The study aims to develop a scale for determining student views on distance instruction, hybrid instruction, and back-to-school process after the pandemic. The study data were obtained from 442 students. EFA and CFA were performed to determine the scale‘s construct validity. Moreover, to decide the data collection tool‘s reliability, item analysis was conducted and internal consistency coefficients were estimated. Based on the results obtained from the validity and reliability analysis of the scale, it can be said that the Scale of Evaluating Instruction in Pandemic Process (SEIPP) is valid and reliable.

The purpose of the study is to determine the effect of argumentationbased inquiry approach (ABI) and STEM-supported ABI approach on students' academic achievement, scientific creativity and reflective thinking skills for problem solving, and to determine students' views about the process. Explanatory sequential design, one of the mixed research methods, was used in the study. A total of 41students (N=20 boys, n=21 girls) studying in the seventh grade of a secondary school in north-east Turkey constitute the study group. In the study, the two classes that the same teacher attended was randomly determined where one was an ABI group (N=21) and the other a STEM-supported ABI group (N=20). The groups worked with the same teacher throughout the study. In the quantitative dimension of the study, Academic Achievement Test, Reflective Thinking Scale for Problem Solving, and Scientific Creativity Scale was used, while semi-structured interview form was used in the qualitative dimension. Independent Groups T Test and ANCOVA were applied in the analysis of quantitative data. Content analysis was performed in the analysis of qualitative data. In the research, it was concluded that students' reflective thinking skills for problem solving, scientific creativity and academic success are more developed in applications made by integrating STEM into the ABI approach.

Purpose: The present study aimed to investigate the compliance of ODE textbooks published by universities in and outside Turkey to textbook preparation criteria and identify the points that require improvement in those books.Methodology: A qualitative data analysis method known as document analysis was employed to achieve this. Using the convenience sampling method, the ODE textbooks published by 10 universities in and outside Turkey and were accessible online were determined as the sample of the study. The textbooks were evaluated based on the Open and Distance Education Textbook Evaluation Checklist, developed by a previous study. The checklist comprised 44 items distributed to four domains: individual learning, content, visual design, and language. Each item was scored based on the criterion's complete fulfillment, partial fulfillment, and non-fulfillment.Finding: The evaluation indicated that the textbooks showed good compliance to the criteria in terms of language and visual design while they needed improvement in the domains of individual learning and content, particularly in providing questions, examples, feedback sections, and in-text highlighting to improve the intelligibility of the content.

The aim of this study was to determine the views of secondary and high school students regarding the distance education activities carried out during the coronavirus disease 2019 (COVID-19) pandemic, the blended learning activities conducted afterwards, and the post-pandemic back-to-school process. The study consisted of 982 students and was conducted utilizing the descriptive survey method, one of the quantitative research methods. Data were collected using the "Scale of Evaluating Instruction in Pandemic Process". The findings indicated that most of the students used smartphones alone for distance education during the pandemic process and most of them participated in distance education only via live lessons. In addition, no significant difference was found between genders with regard to students' satisfaction with the distance education process and their expectations. On the other hand, most of the students did not receive sufficient psychological and academic support during this process. It was also noted that the students with internet access were more satisfied with the instruction activities in this process and that their access to the internet and technologies were higher than the students without internet access. Based on our findings, we recommend that students should be provided with academic and psychological support, security precautions should be tightened in schools to minimize the effects of the pandemic, and equal opportunities should be provided to students regarding hardware and internet support.