The purpose of this study was to analyze the development of pedagogical content knowledge (PCK) of science teachers with different teaching experience on acids and bases and offer new domains of PCK which describe the relationship between PCK and emotional characteristics of teachers and their intellectual knowledge in science teaching. The research was carried out with the participation of six science teachers with different teaching experience. In the selection of participants, teaching the subject of acids and bases at least once, three and ten times, and being willing to participate in the study were the required criteria. Face to face interviews, videos and classroom observation forms, a pedagogical content knowledge form and academic follow-up forms are the assessment tools that were used in the study. It was found out that the teachers’ intellectual knowledge and positive emotional characteristics contributed to their pedagogical content knowledge. Teachers who were able to create effective learning environments with sufficient level of intellectual knowledge and positive emotional characteristics had more qualified pedagogical content knowledge. These properties had a significant role in students’ understanding.

The aim of this study is to reveal differences between attitudes and approaches of students from different types of high school and the first grade of university towards problem solving in chemistry. For this purpose, the scale originally developed by Mason and Singh (2010) to measure students' attitude and approaches towards problem solving in physics (AAPS), was adapted for chemistry. The Attitudes and Approaches to Chemistry Problem Solving (AACPS) scale included Likert-type items and was conducted with 552 students from science (2), regular (2), and vocational (2) high schools, plus one university. No statistically significant difference were found among high schools, but there was between high school and university students, and between female and male students in terms of their attitudes and approaches towards problem solving in chemistry. University students demonstrated more expert-like attitudes towards problem solving, and science and regular high school students were similarly expertlike, while the vocational high school students were rather novice-like. The results obtained through the AAPS physics attitude scale conducted in the same sample group were compared with results of the chemistry scale. Variances between these attitudes and approaches towards problem solving in both chemistry and physics were analyzed and some suggestions made.

Pedagogical content knowledge (PCK) is one of the most important research topics in science teacher education. The purpose of this study was to investigate the PCK of science teachers with different teaching experiences and examine the effects of teachers' PCK on students' achievement and attitudes toward science. A mixed methods research design was used for the study. Participants were science teachers and their students from two middle schools. Interviews, observation forms, achievement tests, and attitude scales were used as instruments for data collection. Data were collected and analyzed using content analysis, descriptive and inferential statistics. The findings obtained from the quantitative and qualitative data showed some significant differences between teachers' PCKs according to their teaching experience. The results also showed that the PCK of a teacher with the least experience was lower than that of the other two experienced science teachers. The results indicated that experienced teachers who developed PCKs did not significantly impact student achievement and attitudes. Educational implications and recommendations for further studies are also provided. Keywords: attitudes toward science, pedagogical content knowledge, science achievement, science teachers, teaching experience

The aim of this study is to review trends in environmental education studies in the electronic database. Moreover, journals published in the electronic database were searched using the same keyword. 28 studies trends in environmental education context were analyzed by means of standards obtained from the related literature. A qualitative thematic review was used in this study. All articles were downloaded and read by the researchers. Each researcher studied together to determine themes. The themes were decided as attitudes toward environmental awareness and education, relation between environmental education and other variables, effectiveness of environmental education and review studies. Results reviewed in terms of trends in environmental education studies. Some implications of these results were proposed for determining and developing trends in environmental education studies.

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