The aim of this study is to investigate the Technology Pedagogy and Content Knowledge (TPACK) development of preservice science teachers (PSTs) who participated in a TPACK Development Course (TPACK-DC) that consisted of three stages: a training course, lesson plans involving the application of micro-teaching, and school application. This study was carried out with six PSTs selected according to the appropriate sampling method. Semi-structured interviews, lesson plan reports, and video recordings of lesson presentations were used to follow the development of PSTs. At the end of the study, it was found that TPACK-DC contributed to the association of PSTs' Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK), which eliminated deficiencies in these areas of knowledge, as well as in the understanding of TPACK. The TPACK-DC also promoted the use of information and communication technology (ICT) tools by PSTs. It helped to develop the knowledge required to choose suitable teaching methods using technology to teach the related subject matter, teaching said content correctly, applying skills to promote active participation by students, proper classroom management, and applying appropriate guidance while teaching science subjects with ICT tools.

ABSTRACT:The purpose of this study is to investigate effect of Student-Team Achievement Division (STAD) technique on 5 th grade students' mental ability. The subjects of this study were 201 students from six different classes enrolled to Science Course in two Elementary Schools in Kahramanmaras. Quasi-experimental design with pre-test/post-test control group was used. Three of the classes were randomly chosen as experimental group and the other three were chosen as control group. Word-Association Test (WAT) was administered to the both groups as pre-and post-tests to measure the students' mental ability. The data collected from WAT was converted into mind maps by using content analysis and cut off point methods. As a result of application, while "Recognition and Exchange of the Matter" subject was seen as more branching on the mind maps of the experimental group of students, mind maps of the control group students were seen to be composed of more simple.

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Background: Many researchers agree that students, especially primary students, have learning difficulties on the 'Particulate Nature of Matter' unit. One reason for this difficulty is not considering individual differences for teaching science. In 4MAT model learning, environment is arranged according to individual differences.Purpose: The purpose of this study is to examine (1) the effects of the 4MAT learning model on the7th grade students' academic achievement and motivation on the 'Particulate Nature of Matter' unit and (2) identify student opinions on the 4MAT model. Sample: The sample consists of 235 students (115 experimental, 120 control) in Turkey. Design and methods: Experimental groups were instructed with the 4MAT model while control groups were instructed with a traditional method. Achievement Test (AchToM) and Motivation Scale (MotScl) were administered to students as pre-and post-tests. Moreover, the opinions of students in the experimental groups on the 4MAT model were ascertained through open-ended questions after the application. Results: According to independent t-test results, statistical difference in favour of the experimental groups was detected between the post-AchToM (ES = 1.43; p < .0001) and post-MotScl (ES = 0.32; p < .05) scores. According to data obtained from the questionnaire, the application of the 4MAT model increases student motivation and participation in the lesson, lessons are more amusing and enjoyable, and the self-confidence of the students increases. Besides these positive opinions, however, a few students stated that the method took too much time, they were not motivated and it did not help them in understanding the subject.Conclusions: The 4MAT model is more effective than traditional method in terms of increasing achievement and motivation. The model takes all learners into account. Thus, the teacher or educator should use the 4MAT model to ensure all students' learning in their classroom.

The purpose of this research is to investigate effect of 5E learning cycle instruction on 4th grade students’ mental ability in the unit of “Introduction to the Matter”. The subjects of this study were 160 students from four different classes enrolled to Science Course in an Elementary School in TURKEY. Non-equivalent pre-test/post-test control group design was used. Two of the classes randomly chosen as experimental group (79) took 5E learning cycle instruction, and the other two chosen as control group (81), took traditional instruction. Word-Association Test (WAT) was administered to the experimental and the control groups as pre- and post-tests to measure the students’ mental ability related to Unit of “Introduction to the Matter”. The data collected from WAT was converted into mind maps by using content analysis and cut off point methods. As a result of application, while “Introduction to the Matter” subject was seen as a whole on the mind maps of the experimental group of students, mind maps of the control group students were seen to be composed of piecemeal knowledge islets. Hence, it proves that the experimental group students learn terms in a more meaningful and more interrelated way than the control group students. Key words: 5E learning cycle, mind maps, word association test.