The aim of this research was to examine the effects of the Augmented Reality (AR)-supported teaching activities on the academic success, motivation of students towards science learning and attitudes of students towards AR application, in the scope of the seventh grade science course, "Solar System and Beyond" unit. For this purpose, "Solomon Four Group Model", which controls the internal and external validity, was used. Research was conducted with 120 students in two different schools and involved two experimental and two control groups established by random method. Experimental (1) and Control (1) groups received data collection tools as pre-test and post-test, while Experimental (2) and Control (2) groups received only post-test. During the six-week research, the students were taught in the experimental groups using the 'Star-Tracker, Spacecraft, iSolarsystem, Space-4D' mobile AR applications, while the control groups were taught with the activities envisaged in the curriculum. "Solar System and Beyond Success Test" and the "Students' Motivation to Science Learning" scale, were used as data collection tools. Findings from the research showed that teaching with AR applications significantly alters the success of students and motivation towards science learning. This showed that teaching with AR applications is effective. Keywords: augmented reality, academic success, solar system, Solomon four-group model, 7th grade students.

ÖzAfetler günlük yaşamı alt üst eden, can ve mal kayıplarına yol açabilen, insan çevre arasındaki dengenin bozulmasına neden olan olaylardır. Doğal ya da teknolojik tehlike, risk ve kırılganlık ile birleştiğinde yıkıcı afetler meydana gelebilir. Son yıllarda, ekonomik, sosyolojik, çevresel ve fiziksel kırılganlıkların artmasıyla özellikle gelişmekte olan ülkelerde, afetler daha sık yaşanmaya başlamıştır. ISDR 2015 raporuna göre; dünyada afetlerden kaynaklanan maddi hasarın yıllık ortalama 314 milyar ABD dolarına ulaştığı tahmin edilmektedir. Son 10 yılda sadece meteorolojik kökenli afetlerin sayısı % 14 oranında artmıştır. Afetlerin olası etkilerini azaltmak; ancak başarılı bir afet risk yönetimi ve toplumun afetlere karşı direncinin artırılması ile mümkün olabilecektir. Toplumda afetlere karsı direnç az, zarar görebilirlilik /kırılganlık fazla ise, afet oluşumu ve afetlerin olası etkilerine maruz kalmak kaçınılmaz olur. Bu makalede afet dirençliliği kavramı irdelenmiş ve UNISDR tarafından gündeme getirilmiş olan HFA ve Sendai Eylem planları çerçevesinde, toplumda afetlere karşı direncin artırılması için yapılabilecek çalışmalar değerlendirilmiştir. AbstractDisasters effects daily life and can lead loss of life and property, and destabilize the human environment. When combined with natural or technological hazard, risk and vulnerability, destructive disasters may occur. In recent years, with increasing economic, sociological, environmental and physical vulnerabilities, disasters have begun to occur more frequently, especially in developing countries. According to ISDR 2015 report; it is estimated that the property damage caused by disasters in the world reaches an average of 314 billion US dollars annually. In the last 10 years, only the number of meteorological disasters has increased by 14%. Reducing the possible effects of disasters can be possible with a successful disaster risk management and with increasing disaster resilience. If the disaster resilience is low in the society and the vulnerability is high, it is inevitable to be exposed to the disasters and its destructive effects. This article examines the concept of disaster resilience and assesses the work that can be done to increase disaster resilience in society in the framework of the HFA and Sendai Action Plans, which have been brought to the agenda by UNISDR.

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In the research, the impact of using Augmented Reality applications in "the Solar System and Beyond unit" of Science lesson on the academic achievement of the students and the opinions of the students on these applications have been examined. 45 students in the 7th grade of an elementary school in the Dilovası district of Kocaeli constitute the study group of the research. In the research, quasi-experimental design with pretest-posttest control group has been used. As data collection tools, the Solar System and Beyond Achievement Test (SSBAT) by the researchers was used. As a result of the data analysis, a significant difference in favour of the experimental group was found.

In this research, it is aimed to examine in depth the effect of design based learning (DBL) program on pre-service science teachers' on development of the decision making skills and determine the opinions of pre-service science teachers regarding the effect of the DBL program on decision making skills. For this purpose, embedded integrated design of a mixed-methods approach was employed in this study. In the quantitative part, one-group pre-test and post-test experimental design was used. Multiple-case (embedded) design was used in the qualitative part. The study group for the quantitative part of the research is 36 pre-service science teachers determined by convenience sampling method. The qualitative study group are 6 pre-service science teachers determined by maximum variety sampling. The quantitative data of the study were collected via decision-making skills test. DBL activities worksheet and semi-structured interviews were used as qualitative data. Findings indicated that there was a significant difference between participants' pre-test and post-test decision skills measures in favor of the post-tests. In this study, it was determined that the decision process related to the design challenge revealed from the real life situations were identification of the problem, evaluation of the alternatives, decision applications, decision and application steps.