The main goal of this study is to present a sample lesson plan on acids and bases based on Science, Technology, Engineering and Mathematic (STEM) education for Turkish Science Education System. Determining the impact of instructional materials on learning outcomes of children as a pilot study before the main implementation is also another goal. Single group pre-test/post-test design was used in the study. 12 different 8 th grade students were chosen for the population of the study. The instructional materials within the STEM education were organized in accordance with 5E learning cycle model in order to teach the subject to children. Primarily, in order to determine students' knowledge on the subject, a survey of 10 open-ended questions were presented to the students. After determining their learning outcomes with teaching interventions, the same questions were restructured. Wilcoxon Signed Ranks Test for Paired Samples, non-parametric test and Cohen's Kappa test were used to analyze the data with SPSS 20.00 program at .05 significant levels. It was determined that achievement levels of the students on post-test were higher than the pre-test. Herewith, sample lesson plan was found to be quite effective on students' levels of gaining the learning outcomes.

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The purpose of this study was to investigate how a mixed-method case study affects pre-service science teachers' awareness of hexavalent chromium pollution and content knowledge about the properties of chromium's different oxidation states. The study was conducted in Turkey with 55 sophomores during the fall semester of 2013–2014. The students were taught using a case study about chromium's properties, the qualitative and quantitative analysis methods used with chromium compounds, the effects of chromium compounds on human health, and the chemical techniques that can be used to remove hexavalent chromium from wastewater. Open-ended questions were applied to determine the students' pre- and post-knowledge before and after instruction. An open-ended questionnaire and semi-structured interviews showed that the case study had a positive effect on all participants in terms of increasing their awareness of the hazardous effects of hexavalent chromium. Pair sample and independent samplet-test results revealed that the presenting and the audience groups significantly increased their content knowledge after instruction. On the other hand, while there was no statistically significant difference between the groups on verbal questions, there was a difference between the presenting and the audience groups on calculative questions. This finding shows that the mixed-method case instruction might not have affected all subjects in the same way.

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