Özet: Bu araştırmanın amacı, Fen Bilimleri öğretmenlerinin fen öğretimine yönelik yönelimlerini ve cinsiyet, mesleki kıdem ve görev yeri değişkenlerine göre yönelimlerinin nasıl değiştiğini belirlemektir. Tarama modeline uygun olarak yürütülen araştırmaya, Aydın ilinde görev yapan 95 Fen Bilimleri öğretmeni katılmıştır. Öğretmenlerin fen öğretimi yönelimlerini belirlemek amacıyla Schuster ve diğer. (2007) (2007) was employed to identify the orientations of the science teachers. The Turkish adaptation of the POSTT was created by Güvenç and Sert (2013). The choices on the 16-item test represent four different basic pedagogies of didactic direct, active direct, guided inquiry and open inquiry. The results of the research revealed that the science teaching orientations of the science teachers were consistent with the pedagogy of guided inquiry. Guided inquiry refers to the teaching method of having a student learn a previously determined scientific content through exploration of a phenomenon or concept under the guidance of the teacher. It was found that female teachers more than male teachers, teachers with a seniority of 11-20 years more than teachers of 1-10 years and teachers working in the city center rather than in the sub-districts were more likely to display an orientation toward guided inquiry. While it was revealed that gender was a factor that affected teachers' science teaching practices, it was also ascertained that the more professionally experienced teachers were the most likely to adopt a guided inquiry orientation. Moreover, it was concluded that teachers shaped their orientations to the conditions prevailing in the school at which they worked and were thus able to resolve the conflicts they experienced between physical conditions and their own science teaching orientations.

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The aim of this research was to explore the effect of a Technology-enhanced Metacognitive Learning Platform (TeMLP) on student’s monitoring accuracy and understanding of electricity. An interactive TeMLP was prepared on the electricity unit covering the topics of static and current electricity for 7th graders; the platform contained computer animations, science experiments, e-diaries, and metacognitive prompts. In this research, pre-test/post-test control group semi-experimental model was used. The Metacognition Scale and Essay Questions on Static and Current Electricity were used as data collection tools in this research. In addition, Essay Questions on the Learning Platform and the self-explanations of students in the learning platform database were also used in the experimental group. The pre-test and post-test comparisons regarding the Metacognition Scale for the group showed that the students in the experimental group had significantly higher post-test scores compared to control group students in terms of the control and monitoring subscales. The results of the essay questions on static and current electricity revealed an important difference between the groups favoring learning platform. The views of the students about the software support these results. The conclusions drawn by the research led to recommendations for researchers about the metacognitive prompts to be employed in technology-enhanced learning platforms. Keywords: metacognition prompt, science teaching, technology-enhanced learning.

A new Science and Technology program had been applied in Turkey since 2005. Constructivism has been the predominant influence on the program. Accordingly, science teachers are expected to have beliefs that are consistent with constructivism. However, the question of “what are the Turkish science teachers’ beliefs” is important because, the success of the program is dependent upon the teachers’ beliefs. This paper reports on the investigation of the science teachers’ beliefs about teaching science, learning science and managing behavior problems and any relationships among these belief systems. Data were collected through interviews with 18 science teachers. Results indicated that most of the science teachers held transitive beliefs about teaching science, and traditional beliefs about learning science and managing behavior problems. While teachers with 1-10 years experiences held a constructivist belief, this belief gave way to traditional belief as the teaching experience advanced. Beliefs of teachers were both interrelated and nested. Key words: classroom management, constructivism, learning science, teacher beliefs, teaching science.