-The purpose of this study was to investigate the effects of blended learning method on pre-service science and technology teachers' attitudes towards technology, self-regulation and science process skills. The study was conducted with 61 pre-service teachers at Dokuz Eylul University Science Education Department in the academic year 2012-2013. The applications were conducted within the scope of a science method course.The experimental group (n=30) was taught with blended learning method while the control group was taught with face to face method. In the study, "Scale for Attitudes Towards Technology", "Self-Regulation Skills Scale" and "Science Process Skills Test" were used as data collection tools. The scales were applied as pre and post-test to pre-service teachers at the beginning and end of the semester. According to findings of the study, no difference was found between the experimental and control group preservice teachers' attitudes towards technology.. There was no difference between experimental group students' pre-post scores in self-regulation skills. However, , control group's self-regulation skills score decreased from pre to post application. Similarly, while control group's science process skills pre-test scores were significantly higher than that of experimental group, no difference was seen between post-test scores of the groups. Suggestions are provided in the light of the results.

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In recent years, the science of astronomy has gone beyond the lessons covered in schools and become a learning domain that people promote with new experiences in line with their individual curiosity, which has paved the way for astronomy learning methods to diversify and attract attention with the contribution of technology. Augmented Reality (AR) applications, which have been encountered in many fields including education in recent years, are also actively used in the astronomy learning process. Star Walk 2 is one of these AR applications, which enables individuals to acquire real-time images and information flow while observing the sky, and includes features to promote astronomy learning for individuals of all ages. There are some elements with significant effects on individuals in preferring these applications, and these are language preferences, user-friendliness and accessibility. Star Walk 2 application can meet users' needs in terms of accessibility and user-friendliness. However, it lacks a detailed guide and language options in Turkish. This situation is likely to prevent users, whose primary language preference is Turkish, from making effective use of the application. In this context, the purpose of this study is to provide a detailed Turkish guide on the use of Star Walk 2 application for students, teachers and other individual learners. Within the scope of the study, the researchers have used all the features of the application and analyzed the observations enabled. They have prepared a detailed guide by examining the paid and free versions of the application separately. With the visual-aided guide prepared, it is aimed to enable users' effective use of the application features and to facilitate their astronomy learning process. In addition, it is envisaged to provide Turkish user guide support to users who cannot use the application due to language options. It is believed that the guide and observation details about the application presented in the study will be a useful resource for both students and teachers, and individual users.

In the scope of the study it was aimed to develop the acceptance scale of LEGO robotics instructional practices to determine the prospective teachers' acception of LEGO robotics instructional practices. Scale development study was carried out with the help of 360 prospective teachers having been educated at Bartin University during the 2016-2017 academic semester. Before testing form of the scale was applied to the prospective teachers, they had been introduced on LEGO Mindstorms EV3 set and how to integrate these sets into learning and teaching process. Item analysis studies were done with the correlational analysis method and the factor structure of the scale was determined with the exploratory and confirmatory factor analysis methods. Both exploratory and confirmatory factor analysis studies indicated the scale had one factor and four components. The components of the scale was called as perceived benefit, perceived easy use, intention to use and attitude. Cronbach Alpha reliability parameter of the whole scale was found as .956 and Cronbach Alpha reliability parameters of the components of the scale were found respectively as .924; .929; .834, .915. Exploratory and confirmatory factor analysis studies as well as Cronbach Alpha parameters indicated the acceptance scale of LEGO robotics instructional practices has been a reliable and valid data collection tool.