The aim of the study is to examine the views of preservice biology teachers about the use of Kahoot in biology teaching and the effect of Kahoot use on preservice biology teachers' motivation levels. In the study, the mixed model was used. The study group included 15 sophomore pre-service teachers attending the Department of Biology Education in the Spring Term of 2015-2016. As the data collection tools, an interview form and the motivation scale were used in the study. According to the findings in the study, it could be stated that the preservice biology teachers' motivation levels increased after the application process and that they mostly reported positive opinion about the Kahoot applications. In addition, the preservice teachers said they wanted to use Kahoot in future because it resulted in more enjoyable lessons, active participation and more permanence. On the other hand, some preservice teachers stated

The aim of this study was to examine the effect of Blended Cooperative Learning Environment (BCLE) in biology teaching on students' classroom community sense, their academic achievement and on their levels of satisfaction. In the study, quantitative and qualitative research methods were used together. The study was carried out with 30 students in 2012-2013 academic year and with 31 students in 2013-2014 academic year taking the course of "Seed Plants Systematics" in the Department of Biology Education in a state university in Turkey. The results obtained revealed that the students' classroom community sense developed and that they had a high level of academic achievement and satisfaction. The results were discussed considering the literature, and related suggestions were put forward.

No abstract

With the technological developments in the 21 st century, it is now necessary to integrate technological renovations effectively into teaching-learning environments. There are several approaches that allow integration of technology into teaching-learning environments. One of these approaches is digital storytelling. The purpose of this study was to examine preservice teachers' views about the use of digital storytelling in biology teaching as an instructional tool. The study group included 16 third grade preservice teachers attending the Department of Biology Teaching at the Ziya Gökalp Education Faculty at Dicle University. The preservice teachers, who took part in digital storytelling activities which were carried out in four weeks in the Spring Term of the academic year of 2014-2015, formed their own digital stories at the end of the activities. Following the activities, the preservice teachers were asked for their views about the use of digital storytelling in biology teaching. According to the results of the study, the preservice teachers reported that use of digital storytelling in lessons could increase students' learning. Also, the preservice teachers stated that digital storytelling activities were entertaining; that these activities could attract students' attention; and that students could take an active role during the activities. On the other hand, regarding the limitations of the use of digital storytelling, the preservice teachers pointed out that digital storytelling allows transferring limited information. Consequently, the preservice teachers stated that they wanted to use digital storytelling process in future because it allowed learning by doing and living, added visuality to biology lessons, and made learning permanent.

ÖzBu çalışmada, lise öğrencilerinin biyoloji kavramına ilişkin metaforlarını ortaya çıkarmak amaçlanmıştır. Araştırmanın çalışma grubunu Diyarbakır ilinden 184 lise öğrencisi oluşturmaktadır. Çalışmanın verileri; "Biyoloji…………… gibidir, çünkü…………" cümlesini içeren formlar aracılığıyla toplanmıştır. Verilerin analizinde içerik analizi tekniği kullanılmıştır. Verilerin analizi sonucunda, öğrencilerin 36 metafor oluşturduğu görülmüştür. Bu metaforlar 8 farklı kategoride toplanmıştır.Anahtar Kelimeler: Biyoloji, lise öğrencileri, metafor. AbstractThe purpose of the study was to determine and analyze high school students' metaphors about biology concept. The study was carried out with 184 high school students in Diyarbakır. The data were gathered through a form which included the phrase "Biology is similar to/same as…………..,because ………………………". For the data analyze is, the content analyze is technique was used. After the data analysis, it was observed that the students generated 36 metaphors. These metaphors were grouped into 8 different categories.