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This paper analyzed Scratch projects developed by undergraduate students. The sample consisted of 22 child development students (18 women and four men) in the 2018-2019 academic year. The study adopted an action research design within the scope of a course titled "Teaching Science and Mathematics in Preschool Education." The research was conducted within 14 weeks. In the first four weeks, we provided participants with training on why and how to use Scratch in science and mathematics teaching. In the following ten weeks, participants designed Scratch projects every week based on age groups, topics, and learning outcomes of their choice. Participants evaluated their projects themselves and also received feedback from peers and academics. Each participant designed ten Scratch projects (five for math and five for science). The data consisted of 220 Scratch projects and design logs. The study included a thematic content analysis. In the first weeks, participants knew little about the content of Scratch and used one or two characters and mostly control and look blocks. In the following weeks, they learned more about Scratch and used different blocks.

The aim of this study was to determine the correlation between self-, peer- and teacher- assessment to evaluate preservice science teachers' classroom teaching activities. A mixed method was employed. The sample consisted of 55 senior students (29 women, 26 men) from the science teaching program of a public university in Turkey. Quantitative data were collected using a classroom observation form, which was the Reformed Teaching Observation Practice (RTOP), while qualitative data were collected using observation notes. The study was conducted within the scope of the course "applied teaching" for three weeks under the scope of three topics; global warming (GW), acid rain (AR), and ozone depletion (OD). Each participant attended nine assessment processes with two peers for the three topics. Quantitative results did not show a correlation between self- and teacher-assessment on the three topics. There was no correlation between GW self-assessment and GW peer-assessment and between AR peer-assessment and OD peer-assessment. However, there was a correlation between OD and AR self- and peer-assessment. There was a correlation between peer-assessment and teacher-assessment on neither of the three topics. Qualitative results showed that participants with high RTOP scores in peer-assessment were more likely to make quite superficial qualitative assessments, and briefly describe the teaching process and positively assess it. In self-assessment, participants not only gave themselves high scores but also positively described the teaching process. In teacher-assessment, quantitative and qualitative assessment was consistent.

The aim of this study was to investigate the levels of secondary school students' knowledge about three Global Environmental Problems: Global Warming, Acid Rain, and Ozone Layer Depletion. 638 7th grade (N=316) and 8th grade (N=322) students enrolled in five different secondary schools participated in this study. The survey method was used to determine the levels of students' knowledge of three global environmental problems. In this study, drawings (separate for each topic) and open-ended questions specific to all three topics were used as data collection tools. The data obtained from drawings and open-ended questions were analyzed together and assessed based on three knowledge categories (informed view, transitional view, and naïve view). The results indicated that the levels of secondary school students' knowledge about three global environmental problems were low. It was also found that they held various misconceptions and their knowledge levels on each topic were close to each other. The results of the Pearson Correlation indicated that there was a significant relationship between the levels of secondary school students' knowledge about only GW and OLD, but a weak correlation. The results of MANOVA indicated that there was a significant difference in the mean scores of students' knowledge of GW from 8th to 7th-grade students, while there was a significant difference in favor of 8th-grade students with respect to the topics of AR and OLD.

This case study survey investigates the Technological Pedagogical Contextual Knowledge (TPCK) of Science Teacher Candidates (STC) across different years of study in the Topic of Renewable Energy (TRE). In line with the transformative model, the study treats TRE-TPCK as a new knowledge domain emerging from the interaction between content, technology, pedagogy and contextual knowledge. Participants were 36 Science Education students who were in their 1st, 2nd, 3rd and 4th years of study during the 2014-2015 academic year. Teacher candidates' TPCK was identified through semi-structured interviews based on (1) Vignettes, (2) Anecdotes from a teacher named Zeynep and the (3) Content Presentation Technique (CPT). The data were analyzed by using the content analysis technique. The findings showed that the TRE-TPCK of teacher candidates across different years of study was at a similar and less-than-ideal level. STCs in different years of study mostly disregarded the macro and meso contexts when teaching the topic of renewable energy and were partially competent in the sub-meso, micro and sub-micro contexts. They particularly lacked technology-integrated evaluation knowledge when teaching TRE.