Microscopic livings are among the 4 th Grade topics at the Ministry of National Education (MEB) 3-8 grade science curriculum in 2013. This study, firstly, aims to find out the 3 rd Grade students' awareness about the topic and the microscope's functions. Secondly, it aims to follow up the students' gain from the study. With these aims, total number of 31 students in one class from one central primary school in Canakkale were conveniently sampled.. At the beginning of the study, students were asked about the microscope and they were asked to draw it. After the introduction of the microscope, a 20-minute application based on live cell display was performed. The questions were repeated after the application and students were asked to draw a microscope.Fifteen students were selected according to their drawings and the answers and the questions were repeated with semi-structured interview in a follow up study after three months. Generally speaking, students' awareness about the microscope and microorganisms were found high. The follow up study showed that the students'gain continues. This phenomenological study is important to draw teachers' and academicians' attention to the out-of-school factors (family, media, etc.) on students' learning before the science program.

Bu çalışmanın amacı, genel biyoloji dersinde kavram haritalama ve geleneksel öğretim yöntemlerini kullanmanın öğretmen adaylarının akademik başarısı ve biyoloji dersine yönelik tutumları üzerindeki etkilerini incelemektir. Araştırma Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi Fen Bilgisi Öğretmenliği 2.sınıfta öğrenim gören 103 öğretmen adayının katılımıyla gerçekleştirilmiştir. Araştırmada ön test-son test kontrol gruplu deneysel araştırma modeli kullanılmıştır. Veri toplama aracı olarak Genel Biyoloji Dersi Akademik Başarı Testi ve Biyoloji Dersine Yönelik Tutum Ölçeği kullanılmıştır. Araştırma sonucunda; deney ve kontrol grubundaki öğrencilerin akademik başarı ve tutum son testlerinden aldıkları puanlar arasında anlamlı bir fark tespit edilememiştir (p>.05). Deney ve kontrol gruplarının akademik başarı ve tutum ön test/son test karşılaştırmalarına göre hem kavram haritalama ile hem de geleneksel öğretim yöntemi ile ders alan öğrencilerin başarı ve tutumlarında son test lehine anlamlı farklılıklar tespit edilmiştir (p<.05).

Earth has a natural magnetic field that many animals use for orientation and navigation. With the development of technology, these natural systems have been exposed to high levels of man-made electromagnetism from the heavy usage of electric devices. This study aims to understand the possible effects of artificial magnetic fields on the behavioral responses of the earthworm, which is used in this study as a model organism in laboratory conditions. The 3 experimental groups, each composed of 20 earthworms, were exposed to 190-520 µT magnetic fields using a 1.5 V current for 1-h durations in a wire-wrapped vivarium. The experimental and control groups were kept in similar conditions. A camera recorded the positions of the earthworms every 5 min. The angles, in terms of the mean vector of each earthworm's position beginning in the center of the vivarium, were documented using the Adobe Photoshop CS6 program. The mean vectors and angles of different experimental designs and controls were compared using circular statistics. The orientations of the earthworms in the control (261.4° ± 101.6°) and experimental (251.2° ± 94.1°) groups were statistically different (P < 0.005), and a deviation of approximately 10° to the east was observed for the experimental group in comparison to the control group.