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Bu çalışmanın amacı; üniversitelerde öğrenim gören öğretmen adaylarının pandemi sürecinde gelişen Web 3.0 ve metaverse (evren ötesi) kavramları hakkındaki görüşlerinin ortaya çıkarılmasıdır. Araştırma Doğu Anadolu Bölgesi’ndeki bir üniversitede eğitim gören 60 öğretmen adayı ile gerçekleştirilmiştir. Araştırmada nitel araştırma yöntemlerinden fenomenolojik araştırma yöntemi benimsenmiştir. Bulgular, birçok öğretmen adayının metaverse dünyası ile ilgili kavramları duymadığını ortaya koymuştur. Öğretmen adaylarının az bir kısmının ise metaverse kavramları ve Web 3.0 hakkında bilgi sahibi oldukları görülmüş ancak bu bilgilerinin yüzeysel olduğu tespit edilmiştir.

This study was carried out to investigate middle school students’ entrepreneurial skills in terms of E-STEM education. The universe of the study comprised of middle school students in a rural area. The sample of the study, in which single group pre-and post-test design was used, consisted of 20 eighth-grade students. The mixed method was preferred. The entrepreneurship scale was used to obtain quantitative data. Semi-structured interview form was used to obtain qualitative data. E-STEM education was given to the students for 8 weeks. Pre-and post-test means of quantitative data were compared by paired-sample t test and content analysis method was used to analyze qualitative data. As a result, the scores of students’ entrepreneurial skills and sub-dimensions of entrepreneurship increased in favor of the post-test, although the overall increase was not significant. In addition, according to qualitative data, it was observed that E-STEM activities had a positive effect on the sub-dimensions.

Bu çalışmada fen bilimleri öğretmenlerinin mühendislik tasarımı uygulamalarına yönelik görüşlerinin belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda araştırmada nitel araştırma desenlerinden birisi olan durum çalışması deseni benimsenmiştir. Araştırmanın örneklemini mühendislik tasarım uygulamaları dersi alan 7 fen bilimleri öğretmeni oluşturmaktadır. Örnekleme yöntemi olarak amaçlı örnekleme yöntemlerinden birisi olan ölçüt örnekleme yöntemi kullanılmıştır. Araştırma verilerini toplamak amacıyla 2021- 2022 eğitim öğretim yılında 7 açık uçlu sorudan oluşan yarı yapılandırılmış görüşme formu çevrimiçi ortamda uygulanmıştır. Öğretmenlerle çevrimiçi ortamda yapılan görüşmeler sonucu elde edilen veriler içerik analizi tekniği ile analiz edilmiştir. Elde edilen bulgulara göre öğretmenlerin mühendislik tasarım uygulamalarına yönelik görüşleri genellikle olumludur. Öğretmenler genel olarak; mühendislik tasarım uygulamalarının öğrencilerin problem çözme, yenilikçi ve yaratıcı düşünme gibi bilişsel becerilerini geliştirdiğini ifade etmişlerdir. Ayrıca bu uygulamaların öğrencilerin derse karşı ilgi ve motivasyonlarını artırdığını, kalıcı ve anlamlı öğrenmelerini, tasarım yapma, ürün oluşturma gibi psikomotor becerilerini de desteklediğini belirtmişlerdir. Öğretmenlerin tamamı mühendislik tasarım uygulamalarının derslere entegre edilmesi gerektiğini düşünmektedirler ve gerekli destek ve güncellemeler ile yaygınlaşmasını önermektedirler., This study aims to determine the opinions of science teachers on engineering design-based applications. For this purpose, the case study, which is one of the qualitative designs, was determined in the research. The research sample consisted of 7 science teachers who took engineering design-based courses. The criterion sampling method, which is one of the purposive sampling methods, was used. A semi-structured interview form consisting of 7 open-ended questions was applied in an online platform in the 2021-2022 academic year. The data obtained by the interviews which were conducted in digital environments with the teachers were analyzed with the content analysis method. According to the findings, teachers’ views on engineering design-based applications are generally positive. Most of the teachers stated that engineering design practices improve students’ cognitive skills such as problem-solving, innovation, and creative thinking. They also stated that these practices increase student’' interest and motivation towards the courses, support their permanent and meaningful learning, and psychomotor skills such as designing and creating constructions. All the teachers are of the view that engineering design-based applications should be integrated into the courses, and they suggest that the applications might be widespread with the necessary support and updates.

In this study, it was aimed to examine the effect of STEM activities on preschool teachers' reflective thinking skills. Mixed method was used in the study. The sample of the study consists of 35 preschool teachers participating in the STEM education program. In the study, quantitative data were collected using the "Reflective Thinking Level Determination" scale, and qualitative data using "semi-structured interview form" and "reflective diaries". The interview form consists of 8 open-ended questions in total. In the study, STEM education was given to preschool teachers for 14 weeks. In the findings obtained as a result of the research; It was determined that reflective thinking skills were developed. When the sub-dimensions of the reflective thinking skills scale were examined in the study, a significant difference was determined in the habits and critical reflection sub-dimensions, while no significant difference was found in the reflection and comprehension sub-dimensions. In addition, the candidates stated that the results obtained from the qualitative data are related to the daily life of STEM activities and that they are now looking for STEM in everything they use in daily life, and the habits sub-dimension, the understanding sub-dimension and the new ideas by stating that the activities have developed with the use of many scientific fields together. It was determined that the reflection sub-dimension and the critical reflection sub-dimension supported the quantitative data by stating that it led to the formation of ideas and STEM activities were very pleasant, mentally thought-provoking activities and increased multi-directional thinking., Bu çalışmada, STEM etkinliklerinin okul öncesi öğretmenlerinin yansıtıcı düşünme becerileri üzerine etkisinin incelenmesi amaçlanmıştır. Araştırmada karma yöntem kullanılmıştır. Araştırmanın örneklemini STEM eğitimi programına katılan 35 okul öncesi öğretmeni oluşturmaktadır. Çalışmada nicel veriler “Yansıtıcı Düşünme Düzeyini Belirleme” ölçeği ile nitel veriler ise “yarı yapılandırılmış mülakat formu” ve “yansıtıcı günlükler” kullanılarak toplanmıştır. Mülakat formu toplamda 8 açık uçlu sorudan oluşmaktadır. Çalışmada 14 hafta süresince okul öncesi öğretmenlerine STEM eğitimi verilmiştir. Araştırma sonucunda elde edilen bulgularda; yansıtıcı düşünme becerilerinin geliştiği tespit edilmiştir. Araştırmada yansıtıcı düşünme becerileri ölçeğinin alt boyutları incelendiğinde alışkanlık ve kritik yansıtma alt boyutlarında anlamlı farklılık belirlenirken, yansıtma ve anlama alt boyutlarında anlamlı farklılık bulunamamıştır Ayrıca nitel verilerden elde edilen sonuçların da adaylar STEM etkinliklerinin günlük yaşamla bağ kurduklarını ve günlük yaşamda kullandığı her şeyde artık STEM aradıklarını belirterek alışkanlık alt boyutunu, etkinliklerin bir çok bilimsel alanın bir arada kullanılmaya çalışılması ile sentez yapma yollarının geliştiğini belirterek anlama alt boyutunu, fikirlerini sorgulayarak yeni fikirlerin oluşmasına yol açtığını belirterek yansıma alt boyutunu ve STEM etkinliklerinin oldukça keyifli, zihinsel olarak düşündürücü etkinlikleri olması ve çok yönlü düşünmeyi arttırdığını belirterek kritik yansıtma alt boyutunu nicel verileri destekler nitelikte olduğu tespit edilmiştir.

The aim of the research is to examine the effect of game method made with entertaining educational materials on student's attitude towards science lesson and academic success. The sample consists of 30 (6th grade) students, consisting of experimental and control groups. The research was applied for three weeks, 12 lesson hours in total. Mixed method was used in the study. Data collection tools "Attitude Scale towards Science", "Academic Achievement Test", "Student Interview Form and Researcher Observation Form" were used. The unit of “Conduction of Electricity” in the 6th grade curriculum of primary education was chosen and the experimental group was taught with the method of play with entertaining educational materials, while the control group included a teaching method in accordance with the curriculum. As a result, a significant difference was found between the attitudes of both groups. Based on this result, it can be said that "Game Method with Entertaining Educational Materials" is more effective than teaching methods in accordance with the curriculum on students' attitudes towards science lesson. There was no difference in academic achievement test results. Interview results are; They stated that they did not have any difficulties while learning the subject, that they learned with fun, that they were happy in the lesson and that they were eagerly awaiting the next lesson. In the results of the observation form, it was seen that cooperation, responsibility, self-confidence and peer teaching among students increased.

Bu çalışma, Kamu Personeli Seçme Sınavı’nın (KPSS) içeriği ile eğitim fakültelerinde verilen derslerin içeriklerinin örtüşme durumları ve verimliliklerinin Fen Bilgisi Öğretmen adaylarının görüşleri doğrultusunda incelenerek dizayn edilmiştir. Kamu Personeli Seçme Sınavı’nın (KPSS) içeriği ile eğitim fakültelerinde verilen derslerin içeriğinin örtüşme durumunun ve verimliliğinin Fen Bilgisi Öğretmen adaylarının görüşleri ışığında incelenmiştir. Bu amaçla Bayburt Üniversitesi ve Erzincan Binali Yıldırım Üniversitesi Eğitim Fakültelerinin İlköğretim Bölümü Fen Bilgisi Öğretmenliği Anabilim Dalı’nda öğrenim görmekte olan toplam 14 son sınıf öğrencisi ile yarı yapılandırılmış görüşme yapılmıştır. Bu çalışma nitel araştırma yaklaşımı doğrultusunda yürütülmüş olup, durum çalışması yöntemi kullanılmıştır ve elde edilen veriler içerik analizine tabi tutulmuştur. Araştırma sonuçlarına göre öğretmen adayları, eğitim fakültesinde verilen derslerin işlenme biçiminin öğrencileri KPSS'ye hazırlamakta yetersiz olduğunu ve hatta KPSS'ye hazırlayamadığını ifade etmişlerdir. Ayrıca öğretmen adayları KPSS' de içeriği ile eğitim fakültesinde verilen derslerin kısmen örtüşmekte olduğunu belirtmişlerdir. Öğretmen adayları eğitim fakültesinde verilen derslerin KPSS’de başarılı olmak için yeterli olmadığını ve KPSS’nin de istenilen başarının elde edilebilmesi için eğitim fakültelerinde verilen eğitimlerde bazı değişikliklerin yapılması gerektiğini belirtmişlerdir.

This research aims to investigate the effect of teaching the socio-scientific issues, "Global Warming, Sustainable development and Bio-technology" in 8th class, with the case-oriented station technique on the academic achievement of the students and their motivation toward science learning. The study was carried out with 71 students in 8th class in 2 secondary schools of a district with approximately 20.000 population in the Eastern Anatolia Region. The mixed-method, consisting of the data collected as qualitatively and quantitatively, was employed. In the quantitative part of the study, the Socio-scientific issues Achievement Test and the Science Learning Motivation Scale developed by Dede and Yaman (2008) to measure students' motivation to learn were used. Unstructured interview, which is one of the qualitative research methods, was preferred in order to support the study with student opinions and comments. The Socio-scientific Issues Achievement Test and the Science Learning Motivation Scale were applied to the experimental and control groups as pre-test at the beginning and as post-test at the end of the study. Results indicated that teaching the socio-scientific issues with case-oriented station technique positively affected the students' academic achievements and their motivation toward science learning. Besides, the interviews showed that the students found it useful, fun, remarkable and permanent to learn socio-scientific issues using the case-oriented station technique.

The aim of this study is to determine the pre-school teachers' opinions about Montessori approach based STEM activities. In the study, during the fall semester of the 2017-2018 academic year, the education faculty of a state university pre-school teacher studied at the 3rd grade and 50 teachers were trained and 15 people were interviewed. In the research, case studies pattern based on the effects of the program, one of the qualitative research methods, was used. “Montessori approach based STEM applications Interview Form” was used as a qualitative data tool developed by the researcher in the study. Qualitative data were analyzed using content analysis method. As a result of data analysis, it was determined that pre-service teachers about Montessori approach based STEM applications have a positive opinion and they intend to use these applications in their lessons in the future. In addition, it is seen that these practices improve the cognitive and psycho-motor features of prospective teachers. It has been changed in the perspective of preservice teachers towards science and technology in their daily lives.

In the study, it was aimed to determine metaphorical perceptions of the Science pre-service teachers in the topic of the STEM Education. In addition, thanks to the determination of pre-service teachers’ perceptions on STEM education, determining the negative attitudes and viewpoints, false and inadequate knowledge originated from the training they got, the origin of the problem was aimed to be determined. Within the lights of these problems, it was aimed to take the necessary precautions, make plans and eliminate the mistakes stated in the content of the given education. Among the qualitative research designs, "case study" method was used in this study. In determining the pre-service teachers as the participants in this study carried out with 162 pre-service teachers in 2017/2018 educational year, the criterion sampling method was employed among the non-probabilistic sampling methods. The criteria in this research was that the pre-service science teachers had taken the STEM training before. The STEM education was provided for the pre-service science teachers for 14 weeks. STEM Training was enriched with a variety of activities in which the teacher can develop his / her skills and apply them to his / her students through the integration of simple materials, legos, robotics, coding and web tools. In the study, it was aimed to reveal the perceptions of pre-service science teachers, who had taken the STEM training, on STEM Education. For this, each pre-service teacher was asked to fill the sentences in the form written as “ STEM is like…..; because…...” The content analysis was applied in analysing the data collected in this study. As a result of the analysis of data gathered in the study, it was found out that the pre-service teachers had not used any negative metaphors in STEM education and that the metaphor they had created had the feature of describing many elements that formed the basis of STEM Education. The metaphors were especially the system, puzzle, engineering, science, technology, design, game, simple machine, fiction, intelligence… etc. This can be regarded as a demonstration that the philosophy of the education given and the bases to be sited are performed correctly. In addition, it can be claimed that this result is a proof that the perceptions of the pre-service teachers are shaped in the direction of the education they get.

The aim of this study is to examine the effects of STEM and STEM-based robotic activities on constructivist learning environments in pre-service science teachers. The sample of this study, which was conducted in the 2018-2019 academic year, consists of 31 teacher candidates studying at the Faculty of Education, Department of Science Education. Mixed method was used in the study. A weak experimental design was used in the collection of quantitative data. In the research, "Constructivist Learning Environment Scale" was used in order to collect quantitative data. In addition, an open-ended "semi-constructivist interview form" created by the researcher was used to obtain qualitative data. Quantitative data was paired sample t-test, qualitative data was used content analysis method. According to the findings obtained in the study, it was observed that the effect of STEM-based robotic coding activities of science teacher candidates on their views of constructivist learning environments showed a significant difference when their pretest-posttest scores were compared. According to the qualitative data, it was observed that while the teacher candidates were doing STEM activities, their perspective on the events, the responsibilities they took with the methods and techniques they applied, and their associations with real life were observed to have a positive effect., Bu araştırmanın amacı fen bilgisi öğretmen adaylarında STEM ve STEM temelli robotik etkinliklerinin yapılandırmacı öğrenme ortamları görüşlerine etkisinin incelenmesidir. 2018-2019 akademik yılında gerçekleştirilen bu çalışmanın örneklemi Eğitim Fakültesi Fen Bilgisi Öğretmenliği Bölümünde öğrenim gören 31 öğretmen adayından oluşmaktadır. Araştırmada karma yöntem kullanılmıştır. Nicel verilerin toplanmasında zayıf deneysel desen kullanılmıştır. Araştırmada nicel verilerin toplanması amacıyla “yapılandırmacı öğrenme ortamı ölçeği” kullanılmıştır. Ayrıca nitel verilerin elde edilmesinde araştırmacı tarafından oluşturulan açık uçlu “yarı yapılandırmacı mülakat formu” kullanılmıştır. Nicel veriler paired sample t-testi, nitel veriler ise içerik analizi yöntemi kullanılmıştır. Araştırmada elde edilen bulgulara göre fen bilgisi öğretmen adaylarının STEM temelli robotik kodlama etkinliklerinin yapılandırmacı öğrenme ortamları görüşlerine etkisi öntest-sontest puanları karşılaştırıldığında anlamlı bir farklılık gösterdiği gözlemlenmiştir. Nitel verilere göre ise öğretmen adayları STEM etkinliklerini yaparken olaylara bakış açıları, uyguladıkları yöntem-teknikler ile aldıkları sorumlulukların ve gerçek hayatla ilişkilendirmelerinde olumlu etki oluşturduğu gözlenmiştir.

This research was conducted to determine whether there is any effect of the Montessori approach-based STEM activities on the development of the problem-solving skills of pre-service preschool teachers or not. The mixed-method was employed in the research. The sample of the research consisted of 50 pre-service teachers, who were taking education in the Preschool Teacher Training Department of the Faculty of Education. A single grouped pretest-posttest pattern was created to determine the difference in the problem-solving skills of the pre-service teachers in the research. The quantitative data gathered during the process of the research were analysed with the statistical methods; the qualitative data were analysed with the content analysis. The “Problem Solving Scale” and the “Semi-structured Protocol Form” were used to collect the quantitative data in the research. Qualitative data prepared to support quantitative data consists of the open-ended semi-structured protocol form. The participants were educated with the Montessori approach-based STEM education for 14 weeks. In the results reached as a result of the research, it was observed that there was a significant difference between the pre-test and post-test scores of problem-solving skills and the qualitative analysis results supported the quantitative results.

Bu araştırma, tasarım temelli STEM eğitiminin okul öncesi öğrencileri üzerindeki gelişimlerine, mühendislik tasarım becerilerine, derse yönelik katılım ve tutumlarına etkisini öğretmen ve veli görüşleri açısından değerlendirilmesi amacıyla yapılmıştır. Araştırmada, nitel araştırma desenlerinden olan durum çalışması kullanılmıştır. Örneklem Doğu Anadolu’ nun orta ölçekli bir ilinde 4 ayrı sınıftaki 5-6 yaş grubu 79 öğrenci oluşturmuştur. Her hafta 2 şer saatlik ders diliminde 5 hafta boyunca günlük malzemelerle ve mühendislik tasarımı için özel olarak tasarlanmış robotik legolarıyla STEM eğitimleri 5 uzman rehberliğinde verilmiştir. Veri toplama araçlarında Öğretmen Gözlem Formu ve Veli Gözlem Formu kullanılmıştır. Araştırma sonucunda, okul öncesi dönemde verilen tasarım temelli STEM eğitiminin öğretmen ve veli gözlemleri doğrultusunda öğrencilerin iletişim kurma, sosyalleşme, farklı bakış açıları geliştirme, üretmeye yönelik başarma motivasyonu sağlama, olumlu tutumlar gösterme, özgüveni artırma ve mühendislik tasarımı becerisini geliştirme gibi farklı becerileri elde etmelerini sağladığı tespit edilmiştir. Öğretmenlerde ve velilerden alınan görüşler birbiri ile uyumlu ve destekler sonuçlar vermiştir., This study was conducted to evaluate the effect of design-based STEM education on the development of preschool students, engineering design skills, participation and attitudes towards the lesson in terms of teachers and parents' opinions. The case study, which is one of the qualitative research designs, was used in the study. The sample consisted of 79 students in the 5-6 age group in 4 different classes in a medium-sized city of Eastern Anatolia. STEM trainings were given under the guidance of 5 experts with daily materials and robotic legos specially designed for engineering design for 5 weeks in 2 hours of class each week. Teacher Observation Form and Parent Observation Form were used in data collection tools. As a result of the research, the design-based STEM education given in the preschool period enables students to acquire different skills such as communication, socialization, developing different perspectives, motivation to produce, showing positive attitudes, increasing self-confidence and developing engineering design skills in line with the observations of teachers and parents. has been determined. The opinions received from the teachers and parents gave results that were compatible and supportive with each other.

Ogrencilerin bilgilerini gunluk yasamla iliskilendirmeleri; okul ortaminda ogrenmis olduklari konularin onemini anlamalari, nerede ve nasil kullanilacagini gormeleri ve konularin aslinda gunluk yasantiyla butunlesik oldugunun farkina varmalari acisindan buyuk onem tasimaktadir. Bu baglamda; ogrenme ortamlarina bu iliskileri yansitacak olan ogretmenlerin yeterli bilgi ve deneyim sahibi olmalari gerekmektedir. Arastirmada; Gercek yasam icerikli ogretim uygulamalarinin ogretmen adaylarinin astronomi ve elektrik ogrenme alanlari ile gunluk yasami iliskilendirebilme duzeylerine etkisinin incelenmesi amaclanmistir. Katilimcilar Fen Bilgisi Egitimi Anabilim Dalinda ogrenim goren toplam 30 dorduncu sinif ogrencisinden olusmaktadir. Calismada astronomi ve elektrik ogrenme alanlari secilmis ve bu ogrenme alanlarinda gercek yasam problemlerine dayali etkinlikler yapilmistir. Calismadaki veriler, bu etkinliklerin ogretmen adaylarinin astronomi ve elektrik konularini gunluk yasamla iliskilendirme durumlarina dayali olarak elde edilmistir. Arastirma deneysel nitelikte olup veriler on-son test desen kullanilarak toplanmistir. Veriler nitel olarak, ogrenme alanlarinin gunluk hayatta kullanimina iliskin acik uclu anketler ile toplanmistir. Calisma sonunda ogrenme alanlarinin gunluk yasamla iliskilendirme duzeylerinin elektrik ogrenme alaninda ve astronomi ogrenme alaninda yaklasik iki katina ciktigi gorulmustur.

In this present study, it was aimed to investigate the effect of teaching practices with real life content in light and sound learning areas. With this purpose, it was intended to determine the contribution of teaching practices with real life content (TPRLC) to the levels of pre-service teachers' skills to associate the light and sound learning areas with daily life. The research was designed with an experimental basis and data were collected with the pre-test, post-test pattern. The participants consisted of 30 university students who were in fourth grade in Secondary School Science Teacher Training Department. Data were collected with questionnaires including open-ended questions related to the Use of Learning Areas in Daily Life. With the results, it was found out that the levels of pre-service teachers in associating the learning areas with daily life doubled in light learning areas and trebled in sound learning areas.

This study aimed to develop a reliable and valid instrument to measure secondary school students’ attitude towards robotic coding and the results of the analyses regarding the Robotic Coding Attitude Scale (RCAS) developed for this purpose were reported in the current study. To test the construct validity of the first version of the RCAS consisting of 29 items, Exploratory Factor Analysis (EFA) was performed on the data from 196 seventh-grade secondary school students (who had received robotic coding education already) enrolled in the public schools in a city in the northeastern Turkey. As a result of the EFA, the 22-item five-factor model was extracted. Then, the 22-item five-factor model obtained from EFA was cross-validated using Confirmatory Factor Analysis (CFA) and the results indicated acceptable model fits where χ2/(df = 197) = 1.827, NFI = .825, CFI = .911, RMSEA = .065. Cronbach’s Alpha coefficient which was calculated to show whether the RCAS is a reliable scale was found to be .91. In sum, the results indicated that RCAS can be used as a reliable and valid instrument to measure secondary school students’ attitude towards robotic coding.

The purpose of this study is to try to determine the attitude and knowledge levels of teachers regarding radiation. The sample of the research consists of 274 teachers from various branches working in primary and secondary schools in a city with a population of 250 000. Personal data survey and the scale of attitude towards the radiation concept prepared by Torun, Yalçın, and Altun Yalçın (2011) were used in order to collect data. The data obtained were transferred to the SPSS 15 package program and analyzed. Evaluation was done with respect to gender of teachers in the sample, the faculty they graduated from, the institution they work at and the school level they work at and independent t-test was used to compare their opinions obtained. The One-way variance analysis (ANOVA) was used in order to determine whether there are any differences between group variables related to the education branches of teachers in the sample, and the Kruskal-Wallis test was used to determine if there are differences between group variables related to the region of the university of graduation and the educational status of teachers. According to the results of the study, no significant differences were found among teachers in terms of the variables of the level of education, the region of the university of graduation, the faculty of graduation, the institution of employment and the level of education, while significant differences were found in variables the gender of teachers and their education branch., Bu çalışmanın amacı, öğretmenlerin radyasyon kavramına karşı tutum ve bilgi düzeyleri belirlemeye çalışmaktır. Araştırmanın örneklemini İç Anadolu’nun batısında yaklaşık ikiyüzellibin nüfuslu bir ilde ilkokul ve ortaokullarda farklı branşlarda çalışan 274 öğretmen oluşturmuştur. Çalışmada verilerin toplanması amacıyla kişisel bilgi anketi ve daha önce Torun, Yalçin ve Altun Yalçin (2011) tarafından geliştirilen radyasyon kavramına karşı tutum ölçeği kullanılmıştır. Elde edilen veriler SPSS 15 paket programına aktarılarak analiz edilmiştir. Örneklemdeki öğretmenlerin cinsiyet durumlarına, mezun oldukları fakülte durumlarına, çalışılan kurum durumuna ve çalışılan okul kademesi durumlarına göre değerlendirme yapılıp elde edilen görüşlerinin karşılaştırılmasında bağımsız t-testi uygulanmıştır. Örneklemdeki öğretmenlerin eğitim verdikleri branş ile ilgili grup değişkenleri arasında farklılık olup olmadığını belirlemek için tek yönlü varyans analizi (ANOVA) kullanılmış, mezun olunan üniversitenin bulunduğu bölge ve öğretmenlerin eğitim durumlarıyla ilgili grup değişkenleri arasında farklılık olup olmadığını belirlemek için ise Kruskal-Wallis testi kullanılmıştır. Araştırmadan elde edilen sonuçlara göre öğretmenler arasında eğitim düzeyi, mezun olunan üniversitenin bulunduğu bölge, mezun olunan fakülte, çalışılan kurum, eğitim düzeyi değişkenlerine göre anlamlı bir fark bulunmazken, öğretmenlerin cinsiyetleri ve eğitim verdikleri branş değişkenlerine göre anlamlı fark bulunmuştur.

In this study, the aim was to investigate pre-service teachers' educational Internet use selfefficacy beliefs with respect to gender, grade level and computer experience. The sample consisted of 294 preservice teachers from three different universities. The data were gathered by using “the scale of educational Internet use self-efficacy beliefs” which contained 28 items. The data obtained were statistically analyzed by means of SPSS package program. Variance analysis (three-way ANOVA) was performed to determine whether there were significant differences in pre-service teachers’ self-efficacy scores in terms of gender, grade level and computer experience. The results suggest that there was no significant difference in participants’ educational Internet usage self-efficacy beliefs with respect to gender and grade level, but there was significant difference in participants’ educational Internet use self-efficacy beliefs in terms of computer experience. According to the results of the study, pre-service teachers who are more experienced in using the internet have higher educational Internet use self-efficacy beliefs.

One of the most important tools linking between schools and real life is real life problems. Real life problems are a type of problems that are prepared starting with the real life situations and necessitate an application of a real life. Solving thi s kind of problems allows students to apply theoretical knowledge, going beyond the formal nature of schools. It is an active process that places students at the center, constructing knowledge and applying the theoretical knowledge gained. It is believed that benefiting from using real life problems in learning-teaching contexts will both provide students with educational contexts that include real life situations and help them become individuals who can overcome difficulties by themselves by improving their critical problem-solving skills. In the study conducted, it is aimed to examine real life problems through various variables based on teacher candidates’ opinions. The participants included 30 senior teacher candidates studying Mathematics teaching at the department of primary education in the faculty of education at a university located in a middle-sized city. Case study was applied as the method of study. The teacher candidates were given semi-structured forms to provide their opinions and the data collected were transcribed and analyzed qualitatively. In the light of the analyses conducted, it is concluded that real life problems, according to teacher candidates, are used most in their field teaching courses, while they are least used in their field courses and the instructors highlight the link of course contents with real life. Moreover, another finding is that teacher candidates consider Mathematics very useful in solving the problems that we face in our daily life and appreciate Mathematics as it also covers real life problems, though they find it deficient in some perspectives.

This study aims to determine the views of NOS of pre-service elementary teachers who are in the position of students. Also, it will be analyzed whether the pre-service student teachers’ views on NOS will change thanks to education in their faculties. That is, analyzing the elementary teachers’ views on NOS according to their academic level; it will be investigated whether there is any statistically significant difference. The study consists of 263 students of different academic levels who attended the department of elementary teaching in the education faculty of Bayburt in the 2008-2009 academic years. At the end of the study, it can be said that the faculties of education fulfill the post they take on. However it has been determined that the candidates do not have contemporary views on nature of science, but positive views. The faculties of education makes students acquire a view of the nature of science but cannot make them have a contemporary view of the nature of science. This results from the fact that teacher candidates cannot develop their views on the nature of science in their educational life before they come to education faculty. For this reason it is necessary that the students at every level develop their view on the nature of science. In this way, for the candidates acquiring the viewpoint of the nature of science will become easier. © 2011 Published by Elsevier Ltd.

In this research, the usage of instructional technologies in activities of education by the lecturers is investigated. The research is performed by applying questionnaires to 38 lecturers from education faculty in 2010-2011 in Erzincan. The questionnaire consists of 28 questions. For the analysis of the research results SPSS program is used, mean and standard deviation for the answers of all lecturers in the research are calculated. Eventually, it is determined that lecturers the most use backboard which is one of the oldest instruction technologies and computer which is one of the new educational technologies. Lecturers persist to use blackboard their lessons. And book is among the most using materials by lecturers.

This study aimed to evaluate activities designed by would-be science teachers in parallel to the 5E Model, based on the constructivist theory. It is a specific-case study from document analysis, and was carried out with 32 students. The would-be teachers were given different subjects from the science and technology curriculum. They then designed activities suitable for the acquisition of the subjects and applicable to the 5E Model, and presented their results in reports. 32 4th-grade students prepared two activities, for a total of 16 activities. The data of the study comprises a quantitative analysis of the activities created by the would-be teachers, which was examined through the criteria and graded. In the analysis, some shortcomings were observed in the would-be teachers’ understanding of the 5E Model, such as in the activity-development process, in transitions between the steps, and in associating the activities with daily life. © 2011 Published by Elsevier Ltd.

In this research, it was aimed to determine the effect of learning stations designed for astronomy subjects on the academic achievement of students and give an alternative method for teaching astronomy in the literature. The mixed approach in which mixed quantitative and qualitative methods were used together was preferred in the study. Among the quantitative methods, the pre-test and post-test model of the semi-experimental method was used; in addition, the protocols were applied about the method, which was used. The research was carried out with 98 seventh class students, who were under education in a secondary school located in the Eastern Anatolia Region of Turkey in the education year of 2015-2016. The quantitative data were analysed via the Astronomy Achievement Test (AAT) developed by the researchers and had 0,795 Cronbach Alpha reliability coefficient. The astronomy subjects in science lesson of the seventh class were studied with the experimental group through the learning stations; on the other hand, they were studied with the students in the control group through the activities stated in the textbook prepared by the Ministry of Education. The AAT was applied for the experimental, control groups using the pre- and post-tests, and data were analysed with the t-test. Meaningful difference was determined in AAT pre-test average scores of experimental and control groups; on the other hand, a meaningful difference was determined between the groups according to the independent samples t-test results applied with the average scores of the post-test(p

The purpose of this study was to evaluate the efficiency of student guiding materials on student achievement, using the 5E learning model. The materials were developed by the researcher, based on the “Movement and Force” unit's objectives. Quasiexperimental research design included 60 students (30 experimental, 30 control group). Control group students were given experiment booklets, which were prepared for each experiment in accordance with the 5E learning model. To determine whether any differences exist between the two groups’ academic achievements, Achievement Tests on Movement and Force Issues were applied to the groups, both at the beginning and at the end of the semester as pre- and post-tests. Pre- and post-test results were compared, using a t-test in SPSS packet program. Results showed a meaningful difference between groups in favor of the experimental group (t58=5.06; p=.00 < .05).

World Conference on Educational Technology Researches, WCETR-2011 In this research, the level of primary school teachers self efficacy believes towards instructional technologies is investigated. The research is performed by applying questionnaires to 43 primary school teachers in Erzincan. The questionnaire consists of 28 questions. For the analysis of the research results SPSS program is used, mean and standard deviation for the answers of all lecturers in the research are calculated. Result of this study is concluded that primary school teachers have high self efficacy believe towards instructional technologies. And teachers believe that they have an understanding of how technology can be integrated into regular classroom instructional practices. © 2011 Published by Elsevier Ltd.

The aim of this research is to develop a scale for measuring the knowledge and attitude of the university students to the concept of radiation. That's why, for assessing sensorial learning's included in educational aims, a likert type scale was prepared to determine what the thoughts of the students about radiation are. This research was applied to 175 students studying at Erzincan University, Faculty of Education, Department of Science Education and Vocational High School. In the first stage of the research, a question pool was originated and an attitude scale of 45 questions was formed making use of the questions taken from this question pool. These questions were reduced to 35 and were applied to the students after consulting to an expert. Pilot study of this attitude scale was done. The data was done analyzed statistically. The questions including the perspective against the objects that may be the source of radiation and that we have to live together and face in daily life were prioritised. Content and construct validities were examined for the validity study of the scale. We utilized from the opinion of an expert to determine the scope validity, and from Croncbach alpha reliability coefficient was found to be 0.885. The scale was determined as seven factors by a factor analysis for the construct validity. This research is supposed to inform society and the university students about radiation. It's supposed that the scale will enlighten the studies to be done in the future about radiation.

Okul öncesi öğretmen adaylarının öğrenmeye yönelik eğilim, bilgi ve becerilerini ölçmek amacıyla güncel eğitim yaklaşımlarından olan Montessori yaklaşımına dayalı STEM eğitimleri verilmiş ve etkisi incelenmiştir. Bu kapsam doğrultusunda araştırmada, COVİD-19 sebebiyle uzaktan çevrimiçi olarak uygulanan Montessori yaklaşımı temelli STEM eğitimlerinin, okul öncesi öğretmen adaylarının yaşam boyu öğrenme eğilimleri, öz yönetimli öğrenme becerileri ve yapılandırmacı öğrenme ortamı oluşturma becerileri üzerindeki etkisi saptanmıştır. Araştırmada sıralı açıklayıcı karma yöntem modeli kullanılmıştır. Araştırma, amaçlı örneklem yöntemi kullanılarak seçilen bir devlet üniversitesinin Eğitim Fakültesi Okul Öncesi Öğretmenliği Bölümünde öğrenim gören 53 öğretmen adayı ile 14 hafta boyunca yürültülmüştür. Araştırma boyunca öğretmen adaylarına; uzaktan çevrimiçi eğitim şeklinde, eğitmenin yönlendirmeleri doğrultusunda, günlük yaşamda yer alan basit malzemeler kullanılarak oluşturulan 14 farklı Montessori yaklaşımı temelli STEM etkinlikleri uygulatılmıştır. Araştırmada nicel verilerin elde edilmesinde “Yaşam Boyu Öğrenme Eğilimi, Öz-Yönetimli Öğrenme Becerileri, Yapılandırmacı Öğrenme Ortamı,” ölçekleri uygulanmıştır. Nitel verileri toplamak içinde Yarı Yapılandırılmış Görüşme Formları uygulanmıştır. Nicel verileri analiz edilmesi amacıyla ilişkili örneklemler t-testi kullanılmıştır. Nitel verilerin analizinin belirlenmesinde ise içerik analizi kullanılmıştır. Elde edilen bulgulara göre Montessori yaklaşımı temelli STEM eğitimlerinin okul öncesi öğretmen adaylarının yaşam boyu öğrenme eğilimleri, yapılandırmacı öğrenme ortamı oluşturma ve öz yönetimli öğrenme becerilerinin ön test ve son test puanları arasında anlamlı farklılıklar saptanmıştır. Buna ek olarak nitel bulgularda eğitimlerin öğretmen adaylarının kişisel ve sosyal gelişimlerine katkı sağladığı, öğrenmeye yönelik sorumluluk bilincinin oluştuğu, öğrenmede ve problem çözmede farklı yöntem-stratejiler geliştirmeyi öğrendikleri, yapılandırmacı bir öğrenme ortamında nelere dikkat edilmesi gerektiği konusunda katkı sağladığı belirtilmiştir.