The aim of this study to reveal the perceptions of preservice teachers' on "Science" and "Scientist" concepts through metaphors. The study is designed based on one of the qualitative research method named as phenomenology and analyzed with content analysis. The data on completing the expression "Science/Scientist….…is like. Because …." was collected using 62 science teachers, 45 clasroom teachers total 107 preservice teachers. According to our results, preservice teachers created 85 valid metaphor for "Science" and 80 for "Scientist". From the data, it is understood that mostly 'Book' metaphor (f=5) is used by the participants related to science. Mostly "Sun" metaphor (f=5) is used by the preservice teachers related to scientist. The created metaphors were categorized considering their common properties and similarities. In the end of this process, eight categories for "Science" concept and six categories for "Scientist" concept were obtained. Preservice teachers mostly see science as a structure "depending on effort-labor and research" (f=17) and scientist as "searching, hardworking, struggling person" (f=31). The differences were identified between participants' gender, class levels and department with regard to the categories. The negative metaphor was not found on "science" and "scientist" concepts among the metaphors created by preservice teachers.

Today, there is a great discrepancy between the number of recipient patients on waiting lists for an organ transplant and the number of donated organs. Negative attitudes toward organ donation are important factors in the lack of donors. Education is an important tool to change attitudes, so it is important to determine the attitudes of teachers and pre-service teachers. The aim of this research was to develop a reliable and valid scale to evaluate pre-service teachers’ attitudes towards organ transplantation and donation (OTD). The attitude scale development process was conducted on three different pre-service teachers’ groups for the purposes of performing the exploratory factor analysis (n=208), confirmatory factor analysis (CFA) (n=480) and test-retest correlation (n=62) of the scale. It was established that the scale had two factor structure consisting of a total of 20 items. It was determined that the two factors determined explain 61.749% of the total variance. The CFA values confirmed the two-factor model with acceptable goodness of fit indices. The Cronbach Alpha coefficient for the total scale was calculated as .900. Test-retest reliability was calculated as .951. Finally, the results demostrated that this scale is able to measure pre-service teachers’ attitudes related to OTD use reliably. Keywords: attitude scale development, organ transplantation, organ donation, pre-service teachers.

This study aims to determine the trends in the field of biotechnology education by analyzing scientific articles published in the field of biotechnology education in terms of bibliometric indicators. In this context, 81 articles on biotechnology education published between 1998-2021 were analyzed bibliometrically, and trends in the field were revealed. The data on the bibliometric analysis of the publications were obtained by scanning the keywords "biotechnology", "genetic engineering", "genetically modified organisms", "cloning", and "biotechnology education" in the Web of Science (WoS) database. Studies were examined bibliometrically, and the trends in this field were revealed. In the study which was carried out to determine the current situation in the field of biotechnology education, the number of publications by years, the distribution of publications according to journals, the five most active journals publishing, the number of citations to articles by years, the five most cited studies, the first 20 countries with the most publications in biotechnology education, network mapping of bibliographic matching based on countries and documents, network mapping of citations based on authors, documents and universities, network mapping of studies based on cited sources in terms of co-citation, network mapping based on authors and universities in terms of co-authorship of studies, and network mapping of citations based on countries were examined. It was thought that the use of bibliometric analysis in the study would describe the studies on biotechnology education, provide a perspective on scientific production and determine the trends in the field.

This study made for concepts related to biotechnology research trends between the years 2000-2020 graduate thesis in the field of science in Turkey, offers a descriptive content analysis. Within the aim of the study, a total of 65 postgraduate theses were examined by scanning the database of the YOK National Thesis Center. In this study, in which document analysis, one of the qualitative research designs, was used, theses were analyzed according to years, universities, study subjects, concepts, methods, data collection tools, sampling and sample size. According to the results obtained from the findings, it has been observed that the theses are predominantly master's theses, the postgraduate theses made in the field of science education related to biotechnological concepts were carried out in a total of 27 universities and the theses were mainly done in Gazi University, İnönü University and Bolu Abant Izzet Baysal University. According to the subject distribution, it has been observed that the theses are predominantly focused on learning, attitude/perception/interest and teaching. In addition, it has been concluded that quantitative studies are mostly used in the examined theses, and empirical designs among quantitative research methods are preferred more than non-experimental designs. As data collection tools, mostly skill, attitude, perception, personality, etc. tests, achievement tests, Likert type questionnaires and semi-structured interviews were used and it was observed that the most preferred sample group was university and high school students and the sample size was mostly between 101-300, 31-100. Based on the results of the study, researchers can focus on more detailed analysis in biotechnology education through meta-analysis.

The aim of this study is to reveal the preservice teachers' mentalimage and perspective for "knowledge" concept by using metaphors. In this regard, the research questions were formulated as (1) "What are the preservice science and classroom teachers' metaphors about knowledge concept", (2) "What conceptual categories can be derived from these metaphorical images?" and (3) "How do these themes differ across participants' department type, class level and gender?" It is believed that knowing preservice teachers' perceptions about knowledge would provide benefit for educators who design, apply and conduct the process. Design & Methodology: The study is designed based on one of the qualitative research method named as phenomenology and analyzed with content analysis methods. The data on completing the expression "Knowledge… is like. Because …." was collected using 62 science teachers, 45 clasroom teachers total 107 preservice teachers on Education Faculty in 2016-2017 academic year, spring term, Inonu University. Findings: According to results, preservice teachers created 67 valid metaphor for "Knowledge". From the data obtained by preservice teachers, it is understood that mostly 'Water' metaphor (f=8) is used by the participants. The created metaphors were categorized considering their common properties. In the end of this process, these metaphors is divided into a total of nine categories. Preservice teachers mostly see knowledge as "a structure that is opened by effort" (f=25), "a dynamic structure" (f=22). The conceptual categories also differed in terms of gender, class levels and department type of preservice teachers. Implications & Suggestions: According to the result of the study it was found that preservice teachers' perceptions about "knowledge" concept was multifaceted and included differences. To conclude, metaphor could be employed as a powerful research tool in gaining insight into teachers' and students' reasoning about important concepts such as knowledge. Hence, in different levels of education, both teachers and students could be asked to provide their images of various educational concepts via metaphor.