This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Movies are informal teaching tools to make teaching relevant to a diverse group of students. The use of movies may enhance students’ interest in science, technology, engineering, and mathematics (STEM). They can be effective tools to build students’ interest in STEM fields and raise their awareness of STEM and STEM careers. This study purpose was to identify STEM-related topics in the movie “Hidden Figures” and determine preservice female teachers’ views of it. The study sample included 19 female students. A qualitative phenomenological design research method was used. Data were collected using “the Movie Hidden Figures” and a “Semi-Structured Interview” forms. Qualitative data were analyzed using semiotics and content analysis. Analysis showed that Hidden Figures focus mostly on the theme of “gender perception in science” as well as “design process” and “advances in technology.” Participants believed that the movie had messages mostly of negative gender perception in science. Despite that, movies emphasized that women can be mathematicians, engineers, and scientists as men. They also stated that gender equality is crucial in education. They also advocated that mathematics and engineering are essential for technological progress and female scientists can play a more active role for achievement. Keywords: gender perception in science, hidden figures, women in movie, preservice teachers, STEM education

This qualitative research aims to determine teachers' opinions about in-class web 2.0 practices after distance professional development involvement. Twelve teachers from different public schools were selected purposefully as a sample group. The Web 2.0 and Distance Training Interview Form (WDTIF) was used after implementing web 2.0 tools in the classrooms to collect data. All interviews were audiotaped and transcribed. Then the data were analyzed by content analysis. The data analysis revealed that participating teachers recognized the different features of web 2.0 tools. Furthermore, it was found that teachers used web 2.0 tools for assessment, to create opportunities for collaboration, and to improve students' learning experience and engagement. Teachers also mentioned that distance education allowed them to participate in a professional learning community besides offering training opportunities. Distance education was also an affordable option for teachers who needs to travel to a distant location. During the interviews, the disadvantages of distance education were pointed out as well. These disadvantages were internet connection problems, lack of motivation and confidence, and face-to-face interaction. Further investigations were carried out to understand other related impacts of using web 2.0 tools in the classroom and distance teacher learning that arose during the study.

This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.