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The main purpose of this research is to determine the effect of the volume of concept on the level of understanding the relationship between concepts. The mixed method was used in the research. Volume of concept form, concept map form and puzzle scales were used to collect quantitative data. Qualitative data was collected through a fully structured interview form. A homogeneous sample was used in the study. A total of 54 students participated in the study (there are 27 students in both experimental and control groups). The data was analyzed with the help of SPSS and Microsoft Excel program. T-test, Wilcoxon, frequency and percentage techniques were used for descriptive analysis. According to the findings, it was determined that volume of concept had a positive effect on relationship between concepts. No significant relationship was found between the experimental and control groups in regards to concept knowledge. In addition, according to the quantitative findings, concept map was found to be more successful in determining the relationships between concepts. On the other hand, according to the qualitative findings, the volume of concept form and concept map was equally effective in determining the relationship amongst different concepts. In line with the results, volume of concept can be used to determine the relationship between concepts.

The aim of this study was to determine the knowledge of fifth-grade students about the sun, earth, and moon and to examine the fact that this information can be reflected with different measurement tools. A mixed method was used in the research. Quantitative data were collected using a 3-point Likert-type questionnaire and a true-false test; and qualitative data were collected through a fully structured interview and a three-dimensional thinking skills form. It was determined that students knew about the sun, earth, moon, and their properties. However, the students could not provide any data about the distances between the sun, earth, and moon. When the pictures of the students were examined; while very high data were presented for the size and distance related to the sun, earth, and moon, very low data were found for the rotation relationship. The information obtained from the fully structured interview form was determined to reflect the information obtained from the three-dimensional thinking form at a medium level. In addition, according to survey data, the students have a very good level of knowledge and they reflected this information to a good level in the true-false test. To measure the students' level of knowledge, a survey or true-false tests could be used. As a matter of fact, they both offer the same results.

This study is to determine the effect of using a fun book in a science course to enhance academic achievement and retention and to investigate student's views on the use of the fun book. Another aim of the study is to set an example for process evaluation in using fun lessons for higher education students. Participants used the fun book for reasons such as learning and not forgetting the subjects, repeating the subject in a fun way, and taking notes from the teacher. The positive aspects of using the fun book was that it enabled students to learn subjects while having fun, prevented them from forgetting material, and it made it easier for teachers to take notes by preparing for the exam. The negative aspects of using the fun book were that students said that they considered it to be exhausting and that the intensive writing caused hand pain.

The aim of this research was to examine the effect of integration of STEM disciplines into Toulmin's argumentation model on students' academic achievement, reflective thinking, and psychomotor skills. To be able to get this aim, a quasi-experimental method was used. The participants were 40 sixth grade middle school students divided into two groups, an experimental and a control group with 20 students in each group. The students were at the same achievement level and in a similar socioeconomic status in a public middle school. The experimental group received the treatment in the while the control group received traditional learning of the same topic. The data were collected from academic achievement test, reflective thinking test, and psychomotor observation form. The collected data were analyzed by using Mann Whitney U-test, descriptive analyses (e.g., percentage and frequency), and correlation analyses (Pearson's product moment). According to the data obtained from the measurement tools, it was detected that the integration of STEM disciplines into Toulmin's argumentation model can be used for enhancing the academic achievement of students. It was specified that reflective thinking tendency levels of the experimental group were found to be at a high level. It was also documented that psychomotor skills of experimental group were found to be at a high level. The results suggested that the integration of STEM disciplines into Toulmin's argumentation model can be used for increasing academic achievement of students, developing of the reflective thinking, and observing the development of psychomotor skills at the formation of arguments in the classrooms.

The main purpose of this study is to examine the views of seventh grade students on the relationship between space research and technological developments. The mixed method was used in the research. The true-false test was used to collect quantitative data. Qualitative data were collected through a fully structured interview form. Homogeneous samples were used in the study involving 134 participants. The research was conducted with 7th grade students in a public school in the Eastern Anatolia Region during the 2018-2019 academic years. Data were analyzed with the help of Microsoft Excel programs. Descriptive and content analysis and a technique such as frequency and percentage were used. With the interpretation of the findings, it was found that seventh grade students had very good knowledge about space research and technological developments. Students argue that space research has an impact on technological developments; technological research also has an impact on space exploration. Suggestions are presented in line with the results obtained.

The main aim of this study is to compare the information about meiosis and mitosis divisions of secondary school students with different methods. The mixed method was used in the research. In the mixed method, it is aimed to close the deficiencies in the solution of the research problems with both qualitative and quantitative data. Homogeneous samples were used in the study. In the 2018-2019 academic years, it was conducted with 7th grade students in a public school in Eastern Anatolia. A total of 132 students participated in the study, depending on the volunteerism principle. Matching test was used to collect quantitative data. Qualitative data were collected through a fully structured interview form. The collected data were analyzed with the help of Microsoft Excel program. Descriptive and content analyzes and techniques such as frequency and percentage values were used. According to the findings, the knowledge of meiosis and mitotic divisions was found to be good level. It was determined that most of the students had the right information about meiosis and mitosis and they knew the general characteristics of these divisions. According to these findings of the study, concordant results were obtained by using mixed method with different measuring methods. Suggestions are presented in parallel with these findings.

The purpose of this research is the determination of the effect of the activities of the planetarium on students' views, three-dimensional thinking skills and academic achievement. Mixed method was used in the research. The embedded pattern is preferred because qualitative data are supported by quantitative data that was used a single group pre-posttest experimental design. Homogeneous sampling was used in the study. A fully structured interview form and a three-dimensional thinking skill form have been prepared for the qualitative data. An academic achievement test has been developed for the quantitative data. Both descriptive and content analyses were done with frequency and Wilcoxon signed test techniques outside of the code-category and theme. Interpretation of the findings; as a result of planetarium activities in general, it has been found that the majority of students use positive expressions. It has been determined that the three dimensions skills of students is low in terms of size, distance and relationship dimensions between the Solar System and the planets. It has been determined that the same students' three dimensional thinking skills for the Earth and its satellite are high in size and distance dimensions but in relations and three dimensions complete are middle. It has been discovered that activities in the planetarium have increased academic achievement at both the seventh and eighth grade. Planetarium activities as a coincidence in the result of the research have an effect on eliminating the misconceptions of the students. Suggestions are made according to the study result.

The purpose of this study is to research the effects of traditional and web-assisted conceptual change texts for the subject of water chemistry on the success, conceptual errors and permanent learning of students. A total of 37 8th graders in a secondary school of Samsun participated in this study which had a random experimental design with pre-test and post-test groups. With the three-stage conceptual success test developed by the researchers, a pilot scheme was conducted with 103 participants (9th graders). As a result of this scheme, the test's validity and reliability was completed and traditional conceptual change texts based on the determinated conceptual errors were prepared. In addition, this test was applied to students as pre-test at the beginning of the study. Classical conceptual change texts that were prepared were taught with traditional methods in control group's lessons. On the other hand, traditional conceptual change texts were prepared web-assisted and the experimental group was taught by using web-assisted conceptual change texts. At the end of the study, three-stage conceptual success test was conducted on the sample again as post-test. The data collected was analyzed by using SPSS and Microsoft Office Excel 2007 package program. As a result of the study, it was found that conceptual change texts caused a decrease in the conceptual errors of students on the subject of water chemistry. This improvement was 65% for the experimental group and 14% for the control group. In addition, even after three months, this rate was 61% for the experimental group and 3,8 % for the control group. Web-assisted conceptual change texts were found to be more effective in the permanence of what is learned.