Araştırmada sınıf öğretmenlerinin STEM eğitim yaklaşımına yönelik görüşlerini değerlendirmek amaçlanmıştır. Araştırma temel nitel araştırma deseninde gerçekleştirilmiştir. Araştırmanın çalışma grubu olasılığa dayalı olamayan yöntemlerinden amaçlı ölçüt örnekli yöntemiyle belirlenmiştir. Araştırmanı çalışma grubunun araştırmanın amacına uygun olarak STEM eğitimi almış yedi sınıf öğretmeni oluşturmaktadır. Araştırmacılar tarafından konu ile ilgili yarı yapılandırılmış görüşme formu tasarlanmış pilot uygulama ile formda düzenlemeler yapılmıştır. Araştırmaya katılan sınıf öğretmenleri ile görüşmeler gerçekleştirilmiş, veriler kaydedilmiş ve içerik analiz yöntemi ile analiz edilmiştir. Araştırmanın sonuçlarına göre sınıf öğretmenleri STEM eğitimini ülkemiz açısından önemli görmekte olup, uygulamalar yapmak için eğitime ihtiyaç duyduklarını belirtmişlerdir. Sınıf öğretmenleri STEM eğitim uygulamalarında fen bilimleri alanını tercih ettiklerini bunun nedeni olarak diğer disiplinlerde kendilerini yeterli görmediklerini belirtmişlerdir. Öğretmenler STEM eğitim uygulamaları sürecinde materyal temini ve ders süreleri açısından sıkıntı yaşadıklarını ifade etmişler. STEM Eğitimi uygulamalarına özellikle mühendislik disiplinini entegre etmekte zorlandıklarını ve STEM eğitiminin sınıflarda etkili uygulanabilmesi için Millî Eğitim Bakanlığı tarafınca öğretmenlerin eğitimler ile desteklenmeleri gerektiğini belirtmişlerdir.

In this research, determination of motivation of 5th grade students living in rural and urban environments towards science learning and their attitudes towards science-technology course is aimed. This research is conducted based on descriptive survey model. Samples are selected through teleological model in accordance with the aim of this research. Samples are formed of 861 5th grade students from a total of 13 schools in rural and urban environments within the provincial borders of Kütahya. "Scale of Towards Science Learning" developed by Dede and Yaman (2008) and "Scale of Attitudes towards Science and Technology Course for 4th and 5th Grade Elementary School Students" developed by Kenar and Balcı (2012) are utilized as data collection tools. It is identified as a result of this research that it is female students of the rural environment and male students of the urban environment who have better motivation towards science learning. It is determined that students living in rural environments whose families belong to high income group have better motivation towards science learning, while there is no significant difference depending on income groups in the case of students living in urban environments. It is concluded that attitudes of female students compared to male students towards science and technology course are more positive in both environments. No significant difference by family income status is found for students living in rural environment, while in the case of urban environments, an increase in family income status ends up with an increase in their attitudes towards science and technology course.

In today's world technology is an indispensable part of life, the use of technology in teaching and learning environment is an important place. The purpose of this study, examine the students' parents' attitudes in rural and urban areas towards technology and the use of technology in classes. This research is in the screening model is a descriptive study was carried out with the relational survey model type. The sample was selected stratified purposeful sampling method. The participants are 644 students' parents in rural and urban areas in Kutahya. "The scale of attitudes towards technology and use of technology in classes" developed by Kenar (2012) were used as data collection tool. The data were analyzed through SPSS 16.0 program. Performed in this study, parents of students living in both rural and urban areas has a positive attitude towards technology and the use of technology in classes and findings indicated that between the Students' Parents' Attitudes In Rural And Urban Areas is significantly differed. The studies can be performed to increase awareness of parents' for this issue. Keywords: technology, use of technology in class, parents Extended AbstractPurpose and Significance: Nowadays, technological devices have been changing day by day, and technology can be used by the teachers to meet the requirements in educational situations as well as in daily life (Akpınar, 2005;Alkan, 2005;Deniz, 2000;Van Wyk & Louw, 2008). The role and effect of parents' attitude in shaping their children's attitudes are important. So it's important to know what parents are thinking about technology and use of technology in their children's classes. Our purpose in this research is to evaluate parents' attitudes in rural and urban areas towards technology and the use of technology in their children's classes.Methods: This research is in the screening model is a descriptive study was carried out with the relational survey model type. Parents from 13 schools participated in this research. The participants are chosen with stratified sampling method which is compatible with the aim of the study. The participants were 644 parents in rural and urban areas in Kutahya. 346 of them were living urban areas and 298 of them were * This research was presented at international conference on innovation and challenges in education 2013 (CICE

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This study, it is aimed to examine the textbooks used in science lessons in secondary schools in the 2018-2019 academic year in terms of measurement and evaluation. In the research, 5th-8th grade science textbooks were examined within the scope of knowledge and cognitive process dimensions of the revised Bloom's taxonomy with measurement and evaluation techniques. Document analysis method, one of the qualitative research methods, was used. The nine science textbooks examined are the ones used in schools approved by the Ministry of National Education. In the analysis of the documents, the end-of-unit evaluation questions in the textbooks and the questions in the unit were classified in terms of measurement and evaluation techniques and the renewed Bloom taxonomy. According to the findings obtained in the research, traditional measurement and evaluation techniques are given more place in science textbooks. The questions in the science textbooks are at higher remembering and understanding levels than the revised Bloom taxonomy cognitive process dimension. In the knowledge dimension, the questions are mostly factual and conceptual knowledge types. Alternative assessment and evaluation techniques have been included in science textbooks to a lesser extent and in a limited variety. It was determined that the number of multiple-choice questions in the books increased as the grade level increased. In the study, it was determined that the measurement and evaluation techniques in the science textbooks and the question representations according to Bloom's taxonomy were not compatible with the measurement and evaluation approach adopted by the science curriculum.