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The study aims to investigate the influence of the online professional development (PD) program focused on precollege engineering education on science teachers' teaching engineering self-efficacy. A nested mixed research design was employed to conduct the study, in which the basic qualitative design was integrated into a weak experimental design and data collection was interrelated. The quantitative dimension of the study utilized the engineering teaching self-efficacy scale, while the qualitative dimension utilized the teachers' reflections as a data collection instrument. Fourteen science educators were selected through purposive random sampling in a province in the Black Sea region of Türkiye. The study's results suggested that the self-efficacy of science teachers in teaching engineering was significantly enhanced by the PD program, which focused on engineering education. The qualitative results were consistent with the quantitative results. Considering the study's results, practitioners and researchers were provided with suggestions for future research in the field of teacher education or PD programs.

The COVID-19 virus emerged in the city of Wuhan, China in December 2019, has affected the entire world in a short time, and was declared a pandemic by the World Health Organization in March 2020 (WHO, 2020b). This large-scale outbreak has been on the agenda of Turkey. The main purpose of this research is to examine the opinions of gifted students about the coronavirus and the pandemic. The study was carried out with 70 gifted students studying in the 3rd and 4th grades of the Alanya Science and Art Center which is affiliated with the Alanya District National Education Directorate in Antalya, in the spring term of the 2021-2022 academic year, over a 2-week period. The phenomenological method was used for the study since the study aims to reveal the opinions of the students about the coronavirus and the pandemic documented in writing along with student pictures. Some parts of the book named "Benim Pandemi Hikayem (My Pandemic Story)" were used to obtain the study data. The children were asked to answer the questions in order to understand their views on the coronavirus pandemic and the process it brought and draw about coronavirus. The data obtained from the study were analyzed with descriptive and content analysis. According to the frequency distribution of the categories and codes of the theme "Resources for learning about the pandemic", students learned about the pandemic most from the news (f=47). According to the frequency distributions of the categories and codes of the theme "What I learned about COVID-19", students expressed the following the most: mask, distance, and hygiene rules (f=51). When the frequency distributions of the categories and codes of the theme "When you first learned about the pandemic" were examined, most of the students stated that they were with their families (f=48). When the frequency distributions of the categories and codes of the theme "Pandemic drawings" were examined, it was seen that the students mostly drew pictures including a mask (f=29). In conclusion, knowing how children perceive the process experienced is important for educators in terms of providing individual, social, and emotional support and taking necessary measures. During the COVID-19 pandemic, teachers, students, and parents have experienced fears and concerns. For this reason, psychological support programs can be prepared for children, teachers, and parents.

In this study, it is aimed to examine the cognitive structures of pre-service science teachers regarding the concept of "micro teaching". The study was carried out with 25 teacher candidates studying in the 4th grade of science teaching at Alanya Alaaddin Keykubat University Faculty of Education in a 4-week period within the scope of the teacher practice course in the fall semester of the 2021-2022 academic year. In the study, since it was aimed to reveal the cognitive structures of pre-service science teachers regarding the concept of "micro teaching", screening method was used. In the collection of the study data, "independent word association test, drawing-writing and concept map" were used. Content analysis was performed in the analysis of the data obtained from the study. When the findings obtained as a result of the study were examined, the categories obtained from three different measurement tools had features that support and explain each other. "Part of micro teaching, teaching practice, self-assessment and tools used in micro teaching" obtained from all three measurement tools emerged as common and dominant categories. The most commonly used answer words by pre-service teachers for the category of "part of micro teaching" were determined as "pre-service teacher, planning, presentation, group work, lesson, student, teaching, information, education, registration, teaching, self-evaluation, class, re-teach and re-plan". The most commonly used answer words for the category of "teaching practice" by pre-service teachers were determined as "skill, development, experience, technique, experimentation, performance, ability, observation, reducing anxiety and practice". The most commonly used answer words by pre-service teachers for the category of "self-evaluation" were determined as "evaluation, review, feedback, monitoring and feedback". The most common answer words used by teacher candidates for the category of "tools used in micro teaching" were determined as "video, camera and tape". When the drawings made by the pre-service teachers for approximately micro teaching are examined according to the levels, the drawings of 50% of them are partial drawings and conceptual representative drawings. They explained the concept of micro teaching in ways related to scientific facts. This situation can be evaluated as the cognitive structures of pre-service science teachers related to the concept of micro teaching are sufficient.

The discussion on the development of mathematical discourse plays a key role in the determination of the in-classroom interactions in mathematics learning and instruction. The present study aims to present a theoretical framework for the nature of mathematical discourse that addresses the teacher and student interaction in the classroom. Previous studies attempted to discuss the theoretical structure in mathematical discourse with the embedded theory approach. The findings revealed the core of mathematical discourse that reflected the structure of mathematical discourse based on open, axial and selective codes determined based on the embedded theory approach. The external structure of this core reflects the types of in-classroom interaction, while the internal structure reflects the development of the mathematical discourse. The external structure included four types of interaction: teacher, teacher-class, teacher-student, and student-student. The internal structure includes mathematical discourse movements associated with three stages: motivation, explanation of mathematical ideas, and achievement of mathematical ideas. The external structure of mathematical discourse core revealed the general state of in-classroom interaction core, and the internal structure revealed the specific mathematical discourse based on the mathematical content. It could be suggested that the discourse movements in the mathematical discourse core determined in the present study would provide guidelines for mathematical communications. The study also includes recommendations for future studies on the employment of this general and specific theoretical mathematical discourse framework.

This research was conducted to determine the perceptions of pre-service teachers and middle school students towards mathematics teachers. For this purpose, the perceptions of both the pre-service teachers and students regarding six mathematics teachers were discussed comparatively. The research method is case study. The data of this study were collected through reflective letters of pre-service teachers (f=35) and students of these teachers (f=105) to six middle school mathematics teachers. The collected data were analyzed in the MAXQDA qualitative data analysis program. As a result of the analysis, it was determined that pre-service teachers and middle school students had positive and negative perceptions towards the mentor teacher in the categories of designing the learning-teaching process, attitude and classroom management. When the perceptions of middle school students towards their teachers were examined, it was seen that the positive attitude towards the teacher standed out. While the students mentioned less about classroom management, it was seen that pre-service teachers talked more about and they were able to evaluate teachers from different perspectives in the context of classroom management. However, it has seen that both pre-service teachers and students have more negative perceptions about the design of the learning-teaching process than positive perceptions. In addition, it was determined that the negative perceptions of the preservice teachers about the mentor teachers standed out, while the students' perceptions of their teachers were more positive. [This paper was presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) symposium, 2023.]

Nowadays, many education programmes claim to evolve according to present and future skills needed for sustainable development, and one of these skills is inventive problem-solving. Systematic-inventive problem solving (SIPS) is a systematic approach to problem-solving derived from engineering, technology, science, mathematics, and general problem-solving principles. This study presents findings from a SIPS-based methodology to enhance inventive problem-solving in school science for the Light topic. SIPS is an approach for innovative solutions with early judgment by exploring the problem's world or surroundings. This study was conducted with 78 seventh-grade pupils in Istanbul, Türkiye. Mixed methods were applied to determine the contribution of SIPS to developing their inventive problem-solving and to get their opinions about SIPS. The data were collected through the pre-post Inventive Problem-Test (IP-T), documentation of pupils' activities, and interviews. Statistical and descriptive analyses revealed that using inventive problem-solving tasks fostered pupils' inventive-problem solving skills. Also, using SIPS helped pupils solve real-life problems for which they might need information on different topics such as heat-temperature, electrostatics, or pressure. The study suggests that SIPS makes it possible to increase 7th grade pupils' interest in science, more comprehensive and focused thinking, and their realisation that what they learn at school is useful in everyday life.

In this study, a paper folding activity task, which involved reaching the Pythagorean Theorem with a series of steps was designed. The aim of the task is to reach the Pythagorean Theorem with folding activities by deductive reasoning and logical inference. The study aimed to examine the effectiveness of the task and to share the patty paper folding task with the teachers. The activity was used with 20 ninth grade students studying in a public school. The patty paper folding activity task was carried out for a total of 6 lesson hours for three weeks. The students did not have difficulty while folding; they generally had difficulties in performing algebraic operations and expressing the concepts mathematically. The students participated in the activity willingly and the patty paper folding task helped students understand why the theorem is true and contributed to meaningful learning in terms of being a explanatory proof.

This study aims to advance the development of the mathematical processing skills of students by suggesting the use of digital geography games. This includes an analysis of its contribution to the standard mathematics curriculum in areas such as data processing as well as its contribution to social studies curricula in areas such as map literacy, location analysis, problem solving, and other skills related to understanding tables, graphs, and diagrams. The study also examines the findings of the experts that relate to these dynamics. A case study of a digital geography game called Gezgin, developed by Ineç (2021) is examined in this research using qualitative research approaches. Under this framework, the data obtained by critical case sampling from six experts through a semi-structured online interview were collected with cloud technologies and examined by using a content analysis. The findings obtained showed that the use of Gezgin can help develop skills related to data processing, problem solving, problem formulation, general mathematical processes, the ability to transfer mathematics to real life, and the ability to create and correctly interpret tables and graphs. The findings also indicate that the real-life context that is provided by this game supports educational development in the areas of map literacy, location analysis, problem-solving skills and graph, table and diagram creation and interpretation for social studies curricula. The expert opinions about Gezgin were determined to be mostly positive, especially with respect to the interdisciplinary structure and its rich content, but some of its functions were found to be limited.

The current study determined the impact of the Argumentation-Flipped Learning (AFL) Model on the scientific process skills and academic achievement of students by performing a quasi-experimental pretest-posttest and retention control group design. The data were collected by scientific process skills test and concept test from a total of 112 5th grade students randomly selected from a public school in the 2017-2018 academic year. In the curriculum, Experimental group-I and Experimental group-II students were taught the lesson by argumentation-flipped learning model and Flipped Teaching Method (FTM), respectively. The lessons in the control group were taught by the method where the teacher was the narrator. The information and the activities in the curriculum were presented directly. The study was applied in the "Matter and Change" unit. The data of the study were collected by scientific process skills and academic achievement test. SPSS 22.0 package program was used to analyze the data obtained from the study. Shapiro-Wilk Distribution Test and descriptive statistics were used to determine whether the data showed normal distribution. Furthermore, Analysis of Covariance (ANCOVA) was used. According to the study's results, it was determined that the methods applied to the groups did not make a significant difference in the levels of scientific process or in student's academic success.