Human beings always failed to recognize the damage they caused to the nature and the environment starting with the very first ages in history. Even after they got aware of it, they ignored this damage for ages. However, today, the damage has increased to such a great extent that it cannot be disregarded or ignored. Thus, modern societies have tried hard to make their individuals conscious of environmental protection and of related problems either in written or in oral form. Even if all possible precautions are taken in such areas as technology, law, politics and economy to solve environmental problems, it is a clear fact that environmental problems can never be solved unless a sustainable society is formed and unless important changes occur in people's life styles (Selvi, 2007). Therefore, in the international society in recent years, it has now been approved that it is important to inform people about the environment and about environmental problems via effective, environmental, lifelong education (Atasoy and Ertürk, 2008). In literature, there are a number of definitions of environmental education that will raise individuals' awareness to avoid the environmental problems caused by today's conditions and to have a clearer environment. Dooms (1995) defines environmental education as the process of developing the attitudes, values, knowledge and skills to understand and protect their environment and their biophysical surroundings.Animations are used to present the content of a certain subject to students. According to Akçay et al. (2003), animations can visualize and concretize abstract concepts and thus increase students' attention, and perception and comprehension. In addition, animations make the invisible micro world visible and allow us to see long functional processes in a

The rapid increase in the use of Web 2.0 technologies has led to changes in school curricula because they are a powerful tool for developing innovative ways of teaching and learning. These technologies have also changed how teacher education programmes prepare pre-service teachers. Thus, as a predictor, pre-service teachers’ self-efficacy is important for the development of their computer skills. A descriptive research design was employed. The data were collected using a Web 2.0 technologies educational usage scale and a computer-related self-efficacy perception scale. The sample of the study involved 146 (F: 70, M: 76) student teachers in a teacher education course at Ziya Gökalp Education Faculty of Dicle University during the 2011-2012 academic year. The data were analysed using means, t-tests, and one-way ANOVAs. The study revealed that student teachers used Facebook the most frequently to communicate, access class material, hold discussions and form academic groups. Student teachers with Internet access at home used Web2.0 technologies more frequently than those without Internet access at home. The frequent use of Web 2.0 by student teachers provides teachers with the possibility for more student-centred learning activities in the classroom. Key words: science student teachers, teacher education, Web 2.0 technologies.

In this study, science student teachers' approaches to studying was investigated. This is important because as knowing an individual's preferred way for studying can potentially help teachers to design learning environments that is likely to better foster the individual's learning needs. The participants were 381 student teachers on teacher education course during 2016/17 academic year. The Approaches and Study Skills Inventory for Students (ASSIST) was used to collect the data. The analysis of the data revealed that science student teachers' approaches to studies showed statistically significant differences based on their gender, subjects and study years. The findings have important implications for teacher education courses.

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The purpose of this study was to examine the effects of computer simulations designed to assist 9 th grade students in learning the "cell unit". Bloom taxonomy was utilised for the design of the study and the interpretation of its findings. Participants were 91 (Male =55, Female=36) year nine students studying at Fatih Secondary School in Diyarbakir, Turkey. The control and experimental groups were selected at random. Students in the control group were taught using traditional teacher centred methods, where as students in experimental group were taught with the assistance of relevant computer simulations. An achievement test consisting of five questions in each of Bloom's six domains (that is, knowledge, comprehension, application, analysis, synthesis and evaluation) was given to both the control and experimental groups as a pre-and post-test. The data were analysed using SPSS 15.0 package program (t-test and ANOVA). Finding suggest that students who had access to the computer simulations scored higher on the post-tests.