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Abstract:In order to reflect the integration of the teachers' content knowledge, pedagogical knowledge, and technology usage skills to the class context and to provide the expected outputs for the program's purposes, it is needed to be revealed the different dimensions of Technological Pedagogical Content Knowledge (TPACK). In this study, it was aimed to investigate the teacher training programmes related to pre-service science teachers' TPACK. This study was designed as a cross-sectional study. In the 2015-2016 academic year, a total of 269 pre-service teachers (73 of them from 1st grade, 73 of them from 2nd grade, 87 of them from 3rd and 36 of them from 4th grade students) attending Science Education Department participated in this study. As a data collection tool, 7 subscales of "Technological Pedagogical Content Knowledge Scale of Pre-Service Teachers"; namely, technology knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge were used. According to the results, as the class level of preservice teacher increases, their level of technological pedagogical content knowledge increases as well. Moreover, there is a significant difference on behalf of pre-service teachers at the 1st grade in all dimensions of technological pedagogical content knowledge scale.

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Advancements in science and technology have created problems for some people who have difficulties adapting to the new environment. Improving problem solving skills of these people is very important for them to so have the ability to cope with new problems. From the education perspective, it is believed that teachers should help students by not only giving them information on how to solve certain problems but also how to assimilate problem solving skills. Teachers should first and foremost have these problem solving skills so that they can help their students. In this context, the aim of the current work is to study pre-service science teachers' problem-solving skills and to determine the effect of science teacher training program on pre-service science teachers' problem solving skills based on their grade levels. 76 freshmen, 81 sophomores, 117 juniors and 69 seniors (that is, 343 pre-service science teachers in total) of the Department of Science Teacher Education in 2012 to 2013 academic year participated in this study. In order to measure their problem solving skills, problem solving inventory (PSI) which was developed by Heppner and Petersen and adapted into Turkish by Şahin, Şahin and Heppner was used. In the data analysis procedure, One-Way ANOVA was used to determine whether there is any statistically significant difference among grades, scores of problem solving skills, and its dimensions. According to the findings, significant differences were found between sophomores and juniors; and also between sophomores and seniors. As for the sub dimensions, there was only found a significant difference according to "impulsive style" and "avoidant style" dimensions among grades.

The purpose of this study is to determine the views of students attending Science and Art Centers (SAC) about Socratic research seminars. This qualitative study was conducted with nine undergraduate students. Individual interviews were conducted with students after the seminars, which spanned 10 weeks, about their opinions of the seminars. As a result of the content analysis, it was found that students rated the Socratic research process as a process in which they can freely express their thoughts, have a scientific experience that contributes to their development, individual differences come out, a good method is used for the development of the discussion, questions and discussions about science are held. In addition, students believe that at the end of the seminars, they can ask better questions both quantitatively and qualitatively, change their ideas, question themselves, develop their sense of curiosity, emphatically respond to different opinions and make philosophical inquiries.