Within the scope of the study, the effect of the argumentation-supported problem based learning method on the detection of the misconceptions of the students studying in the Department of Science Education about "Particulate, Space and Motion Nature of Matter" was examined. Based on this main purpose action research in practice-based was applied in the study, one of the qualitative research methods. The study group of the research consists of 22 pre-service science teachers. It was observed that pre-service science teachers structured non-scientific claims, could not provide sufficient grounds, and could not use their rebuttal skills adequately before the implications. After the implications, it was observed that the pre-service science teachers had the targeted arguments and were able to write grounds and rebuttal in the categories of completely/partially correct to their arguments.

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In the context of the study, an instrumental analysis laboratory course offering Problem-Based Learning (PBL) was designed as an alternative to traditional laboratory practices. The study was conducted with a total of 36 volunteer, prospective chemistry teachers consisting of fourth year undergraduates and graduates. While PBL activities were conducted with 19 of the prospective teachers, instrumental analysis laboratory activities were conducted with 17 of them using the traditional approach. The first aim of this study was to determine the levels of perception of problem-solving ability and self-regulatory learning strategies of prospective teachers after and before all the applications. The second aim was to compare the effects of PBL instrumental analyze laboratory course and traditional instrumental analyze laboratory course on the perceptions of problem-solving ability and self-regulatory strategies of prospective teachers. A pre-test-post-test control group design was used. In this study, data were obtained using the "Problem Solving Inventory (PSI)" and "Self-Regulatory Strategy Scale (SRSS)". The pretest-posttest results of the SRRS test showed that the prospective teachers in the experimental group used self-regulatory learning strategies more often when compared to the ones in the control group. According to the results obtained within the scope of the study, it can be said that the effect of PBL on the perception levels of problem solving skills and self-regulatory learning skills of prospective teachers is more effective than the traditional laboratory teaching application.

This study seeks to examine the effect of the 5E learning model, as one of the constructivist learning approach models, supported by conceptual change texts and enriched with relevant guidance materials on eliminating the fifth-grade students' (n=42) misconceptions about "Heat and Temperature". A quantitative research approach was employed by conducting the pre-test and post-test quasi-experimental design of the non-equivalent groups, namely the experimental and control groups. Before the implications, the Heat and Temperature Achievement Test (HTAT) was used to determine the academic achievement levels of the students in the experimental and control groups in the topic of heat and temperature. The pre-test results between both group students did not find a significant difference. There was a significant difference in favor of the experimental group between the HTAT post-test results. From the results obtained within the scope of the study, it was concluded that this learning model was effective in eliminating the fifth-grade students' misconceptions about the topic of heat and temperature.

Analysis on job satisfaction, self-efficacy perception, organizational commitment and work stress levels of chemistry teachers's with respect to diverse variables ABSTRACT In this study, it was aimed to determine the levels of job satisfaction (JS), organizational commitment (OC), self-efficacy perception (SE) and work stress (WS), in 52 chemistry teachers working in Sivas. Data of the study were obtained by using the Minnesota Job Satisfaction Scale, Teacher Self Efficacy Scale, Organizational Commitment Scale and Work Stress Scale. In order to determine whether the scores obtained from the JS, SE, OC and WS scales differed according to teachers in terms of certain demographic characteristics, independent samples ttest and One-Way ANOVA analysis were administered. At the end of the study, it was found that the demographic characteristics were not effective on teachers' JS, SE, OC and WS levels. The highest correlation between the dependent variables was between JS and WS (r= -.572) at medium level, negative and significant; and that there was a weak, positive and significant relationship between JS and SE (r= .336).Keywords Demografik özellikler, iş doyumu, iş stresi, kimya öğretmeni, öğretmen öz yeterlik algısı, örgütsel bağlılık