Students started to continue their education from online platforms when they could not receive face-to-face education due to Covid-19. The study aimed to analyze the videos shared in the field of science education on the YouTube platform during the Covid-19 period. For this purpose, the keywords (“science lesson” and “secondary school science lesson”) were searched in the YouTube search engine and the videos taken by the teachers and shared during the pandemic period were examined. Thematic content analysis method was used in the research. The videos were analyzed according to the parameters of the shared date, the location of the teacher who shot the video, the grade level, the subject area, the method of the video, their suitability for the learning outcome and the compatibility of the content information with scientific knowledge. The following issues were revealed in the findings: Between 23 March and 15 May 2020, when distance education continues, there is a large number of video sharing. The number of videos in which no information is given that the teachers who shoot videos work in any institution is higher than the others. There are many videos shot for 8th graders. It was concluded that the videos were generally shot on living things and the subject area of life, the question-solving method was mostly used in the videos, and the experiment/activity was rarely included in the videos. It has been concluded that there are a large number of videos that are suitable for the relevant acquisition and that the content information is suitable for scientific knowledge. Necessary suggestions were expressed in line with the results obtained.

Objective: During the early school period, teachers are in an important role model position in acquiring Healthy Lifestyle Behaviors (HLB) habits. Therefore, our study aimed to determine the HLB habits of teachers working in XXXXXXXXXX XXXXXX district center. Material and Methods: The cross-sectional study population consisted of 1075 teachers working in XXXXXXXXXXXX XXXXXX district center and affiliated village schools. We included every teacher who agreed to participate in the study without sampling, as our study universe was chosen as the entire district. The accessibility rate in our study was 85% (n=914). Healthy lifestyle behaviors were measured by the Healthy Lifestyle Behaviors Scale-ⅠⅠ. The scale has six sub-dimensions: spiritual development, health responsibility, physical activity, nutrition, interpersonal relationships and stress management. Results: The mean age was 29.7±4.9, and 492 (53.8%) were male. The mean HLB score was 128.0±21.0 in all participants. When we examine the sub-parameters, the highest score was in the spiritual development factor (26.0±4.5), and the lowest average score was in the physical activity factor (16.4±4.7). In addition, the HLB scale total score was significantly higher in the 20-29 age group (p=0.048), single/widowed (p=0.009), 0-10 years of employed (p=0.007), non-smokers (p=0.007), kindergarten teachers (p=0.006), those with a good perception of the economic situation (p=0.000). Smoking, perception of the financial situation, and the teacher's branch significantly affect healthy lifestyle behaviors (p=0.034, p=0.000, p=0.031, respectively). Conclusion: In our study, the HLB score average was moderate in the teachers working in XXXXXXXXXX XXXXXX District. The most significant factor was cigarette smoking which negatively contributes to the HLB score. Exercise scores were lower in the female gender, married marital status, and chronic disease. Appropriate programs should be planned for teachers to cease smoking and increase physical activity levels.

Bu çalışmanın amacı, sorgulamaya dayalı öğrenme yaklaşımının ortaokul beşinci sınıf öğrencilerinin sürtünme kuvveti konusunda başarılarına ve öğretim hakkında görüşlerine etkisinin araştırılmasıdır. Araştırmada karma araştırma yöntemlerinden açıklayıcı sıralı desen modeli kullanılmıştır. Çalışma Marmara Bölgesinde bulunan bir devlet ortaokulunda gerçekleştirilmiştir. Çalışmaya beşinci sınıfta öğrenim gören toplam 55 (28 kontrol grubu, 27 deney grubu) öğrenci katılmıştır. Deney grubunda araştırmacılar tarafından hazırlanan 5E öğrenme modelinin kullanıldığı sorgulamaya dayalı öğrenme yaklaşımı ile öğretim gerçekleştirilirken kontrol grubunda fen bilimleri dersi öğretim programına uygun ders işlenmiştir.  Araştırma kapsamında uzman görüşü alınarak araştırmacılar tarafından hazırlanan kelime ilişkilendirme testi her iki gruba da ön test-son test olarak uygulanmıştır. Öğrencilerin sorgulamaya dayalı öğretim hakkındaki görüşlerini inceleyebilmek için öğretim sonrası deney grubundaki altı öğrenci ile yarı-yapılandırılmış görüşme yapılmıştır. Kelime ilişkilendirme testi sonuçlarına göre, deney grubu öğrencilerinin ön test-son testleri incelendiğinde kontrol grubu öğrencilerine göre daha başarılı olduğu sonucuna ulaşılmıştır. Yarı yapılandırılmış görüşmeler sonucunda öğrencilerin sorgulamaya dayalı öğrenme yaklaşımı ile gerçekleştirilen dersi öğretmenin aktif olduğu diğer derslere göre tercih ettikleri sonucuna ulaşılmıştır. İleriki araştırmalarda sorgulama temelli öğretimin öğrencilerin öğrenmeleri üzerindeki etkinliğini belirlemede farklı alternatif değerlendirme yöntemlerinin kullanıldığı çalışmalar yürütülebilir.