on the achievement, motivation, and attitude of high school students during their programming education. The research was designed through the "Nonequivalent Control Group Model", one of the quasiexperimental models. The participants consisted of second year students (N=94) who were taking the "Basics of Programming" course in the Department of Information Technologies a vocational and technical Anatolian high school in Turkey. An achievement test was applied to the participants as pre-test and final test. Motivation of the students was measured by means of the "Instructional Materials Motivation Survey" developed by Kutu and Sözbilir (2011), and participant attitudes towards using AR was measured by means of the "AR Attitude Scale" developed by Küçük, Yilmaz, Baydas and Göktas (2014). According to the results, both the achievement and motivation levels of the students studying on ARAWEs increased significantly compared to those studying on TWEs. There was a high level of correlation between the final test scores and the attitude levels of the students studying on ARAWEs. Considering that instructional materials containing animation-based worked examples prepared using AR technology increase students' interest and motivation in the subject, their use in lessons that include teaching problem solving skills, such as mathematics, physics, and chemistry, can be implemented in future studies.

Learning and teaching is fostered to a great deal by technology. Cell phones and internet can be utilized as effective tools in providing extended and diversified learning opportunities as well as promoters of learning and teaching. However, early internet-enabled cell phones or more recent smartphones have also become easily accessible avenues of distraction and escape. This study explored if and how intention to cyberloaf acts as a mediator in the relationship between attitudes, subjective norms, and cyberloafing with a focus on descriptive and prescriptive norms with respect to instructors and classmates separately. The research was undertaken at a foundation university in Ankara, Turkey with 214 preservice English teachers. The sample consisted of 152 (71.03%) females and 62 (28.97%) males. Cyberloafing scale developed by Kalayci (2010), adapted versions of Askew et al.'s (2014) attitudes towards cyberloafing scale, subjective descriptive norms scale, cyberloafing intentions scale, and Blanchard and Henle's (2008) norms scale were used as data collection instruments. Mediation analyses were performed using SPSS 22 with the utilization of SPSS macro, PROCESS v 3.4 (Hayes, 2017). The results of the regression analyses indicated that subjective norms and attitudes significantly predicted cyberloafing; and intentions to cyberloaf was found to be a significant but partial mediator between the variables. The results have significant implications both for academic research on cyberloafing and for educational practices.

This study aims to reveal how project-based teaching method affects students' achievement, cognitive load and behaviors in programming teaching. In the study, the pretest-posttest, unequaled control group quasi-experimental model, which is one of the experimental models, was used. The participants of the study were sixth grade students who take the elementary school Information Technologies and Software lesson (N = 55). Achievement test, cognitive load scale and behavior management tool ClassDojo were used as data collection tools in the study. In the experimental group, the subjects were taught with project-based teaching method (student-centered and with teacher guidance). Besides, subjects in the control group were taught with traditional teaching method (teacher-centered). The implementation process took six weeks. Two-Factor ANOVA for Mixed Measures was used to examine the difference between the achievement of the groups. At the end of each lesson, the cognitive load scale was applied to the groups and the data obtained was analyzed by using the Cramer V Coefficient. During the study, the students got positive and negative scores according to their behaviors in the classroom, and the significance of the difference between the two percentages was tested according to their positive behavior percentages. As a result of the study, it was found that the academic achievement and in-class behavior scores of students who learned programming with project-based teaching method differed significantly from those who learned with the traditional method. In addition, it was concluded that project-based teaching method used in programming education did not make a significant difference on students' cognitive load.

This study examines the effect of modality and redundancy in an Augmented Reality (AR) based language learning environment for teaching vocabulary in a foreign language. The study aims to determine the effectiveness of the redundancy and modality principles, examine the relationship between cognitive load, satisfaction, anxiety, willingness, and achievement, identify predictors of achievement, and understand how students perceive AR-based vocabulary learning in three different presentation modes (animation + narration + text, animation + narration, and animation + text). The study used a pre- and post-test control group quasi-experimental design, with 97 Turkish-speaking undergraduate students from the Faculty of Education at a state university participating. The study participants were divided into three groups and practiced using the same AR-based flashcards in three different modalities (animation + narration + text, animation + narration, and animation + text). After completing a short distractive task during the practice session, the participants were given an achievement test. The analysis of the data revealed that while the group that used animation + narration outscored the other two groups, the difference was only significant between the animation + text group and the animation + narration group, which supported the modality principle. However, there was no significant difference between the animation + narration + text group and the animation + narration group, which did not support the redundancy principle. The study also included qualitative data from a focus group interview to support the quantitative findings. The conclusion of the study is that the principles of CTML (Cognitive Theory of Multimedia Learning) should be reconsidered in relation to the use of AR technology in instructional settings.

This study investigates the relationships between the primary learning styles of students and different learning objects presented simultaneously in an online learning environment in the context of the usage levels of these objects. A total of 103 sophomores from a Turkish State University participated in the study. Felder-Solomon Index of Learning-Styles (F-SILS) was used to determine the learning styles of the participants. Four different types of learning objects (i.e. video lecturing, audio lecturing, PDF lecturing and subject comprehension tests) were prepared for the course "Basic database operations with MySQL". Koper's (2003) classification model was used in selecting these learning objects. Descriptive analysis methods were used to determine the distribution of the participants according to their learning styles. Independent-Samples T-Test and the Mann-Whitney Wilcoxon test were used to test the differences between learning styles and learning objects. The usage levels of the learning objects were analysed in the context of interdimensional primary learning styles in the scale of the F-SILS. Those with sensory and visual learning styles were in the majority among the primary learning styles of participants. The study did not include the findings of students with other primary learning styles due to their small sample size. The findings of the study on the usage frequencies of subject comprehension tests and the duration of video lectures by primarily visual and sensory students demonstrated a significant difference on behalf of the primary sensory students. On the other hand, there was no statistically significant difference between students with primarily sensory styles and students with primarily visual styles in terms of the reading frequency of PDF lectures and the listening frequency of audio lectures.