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The quality of the process of teaching is related to the behaviors shown by the teacher and their capability. In cases where teachers who have different training are expected to teach the same topic, teachers may make some alterations in the topics in question. Turkish education system has teachers who have different training but teach the same subject. Transposition is an institutional framework which is concerned with transformation of the knowledge given in schools from its status as didactic scientific knowledge to learned knowledge. The purpose in this study is to determine the factors influential on the process of transformation from knowledge to be taught to knowledge that is taught that are caused by science teachers. In this context, this study was conducted with 5 science teachers with different training and a total of 159 students of these teachers at 7th grade. Interviews were held with the science teachers and students on the subjects of electron configuration and chemical properties and chemical bonds, and their classes were recorded. As a result of the collected data, it was concluded that the science teachers with different training take the curricula into consideration while transforming the knowledge to be taught, and this transformation was affected by the department they graduated from.

The main purpose of this study was to evaluate the early implementation results of the "Movement of Enhancing Opportunities and Improving Technology", abbreviated as FATIH project from the perspectives of participating teachers and students. Specifically, to investigate (a) whether or not Interactive Boards (IB) and Tablet Computers distributed to teachers and students in the pilot schools were used, (b) the effectiveness of those technologies in teaching and learning, and (c) the problems and issues emerged with regard to use of IB and Tablet computers. To accomplish these goals, 11 schools from 4 different cities were selected. Different data collection instruments (teacher and student questionnaires, semi-structured interviews, in-class observations, and focus groups) were used. The collected data were analyzed using the techniques and procedures of mixed method approach. The results revealed that although there is a promising use of IB, there is limited, in some cases no, use of Tablet computers. Both teachers and students were in favor of IBs, but were also skeptical about Tablet computers. In addition to technical problems, some pedagogical and professional development issues were found to be important results.

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