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This study was aimed to calculate teachers’ effective use of time in scientific inquiry lessons. The research was designed as a case study. The study group of the research consists of 5 pre-school teachers determined by the convenient sampling method. Before the study, the participants were taken in-service training program on scientific inquiry. A timetable, developed by the researchers, was used as a data collection tool. The tool consists of two main themes, "academic time" which has three sub-themes, and "non-academic time". The academic time definition for this research is the process of scientific inquiry interventions that are consist of “building on ideas", "supporting investigation", and "supporting analysis and conclusion" sub-themes. Teachers’ classroom videos were the data source of the research. Each video was analyzed in terms of the timetable by the authors. Results of the study stated that the teacher, who uses too much time in one process of the scientific inquiry, could not take enough time to the other processes. In conclusion, teachers need development in the effective use of time in their classrooms. For future studies, it is suggested that mentors’ observation and feedback will contribute to the teachers' use of effective time in their scientific inquiry lessons.

Professional development programs (PDs) for in-service teachers are usually structured to deliver standardized content. However, considering the differences in the teaching practices utilized by teachers of different subjects, their needs and expectations may vary. Thus, this study develops an instrument to determine in-service teachers’ expectations regarding PDs. Themes regarding the PD expectations of teachers were created based on a detailed literature review and authors’ field experiences. In line with these themes, an item pool comprising 51 items was created. The developed instrument was applied online to 322 teachers from different provinces of Turkey and teaching different subjects. Exploratory factor analysis was performed on the dataset to ascertain the construct validity of the instrument. As a result of the analyses, the finalized instrument comprised 49 items and 6 dimensions; support, practice, learning, student success, organization, and career. The Cronbach’s alpha internal reliability coefficient of all items in the finalized instrument was .94. These findings show that the instrument is a valid and reliable data collection tool for determining teacher expectations of PDs for identified themes. This instrument will be particularly useful in exploring the expectations of teachers while designing PDs and determining the extent to which current PDs meet teachers’ expectations.

One of the most challenging tasks for teachers in projects is to develop creative ideas. Due to the linear system perspective of education, fostering students' creativity is restricted. However, engineering design and scientific process skills that comprise creativity have an iterative structure. An iterative process-oriented education enables students to engage with questions. First, the current study includes a theoretical framework for the nature of engineering design and its transfer to classroom practices. Second, it provides examples of design-based activities that will contribute to the development of the engineering habits of the mind for teachers. In the study, a design of a future living environment activity that can be planned as a long-term student project is introduced. Then, a student design report and a design evaluation rubric for teachers are shared. In this section, engineering design-based projects are demonstrated in detail. These projects are based on the “One Item, One Material” project idea development strategy proposed by the authors. It is considered that such activities, which are carried out with the understanding of simple–complex science, can trigger the enthusiasm of discovery in students’ minds.

Özel yeteneklilerin eğitiminde zenginleştirme modelleri okul dışı öğrenme ortamlardaki etkinlikler için geniş bir uygulama potansiyeline sahiptir. Mevcut araştırma, STEM eğitimi kapsamında özel yetenekli öğrenciler için Maker zenginleştirme modeline dayalı olarak tasarlanan bir doğa ve bilim kampının öğrenme ortamı, içerik, süreç ve ürün bağlamlarında nasıl zenginleştirdiğini incelemeyi amaçlamaktadır. STEM eğitimi temalı doğa ve bilim kampı, Türkiye Bilimsel ve Teknolojik Araştırma Kurumu (TÜBİTAK) tarafından desteklenen yedi günlük yoğunlaştırılmış bir programı içermektedir. Durum çalışmasına dayalı araştırmanın çalışma grubunu Türkiye’nin 13 farklı şehrinde yer alan Bilim ve Sanat Merkezlerine devam eden 29 (n = 15 kız ve n = 14 erkek) özel yetenekli öğrenci ve 14 kamp eğitmeni oluşmaktadır. Araştırma verileri etkinlik, kamp ve eğitmen değerlendirme formları ve araştırmacı gözlem notları ile toplanmıştır. Araştırma bulguları doğa ve bilim kampının özellikle öğrenme ortamı için bütünleşik bir yapıda olma, içerik bağlamında karmaşıklığa vurgu yapma, süreç temelinde üst düzey düşünmeyi öne çıkarma ve ürün temasında gerçek sorunların çözümüne yönelik tasarımlar oluşturma özelikleri ile zenginleştirildiğine işaret etmektedir. Bu sonuçlar doğa ve bilim kampının öğrenme ortamı, içerik, süreç ve ürün temelinde özgünleşerek özel yetenekli öğrencilerin STEM eğitimini desteklediğini ortaya koymuştur.

Sınıf ortamlarının video kaydı öğretmen mesleki gelişimini destekleme ve kişisel gelişim için farkındalık ve yetkinlik kazandırma gibi amaçlar doğrultusunda giderek yaygınlaşmaktadır. Öğretmen eğitimcileri veya araştırmacılar, araştırma yönteminde yer verdiği video kullanımı hakkında öğretmenlerin beklenti ve ihtiyaçlarını da göz önünde bulundurmak durumundadır. Mevcut araştırma, öğretmenlerin sınıflarında video kaydı için hazır bulunuşluk durumlarını incelemeye yönelik “Sınıflarda Video Kaydı Hazır Bulunuşluk Ölçeğinin” geliştirilmesi, geçerlik ve güvenirliğinin belirlenmesini amaçlamaktadır. Araştırmada, ilk olarak ölçek maddelerinin geliştirilmesi için sınıflarda video kaydı ve video kameraların öğretmen mesleki gelişiminde kullanımına ilişkin alan yazın incelenmiştir. Ardından 418 öğretmen ile gerçekleştirilen ölçek uygulamaları ile ölçeğin yapı geçerliğini belirlemek amacıyla faktör analizleri; güvenirliğini belirlemek amacıyla Cronbach’s Alpha iç tutarlılık katsayısı, tabakalı Alpha katsayısı, madde-toplam korelasyonu ve boyutlar arası korelasyon analizleri yapılmıştır. Nihai form, 37 maddenin yük verdiği “kamera kullanma bilgisi”, “kayıt yönetimi bilgisi”, “çekim ortamını hazırlama bilgisi”, “kayıt alma öz-yeterlikleri”, “kayıt stresiyle başa çıkma öz-yeterlikleri” ve “video kaydına yönelik tutum” olmak üzere altı boyuttan oluşmaktadır. Sonuç olarak, ölçeğin geçerliği ve güvenirliği konusunda yeterli psikometrik özelliklere sahip olduğu ve alan yazına önemli katkılar sunacağı düşünülmektedir.

The effectiveness of professional development programs for teachers in Turkey is limited because the programs are not designed to meet individual teacher needs. Although teachers are implementers who perform classroom practices, they are in the role of students in these programs. The project supported by The Scientific and Technological Research Institution of Turkey (TUBITAK) 1001-Grant 220K080 entitled “Designing and Evaluation of the Effectiveness of Scientific Inquiry Supported by Online Mentoring (e-scaffolding) in In-service Teacher Training” aims to examine and evaluate a professional development model. The project involves various strategies, such as mentorship, coaching, peer learning, and collaboration, for prioritizing teachers’ ideas and expectations. This study intends to reveal the readiness of the stakeholders (participating teachers and mentors) in the online mentoring model supported by scientific inquiry as part of the professional development process of teachers. The prominent results of the research are that teachers have positive opinions about the importance of scientific inquiry-based learning and teaching, teachers’ expectations from professional development programs vary by their levels of experience. In conclusion, this study is important in terms of making teachers’ voices heard and designing professional development programs in line with their expectations.

Scientific inquiry in teaching is encouraged in science curricula as a basic component of scientific literacy and is presented as an effective teaching approach in many educational research. The aim of this study is to adapt an instrument developed to determine teachers' views on scientific inquiry and teaching and learning through scientific inquiry into Turkish and to investigate its validity. The “Teacher's Views on Scientific Inquiry in Teaching Instrument” will enable the determination of teachers' views on scientific inquiry in teaching with a comprehensive and generalizable measurement tool. In order to adapt the instrument to Turkish, the basic principles and stages specified in the instrument adaptation studies were carefully followed, and first of all, two-way language translation of the instrument was made and expert opinion was obtained for language-culture compatibility. The translated instrument was read by different experts for clarity and the translation was finalized in line with the feedback of these experts. For the validity research of the instrument, the instrument was applied to the targeted group, namely the teachers. The data collected from a total of 643 in-service teachers were analyzed by item analysis and factor analysis method to ensure construct validity. For the reliability, Cronbach’s Alpha values were calculated. Accordingly, the instrument is valid and provides reliable results. In order to contribute to the field, information about the application of the instrument and the interpretation of the results for researchers are presented in this article. It is thought that the data to be obtained from the scale will be a guide for professional development programs related to scientific inquiry in teaching to be designed for teachers., Öğretimde bilimsel sorgulama, bilimsel okuryazarlığın temel bileşeni olarak fen bilimleri öğretim programlarında teşvik edilmekte ve birçok eğitim araştırmasında etkili bir öğretim yaklaşımı olarak sunulmaktadır. Bu çalışmanın amacı, öğretmenlerin, bilimsel sorgulamaya ve bilimsel sorgulama yoluyla öğretim ve öğrenmeye yönelik görüşlerini belirlemek üzere geliştirilmiş olan bir ölçme aracının Türkçeye uyarlanması ve geçerliliğinin araştırılmasıdır. “Öğretimde Bilimsel Sorgulamaya Yönelik Öğretmen Görüşleri Ölçeği”, öğretmenlerin öğretimde bilimsel sorgulamaya yönelik görüşlerinin kapsamlı ve genellenebilir bir ölçme aracıyla belirlenmesini sağlayacaktır. Ölçeğin Türkçeye uyarlaması için ölçek uyarlama çalışmalarında belirtilen temel ilkeler ve aşamalar dikkatle takip edilerek, öncelikle ölçeğin iki yönlü dil çevirisi yapılmış ve dil-kültür uygunluğu için uzman görüşü alınmıştır. Çevrilen ölçek anlaşılırlık için farklı uzmanlar tarafından okunmuş ve bu uzmanların geri bildirimleri doğrultusunda çeviriye son hali verilmiştir. Ölçeğin geçerlik araştırması için öncelikle ölçek hedeflenen gruba yani öğretmenlere uygulanmıştır. Farklı branşlarda görev yapmakta olan toplam 643 öğretmenden toplanan veriler önce madde analizi ile ardından yapı geçerliğini sağlamaya yönelik olan doğrulayıcı faktör analizi yöntemiyle incelenmiştir. Ölçeğin güvenirliği için Cronbach’s Alpha değerleri hesaplanmıştır Buna göre, ölçek geçerlidir ve güvenilir sonuçlar ortaya koymaktadır. Uyarlanan Öğretimde Bilimsel Sorgulamaya Yönelik Öğretmen Görüşleri Ölçeği’nin alana katkı sağlaması amacıyla araştırmacılar için ölçeğin uygulanması ve sonuçların yorumlanması ile ilgili bilgiler bu makalede sunulmaktadır. Ölçekle elde edilecek verilerin, öğretmenlere yönelik tasarlanacak öğretimde bilimsel sorgulamaya ilişkin mesleki gelişim programları için yol gösterici olacağı düşünülmektedir.

The idea behind the MUBEM & SAC: STEM based scienceand nature camp was a transformation of scientific knowledge into artifacts usingthe engineering design process and scientific inquiry. The goals of the campwere developing an integrative science perspective in accordance with thenature of STEM education, supporting career choices of participants for STEMfields, experiencing outdoor learning environments and researches with real scientists,internalizing engineering design process by creating artifacts, andcomprehending interaction with nature and science. The participants were sixth and seventhgrades gifted students (Male: 14 and Female: 15). STEMattitude scale, researcher notes, artifact, camp, and activity evaluation formswere used as data collection tools. The several disciplines such as astronomy,archeology, music, and mathematics involved the camp. The participants foundthe opportunity to use telescopes, experience an extensive archaeologicalexcavation, observe the near-nano size object with electron microscopes,construct a bridge like an engineer, and design artifacts like rockets andholograms during the camp. According to results, the science and nature camp supportedparticipants’ STEM attitudes and participants' views on the science and naturecamp were positive. In addition, participants' artifacts were also qualified asSTEM artifacts.

STEM education is concerned with the teaching of various disciplines in an integrative way. The basic idea in this perspective, although the STEM concepts and skills holistically exist in the real-world, they are tried to be acquired separately in school lessons. Engineering has particular importance for the acquisition of 21st-century competencies to students and supporting the transferability of these competencies which are priority aims of STEM education. Engineering incorporates specific features such as having a problem solving-focused structure, enabling the implementation of effective teaching methods with engineering design, and creating a learning environment for students to learn with their own experience. However, the main problem faced at this point is how to achieve an effective engineering integration in STEM education. In this context, with the STEM education perspective, the aim of the research is to reveal the nature of engineering based on the literature review and to examine how to achieve an effective engineering integration in STEM education theoretically. The research results revealed that the most accepted approach in the integration of engineering into STEM education is the transfer of engineering design to learning environments. Besides, the research results showed that emphasizing the basic concepts, skills, and practices related to engineering in teaching processes might increase the quality of integration and this type of integration can support the learning outcomes in the context of Turkey., STEM eğitimi, farklı disiplinlerin bütünleştirilerek öğretimini konu alır. Bu bakış açısındaki temel düşünce, gerçek yaşamda STEM kavram ve becerilerinin bütünsel olarak bulunmasına karşın bunların okul derslerinde birbirinden ayrı olarak kazandırılmaya çalışılmasıdır. STEM eğitiminin öncelikli hedefleri arasında yer alan 21. yüzyıl yeterliklerinin öğrencilere kazandırılması ve bu yeterliklerin transfer edilebilirliğinin desteklenmesi açısından mühendislik özel bir öneme sahiptir. Mühendislik, problem çözme odaklı bir yapıya sahip olma, mühendislik tasarımı ile etkili öğretim yöntemlerinin uygulanmasına olanak sağlama ve öğrencilerin kendi deneyimleri ile öğrenmeleri için öğrenme ortamı oluşturma gibi özel nitelikleri bünyesinde barındırır. Ancak, bu noktada karşılaşılan temel sorun STEM eğitiminde etkili bir mühendislik entegrasyonunun nasıl gerçekleştirileceğidir. Bu bağlamda, araştırmanın amacı STEM eğitimi bakış açısı ile alanyazın incelemesi temelinde mühendisliğin doğasını ortaya koymak ve STEM eğitiminde etkili bir mühendislik entegrasyonunun nasıl gerçekleştirileceğini kuramsal olarak incelemektir. Araştırma sonuçları mühendisliğin STEM eğitimine entegrasyonunda en kabul gören yaklaşımın öğrenme ortamlarına mühendislik tasarımının aktarılması olduğunu ortaya koymuştur. Ayrıca araştırma sonuçları, öğretim süreçlerinde mühendislikle ilgili temel kavram, beceri ve uygulamalara vurgu yapılmasının entegrasyonun niteliğini artırabileceğini ve bu tür bir entegrasyonun Türkiye bağlamında öğrenme çıktılarını destekleyebileceğini göstermiştir.

Buçalışmada sıcaklık, ısı kavramından bağımsız ve moleküler düzeye inilmeden,nasıl ölçülebildiğinden yola çıkılarak tanımlanmaktadır. Çünkü sıcaklıkmaddenin fiziksel durumuna bağlı bir özelliktir. Çalışmada, öncelikle ortaokulöğrencilerinin (N=109) ve fen bilimleri öğretmen adaylarının (N=77) sıcaklıkkavramına ait ön bilgilerinin ortaya çıkarılarak sorgulanması vekarşılaştırması amaçlanmıştır. Daha sonra sorgulamaya dayalı verilen eğitiminardından gönüllü katılımcılar, farklı sıcaklık parametrelerini dikkate alaraktermometreler tasarlamışlardır. Eylem araştırması türünde desenlenmişçalışmada, tasarlanan ürünler araştırmacılar tarafından geliştirilen üründeğerlendirme formu ile karşılaştırmalı çözümlenmiştir. Araştırmada ilginçolarak öğretmen adaylarının termometrenin kullanımı, hava sıcaklığının ölçümüve termometrenin yapısı temalarında, ortaokul öğrencilerine göre daha çokçelişkiye düştükleri gözlenmiştir. Tasarlanan termometrelerdeğerlendirildiğinde de, ortaokul öğrencilerinin, öğretmen adaylarına göre dahayaratıcı oldukları söylenebilir. Genel sonuç olarak katılımcılar, çalışmasonunda sıvıların genleşme özelliğinden yararlanılarak sıvılı termometrelerinçalışma prensibini, sıcaklık ölçümünü ve sıcaklık kavramının maddeninmakroskobik (gözle görülebilen) özelliklerini değiştirdiğini keşfederler.&nbsp, This paper defines temperature,unconnected from heat concept and without delving into the molecular level,from the starting point of how it can be measured. This is because temperatureis a property of matter that depends on its physical state. Particularly theaim of the study was to inquiry and compare the middle school students’ (N=109)and pre-service science teachers’ (N=77) prior knowledge of temperature. Next,after the inquiry-oriented implementation volunteer participants designedthermometers by using different parameters. In the action research designstudy, created temperatures analyzed by the products evaluation form that wasdeveloped by the researcher. Interestingly, it was found that the pre-serviceteachers run into a contradiction when compared with the middle school studentsabout the use of thermometers, measuring the air temperature and the structureof the thermometers. When evaluated the designed thermometers, it can be saidthat middle school students were more creative than the pre-service teacherswere. Overall results of the study, the participants discovered liquidthermometers work with the help of the expansion property of liquids;temperature measurement and how temperature changes the macroscopic (visible)properties of matter.

STEM activities integrate various disciplines and are organized around domain-specific concepts and skills. What is achieved in terms of learning is related to how well the important STEM education characteristics are reflected in the implemented and integrated activities. This study aims to develop and evaluate a measurement tool for determining the characteristics of STEM activities by using a case study method. The STEM Activity Evaluation Form was developed based upon a literature review and experts’ opinions. The observation-based form was applied to 21 different STEM activities, grouped in four categories: curiosity arousing activities, encouraging and upskilling activities, research and design projects, and one science fair. Students in science education partook in the activities in an eight-month period. The evaluation form has four categories: STEM learning environment, activitation of students, STEM content and practices, and connecting STEM. Application of the form revealed that the tool is useful to determine the appropriateness of activities with respect to the nature of STEM education.

Understanding what disaster means will not only raise our awareness but will also bring us closer to knowing how to protect ourselves in the face of their destructive effects. The aim of this study is to understand how the concept of disaster is perceived in different demographics/subgroups of the population and by defining the term, to determine its scope and contribute in the long term to the content and effectiveness of the disaster education in the school settings. The sample for the study, which was of survey design, comprised 1600 individuals. A "Disaster Definition and Scope Scale [DDSS]" developed by the researchers to inquire into the definition and scope of disasters was used as a data collection instrument. The Cronbach Alpha reliability coefficient for the internal consistency of the scale is .83. The frequency analysis method of statistical analysis was used to examine the participants' demographic features. The responses of the participants to the open-ended questions on the definition of disaster were examined under 4 main themes that categorized the responses as nature-based, people-based, belief-based and outcome-based.The third section made up of 25 items on the scope of the term disaster was analyzed using the one-way analysis of variance and the Scheffe's test was employed to ascertain the source of the significant differences between the groups in an inter-group post-hoc comparison. The conclusion of the study is that the concept of disaster is generally confused with natural phenomena in every aspects of the population and that the participants in the research were not even aware of the existence of institutions, associations and civil defense organizations that conduct disaster emergency operations. The media tools occupy an important place in providing the public with right disaster understanding.

Supporting the latest technology for inquiry is among one of the topics that is currently being discussed in the context of science education. The aim of this research is to examine the laboratory practices that use mobile learning to enhance the science process skills of the participants. The research is of qualitative design and has been planned as action research. The practices on determining the quality of water are based on an approach of guided inquiry based learning. The research was conducted with eleven (n=11) volunteering pre-service teachers who were third-year students in department of the science teacher education. Group discussions, classroom camera records and spreadsheet responses were used to determine the scope of the research. The data were analyzed with directed content analysis by two separate researchers who used the Nvivo 8 program. At the end of the research, it was concluded that using mobile learning contributed to the laboratory practices in many ways. Key words: inquiry based laboratory practices, mobile learning, science process skills, and water quality.

Current atom concept teachings haven’t reached required levels from the points of both teaching methods and learning attainments. With this purpose in this research atom concept is conveyed to the classroom milieu through observations and experiments related to the atom concept during historical development process starting with the masterpiece of, the carrier of the atom thoughts of Antiquity to our age, Roman philosopher Lucretius, namely De Rerum Natura. The study has conducted thoughts regarding the atom in ancient and subsequent history under six headings teaching modules that would span over 11 weeks. The participants in the study were 73 pre-service science teachers. The two-tier multiple-choice diagnostic test was developed. In the analysis of the results of the test, after test hypotheses were proved, the single-factor ANOVA was employed for related samples, while frequency analysis was used for the content of the views of the participants and percentages were calculated to observe the change in alternative conceptions. Key words: concept of the atom in antiquity, experiments and observations, Titus Lucretius Carus, Two-tier Multiple-Choice Diagnostic test.

“Why are the seas blue?” is a huge question that may reach far beyond the middle school level. However, our objective is to bring “simple” tools into the classroom to explain science without tampering with its essence and complexity. The experiment described in this article is only concerned with teaching the subject of absorption as related to light and matter interaction through an example from everyday phenomena—the color of the seas.

2nd World Conference on Educational Sciences (WCES-2010) - FEB 04-08, 2010 - Bahceschir Univ, Istanbul, TURKEY yurumezoglu, kemal/0000-0002-3288-9890 WOS: 000282002805096 The purpose of this study was to transfer some experimental activities designed by the researchers in line with the curriculum on light-matter interaction into audio-visual mediums that can be used in schools with insufficient laboratory facilities, in this way providing needed support for educational materials, offering guidance for teachers and contributing to student academic achievement. The study was conducted with second-year student teachers (n:148) in the format of demonstration experiments or videotaped experiments. The results showed no significant difference in the effectiveness of the demonstration or videotaped experimental format that means videotaped experiments could be alternative for demonstration experiments. (C) 2010 Elsevier Ltd. All rights reserved.

The aim of the research was to explore the ideas prospective science teachers (N=51) had about the variables of object size, shape and light transmission that have an impact on shadow formation, using a scientific activity based on Inquiry-Based Science Education (IBSE). In this qualitative study, the measurement tool comprises 3 questions. The first question examines how the participants define the concept of shadow while the second question focuses on the variables of the size of the object, its shape, and its light transmission. The participants were asked to explain whether these variables would produce a shadow. The last question was devised in the atmosphere of an activities laboratory in which the absorption and reflection properties of light were explored. The NVi10 program was utilized for data analysis. At the end of the research, it was observed that the prospective teachers were not able to define the concept of the shadow in scientific terms and even if they knew the basic variables related to shadow formation, they could not exactly explain new situations when the variables were manipulated. Key words: inquiry, prospective science teachers, qualitative data, shadow science, variables.

2nd World Conference on Educational Sciences (WCES-2010) - FEB 04-08, 2010 - Bahceschir Univ, Istanbul, TURKEY yurumezoglu, kemal/0000-0002-3288-9890 WOS: 000282002802021 Besides the accuracy and reliability of the measuring tool, the other element that is required in this context is the basic knowledge, skills and competencies with which the individual making the measurement must be equipped. The present study aims to create awareness in third-year pre-service science teachers (n:75) about concepts of basic measurement (length, time, volume, mass and temperature) required in science/technology classes and to promote the development of related skills. Encompassing both quantitative and qualitative research techniques, the conclusion is drawn from data the whole measuring process is complex and the intentional and sustainable learning is required. (C) 2010 Elsevier Ltd. All rights reserved.

This study was conducted in the light of the philosophical framework of inquiry-based science education. The research involved the presentation of experiments on basic science concepts that have been tested for validity through inquiry-based processes. The experiments were formulated firstly to determine what differences there would be in student academic achievement and in their attitudes toward the school subject of Science and Technology when the experiments were introduced by demonstration or in a video. Another purpose of the study was to create technology-supported teaching materials to enrich the learning environment. The participants in the research were second-year pre-service teachers (N=149) who were students in classroom teaching. The study was of a quasi-experimental design and made use of a pretest, post-test and permanency test with a control group. The results then being merged with the observation notes of the researchers. The study set forth the strong and weak aspects of both teaching strategies and concluded that using both methods to complement each other would be effective in teaching and would also constitute an alternative to the teaching materials and strategies used in schools with scarce resources.