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Individuals have different opinions and views on many socio-scientific issues such as nuclear power plants, stem cells, influenza vaccine, cloning and organ transplantation that affect social life. Scientific attitudes and scientific literacy of individuals can affect their approach to socio-scientific issues. In this study, it is aimed to reveal how the opinions of 8th grade secondary school students towards socio-scientific issues change according to their scientific attitudes. For this purpose, "Scientific Attitude Scale" and "Socio-Scientific Issues Evaluation Form" were applied to the students. In this study, mixed research design was used and qualitative and quantitative data were collected together. The scientific attitude levels of the students participating in the study were determined according to the quantitative findings obtained from the study. In general, it was observed that the students had a moderate scientific attitude. Students were divided into three groups according to their scientific attitude scores as lower, moderate and upper. The opinions of the students in the lower and upper groups on socio-scientific issues were analysed based on both qualitative and quantitative findings. According to the findings obtained from the study; it was determined that students with a high scientific attitude have more knowledge and views on socio-scientific issues than students with low scientific attitudes.

This study aims to examine and compare the 6th grade students’ perceptions of environmental issues through different techniques. For this purpose, we have tried to establish the students' perceptions of environmental issues by studying the pictures they drew and the written texts they wrote. In this study, which we have conducted with 62 students in two different secondary schools in Duzce Central during the 1st semester of the 2014-2015 academic year, we have employed a phenomenological pattern. The obtained data have been analysed using a content analysis method. As a result of the study, the themes of air pollution, water pollution, soil pollution, visual pollution, endangerment of species, noise pollution, natural disasters, biological pollution and radioactive pollution in the students’ perceptions of environmental issues have been identified. When the themes of environmental problems, obtained through two different techniques, have been compared, it has been established that the number of themes expressed in the written texts are higher than the ones in the pictures. Keywords: Environmental problems, students’ drawings, students’ writing

GENC, Murat/0000-0002-9742-1770 WOS: 000470142400005 The purpose of this study was to determine the effects of nature-based education on the attitudes of 7th grade students towards the environment and living organisms as well as to assess the affective tendency of this education on the students. The study was carried out with 30 7th grade students at an elementary school. For this purpose, scales for "Attitudes towards Living Organisms", "Environmentally Oriented Affective Trends", and "Environmental Attitude" were used. In the study, an experimental research design using one group with pre- and post-testing was employed. The analysis of the data was conducted using the SPSS statistical software program. The study was conducted over 11 days in a natural setting. The participants completed 18 activities dealing with the natural environment, water and water pollution, pollution in general, natural habitats, recycling and biodiversity. At the end of the program, it was found that student' attitudes towards the environment and Hiving organisms, and the affective tendency on the 7th grade students were shown to be more highly developed than before the program. These results demonstrated that nature-based education had improved the students' attitudes towards the environment and living organisms, as well as their affective tendency on the students. TUBITAK (The Scientific and Technical Research Council of Turkey)Turkiye Bilimsel ve Teknolojik Arastirma Kurumu (TUBITAK) [213B638] This work was supported by TUBITAK (The Scientific and Technical Research Council of Turkey) [grant number 213B638].

Bu arastirmanin amaci, 2000-2014 yillari arasinda Turkiye’de sosyo-bilimsel konular uzerine alaninda yayimlanmis makaleleri incelemektir. Arastirmada 32 dergiden toplam 36 makale icerik analizi kullanilarak incelenmistir. 2000-2014 yillari arasinda bulunan 2545 makale icinden 36 makale degerlendirmeye alinmistir. 2002, 2003 ve 2004 yillarinda sosyo-bilimsel konularla ilgili herhangi bir makaleye rastlanmamistir. En fazla makalenin 2012 yilinda 10 adet makale yayimlandigi saptanmistir. En az ise 2000 ve 2001 yillarinda 1’er makaledir. Belirlenen makaleler, “arastirma konusu, calisma grubu buyuklugu, arastirma turu, veri toplama araclari ve veri analiz yontemleri” bakimindan incelenmistir. Bulgulara gore, arastirmalarda en fazla calisilan konularin ogretmenlerin sosyo-bilimsel konular hakkinda bilgi duzeylerini belirlemeye yonelik oldugu anlasilmaktadir. Ayrica, arastirmalarda veri toplama araci olarak en cok anketlere basvuruldugu gorulmustur. Calismada ulasilan makaleler incelendiginde, arastirmalarda en az calisilan konularin ise sosyo-bilimsel konularin ogretimi uzerine oldugu gorulmustur. Bu calismanin, ulasilan bulgularla gelecekte yapilacak olan calismalara yol gosterici olabilecegi dusunulmektedir.

Öğretmenlerin meslekleri ile ilgili gelişmeleri takip etme durumlarını belirlemeyi amaçlayan bu araştırma, ilköğretim okullarında görev yapan öğretm enleri kapsamaktadır. Araştırmada veri toplamak amacıyla anket formu hazırlanmıştır. Ankette öğretmenlerden Fatih Projesi hakkında sahip oldukları bilgiler, görüşleri, beklentileri, ortaya çıkabilecek olumsuzluklar ve öneriler alınmıştır. Edirne, Bartın, İstanbul illerinde görev yapan 184 öğretmen ile yapılan anket çalışması için yaklaşık 300 anket formu dağıtılmıştır. Ancak bazı öğretmenler proje hakkında bilgi sahibi olmadıkları için anketi doldurmamışlardır. Elde edilen verilere bakıldığında öğretmenlerin büyük çoğunluğunun mesleği ile ilgili gelişmeleri takip etmediği; proje hakkında bilgi sahibi olduğunu söyleyenlerin ise yanlış bilgiye sahip olduğu ortaya çıkmıştır. Ortaya çıkan diğer veri ise birçok soruda öğretmenlerin cevaplarının soru ile ilgisiz olduğudur. Çalışmadaki öğretmenlerin çoğunluğunun gelişmeleri takip etmede TV haberlerini kullandığı ve bu haberlere tamamıyla inanıp detaylı bilgi almadıkları ortaya çıkmıştır. Çalışmaya katılan öğretmenlerin yarısının 26 -35 yaş aralığında olmasının yanında projenin sadece sınıflardaki akıllı tahta ve öğrencilere verilecek tablet bilgisayarlardan ibaret olduğu araştırmanın diğer ilgi çeken bulgularındandır. This study which aimed to determine the status of teachers to follow the developments related to their profession. The research was done with the primary school teachers. In order to collect data questionnaire was prepared. In the survey teachers were asked to their information, opinions, expectations, and suggestions problems about Fatih Project. The survey was distributed to nearly 300 teachers who served in th e provinces o f Istanbul, Edirne and Bartin . 184 teachers answered the survey. However some teachers who dont have information about the project did n ot answer the survey s questions . In conclusion; the vast majority of teachers did not follow the developments related to the profession was found. They have false information about the project. The other thing which the answers were irrelevant about project was interesting. Most of the teachers in the study follow developments from the TV. Half of the teachers in the stud y are 26 -35 age range. They stated that this project was consists only smart boards and tablet computer.

Kavram yanılgılarının tespitinde genellikle kavram testleri tercih edilmektedir. Öğrencilerin açık uçlu sorulara verdikleri cevaplar genellikle sorudan puan almaya yönelik cevaplar olduğu için bazen öğrenciler kavram ile ilgili olmayan cevaplar da yazmaktadırlar. Çoktan seçmeli testlerde ise öğrenciler cevabını bilmedikleri sorulardan puan almak için kendilerine uygun görünen cevabı işaretlemektedirler. Bu durumda öğrencide olmayan kavram yanılgısı varmış gibi ortaya çıkmaktadır. Fakat öğrencilerin oynarken kullandığı kelimelerden kavram ile ilişkili verilere ulaşmak kavram yanılgılarının tespitine farklı bir bakış açısı kazandıracaktır. Bu çalışmada öğrencilerin sahip olduğu kavram yanılgılarını tespit amacıyla tabu oyunu kullanılmıştır. Bu çalışmada gözlem yapılabilmesi için Fen ve Teknoloji dersinde pilot uygulama yapılmıştır. Pilot uygulamada öğrenciler oyunu oynarken kamera ile kayıt yapılmış, görüntüler daha sonra incelenerek bir gözlem formu oluşturulmuştur. Bu gözlem formuna göre uygulamada veriler elde edilmiştir. Elde edilen verilerde öğrencilerin kavramları nasıl öğrendikleri, hangi kelimeler ile ilişkilendirdikleri tespit edilmiştir. Arkadaşlarına kavramları buldurmaya çalışırken hangi kavram yanılgılarını yaptıkları belirlenmiştir. Bazen derslerde öğrendikleri kelimeler ile kavramları anlatmaya çalışırken, bazen ise kavram ile ilgisi olmayan benzetmeler kurarak kavramları buldurmaya çalışmışlardır. Bu oyun sayesinde kavram yanılgılarının belirlenmesine farklı bir bakış açısı kazandırılmıştır Concept tests are generally preferred to determine misconceptions Students’ aims are getting more notes for open-ended questions therefore they sometimes write irrelevant answers and concepts. Moreover, students may mark irrelevant choices which are to be appeared appropriate for them to get credits for multiple choice tests. In this case, although students do not have misconceptions, results of the tests show that they have. Reaching relevant concepts from students’ words which are used in game will be a different perspective. In this research, taboo game was used in order to determine students’ misconceptions. Pilot study was conducted in Elementary Science lesson for making observation as well as this study was recorded by camera. Records of taboo game were examined and then a observation form was prepared. The data give information about how students learn and associate concepts. Students’ misconceptions were determined when they talked about concepts. They sometimes describe the concepts with words which were learnt in lessons and irrelevant similitudes. Using taboo to determine misconceptions has gained a different perspective