This study was carried out to identify the level of Science and Technology student teachers’ science process skills and to determine how efficient I diagrams are in developing these skills. The corpus of the study was consisted of 40 science and technology student teachers who were having Instructional Technologies and Material Design course during the 2009-10 academic years at Amasya University, Faculty of Education. The study was conducted as a basic experimental design. A science process skills test was applied on the student teachers as pre-test and post-test, then the points they got from each test were compared. During the study, the student teachers developed I-diagrams on science topics with the guidance of their supervisors. The resultsrevealed that the student teachers had problems with the pre-tests, and especially with the integrated process skill. At the end of the study it was observed that the student teachers’ skills on developing I-diagrams were increased as well as their integrated process skills problems were disappeared. Accordingly, it was concluded that I-diagrams were important for the acquisition and development of science process skills.

The current study deals with freshman students who study at the Department of Science at the Faculty of Education. The aim of the study was to investigate the effect of teaching electrochemistry concepts using Predict-Observe-Explain (POE) strategy. The study was quasi-experimental design using 20 students each in the experimental group (EG) and control group (CG). An Open-Ended Test (OET) and Multiple Choice Test (MCT) were used as pre-and post-test respectively. The POE was used to treat the experimental group, post test scores showed a statistically significant difference in performance by the EG, which had less misconception. The results of this study suggest that using The POE strategy is conceptual understanding.

Improving students' conceptual understanding depends on the question types asked in exams by the teachers. In the related literature, in order to analyse the cognitive levels of the questions, Bloom's Taxonomy has been mostly used. The aim of this study was to analyse and compare the chemistry questions asked in exams at different schools in two cities in Turkey in terms of the levels of cognitive domain of Bloom's Taxonomy. The study was carried out in three types of high schools (student age: 14-17): 'Ordinary', 'Anatolian', and 'Vocational', from the cities of Trabzon and Amasya, with 17 chemistry teachers in 2000-01. 403 questions set in school examinations were analysed. It was found that 96% of the questions were of the lower-order cognitive skills (LOCS) type. Statistical tests showed that the question types were related to school type. On the other hand, more than half of the questions asked in the university entrance examination (OSS) were of the higher-order cognitive skills (HOCS) type. This contradiction causes a problem between the assessment at high school and that at the OSS. Recommendations for overcoming this problem are made. [Chem. Educ. Res.

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ABSTRACT. The purpose of this study was to determined prospective teachers levels of perceived efficacy on measurement and evaluation. To achieve that a Likert type scale developed by researchers was applied to 464 prospective teachers in Amasya Faculty of Education. The data were analyzed using one-way ANOVA and independent t-test based on moderator variables under investigation. The responses given to the open-ended questions by the subjects were represented the qualitative aspect of the study. Results derived from the analysies show that levels of perceived efficacy of prospective teachers on measurement and evaluation wer appeared to be low. Unqualified professors teaching measurement and evaluation clasess were identified to be reason for prospective teachers' low efficacy levels. Moreover, there were no significant difference of these prospective teachers' efficacies in terms of gender and departments where as the perceived efficacy levels were significantly different based on high school types that the participants were greaduated. The difference for high school types was found to be in favor of Teacher Training High Schools. This study was completed with some practical and theoretical implications for teacher educayors, teachers and researchers who are concerned in this field. Keywords SUMMARYPurpose and Significance: Efficacy in measurement and evaluation was an important component of both content knowledge teaching and pedagogical knowledge. Measurement and evaluation is an important facet of teaching. Teachers should have an appropriate understanding of measurement and evaluation in order to be efficacious in their fields. In contrast to these expectations, studies illustrate that both teachers and prospective teachers have not been feeling themselves as efficacious about measurement and evaluation, more specifically about using alternative evaluation techniques and tools. In the study, prospective teachers' perceived levels of efficacy about measurement and evaluation were investigated considering department, gender and high school type as moderator variables for comparisons by employing both qualitative and quantitative research methodologies.