In this study, it was aimed to examine the critical and creative thinking, multidimensional 21 st century skills and the change in academic achievements as a result of technology integration of prospective teachers who have science education in pedagogy fields. Research was carried out in Turkey's western Black Sea region in a state university. 144 prospective teachers, who were educated in the faculty of education and who were in science, classroom and pre-school education departments, participated in the research. The research was carried out in 3 stages. In the first stage, technology integration is not provided. In the second stage, basic and medium level technology integration is provided. In the third stage, advanced technology integration is provided. Quantitative and qualitative approaches were used together in the research. Academic success test, critical and creative thinking test developed by the researcher as a means of quantitative data collection, and three different scales with validity and reliability were used previously. In addition, project, exam, homework, presentation and group work scores are included in the process. Semi-structured interview, observation and field notes, document review, were used as qualitative data collection tools. The quantitative data obtained were subjected to descriptive and inferential statistics. While doing these operations, SPSS 23.0 and LISREL 9.2 package programs were used. Qualitative data were subjected to descriptive analysis and content analysis. The results of the research show that gradual integration of technology into the education process provides a positive change in prospective teachers' critical and creative thinking, multi-dimensional 21 st century skills and academic achievements.

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<p style="text-align:justify">Today’s individuals are expected to have skills in many areas as a natural consequence of the advances that have been taking place in society and technology. Particularly in developed countries, these skills are also called 21^st century skills. Critical, creative and reflective thinking, problem solving and keeping up with the digital age (digital literacy) are some of these skills. Universities play a significant role in raising qualified individuals in our country. Updating the training programs, keeping up with the era and having a say in the digital world makes it a necessity for people who give education in these areas to be competent. From this point of view, this study aimed to explore the digital literacy levels of Turkish academics working in faculties of education and the perceptions of students towards technology integration competence of the academics. In this study, quantitative cross-sectional design was preferred. While selecting the participants, purposeful sampling method was used, and two different participant groups (academics and prospective teachers) were included in the process. Two scales with validity and reliability in the literature were used as data collection tools in the research. In the data collection process, firstly, a survey was administered to academics working in faculties of education, and then another one was conducted with prospective teachers. The results obtained were subjected to quantitative data analysis via SPSS 24 and AMOS 24 software, and descriptive and inferential statistics were generated. The results revealed that the variables of department, age and grade level created a significant difference in the digitalization of academics, whereas the gender variable significantly contributed only to the perceptions of prospective teachers.</p>

STEM (Science, Technology, Engineering, Mathematics) Education; Is an educational approach that many countries in the world have included in their curricula that allow learners to view the knowledge they learn in science, technology, engineering and mathematics courses, aiming at transforming theoretical knowledge into practice, product and innovative inventions. It is aimed to be able to adapt easily to the qualities of the business life thanks to these skills when the STEM trained individuals enter into the business world, as well as being an approach that is based on giving the skills of STEM education, production and invention. Within the scope of the study, attempts were made to investigate the initiatives and new trends of STEM education from 2010 until the day. Document analysis and thematic content analysis (meta-synthesis) method was used in the research process. Thematic content analysis; Analyze, synthesize and interpret the findings of more than one research on the same subject, with a critical point of view, in contrast to the theme or templates specified and raw data. During the research; Articles, theses, reports and reports which are reached from various sources in the national and international literature have been examined and a wide-scale resource has been created by considering every point related to the contents of the work. The results of the research were examined under various headings and a broad framework was established and recommendations were made.

The aim of this study was to determine of prospective teachers'understandings related to electrochemistry. Qualitative and quantitative research techniques were used together in the study. A concept test consisted of 20 items for electrochemistry; interviews and focus group discussion were used as data collecting tools. Data were collected after the subject of electrochemistry was taught in the scope of general chemistry lesson. Sample of the study consisted of 95 prospective teachers studying in the first grade of elementary science teaching department in an education faculty in 2011-2012 semester. The electrochemistry concept test was given to the sample at the end of electrochemistry unit. The interviews and the focus group discussion were made with the prospective teachers chosen according to the results of concept test. Findings of the study showed that the prospective teachers' understandings of electrochemistry were inadequate and there were many misconceptions. Many misconceptions were found different from previously detected misconceptions in literature.

The Covid-19 global pandemic, which started in 2019 and influenced the whole world, affects people in many ways. In terms of areas such as transportation, health, nutrition, accommodation, security, sports, and social activities, people have to live in a more limited and cautious way. As in many parts of social life, some novel, innovative and adaptive practices have started to be implemented in education services due to the Covid-19 pandemic. From this point of view, it was aimed to determine the stakeholder opinions about the quality standards for distance education within the scope of science education. The study group of the research consists of 96 faculty members, 124 science teachers and 168 pre-service science teachers, who were determined with convenience sampling. Qualitative and quantitative approaches were used together in the research process. Word association test and semi-structured open-ended interview questions were used to collect qualitative data. In the collection of quantitative data, a 5-point likert scale, the validity and reliability of which were previously fixed, was used. Descriptive and inferential statistical techniques and content analysis were included in the analysis of the data obtained. The results of the research show that it took time for the stakeholders to get used to the distance education process and that there were problems in content development at the beginning. However, it was found that distance education had become a part of life and emergency compulsory remote education practices had become much more qualified. Also, it was observed that there were differences between faculty members and teachers in adapting to distance education and determining quality standards, and these differences were shaped by various variables.

ÖZ 21. yüzyıldaki bilimsel ve teknolojik gelişmeler beraberinde birçok yeniliği ve kolaylığı getirmiş olmasına rağmen insanlar için birtakım olumsuzlukları da getirmektedir. Sanayileşmenin hızlanması, tüketim ve üretimin artması doğal olarak çevresel atıkların ve çevre kirliliğinin de artmasına neden olmaktadır. Bu noktada doğanın korunması ve sürdürülebilirliğin sağlanabilmesi amacıyla çevre duyarlılığı (hassasiyeti) konusuna önem verilmesi gerekmektedir. Bu çalışmada çevre duyarlılığı kavramına yönelik olarak öğretmen adaylarının metaforik algıları belirlenmiştir. Araştırma sürecinde nitel araştırma yaklaşımlarından olgu bilim (fenomenoloji) deseni kullanılmıştır. Araştırmanın örneklemini fen bilgisi, sosyal bilgiler ve sınıf öğretmenliği bölümünde okuyan 217 öğretmen adayı oluşturmaktadır. Araştırmada veri toplanırken öğretmen adaylarının "Çevre duyarlılığı…….gibidir/benzer. Çünkü….." cümlesini tamamlamaları istenilmiştir. Araştırma sonuçları incelendiğinde öğretmen adaylarının 7 alt kategoride 104 farklı metafor geliştirdiği belirlenmiştir. Bunlar arasında temiz ev, geleceği düşünmek, hayatı önemsemek, ayna, bilinçli davranmak ve duyarlı olmak en sık kullanılan metaforlar olmuştur. Kişilik özellikleri ve davranış unsuru kategorisi ise en çok metaforun oluşturulduğu kategori olarak belirlenmiştir.

su kirliliği metaforik algı meta-tematik analiz görüşme su tüketim davranışı ÖzSu kirliliği insanların hayatları boyunca baş etmeleri gereken bir sorundur. Gelişen teknoloji ve yeniliklere rağmen su kirliliği gün geçtikçe artmakta ve sanayi gelişimi ile bu süreç daha da hızlanmaktadır. Bu konuya eğitim bilimleri açısından bakıldığında özellikle su kirliliği bilincinin gelişmesi ve eğitimle bu sürecin desteklenmesi büyük önem arz etmektedir. Bu araştırmada toplumda büyük bir sorumluluğu bulunan ve geleceğin öğretmenleri olacak öğretmen adaylarının, su kirliliği konusundaki metaforik algılarının veri çeşitlemesi yoluyla belirlenmesi amaçlanmıştır. Araştırma bir devlet üniversitesinde öğrenim gören 11 farklı bölümdeki öğretmen adaylarının katılımı ile gerçekleştirilmiştir. Çalışmada nitel ve nicel araştırma yöntemlerinden oluşan 4 farklı uygulama yapılmıştır. Bu uygulamalar; metafor çalışması (olgu bilim-fenomenoloji), yarı yapılandırılmış bireysel ve odak grup görüşmesi, meta-tematik analiz ve tarama (ölçek uygulama) çalışmasıdır. Metafor uygulamasında "Su kirliliği……………………gibidir/benzer. Çünkü……………………" şeklinde açık uçlu bir sorunun tamamlanması istenmiş, görüşme uygulamalarında araştırmacılar tarafından geliştirilmiş 3 görüşme sorusunun cevaplandırılması beklenmiş, meta-tematik analiz sürecinde ilgili alan yazının çeşitli tema ve alt temalar çerçevesinde incelenmesi ve tarama uygulamasında daha önce geçerliği ve güvenirliği sağlanmış 5'li likert türünde bir ölçek kullanılarak veri toplanması sağlanmıştır. Araştırma sonucunda elde edilen veriler nicel ve nitel veri analizi basamakları kullanılarak analiz edilmiştir. Veri tablo, grafik ve doğrudan alıntılar şeklinde sunulmuştur. Metaforik algıların belirlenmesi için yapılan bu çalışma neticesinde öğretmen adaylarının algıları birçok farklı açıdan ele alınmış ve birbirini destekler nitelikte sonuçlara ulaşılmıştır. Son yıllarda alan yazında sıkça karşılaşılan ve özellikle eğitim-öğretimle ilgili alanlarda yapılan birçok araştırmaya temel teşkil eden metafor kavramı kullanılarak ve önemi her geçen gün daha da artan su kirliliği konusuna dikkat çekilerek yapılan bu araştırmanın alan yazına katkı sağlayacağı düşünülmektedir.