In this study, it was aimed to determine the argumentation skills of pre-service science teachers studying at the 4 th grade in different socioscientific issues. The study was designed in accordance with the case study. In the study involving 8 teacher candidates, the data were obtained by observation method. For data analysis, descriptive analysis was performed. The data in the argumentation process were evaluated both in terms of quantity and quality. In terms of quantity, it was seen that teacher candidates had more codes and frequencies in biotechnology and health themes, and less in environment and energy themes. When the argumentation process was examined qualitatively, it was seen that the pre-service teachers could not form arguments by paying attention to all components. It was also concluded that the participants formed better arguments on socioscientific issues such as global climate change, genetically modified organisms, nuclear energy, organ donation and stem cells, medicine-alternative medicine. It was found that the participants were able to form arguments at a lower level on socioscientific issues such as cloning, euthanasia, space pollution and pandemic vaccine. From this point on, it can be stated that the argument attributes are affected by the subject context.

This study sought answers to the following question: “Is digital storytelling functional in teaching socioscientific issues?” In the framework of the study, digital stories were prepared individually by nine pre-service teachers on nine different socioscientific topics to find the answer to this question. The data of the present study, which was conducted with action research, were collected by using two different methods: pre and post-interviews and digital stories. Content analysis was used to analyze the interviews and the digital stories were analyzed by using the "digital story evaluation rubric". According to the results obtained during pre-interviews, the participants did not have digital storytelling experience before and did not have much knowledge about digital storytelling. After the implementation, the participants had predominantly positive views towards digital storytelling and that the digital storytelling could be a functional method in teaching socioscientific issues. When the participant products (digital stories) were evaluated in line with the criteria in the literature, it was concluded that the digital stories were prepared at a very satisfactory level, but the content part in the digital stories prepared by the participants lacked discussion questions about the selected socioscientific issues and the issues could not be addressed in an impartial way.

This study aimed to determine science and classroom teachers’ views on sustainable environment and life during Covid-19 pandemic. Data were collected from six science teachers and six classroom teachers through semi-structured interview questions in this study, conducted with phenomenological design, a qualitative research approach. The first section of the interview attempted to identify teachers’ views on sustainable environment and life. The second section examined participants’ views on Covid-19 outbreak and their experiences during the epidemic. The last section focused on views about the effects of Covid-19 epidemic on sustainable environment and life. The findings were analyzed with content analysis. It was found that the participants defined sustainability as continuity, did not find the state follow-up sufficient in sustainable environmental practices and believed that citizens lacked awareness about sustainability. Some participants reported experiencing a process of returning back to basics and enlightenment during the epidemic. The majority of the participants believed that the epidemic would have a negative impact on sustainability. On the other hand, some participants stated that the epidemic would have positive effects or no effect on sustainability. Participants suggested various solutions for a sustainable environment based on the epidemic experience.

This study aimed to develop a test to measure 8 th graders' ability to identify and control variables from scientific process skills. In the study explanatory sequential design was used that it one of the mixed research designs. Implementation was carried out in three phases as preliminary, pilot and actual implementation. The total implementation of the test was conducted with 1006 (21 in preliminary, 437 in pilot and 548 in actual implementation) 8 th graders in Mersin. During the implementation, 54 students were interviewed about test after actual implementation. The average difficulty of the test which consisted of 24 items was calculated to be 0.50 and the KR-20 reliability coefficient was 0.86. In this context, based on item analysis results, it can be argued that the test is a viable test that can serve its purpose. While identifying variables, some problems (carelessness, not understanding the question, etc.) were encountered by the students.