Instagram is one of the most widely used social media platforms around the world. It is not only a platform for users who want to spend time on social media, but also a platform where educators come together. This study aims to examine the views of science teachers on educational Instagram accounts. The sample was composed of 972 secondary science teachers and the data were collected through an online survey. The findings obtained from the online survey revealed the types of Instagram pages the participants valued the most, the criteria they used to select them, and the features they liked and disliked on these pages. The findings indicate that the participants generally benefit from Instagram in sharing resources related to science, communicating with their colleagues, following current information about their field of science, and contributing to their professional development. In addition, some of the features disliked by the participants about Instagram included late responses from administrators, off-topic posts and comments on the pages, and some limitations imposed by the platform. Overall, most of the participants find science-related Instagram pages valuable because they think that these pages increase their field-specific competencies. In conclusion, Instagram pages can be considered as a platform that can contribute to the professional development of science teachers specifically, and all teachers in general.

The game, which has an important place in the development of children, enters into life starting from infancy and contributes to its development in terms of physical, cognitive, emotional and social aspects as a whole. Perhaps the most important role in this contribution process is playing traditional street games, even though it has been forgotten to day. The aim of this study is to reveal the role of traditional street games in supporting children's development areas. For this purpose, the line production named ''Rafadan Tayfa'' which has been broad casted regularly on TRT Children's channel for many years has beens elected. There as on for the selection of this production is that the line building called "Rafadan Tayfa" gives frequent places to the traditional street games, which have been forgotten, in different sections, and that it reminds the children of today's digital game a get to play traditional games in this sense is encouraging. In the study, document review method, one of the qualitative research methods, was used and content analysis was performed. As a result of the analyzes, it was observed that eighteen of the traditional street games were included in the 76 chapters examined, and when these games were analyzed in content, they were mostly composed of games that support psycho-motor development, followed by social-emotional, cognitive development and language development areas, respectively. Therefore, it has been observed that the role of traditional street games in children's development areas is important and television has an effective function in transferring it to new generations.

STEM education has an important place in recent studies. With the Covid 19 pandemic, distance education applications have gained importance all over the world. STEM education applications have also turned into distance STEM education with the Covid-19 pandemic. The purpose of this study is to better understand STEM teachers' perceptions of online group education and how they perceive group education expectations. In this study, semi-structured interviews were conducted with secondary school STEM teachers. The interview was aimed at illuminating teachers' perceptions of the role and purpose of teachers, and students' expectations from a group science lesson. Themes arising from the thematic analysis of interviews were determined. The themes that emerged from the analysis are as follows: Teachers' perceptions of their teaching role, teachers' perceptions of students' psycho-social needs, and teachers' perceptions of students' educational needs. Promoting student interaction in online synchronous education was identified as a challenge. Besides, some discrepancies were observed between teachers' perceptions of students learning expectations and their preferred approaches, and it was found that students expect a didactic experience rather than an interactive one.