This research is concerned with preservice teacher understanding of six earth and space science concepts that are often taught in elementary school: the reason for seasons, phases of the moon, why the wind blows, the rock cycle, soil formation, and earthquakes. Specifically, this study examines the effect of readings, hands‐on learning stations, and concept mapping in improving conceptual understanding. Undergraduates in two sections of a science methods course (N= 52) completed an open‐ended survey, giving explanations about the above concepts three times: as a pretest and twice as posttests after various instructional interventions. The answers, scored with a three point rubric, indicated that the preservice teachers initially had many misconceptions (alternative conceptions). A two way ANOVA with repeated measures analysis (pretest/posttest) demonstrated that readings and learning stations are both successful in building preservice teacher's understanding and that benefits from the hands‐on learning stations approached statistical significance. Concept mapping had an additive effect in building understanding, as evident on the second posttest. The findings suggest useful strategies for university science instructors to use in clarifying science concepts while modeling activities teachers can use in their own classrooms.

Bu araştırmanın amacı Fen Bilimleri öğretmenlerinin Covid-19 salgını 2020 Bahar döneminde ülkemizde yürütülen "uzaktan eğitim" çalışmaları hakkındaki düşüncelerini tespit etmektir. Çalışmaya katılan 10 öğretmenin deneyimlerini ortaya çıkarmak amacıyla araştırmada nitel yöntemlerden "örnek olay çalışması" kullanılmıştır. Araştırmada görev alacak öğretmenler belirlenirken "amaçlı örnekleme" tekniğinden yararlanılmıştır. Öğretmenlerin süreçte "uzaktan eğitim deneyimlerini" tespit etmeye yönelik 12 açık uçlu soru hazırlanmıştır. Öğretmenler ile salgın sürecinde yüz yüze görüşmenin mümkün olmaması, genellikle ilk dönemde aileleriyle evlere kapanan öğretmenlerin, uzaktan eğitim sürecinde yeterince yoğun olması sebebiyle sorular katılımcılara e-posta yoluyla gönderilmiştir. Öğretmenlerin verdikleri cevaplardan elde edilen veriler içerik analizi kullanılarak analiz edilmiştir. Bulgular incelendiğinde öğretmenler EBA'yı bu süreçte aktif olarak kullandıklarını, "canlı ders" uygulamasının başlamasıyla da uzaktan eğitimin daha verimli hale geldiğini ifade etmişlerdir. Öğretmenler ilk zamanlarda sistemden kaynaklanan teknik sıkıntılar yaşamış olmalarına rağmen, daha sonra bu sıkıntıların kısmen ortadan kalktığını ifade etmişlerdir. Öğretmenler için en önemli problem internet, bilgisayar, akıllı telefonu olmayan öğrencilerin uzaktan eğitim sürecinden faydalanamaması olmuştur. Öğretmenler önümüzdeki dönemlerde yüz yüze eğitime alternatif "tamamlayıcı eğitimin" hep var olması gerektiğini ifade etmişlerdir. Canlı dersler ilk başladığı zamanlarda tedirginlik yaşayan öğretmenlere bu konuda sonraki süreçte "hizmet içi eğitimlerin" düzenlenmesi gerektiği ifade edilmiştir. Sonuç olarak bundan sonraki dönemde hayatımızda hep var olacağı görülen "uzaktan eğitim" uygulamalarının güçlendirilmesi için gerekli önlemlerin politika yapıcılar, okul idareleri ve öğretmenler tarafından alınması önerilmiştir.

Research on conceptual change indicates that not only children, but also teachers have incomplete understanding or misconceptions on science concepts. This mixed methods study was concerned with in-service teachers' understanding of four earth and space science concepts taught in elementary school: reason for seasons, phases of the moon, rock cycle, and earthquakes. The participants were 29 second year graduate students in an Urban Master Program at a southeastern American university. The data sources were: an open-ended survey given before and after participation in six hands-on learning stations on earth science concepts and teacher reflections in dialogue journals while participating in the stations. Rubrics were used to score answers to each survey question. Findings indicate that in-service teachers have low conceptual understanding of the earth and space science concepts taught in elementary school. Secondly, paired samples t-tests results showed that participation in hands-on stations on these science concepts changed teachers' understandings of these topics. Finally, dialogue journals contained useful positive reflections, negative reflections, suggestions, and comments on preference to teach the activities in the future. This study has implications for teacher preparation programs, staff development, and conceptual change practices at elementary schools.

Abstract. The purpose of this study is to investigate effects of formative assessment probes in determining 7th grade students' conceptual understanding level on heat and temperature. This research used the survey method implemented with 120 seventh grade students (63 students from Bursa / Yenişehir and 57 students from Gaziantep). Data were collected with three formative assessment probes about heat and temperature concepts, which were developed by Keeley and overlapping with the gains in curriculum. Findings obtained from this study indicated that most of the students in both groups have imperfect knowledge and incorrect alternative concepts about heat and temperature. Also, they often confuse these concepts and bring this faulty knowledge, based on their everyday experiences without questioning or interpretation, to the learning environment. In this study, it is concluded that formative assessment probes are effective in uncovering students' alternative concepts and conceptual understanding levels. Therefore, it is suggested that such probes should be used in other learning areas in science. New learning environments for teachers should be designed to include more information about the effectiveness, availability, and application of formative assessment techniques.

Noise pollution is a very serious problem that prevents learning in the school environment and affects human health physiologically and psychologically. The purpose of this study is to assess the noise level, with causes and effects, in a school that has been acoustically improved. The research was conducted in a middle school where acoustic improvement was made in the Antalya province center. To collect data, a sound level meter was used, a questionnaire was administered and interviews were conducted. Noise and resonance measurements were made with the Bruel & Kjaer 2250-A-D00 handheld analyzer in acoustically improved and non-acoustical classrooms. The questionnaire, answered by 19 teachers, was analyzed using SPSS. Interviews were conducted with the school principal and a teacher. Noise measurements reveal that both the noise level and the reverberation levels are lower than typical with acoustic improvements. According to the survey results, approximately 70% of the teachers think that the noise level of the school is generally low and moderate. As a result of acoustical improvements,, a teacher said his headache was gone, while the school principal said that his hearing and the intelligibility of speech increased. On the other hand, more than half of the teachers stated that the noise level was still too high during the break time. The results suggest that all schools should be required to measure noise and reverberation levels and provide noise awareness training to all their stakeholders.