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The purpose of this study is to explore third grade elementary students’ Nature of Science (NOS) identities as a result of participating in a unit on electricity. The study took place in the context of a diverse third grade “at risk” (as identified by state regulations) classroom. Videotapes were made of all aspects of the electricity lessons, including pre-lesson class discussions, activities engaged in by students, and follow-up class discussions at the conclusion of each lesson. Findings revealed that third graders began to develop identities of persons who conceptualize NOS. Even though through one unit they did not address all aspects of NOS, they showed great development in their identities for young third grade students.

Turkish Language Teaching program in a state university were sent digital badges for their in-class performances viaEdmodo, a learning management system. After fourteen weeks of application, a 13-item questionnaire and accompanying 4 open-ended questions was applied to determine the perceptions of the participants about digital badges. Based on the analysis of the quantitative that it was found that participants have positive perceptions towards the use of digital badges. Based on the content analysis to the qualitative data, themes were emerged on the advantages and disadvantages of digital badges. The current research is important since it experiments on the use of digital badges, determines the perceptions of the teachers about the use of digital badges and provides suggestions about the application.

The area of education has been used as a bridge to access better living condition, rebuilding and reconstructing the post conflict societies and undeveloped countries suffered from war. Bosnia and Herzegovina (BİH) is one of the post conflict societies suffering from damages the ethnic war created. Before starting to war BiH belonged to the Yugoslavia where people from different ethnic groups lived side by side in peace. Along with the onset of the war in Yugoslavia, everything was changed and reversed in BiH. Individuals from different ethnic groups became adversaries to each other. The war created deep ethnic, religious and national segregations in BiH which formerly famous with its multiethnic and multicultural tradition. These divisions extended to education system. The war caused destruction and divided schools, curriculums, teachers, and overall education system of the society. This paper attempts to explore the factors triggering segregated education in Bosnia and Herzegovina.