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Bilisin kontrol edilerek degerlendirildigi ust duzey farkindalik sistemi olan bilisotesi, bireylerin problem cozme becerileri ve ozyeterlik algisi uzerinde etkilidir. Bu arastirma, sinif ogretmenlerinin bilisotesi ogrenme stratejilerini, oz yeterlik algisi duzeylerini ve problem cozme becerilerini farkli degiskenler acisindan incelemek ve bu boyutlar arasindaki iliskinin tespiti amaciyla yapilmistir. Arastirmada iliskisel tarama modelinden yararlanilmistir. Arastirma evrenini Aksaray Ilindeki sinif ogretmenleri, orneklemini ise 2016-2017 egitim ogretim yilinda Aksaray Ilindeki ilkokullarinda gorev yapan 109 kadin, 108 erkek olmak uzere toplam 217 sinif ogretmeni olusturmaktadir. Veriler ogretmen ozyeterlik olcegi, problem cozme olcegi, bilisotesi ogrenme stratejileri olcegive kisisel bilgi formu ile toplanmistir. Arastirma sonuclarina gore sinif ogretmenlerinin bilisotesi ogrenme stratejileri, problem cozme becerileri ve ozyeterlik algi duzeyleri yuksek duzeydedir. Bilisotesi ogrenme stratejileri ve problem cozme becerileri cinsiyet ve mesleki tecrubeye gore anlamli bir farklilik gostermemektedir. Ayrica ozyeterlik algisi cinsiyete gore anlamli bir farklilik gostermezken, mesleki tecrube gruplarina gore anlamli bir farklilik gostermektedir. Sinif ogretmenlerinin bilisotesi ogrenme stratejileri, ozyeterlik algisi ve problem cozme becerileri arasinda pozitif yonde ve orta duzeyde anlamli bir iliski bulunmustur. Sinif ogretmenlerinin ozyeterlik algilari, bilisotesi ogrenme stratejileri ve problem cozme becerilerinin gelistirilmesi ogretim kalitesini artirabilecegi onerilmistir.Bu becerileri gelistirebilmek icin egitim verilebilir.

Ters-yuz sinif uygulamasi, sinif icindeki uygulamalarin sinif disinda, sinif disindaki uygulamalarin da sinif icine alinmasiyla uygulanan bir modeldir. Bu yontem geleneksel yontem gibi dersin sadece sinif icerisinde degil ogrencinin basariya ulasmasi icin her yerde ders ve etkinliklerin belirli bir planla yapilmasi gerektigini savunmaktadir. Bu calismanin amaci, egitimde Ters-Yuz Sinif (TYS) uygulamasini aciklamaktir. Bu calismada dokuman analizi yontemi kullanilmistir. Calisma icin Tubitak veri saglama merkezi, EBSCOhost, ScienceDirect, IEEE, Internet Archive, Google Akademi gibi veri tabanlarindan yararlanilarak 50 makale, 8 yuksek lisans tezi, 2 kitap ve 1 doktora tezi incelenmistir. Calismada fen bilimleri dersinde yapilan ters-yuz sinif uygulamalari, bu uygulamalarin basari tutum gibi farkli degiskenler uzerindeki etkileri incelenilerek fen egitimi alaninda katki saglayacagi ongorulmektedir.

Science Course Curriculum was revised in Turkey in 2013 and some methods and strategies were suggested to be included such as argumentation. This study includes the evaluation of in-service training applied as pilot study for introducing argumentation to elementary school teachers. The study consists of applying needs analysis, preparing and applying programme and then evaluating the effectiveness of in-service training programme. After the application we made suggestions for main implementation according to the findings of pilot study.

The study aims to examine the relationship between perceived self-efficacy in science teaching and disposition towards reflective thinking in pre-service science teachers based on different variables. For this purpose, the Perceived Self-efficacy Scale for Science Teaching and Disposition Towards Reflective Thinking Scale were conducted in 619 pre-service science teachers attending four public universities in Turkey. The research results suggest a positive significant relationship between perceived self-efficacy in science teaching and disposition towards reflective thinking at medium-level. While perceived self-efficacy in science teaching did not have any significant difference in respect to gender, grade level, type of education, status of giving private lessons or type of high school, the difference based on the universities and sense of academic success of pre-service science teachers was found to be significant. Disposition towards reflective thinking is not significantly different based on grade, type of education, type of high school or status of giving private lesson, whereas significant differences are observed in respect to gender, universities and sense of academic success. A regression equation was devised for the variables that predict disposition towards reflective thinking. The implications were discussed.

Physical education teachers’ gaining the perception of physical education as a discipline and putting their NOS (Nature of science) notion into operation are crucial for the promotion of educational success. The main purpose of this study is to determine prospective physical education teachers’ and physical education graduates’ nature of science perceptions and their attitudes towards using scientific knowledge in their teaching process. This study was carried out through random sampling method. The participants were 232 prospective physical education teachers studying pedagogical formation at Hitit University and Amasya University and undergraduate students studying physical education and sports at Amasya University in 2015-2016 academic years. “The Nature of Scientific Knowledge Scale” developed by Rubba and Anderson and translated and adapted in Turkish by Kılıç, Sungur, Çakıroğlu and Tekkaya (2005) was used as the data collection tool. It was revealed in the study that while the variables related to subjects’ gender, grade level and whether they follow scientific developments or not cause statistically differences the variables related to the type of master programme and their ages cause no differences. Through the findings of the study, physical education teachers’ NOS perceptions have been determined and some suggestions have been offered for further studies.

Within the context of new findings about nature of science,literature has been reviewed and it was seen that the activities todevelop nature of science understanding were not adequate. Forthis reason, new activities were developed as a part of 5th grade‘Matter and Change’ unit and their effectiveness was tested. Theresearch was conducted with 5th grade students from twoclassrooms, who were attending to a middle school in a village ofcity of Tokat. Activities developed about the unit; ‘Thermoscope toThermometer’, ‘Bingo Game’ and ‘Science Wheel’ activity fromthe literature were applied to experimental group with textbookcontent, as for control group the nature of science concepts wereintegrated with textbook content. VNOS-E questionnaire wasconducted both for pretest and posttest to experimental and controlgroup, the questionnaires were coded by three researchers and thecoefficient of consistency was calculated as 0,78. Results indicatedthat, experimental group’s view of nature of science in alldimensions was changed in a positive way, a significant differencewas found between the posttests of two groups in experimentalgroup’s favor. The activities were effective in developing students’views about the nature of science. The regular curriculum was noteffective in nurturing nature of science views as a consequencebecause the theoretical basis regarding the nature of science in therenewed science curriculum is not supported with appropriateactivities, methods and classroom resources. As a result, essentialand applicable suggestions were made for those who concerned.

Bu araştırma, öğretmen adaylarının küresel ısınma ve sera etkisi ile ilgili bilgi düzeylerinin nasıl değiştiğini belirlemek amacıyla yapılmıştır. Araştırmada tarama yöntemi kullanılmıştır. 383 öğretmen adayı çalışmanın örneklemini oluşturmaktadır. Verilerin toplanmasında, Çevre Eğitimi Araştırma Anketi kullanılmıştır. Bölüm, cinsiyet, sınıf düzeyi, çevre ile ilgili ders alma durumuna göre sera etkisi ve küresel ısınma hakkındaki kavramsal bilgi düzeylerinin değişimi incelenmiştir. Nicel verilerin analizi SPSS kullanılarak; nitel verilerin analizi ise betimsel olarak analiz edilmiştir. Çalışmanın bulgularında öğretmen adayları dünyadaki en önemli çevre sorunu olarak ilk sırada doğal kaynakların aşırı tüketimini ve ikinci sırada küresel ısınmayı belirtmişlerdir. Küresel ısınma ile ilgili bilgi düzeylerinin cinsiyet, sınıf ve çevre dersi alma değişkenlerine göre farklılaşmadığı; ancak küresel ısınma ile bölüm değişkeni arasında 4. sınıf matematik öğretmen adaylarının lehine anlamlı farklılık olduğu saptanmıştır. Sera etkisi ile ilgili bilgi düzeylerinin bölüm değişkeninin matematik bölümü öğretmen adaylarının lehine anlamlı olarak farklılaştığı, çevre dersi alma durumu ve sınıf değişkenlerine göre anlamlı farklılığın olmadığı görülmüştür. Nitel verilerin bulgularında ise tanım yapma oranlarına bakılmış ve öğretmen adaylarının %8,1'i küresel ısınmanın ve %5,2'si sera etkisinin tanımını tam doğru ifade edebilmiştir. Sonuç olarak küresel ısınma ve sera etkisi ile ilgili öğretmen adaylarının bilgi düzeylerinin yeterli seviyede olmadığı söylenebilir. Gelecekte yapılacak araştırmaların çevre eğitimi konusundaki sorunların giderilmesine yönelik olarak hazırlanması önerilmektedir This research was conducted to determine how change of preservice teachers' knowledge levels related to global warming and greenhouse effect. The survey method was used in the study. 383 preservice teachers constitute the sample. In the collection of data, the Environmental Education Research Questionnaire was used. The change of conceptual knowledge levels of greenhouse effect and global warming according to branch, gender, class level, taking course related the environment was investigated. Analysis of quantitative data using SPSS; whereas the analysis of qualitative data has been analyzed descriptively. In the evaluation of qualitative data, frequency and percentage were used. On the findings of the study, preservice teachers have indicated the over consumption of natural resources firstly and global warming as the secondly most important environmental problem in the world. The level of knowledge about global warming does not differ according to variables of gender, class and environment lesson; but it was found that there is a significant difference between global warming and department variable in favor of preservice teachers in the 4th grade mathematics branch. There is a significant difference between greenhouse effect and the mathematics section as the branch variable. However, there is no significant difference in the level of knowledge about greenhouse effect according to the variables of the classroom variables and the environment lesson. In the findings of qualitative data, definition rates were examined and 8,1% of teacher candidates were able to express the definition of global warming and 5,2% of greenhouse effect. As a result, the knowledge levels of preservice teachers on global warming and greenhouse effect are not in sufficient level. It is recommended that future research should be prepared to address environmental education issues

In this study, the relationships between the attitudes and anxieties of 6th, 7th and 8th grade students about science have been examined. The data have been gathered from a personal data form, anxiety towards science and attitude towards science questionnaires. The effects of such factors, as obtaining assistance with science and technology from outside the classroom, age, gender, class level, school-type variables have been investigated according to their impact on the attitudes and perceptions of the students towards science, and on their anxiety towards science. It has been found that when the students received science-related assistance, it caused significant differences in their attitudes toward science and related anxieties, yet there was no significant difference in terms of gender. Moreover, school-type and class level affect students' attitudes and anxieties towards science. It is believed that increasing the positive science attitudes of the students and decreasing their anxiety will improve success. Key words: anxiety towards science, attitude towards science, primary school, science education.

World Conference on Educational Sciences -- FEB 04-07, 2009 -- Nicosia, CYPRUS WOS: 000275580400459 Problem solving is a part of thinking. There are several steps of problem solving. The first thing which is necessary for solving personal and organizational problems is the knowledge of problem solving process. Students who have learned problem solving process can be successful in every stage of their lives by using these skills in finding solutions to the encountered difficulties and problems. In this study, the effect of students' problem solving skills on achievement in the chemical reaction rate and the effect of temperature and concentration on the reaction rate subjects is investigated; students are from several different departments. Quasy experimental design was used in this research. SPSS 11, 5 packet program was used to evaluate the data. Independent sample t-test was used to compare the post test scores of groups and it was not found a statistically meaningful difference. One-way ANOVA analysis is used to find out whether there is a difference in results of post-test, aimed to measure students' problem solving skills, with regard to departments where students are studying. According to the result of ANOVA test there was statistically significant difference in control groups' post-test scores considering the departments of students whereas there was not significant difference in the post-test scores of experimental group. Additionally, the effect of problem solving skills on achievements of female and male students was investigated and a situation in favor of females students was observed. (C) 2009 Elsevier Ltd. All rights reserved

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Bu calismada John Loughran, Amanda Berry ve Pamela Mulhall tarafindan hazirlanan “Understanding and Developing Science Teachers’ Pedagogical Content Knowledge” isimli kitap tanitilmaktadir. 2012 yilinda ikinci baskisi online olarak da yayinlanan 235 sayfalik kitap onbir bolumden olusmaktadir. Genel olarak kitap, fen bilgisi ogretmen, ogretmen adayi ve egitimcilerine pedagojik alan bilgisi bilesenlerini tanitma ve uniteler uzerinden inceleme firsati sunmaktadir. Kitapta arastirma sorgulama yaklasiminin temel alindigi ve bu yaklasimin gerektirdigi yontem ve stratejilerin kullanildigi gorulmektedir. Kitapta bir ogretmenin nasil bir pedagojik alan bilgisi gelisimine sahip oldugunu bilmek amaciyla, farkli ogretmenlerin kullanmis oldugu ozel ogretim yontemleri ile kendine ozgu durumlarin paylasildigi detayli aciklamalara yer verilmektedir. Hazirlanan alan bilgisi tablolari ve pedagojik bilgi iceriginin verildigi kisimlarda ogretmenlerin siniftaki uygulamalarina ornekler bulunmaktadir. Ogrencilerin anlamada gucluk cektigi ve kavram yanilgisi olabilecek durumlarin ortaya cikarilmasi ve giderilmesi etkinliklerle anlatilmaktadir

Thedesire to measure students’ affective and psychomotor skills along withcognitive abilities created a necessity to switch to new approaches inassessment and evaluation methods. The aim of the study is to compare theconcept map and structured grid with the achievement test. The researchquestions are; 1) Is there a significant correlation between students’ conceptmap points, structured grid points and achievement test points?, 2) How ischanging the students’ achievement test points, concept map activity points andstructured grid points? and 3) Is there a significant difference betweenstudents’ concept map activity points and students’ structured grid activitypoints based on gender? The relational screening method, which is aquantitative research design is used in this study for research method. Thesample of this study includes 23 sixth grade students who are being educated atAtatürk Middle School in Vezirköprü town at 2014-2015 academic year. In thisstudy, two concept map activities and a structured grid made by researcherswere applied with an achievement test which was multiple-choice test preparedby Ceylan (2008) to the students at the end of the unit. Spearman-rho test doneby researchers to see the correlation between the points obtained from conceptmap activities, structured grid and achievement test. A high, significantlypositive relationship was found between achievement test points and concept mapfilling activity points. A significant positive relationship was found betweenthe achievement test and concept map creating activity points. It is can be saidthat, concept map activities served their purpose and they could measure thesame skills with achievement test. However, there weren’t any significantrelationship found between structured grid and achievement test points. It wasthought that, this result occurred because of students weren’t accustomed tostructured grids. There weren’t any significant relationship found between thepoints obtained from concept map activities and structured grid points.Descriptive analysis was performed to find answers to the second researchquestion. It was seen in the results of the analysis that, students’ highestarithmetic mean came from achievement test. It was thought that, these resultsoccurred because of students familiarity with multiple-choice tests. The arithmeticmean of students’ concept map filling activity points were found higher thanthe arithmetic mean of students’ concept map creating activity points. This result can beread as, students couldn’t create the links between concepts. Mann Whitney U test was performed to findanswers to last research question. It was seen in the test results that, thereweren’t any effects to these activities points’ by gender. Teachers can beinformed about alternative assessment and evaluation tools. Alternative assessmentand evaluation methods can be use in addition to traditional methods forevaluation

Bu araştırmada fen ve teknoloji eğitiminde portfolyo ile zenginleştirilmiş öğrenme ortamının etkilerinin tespit edilmesi amaçlanmaktadır. Bunun için çalışma grubunun görüşleri ve araştırma sürecinde ortaya koydukları çalışmalar değerlendirilmiştir. Araştırmaya Gazi Üniversitesi Gazi Eğitim Fakültesi Fen Bilgisi Eğitiminde öğrenim görmekte olan 44 (33, Bayan ve 11, Erkek) öğretmen adayı katılmıştır. Belirlenen bazı kimya konularında uygulamalar sırasında fen ve teknoloji öğretmen adayları tarafından ürün dosyaları (portfolyo) hazırlanmıştır. Süreç içerisinde çalışma grubunun ürün dosyaları değerlendirilmiş ve geri dönütler verilmiştir. Çalışma grubu dönem sonunda ilgili konuları içeren ürün dosyalarını tamamlamışlardır. Uygulamaların sonunda 9 öğrenci ile görüşme yapılmıştır. Bunun için yarı yapılandırılmış iki sorudan oluşan bir görüşme protokolü hazırlanmıştır. Sonuç olarak süreçteki kazanımlar göz ününde bulundurulduğunda portfolyo ile zenginleştirilmiş öğrenme ortamının fen ve teknoloji eğitiminde bazı konularda etkili sonuçlar verdiği belirlenmiştir. Görüşme sonuçları da portfolyo ile zenginleştirilen öğrenme ortamının önemli bir süreç olduğunu ortaya koymaktadır. Nitekim öğretmen adayları bu süreçte çok şey kazandıklarını, konuları derinlemesine ve çok yönlü araştırmalarının kendilerine çok şey öğrettiğini vurgulamışlardır. Ayrıca süreçte öğrendiklerinin ise kalıcı olduğunu ifade etmişlerdir

World Conference on Educational Sciences -- FEB 04-07, 2009 -- Nicosia, CYPRUS WOS: 000275580400102 One of the basic subjects that chemistry students have difficulty is chemical equilibrium. Learning of the particulate nature of matter can increase students' achievement in this subject. In addition to this, students' interest, belief and attitude towards chemistry or the nature of matter are factors effecting achievement. In this study the effects of understanding nature of matter and attitudes on university students' achievement in chemical equilibrium subject were investigated. Moreover the effects of gender and department on students' achievement were also examined. It was found that students' attitudes effected their achievement in chemical equilibrium; on the other hand attitudes affected students' comprehension of nature of matter. (C) 2009 Elsevier Ltd. All rights reserved

Bu arastirmanin amaci sinif ogretmenlerinin dusunme stillerini, kullandiklari olcme-degerlendirme yontemlerini ve bu yontemlerin dusunme stilleri ile iliskisini incelemektir. Calisma 2012-2013 akademik yilinda Amasya’da gorev yapmakta olan 375 sinif ogretmeniyle gerceklestirilmistir. Calismada iliskisel tarama yontemi kullanilmistir. Veriler Stenberg-Wagner (1992) tarafindan gelistirilen ve Turkceye uyarlamasi gecerlik guvenirlik calismasi Bulus (2006) tarafindan yapilan Dusunme Stilleri Envanteri, arastirmacilar tarafindan hazirlanan kisisel bilgi formu ve Olcme-Degerlendirme Yontemleri anketi ile elde edilmistir. Sinif ogretmenleri, dusunme stilleri envanterinden en yuksek puanlari yasama, yurutme ve hiyerarsik dusunme stillerinden; en dusuk puanlari ise muhafazakâr, global ve lokal dusunme stillerinden almislardir. Ogretmenlerin dusunme stilleri cinsiyet, mesleki kidem ve mezuniyet bransina gore farklilasmamaktadir. Sinif ogretmenleri cogunlukla coktan secmeli, kisa cevapli acik uclu ve bosluk doldurmali sorulari kullanmaktadir. En az kullandiklari veya hic kullanmadiklari olcme-degerlendirme yontemleri ise gunluk, yapilandirilmis grid ve tanilayici dallanmis agactir. Liberal ve muhafazakâr dusunme stillerinin hicbir olcme-degerlendirme yontemi ile anlamli iliskisi bulunmazken diger dusunme stilleri ile cesitli yontemlerin kullanimi arasinda anlamli iliski bulunmustur.