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The purpose of this study is to develop a history of science activity which can be used to improve middle school students' nature of science views. The activity was designed and implemented based on an explicit-reflective approach within the context of the circulatory system. The activity was designed for grade 6 students and implemented during the 3-hour class period. During the implementation, most of the students successfully participated in the whole class discussion and established a connection between historical material and the corresponding nature of science aspect. Since the history of science activities in teaching key aspects of nature of science are still insufficient, the activity might both contribute to filling this gap in the literature and provide an example for science teachers to teach nature of science.

The aim of this research was twofold. The first aim was to revise the existing scientific literacy framework developed by Boujaoude in accordance with the current literature about scientific literacy. The second aim was to explore how the aspects of scientific literacy were reflected in the Turkish science curriculum using the revised framework. The impact of science and technology on environment resulted in the need for both scientifically and environmentally literate individuals and therefore, any framework examining scientific literacy should include the interaction between science, technology, society, and environment as an aspect. Moreover, a new aspect was suggested for the framework, the affective side of science, considering the affective outcomes of science education. Finally, the science curriculum from grades 3 to 8 was analyzed using the revised framework. Results showed that the revisions on the framework resulted in a more rigorous framework which evaluates scientific literacy more precisely. Moreover, the results about the analysis of science curriculum indicated that the knowledge of science and the investigative nature of science were reflected in the objectives of the curriculum more than other aspects. The results and implications were discussed.

Any society needs more scientifically literate citizens even if they do not follow a career in science. In the 2015 PISA assessment, Turkey ranked 34th among 35 OECD countries based on science literacy scores. The relatively unsuccessful results of Turkey from international level examinations like PISA has necessitated the questioning of various components of science education. One of these components is surely the science curriculum. Being aware of this, we investigated the primary and middle school Turkish science curriculum for the balance of science literacy aspects based on the PISA 2015 science literacy framework. This framework defines scientific literacy under four aspects, namely contexts, knowledge, competencies, and attitudes. The results revealed that the Turkish science curriculum does not adequately reflect all dimensions of science literacy and is dominated by the pure knowledge of the content of science. The curriculum developers should consider these two points in future curriculum revisions to increase our success in international examinations like PISA and to help raise scientifically literate students.

Background: One of the most important, albeit ignored, issues in the process of curriculum implementation is teachers' beliefs; indeed, this is a vital issue since their beliefs about teaching and learning will in part govern their actions in the classroom. There is a substantial body of the literature that highlights how teachers' beliefs are important when ensuring that science education reforms are successfully carried out. Therefore, it is important to explore the beliefs of teachers and teacher candidates to support them in adapting these beliefs to be in accord with the goals of the reform. Purpose: This paper presents the results of an investigation into the nature of preservice science teachers' (PSTs) beliefs about teaching, the congruency of their beliefs about teaching, their actual classroom practices, and the potential role of their early experiences as learners in shaping their beliefs and classroom practices. Sample: At the outset of the study, there were 13 PSTs. Among them, four were recruited for the study by purposive sampling. They were all in the final year of their 4-year teacher education programme and will be able to teach middle school science classes after graduation. Design and methods: This study employed a basic qualitative research method. The primary methods of data collection in this study were: 1) initial interviews to select participants in a purposeful manner; 2) classroom observation of each PST to identify how they taught science; and 3) final interviews with each PST to explore their beliefs about science teaching and their past experiences. Results: We found that the PSTs who chose to participate in this study hold student-centred teaching beliefs while performing teacher-centred science teaching practices. The result was interesting in that the PSTs' teaching practices closely resemble those of their early science teachers.

Finland and Singapore are both top-performing countries in international assessments such as PISA. Finland has been consistently one of the high-achievers regarding not only students' literacy levels but also educational equity. Similarly, Singapore has continuously shown outstanding performance in PISA. It outperformed all the other participants in all three literacy domains in PISA 2015. We believe exploring the factors affecting students' science literacy in these two top-performing countries will provide the low-performing countries with a useful guideline. In this regard, we aim to build models including the student and school-level factors associated with the students' science literacy in Finland and Singapore using PISA 2015 data. We conduct Hierarchical Linear Modeling to create these models. The sample includes 5882 students in Finland and 6115 students in Singapore. The resulting models explain about 43% and 40% of the within-school variance while they explain 62% and 71% of the between-school variance in science literacy in Finland and Singapore respectively. At the student level, students' enjoyment and interest in science are the most influential predictors of science literacy while at the school level, schools' economic, social, and cultural status is by far the most powerful predictor of science literacy in both Finland and Singapore.

The purpose of this study is to translate and adapt the Sentiments Attitudes and Concerns about Inclusive Education Scale (SACIE) for use in the Turkish context. For this purpose, translated version of SACIE was administered to 304 and 368 preservice teachers (PTs) to perform exploratory and confirmatory factor analysis respectively. The result of exploratory factor analysis revealed the three-factor structure of SACIE as sentiments, attitudes, and concerns. The confirmatory factor analysis supported three-factor structure of SACIE including 19 items. Moreover, the scale indicated a reasonable predictive validity to the self-efficacies of preservice teachers. The importance of the adaptation of the scale into Turkish was discussed.

In this study, we aimed to improve preservice teachers' attitudes toward socioscientific issues through socioscientific issue course. Moreover, we investigated whether this course influences preservice teachers studying in a science education and non-science education in a similar way. For this purpose, a semester-long socioscientific issues course was designed and implemented. Data were collected from a science education group (preservice science teachers) and a non-science education group (preservice social-science teachers). In order to evaluate participants' attitudes towards socioscientific issues, Attitudes towards Socioscientific Issues Scale was utilized before and after the course. This scale evaluates attitudes under three themes: liking of socioscientific issues, interest and usefulness of socioscientific issues, and anxiety towards socioscientific issues. The result revealed that socioscientific issues course provided similar gains for both preservice science teachers and preservice social-science teachers on interest and usefulness of socioscientific issues, liking of socioscientific issues, and anxiety towards socioscientific issues. That is both groups derived a similar benefit from the socioscientific issues course. Specifically, socioscientific issues course contributed to preservice teachers' interest and usefulness of socioscientific issues, and liking of socioscientific issues positively. On the other hand, their anxiety scores did not change significantly after the course. These findings imply that, regardless of majors, socioscientific issues course has potential to favor preservice teachers' attitudes toward socioscientific issues.

This study aims to examine preservice teachers' sentiments toward students with special needs, attitudes, and concerns about inclusive education in terms of a number of demographic variables. These demographics included major area, grade level, gender, interaction with disabled people, training for inclusive education, self-confidence for teaching in inclusive classrooms, and teaching experience in inclusive classrooms. Main data were collected only from first and second-year preservice teachers. The result indicated that although some findings matched those observed in earlier studies, others did not support the previous research. The possible reasons were discussed with reference to teacher education programs implemented in Turkey.

In this study, we aimed to investigate the change in third-grade preservice elementary teachers' observation and inference skills. We also aimed to develop their ability to distinguish observation from inference. A total of 27 preservice elementary teachers participated in the study. Participants' preinstruction and postinstruction observation and inference skills were explored through written statements about three different drawings. An instruction on science process skills within Science Teaching course was provided to the preservice elementary teachers. Analysis of their pre and postinstruction observation and inference statements showed that, at the beginning, preservice elementary teachers were not adequate in observation and mostly confused observation with inference. After participating in classroom discussions and activities, they improved in making observation and inference. They showed better enhancement in making observation than drawing inference. Implications were suggested in terms of elementary teacher education programs and further research.

Mass assessment of large samples' nature of science views has been one of the core concerns in science education research. Due to impracticality of using open-ended questionnaires or conducting interviews with large groups, another line of research has been required for mass assessment of pupils' nature of science conception meaningfully. Considering these issues, Chen et al. (2013) developed the questionnaire titled Students' Ideas about Nature of Science (SINOS) to evaluate young students' NoS views. This study targeted to translate and adapt SINOS into Turkish with the aim of measuring Turkish middle-school students' nature of science (NoS) views. Analysis results presented confirmation for the reliability and validity of Turkish version of the questionnaire with seven-factor structure as similar to the original questionnaire. The study concluded with recommendations for use of SINOS in Turkish context in order to improve NoS perspectives in national science curriculum.

The purpose of this study was to explore the orientations preservice science teachers (PST) hold in preparing to teach science to middle schoolers and how their beliefs were reflected in their CoRes. As the framework to evaluate PSTs' orientations, Magnusson, Krajcik, and Borko's (1999) nine orientations were utilized. Eleven senior preservice science teachers (PST) were selected to participate in the study using a convenience sampling method. Each preservice science teacher prepared six CoRes on different science topics. The result indicated that most of the CoRes were designed around didactic-based orientation and any of the PSTs prepared the CoRes based on conceptual change and activity-driven instructional approaches. Moreover, the study provides evidence that PSTs hold multiple orientations. Results from this study suggest that, among other factors presented in the literature such as early experience, PSTs orientation may be affected by the objectives in the curriculum as well.

The research objective of this study was to compare the relative effectiveness of history of science (HOS) integrated instruction and curriculum-oriented instruction on sixth grade students' understanding of nature of science (NOS). Accordingly, two classes were assigned to experimental group and other two were assigned to comparison group randomly. Experimental group was instructed by contextualized explicit and reflective approach in lessons that utilized history of science instruction on circulatory system while comparison group followed regular curricular activities suggested in national science curriculum. Both groups' NOS views were compared with pre, post and follow up measurements using VNOS-E. The result showed that, experimental group students' NOS views regarding targeted aspects improved in varying degrees after HOS instruction. The improvement in students' NOS views was discussed by attributing to contextualized, explicit and reflective NOS instruction.

In this study, an analogy has been developed to teach students electric circuits in a more concrete way. A connection between the elements of electric circuits and the characters in the Little Red Riding Hood story has been established to teach how simple electric circuits work. In addition to the similarities in the story, we have indicated where the analogy between the analogue concept (Little Red Riding Hood) and the target concept (simple electric circuits) breaks down, and suggested several ways to address any misconceptions that might arise during the implementation.

The purpose of this study was to discover the needs of graduate students. In graduate programs, the courses may not be in sufficient numbers, satisfy students' interest, and contribute to their area of expertise. As a result, graduate students may take irrelevant courses from other departments to complete their course requirements. In this study, needs assessment was conducted to bring out graduate students' views on courses that education faculty offers. More specifically their thoughts about diversity of elective courses, appropriateness of course content, and adequacy of course materials were investigated. In the study quantitative method was used. The sample included 39 graduate students in one of the well-known faculty of education in Turkey. The results highlighted several areas of special attention. These areas are as follows: difficulty in finding elective courses in their departments, courses being unrelated to the students' interest areas, and workload of the courses. [This article was presented at the International Conference on New Trends in Education and Their Implications (ICONTE) (6th, Antalya, Turkey, April 24-26, 2015).]

This study investigated argumentation patterns resulting in teacher-guided and peer-guided group discussions on four socioscientific-issues (SSI). Two groups, each including five students from grade 7, studied on a different SSI during four weeks. Discussions within both groups were observed, videotaped, and analyzed qualitatively. After four weeks, group interviews were conducted. The results showed that teacher-guided group presented more complex argumentation patterns than peer-guided group. Both groups supported their claims with scientific and non-scientific evidence. But teacher-guided group presented the evidence deeply. The results suggested that teachers should have the related pedagogical skills to put argumentation into practice and to explore the students' skills in constructing arguments in the context of SSI. The implications for science educators and researchers were discussed. [Paper presented at the International Conference on Education in Mathematics, Science & Technology (ICEMST) (Konya, Turkey, May 16-18, 2014).]

Guided by Bandura's theoretical construct of self-efficacy, in this study, we attempted to model the relationship between preservice elementary teachers' sources of self-efficacy and their constructivist, and traditional beliefs related to teaching and learning by multiple linear regression analyses. Participants consist of 151 preservice elementary teachers at a state university. Results indicated that while mastery experience is significantly contributed to preservice elementary teachers' constructivist teaching beliefs, physiological/emotional state made a statistically significant contribution to their traditional teaching beliefs. These results suggested that preservice elementary teachers hold more constructivist teaching beliefs as they gain experience with teaching based on the constructivist approach. Moreover, when preservice teachers have high anxiety, fear, or stress, they tend to be more traditional-oriented. The implications were discussed in terms of teacher education programs.

The purpose of this study was to investigate the current science and technology curriculum for the balance of scientific literacy (SL) aspects and its potential to educate scientifically literate citizens. Human body system unit of current science curriculum was investigated to see whether scientific literacy aspects were reflected sufficiently to meet the needs of students. Specifically, the objectives and activities for 6th and 7th grades were analyzed. The framework used by BouJauode (2002) was utilized to find out the potential of the curriculum to make students scientifically literate in terms of its four aspects. The four characteristics used by BouJauode (2002) to evaluate the curriculum were knowledge of science (Aspect 1), investigative nature of science (Aspect 2), science as a way of knowing (Aspect 3), and interaction of science, technology and society (Aspect 4). It was found that general objectives of science curriculum mostly focused on the knowledge of science aspect of scientific literacy. Moreover, it was found that the investigative nature of science was stressed overwhelmingly over other aspects in the activity part. Throughout the two parts science as a way of knowing aspect was almost missing. Overall, the findings raised the concerns about unbalanced curriculum to educate scientifically literate students.

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One of the most important, albeit ignored, issues in the process of curriculum implementation is teachers' beliefs; indeed, this is a vital issue since their beliefs about teaching and learning will in part govern their actions in the classroom. There is a substantial body of the literature that highlights how teachers' beliefs are important when ensuring that science education reforms are successfully carried out. Therefore, it is important to explore the beliefs of teachers and teacher candidates to support them in adapting these beliefs to be in accord with the goals of the reform. This paper presents the results of an investigation into the nature of preservice science teachers' (PSTs) beliefs about teaching, the congruency of their beliefs about teaching, their actual classroom practices, and the potential role of their early experiences as learners in shaping their beliefs and classroom practices. At the outset of the study, there were 13 PSTs. Among them, four were recruited for the study by purposive sampling. They were all in the final year of their 4-year teacher education programme and will be able to teach middle school science classes after graduation. This study employed a basic qualitative research method. The primary methods of data collection in this study were: 1) initial interviews to select participants in a purposeful manner; 2) classroom observation of each PST to identify how they taught science; and 3) final interviews with each PST to explore their beliefs about science teaching and their past experiences. We found that the PSTs who chose to participate in this study hold student-centred teaching beliefs while performing teacher-centred science teaching practices. The result was interesting in that the PSTs' teaching practices closely resemble those of their early science teachers. [ABSTRACT FROM AUTHOR]