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The purpose of this study is to examine the effects of "environmental chemistry" elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test--post-test design, the study was conducted with 117 SSSTs (68 females and 49 males--aged 21-23 years) enrolled in an "environmental chemistry" elective course in the spring semester of 2011-2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs' conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the "environmental chemistry" elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts.

The aim of this study was to investigate the effects of 'Environmental Chemistry' elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) self-perceptions of fluency with innovative technologies (InT) and scientific inquiry abilities. The study was conducted with 117 SSSTs (68 females and 49 males-aged 21-23 years) enrolled in the 'Environmental Chemistry' elective course in spring semester of 2011-2012 academic year in a Turkish University. Within a simple (causal) experimental design, Innovative Technology Fluency Survey and the SSSTs' environmental research papers were employed to collect data. The results indicate that the 'Environmental Chemistry' elective course via the TESI model improved the SSSTs' self-perceptions of fluency with InT and the scientific inquiry abilities. In light of the results, it is recommended that an undergraduate course for improving the SSSTs' higher-order scientific inquiry abilities and preparing academically papers should be devised and added into the science teacher-training programmes. [ABSTRACT FROM AUTHOR]

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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]