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The purpose of this study is to reveal prospective science teachers' opinions about some basic astronomy concepts before and after they participated in an instruction process about these concepts using a Technology Aided Instruction (TAI) in their courses. The working group consists a total of five science teaching program prospective teachers who were studying in the senior class of a university in the Western Black Sea region in the fall semester of 2015-2016 academic year. The study was designed on the basis of case study. These five teachers were then interviewed and the data was analyzed by means of content analysis. As a result, it was concluded that there were significant differences among prospective teachers and they gave more explanatory and scientifically acceptable responses to the interview questions after the TAI instruction practices ended. The technology was an effective means of reducing the number of alternative ideas the prospective teachers held about basic astronomy concepts. In view of the findings of the study, it is suggested that astronomy classes should involve the TAI practices. [ABSTRACT FROM AUTHOR]

Copyright of International Electronic Journal of Environmental Education is the property of International Electronic Journal of Environmental Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is aimed to investigate primary school teacher candidates' lifelong learning tendencies and emotional intelligence levels and determine the relation between them. The study group consists of 343 teacher candidates of a university located in Western Black Sea Region in Turkey. Schutte Emotional Intelligence Scale adapted into Turkish by Tatar, Tok and Saltukoğlu and Lifelong Learning Tendencies Scale developed by Diker-Coşkun were used as data collection tools. In consequence, it was seen that the primary school teacher candidates' lifelong learning tendencies were above the average in the scale. It was also realized that the primary school teacher candidates' lifelong learning tendencies varied by gender and class. The primary school teacher candidates' emotional intelligence levels were above the average in the scale. While emotional intelligence levels did not vary by gender, it varied by grade. Finally, it was detected that there was a positive, medium-level relation between lifelong learning tendencies and emotional intelligence level. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)