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The aim of this study was to examine prospective science teachers’ pedagogical content knowledge in terms of their approach to error. For this purpose, a data collection tool consisting of 5 questions for conceptual understanding of electrical circuits and steps containing correct and incorrect explanations for each question was prepared and applied to prospective science teachers. This study was carried out using case study method, one of the qualitative research approaches. The participants consisted of 30 prospective science teachers studying in 4th Grade in a state university. The data were analyzed using descriptive analysis method. The findings showed that the rate of prospective teachers who provided correct explanations in the solution of the questions about electrical circuits was high. In addition, the rate of detecting the solution steps given incorrectly was at a moderate level. It was revealed that very few participants who identified the wrong solution steps were able to make correct explanations for the solution of the question. Majority of the participants had some misconceptions such as “Generators are constant current sources”, “Local reasoning” and “Regardless of how the generator and light bulbs are connected in the circuit, if the number of generators increases, the brightness of the bulb increases”. These misconceptions were evaluated as an indication that prospective teachers’ pedagogical content knowledge was not at a level that could be considered sufficient in terms of understanding the student. In this context, error-based activities can be included in teaching in order to prevent the formation of misconceptions, incomplete and/or incorrect information in students or prospective teachers, and to correct existing misconceptions. The effects of error-based activities on individuals’ learning can be investigated in future studies.

Bu çalışma, öğretmen adaylarının evren, gök cismi, kara delik, Güneş ve Ay kavramları ile ilgili algılarını belirlemeyi amaçlamaktadır. Çalışmada nitel araştırmalardan olgubilim deseni benimsenmiştir. Çalışma grubunu 2019-2020 Akademik Yılında okul öncesi, sınıf ve fen bilgisi öğretmenliği programlarının son sınıflarında okumakta olan 10 öğretmen adayı oluşturmaktadır. Yarı yapılandırılmış görüşme formu ile veriler toplanmış ve içerik analizi yapılmıştır. Araştırma sonucunda, öğretmen adaylarının evren kavramını en fazla uzay (boşluğu), yıldız, gezegen ve galaksi kavramları ile ilişkilendirdikleri görülmüştür. Diğer yandan, araştırmada, öğretmen adaylarının Güneş tutulması ve gök cisimleri ile ilgili bilgi düzeyi farkındalıklarının yüksek olduğu evren kavramına yönelik algılarının ise sınırlı olduğu sonucuna ulaşılmıştır. Öğretmen adayları Güneş ve Ay'ın hareketleriyle ve kara deliğe yönelik eksik veya yanlış bilgilere sahiptir. Bazı öğretmen adayları Ay’ın hareketiyle ilgili dolanma ve dönme kavramlarını karıştırmaktadır. Öğretmen adaylarında eksik ve yanlış öğrenmelerin oluşmaması için model, simülasyon gibi aktif öğretim materyal ve yöntemlerinin kullanımı yanında dersin fen dersleri kapsamından ayrı bir ders olarak okutulması gibi önerilerde bulunulmuştur.

In this research, it was aimed to get the opinions of teacher candidates about biomimicry examples and to determine their ability to relate this subject to physics concepts and daily life. The research was conducted with 20 teacher candidates studying in the 3rd grade of science teaching at a state university in the fall semester of the 2021-2022 academic year. In the study, the phenomenology method, which is a pattern of qualitative research, was used. A semi-structured interview form was prepared in order to learn teacher candidates skills in associating biomimicry examples with physics concepts and daily life. In this form consisting from fifteen questions, open-ended questions were included. The answers given to the questions were categorized and analyzed by determining the codes. At the end of the study, it was found that the teacher candidates skills of designing or developing a new product inspired by the biomimicry samples selected in the research and associating biomimicry samples with physics concepts were at a sufficient level., Bu araştırmada, öğretmen adaylarının biyomimikri örnekleri hakkında görüşlerinin alınması ve bu konuyu fizik kavramları ve günlük hayatta ilişkilendirme becerilerinin tespit edilmesi amaçlanmıştır. Araştırma 2021-2022 eğitim-öğretim yılı güz döneminde bir devlet üniversitesinin fen bilgisi öğretmenliği 3. sınıfta öğrenim gören 20 öğretmen adayı ile yapılmıştır. Çalışmada nitel araştırmanın bir deseni olan olgu bilim yöntemi kullanılmıştır. Öğretmen adaylarının biyomimikri örneklerini fizik kavramları ve günlük yaşamla ilişkilendirme becerilerini öğrenebilmek amacıyla yarı yapılandırılmış bir görüşme formu hazırlanmıştır. Onbeş sorudan oluşan bu formda açık uçlu sorulara yer verilmiştir. Sorulara verilen cevaplar kategorilere ayrılmış ve kodlar belirlenerek çözümlenmiştir. Çalışma sonunda öğretmen adaylarının araştırmada seçilen biyomimikri örneklerinden esinlenerek yeni bir ürün tasarlama ya da geliştirme durumları ile biyomimikri örneklerini fizik kavramlarıyla ilişkilendirme becerilerinin yeterli seviyede olduğu bulunmuştur.

Since the existence of humanity, scientists have tried to understand the structure of light. Access to information about understanding the structure of light begins with the writing considered as the beginning of science. Light is one of the most important causes of life on Earth. Light illuminates the Earth's surface, heats it, provides the realization of natural events and creates the necessary energy source for the photosynthesis, which is the food source of the plants. At the same time, light is necessary for people and animals to communicate with their surroundings. Light is needed for people to understand the events and situations that take place in their environment. In the absence of light, the sight phenomenon, which is one of the basic facts of communication on Earth, cannot be realized. It is important to know what light means for living things and human beings (Ayvaci, 2011: 261). Therefore, it is important to reveal the perceptions of individuals with the light concept and to design educational activities according to the findings. There are many ways to determine the meanings that individuals create in their minds for the relevant concept. Metaphors are one of the methods in which an individual express himself / herself (Schreglmann - Kazanci, 2016: 24; Tulunay Ates, 2016: 79 ). In formal education, metaphors can be used for different purposes such as diagnostic, formative, or achievement assessment in the teaching-learning process. Metaphors are a teaching style that help cases, events and concepts to keep in mind through analogy (Candan - Oztas, 2017: 508). When students make up such associations, it contributes to their creative and critical thinking skills. Achieving an unknown case by using a known one provides information to the teacher for the endurance of the education by giving knowledge that the students make sense of events and cases in their mind. Metaphors contribute to the student's ability to relate new knowledge that he encounters to existing knowledge in his mind. Metaphors help students to develop their scientific thinking and problem-solving skills in order to provide metacognitive skills (Saban, 2004: 131). Detection, interpretation, and association of phenomena varies from person to person. Such a case can be explained by the concept of metaphoric thinking (Arslan - Bayrakci, 2006: 101). Three concepts are important in metaphorical thinking process. These are the subject of metaphor, the source and the relationship between the source and the subject (Forceville, 2002: 12). Metaphors are used in teaching process to determine how concepts, events and situations are perceived and how they are designed in mind and in concept teaching. In this study, it is aimed to reveal whether there is any difference in the perceptions of “light” concept in senior students of Theology and Science Education programs through metaphors. The study was carried out by using phenomenological method. The study group consists of 84 (F:54, M:30) senior theology students in the Faculty of Theology and 63 (F:48, M:15) senior science prospective teachers in the Faculty of Education of Amasya University, total 147 students depending on volunteer basis and easy accessibility. The data of the study was collected from the students in the study group after completing the statement “The Light is like … because …” and analyzed by content analysis method. According to the results of the research, the students of theology produced 44 valid and different metaphors related to the concept of light, and students of science education program produced 35 valid and different metaphors. The metaphors produced were put into five categories as “Scientific”, “Emotional”, “Guiding”, “Need” and “Religious Concepts”. For the students of theology, the metaphors collected in the categories called ”Scientific“, ”Guiding” and “Emotional” are more than metaphors collected in “Religious Concepts” and “Need“ categories, whereas for science students, metaphors collected in the categories called “Scientific“ and ”Need” are more than metaphors collected in ”Guiding” and “Emotional” categories. In addition, it was determined that science students did not create any metaphors from metaphors in the category of Religious Concepts formed by theology students. It is concluded that students in different programs often create different metaphors as well as similar metaphors for each category, resulting in students' previous experiences and different types of teachers and groups of friends they encounter in their educational lives. Such suggestions are presented depending on the results of the research that it can be investigated whether the metaphors produced by the students in the university environment related to the Light concept differ according to their demographic characteristics such as high school, age and gender and a study can be done to determine the perceptions of religious concepts for the faculty of theology students with metaphors.

Bu kitap, editörlüğünü Prof. Dr. Salih Çepni’nin yaptığı ve Uludağ ile Amasya Üniversitesi öğretim elemanları tarafından toplam dokuz yazar tarafından kaleme alınmıştır. Kasım ayı 2016 yılında Pegem Akademi tarafından yayımlanan kitap 11 bölüm ve toplam 312 sayfadan oluşmaktadır.

The aim of this research is to examine the effect of subject matter knowledge education (SMKE) on the pre-service science teachers’ approach to error about plane mirrors. This study was conducted using developmental research and phenomenology designs, which are qualitative research methods. In the study, the data were analyzed with the descriptive research method. As a result of the research, it was observed that the rate of detecting the correct or incorrect statements given by the teacher candidates increased after the SMKE. It has been revealed that many candidates, who identified the wrong solutions directed to them after the SMKE, were able to make correct statements. These show that although it is dependent on the question, SMKE contributes to the conceptual development of many candidates and their learning at a metacognitive level. Some teacher candidates participating in the research has misconceptions. These are the misconceptions given in the literature such as “the location and size of an object’s image in plane mirrors are affected by the movement of the observer”, “if there is an obstacle in front of an object, some or all of the object does not appear in the mirror”, “when we look at the plane mirror, the image of the object is formed, when we do not look, the image of the object does not form”, and “the size of the image depends on the distance of the object from the mirror”. In addition, it was revealed that a few candidates had a misconception, which was not seen in the literature, as “if the mirror size increases, the image becomes smaller”.

8. sınıf ortaokul öğrencilerinin “Dünya ve Evren” öğrenme alanında yer tüm ortaokul temel kavramlarına yönelik zihin haritalarının belirlendiği bu çalışma , nitel kökenli özel durum çalışması yöntemi kullanılarak gerçekleştirilmiştir. Çalışma grubunu 2013-2014 eğitim öğretim yılında Çorum İli’ndeki bir ortaokuldaki rasgele seçilen 40 öğrenci oluşturmaktadır. Veri toplama aracı olarak kelime ilişkilendirme testi formu kullanılmıştır. Kelime ilişkilendirme testi kesme noktası yoluyla analiz edilmiştir. Analizlerin sonucunda öğrencilerin, Dünya ve Evren öğrenme alanındaki öğrenme düzeylerinin düşük olduğu, üst düzey zihinsel düzeye sahip olmadıkları anlaşılmıştır. Araştırmanın sonucunda Dünya ve Evren öğrenme alanı konularının öğretiminde öğrencilerin etkin katılımının sağlandığı uygulamalı eğitimlerin yapılması, yeni kavramların da yer aldığı araştırmaların artırılması, eğitim kurumlarında astronomi sınıflarının oluşturulması konusunda öneriler sunulmuştur., This study determined the 8th grade middle school students' mind maps for all secondary school basic concepts in the “World and the Universe” learning area, by using the qualitative case study method. The study group was randomly selected using the 2013-2014 academic year, Turkey's interior area of a secondary school in the province of random sampling consisted of 40 students.Word association test form was used as data collection tool. The word association test was analyzed through the intersection point technique. As a result of the analyzes, it was found that the students' learning levels in the World and Universe learning area were low and the students did not have a high level of mental level. As a result of the research, suggestions were made about the implementation of practical trainings in which the students participated in the teaching of World and Universe learning area subjects, increasing the researches including the new concepts, and the formation of astronomy classes in educational institutions.

Destruction of forest ecosystems by over straining their carrying capacity in order to meet the increasing demand for natural resources brought up some environmental problems like loss of biodiversity, pollution and global warming. Emissions of CO2 by industrialization and land use changes is seen as the main reason of global warming. Forest ecosystems serve as carbon pools and makes important contributions for decreasing global warming effects. This is why the researches on the temporal changes of carbon amount stored in forest ecosystems is prevalent in recent decades. In the present study, it was determined how the amount of carbon stored in biomass of above and belowground biomass of Daday Forest Planning Unit was changed in 1970, 1990, 1999 and 2012 by using ArcGIS 10.2TM software and carbon storage maps were generated. It is observed that amount of carbon was increased nearly 871 thousand tons and, biomass was increased 1,1 million tons between 1970 and 2012. Especially, there is a significant increase in the carbon and biomass accumulation of productive forests. This is due to the increase of productive forest land and reduction of degraded forest areas in the planning unit.

Bu çalışmada; 5 farklı üniversitemizin eğitim fakültelerinde çalışan on iki öğretim elemanı yazarın kaleme aldığı ve Prof. Dr. Bilal Güneş’in editörlüğünde yayımlanan Doğru Bilinen Yanlışlardan, Yanlış Bilinen Doğrulara: FİZİKTE KAVRAM YANILGILARI isimli kitap irdelenerek tanıtımı yapılmıştır.

Artan ve çeşitlenen doğal kaynaklara talebin karşılanmasına yönelik olarak orman ekosistemlerinin kapasitelerinin zorlanarak tahrip edilmesi, biyolojik çeşitliliğin azalması, kirlilik ve küresel ısınma gibi pek çok sorunun ortaya çıkmasına neden olmuştur. Küresel ısınmanın sebebi olarak sanayileşme ve arazi kullanım değişiklikleri sonucu atmosfere salınan CO2 miktarının artması gösterilmektedir. Orman ekosistemleri karbon havuzudur ve küresel ısınmanın etkisinin azaltılmasına önemli katkı yapmaktadır. Bu nedenle, orman ekosistemlerinde depolanan karbon miktarının değişiminin belirlenmesine yönelik çalışmalar son dönemlerde yaygınlaşmıştır. Bu çalışma kapsamında, Daday planlama biriminin 1970, 1990, 1999 ve 2012 yıllarına ait toprak üstü ve toprak altı biyokütleye bağlı karbon depolama kapasitesinin zamansal ve konumsal olarak nasıl bir değişim gösterdiği, ArcGIS 10.2TM yazılımı kullanılarak belirlenmiş ve karbon depolama haritaları oluşturulmuştur. 1970 ve 2012 yılları arasında karbon miktarının yaklaşık 871 bin ton, biyokütle miktarının da yaklaşık 1.1 milyon m3 arttığı görülmüştür. Yıllara ait değerler incelendiğinde özellikle verimli ormanlardaki biyokütle ve karbon birikimi miktarlarında gözle görülür bir artış olduğu belirlenmiştir. Biyokütle ve karbon birikimindeki bu artışlar bozuk orman alanlarının azalması ve verimli orman alanlarının artmasından kaynaklanmaktadır., Destruction of forest ecosystems by over straining their carrying capacity in order to meet theincreasing demand for natural resources brought up some environmental problems like loss ofbiodiversity, pollution and global warming. Emissions of CO2 by industrialization and land use changesis seen as the main reason of global warming. Forest ecosystems serve as carbon pools and makesimportant contributions for decreasing global warming effects. This is why the researches on thetemporal changes of carbon amount stored in forest ecosystems is prevalent in recent decades. In thepresent study, it was determined how the amount of carbon stored in biomass of above andbelowground biomass of Daday Forest Planning Unit was changed in 1970, 1990, 1999 and 2012 byusing ArcGIS 10.2TM software and carbon storage maps were generated. It is observed that amount ofcarbon was increased nearly 871 thousand tons and, biomass was increased 1,1 million tons between1970 and 2012. Especially, there is a significant increase in the carbon and biomass accumulation ofproductive forests. This is due to the increase of productive forest land and reduction of degradedforest areas in the planning unit.

Using the definition of STOs in terms of BTOs, we have presented analytical formula for two-center overlap integrals. The obtained formula contains generalized binomial coefficients and Mulliken integrals A k and B k . Taking into account the recent advances on the efficient calculation of Mulliken integrals (Harris, Int. J. Quantum Chem., 100 (2004) 142), we have obtained many more satisfactory results for two-center overlap integrals, for arbitrary quantum numbers, scaling parameters, and location of atomic orbitals.