The aim of this study was to evaluate the opinions of students in learning physics and physics teachers in teaching physics during using augmented reality environments. In this study, focus group interview technique was used as a qualitative research technique. Semi-structured interview technique was used as a method of data collection. This study was executed with three physic teachers and 8 students of a secondary school at Trabzon in 2010-2011 school years. As a result, using augmented reality in teaching magnetism has benefits on behalf of the magnetic field by providing the visualization. In learning side, it helps the student for better understanding the events of the environment and make able to have more better realistic application. Through the obtained results, it is suggested that augmented reality should be used in other subjects of science which are difficult to comprehend.

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Bu çalışmanın amacı; web sitelerinde bulunması gereken özellikleri açıklayarak Türkiye'de bulunan eğitim fakültesi web sitelerinin işlevselliklerinin içerik, kullanılabilirlik, erişilebilirlik ve arama motoru uyumluluğu yönünden incelenerek eksikliklerinin tespit edilip çözüm önerilerinin sunulmasıdır. Araştırmanın verileri, 94 adet eğitim fakültesi web sitesi incelenerek elde edilmiştir. Web sitelerinin puanlamasında, 23 maddeden oluşan 'Web Sayfalarının İşlevselliğini Değerlendirme Formu' kullanılmıştır. Elde edilen verilerin anlamlandırılmasında betimsel istatistikler, t-testi ve ANOVA analizleri kullanılmıştır. Genel olarak web siteleri içerik yönünden olumlu bulunurken, en fazla erişilebilirlik yönünden eksiklikleri olduğu gözlemlenmiştir. Analiz sonuçları eğitim fakültesi web sitelerinin işlevselliklerinin kurum türüne göre farklılaşmadığını göstermektedir. Ancak 10 yaşından küçük olan eğitim fakültesi web sitelerinin daha önceki dönemde kurulan fakültelere göre içerik yönünden daha fazla eksiklikleri bulunmaktadır. Sonuç olarak, elde edilen veriler ışığında web sitelerinde bulunan eksiklikler tartışılarak çözüm önerileri sunulmuştur.

This study aimed to develop the "Students' Perception of Instructional Feedback Scale" (SPIFS) determining a framework related to the perception of instructional feedback by students. The sequential exploratory mixed method was used in the study. The study was conducted during the instructional design course offered to sophomores in the Department of Computer Education and Instructional Technology at two different universities. Accordingly, firstly a scale consisting of 31 items with Likert-type responses was prepared based on the literature review. Validity and reliability analyses of the scale were completed with a total of 231 participants. After necessary steps were applied in exploratory factor analysis (EFA, n=100), a structure with three factors and 19 items was established. The internal consistency analysis (Cronbach's alpha), which was applied to the factors obtained and the whole scale, showed the scale to be reliable (whole scale α=.85, 1 st factor (mastery, 8 items) α=.92, 2 nd factor (positive affect, 6 items) α=.90, and 3 rd factor (negative affect, 5 items) α=.96). Confirmatory factor analysis (CFA) was performed (n=131). The structure established through EFA was tested via CFA. The results indicated that the developed structure had acceptable fit (RMSEA=.08, CFI=.91, and RMR=.03).