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This study investigated the effect of jigsaw cooperative learning and animation versus traditional teaching methods on students' understanding of electrochemistry in a first-year general chemistry course. This study was carried out in three different classes in

The main aim of the present study is to determine the influence of a Jigsaw method based on cooperative learning and a confirmatory laboratory method on prospective science teachers' achievements of physics in science teaching laboratory practice courses. The sample of this study consisted of 33 female and 15 male third-grade prospective science teachers (6th term) who attended science teaching laboratory practices course in the 2014-2015 academic year. In the research, science teaching laboratory practices course was carried out in accordance with a Jigsaw method based on cooperative learning in an experimental group and a confirmatory laboratory method in a control group. Following the treatment, Science Laboratory Physic Achievement Test (SLPAT) was administered as the post-test. The data obtained with the instruments were evaluated using descriptive statistics, independent samples t-test, and ANCOVA. The results indicated that the student teachers had higher levels of achievement in physics topics which were taught through the Jigsaw method based on cooperative learning than through a confirmatory laboratory method. In addition, according to the SLPAT results, students' high levels of misunderstanding revealed that there were problems in the teaching process of physics concepts. It was determined that the student teachers in the research groups had conceptual misunderstandings about sound, electricity, magnetism, light and optics issues. Based on the applications performed in this study, the original Jigsaw was adapted to science laboratory applications as an alternative to the existing Jigsaw techniques in the literature. With similar efforts, the experiences of prospective science teachers can be enhanced for implementing modern teaching methods in their respective areas in the pre-service period. Thus, the provision of professional development of the pre-service science teachers can be supported.

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The aim of this study was to determine the effect of Student Teams-Achievement Divisions cooperative learning with models on academic achievements of undergraduate university students attending classes in which the electrochemical cells. The sample of research was comprised of 70 students from first class of science teacher education program during the academic year 2014-2015. The data obtained by the Electrochemistry Achievement Test (EcAT). The study was carried out in three different groups. The research groups were randomly assigned as the cooperative learning with models group (CLMG), the cooperative learning group (CLG), and the control group (CG). The data obtained by the instrument was evaluated through descriptive statistics, one-way ANOVA, and ANCOVA. The results indicated that teaching electrochemical cells via STAD with Model method was more effective than the traditional teaching method and only STAD in increasing academic achievement. In addition, according to the EcAT results, students' high levels of misunderstanding show that there are indicative of some deficiencies in teaching of the electrochemical cells in the molecular level.

Background: Considerable evidence suggests that variation of the serotonin-transporter-linked promoter region (5- HTTLPR) is associated with anxiety-related traits. Academic outcomes are also more closely related to trait anxiety. This preliminary study aimed to explore the association between academic performance and levels of anxiety with respect to the bi- and triallelic classification of 5-HTTLPR polymorphism of the 5-HTT gene in teacher candidates. Methods: In our study, Spielberger’s State-Trait Anxiety Inventory, the Selection Examination for Professional Posts in Public Organizations (KPSS) and 5-HTTLPR genotypes were used to investigate a group of 94 healthy teacher candidates. Results: Higher anxiety scores were significantly associated with the S′S′ genotype. There was no direct, statistically significant association between academic performance and genotypic groups regarding bi- and triallelic classification. However, the students who have L′L′ or LL genotypes had the lowest levels of trait anxiety and the poorest academic performance. Additionally, there was a significant positive correlation between academic performance and anxiety levels. Discussion: These findings support the idea that S and L_G alleles are associated with anxiety-related traits, and that the S′S′ genotype may be a good indicator for anxiety-related traits in a sample from the Turkish population. A specific degree of anxiety is considered to be a motivation for learning and high academic performance. However, 5-HTTLPR polymorphism of the 5-HTT gene may be one of the genetic factors affecting academic performance in connection with anxiety levels. Implications for incorporating anxiety management training in the educational process in terms of both environmental and individual factors will have a very important role in improving effective strategies for student personality services, as well as for development and planning.

ÖZ.Okul bahçesi uygulamaları, kökeni bahçe temelli öğrenmeye dayanan, öğrencilerin kendilerinin tasarlayarak oluşturduğu, okul sahası içerisinde yer alan ve üzerinde çeşitli ürünlerin yetiştirildiği, planlı ve programlı bahçe tarımı faaliyetleridir. Okul Bahçesi Programı (OBP) ise araştırmacı tarafından okul bahçesi uygulamalarına dayalı olarak geliştirilen, 18 haftalık, sınıf içi ve sınıf dışı etkinliklerden oluşan, disiplinlerarası, yarı esnek bir programdır. Programın sınıf içi uygulamalarında çerçeve program uygulanırken, sınıf dışı uygulamaları esnek bırakılmıştır. Yapılan çalışmanın amacı, Serbest Etkinlik Çalışmaları Dersi (SEÇD) kapsamında geliştirilen OBP'nin uygulanabilirliğini öğretmen görüşleri doğrultusunda değerlendirmektir. Çalışmada araştırma modeli olarak Özel Durum Yöntemi (Case Study) kullanılmıştır. Çalışmanın örneklemini 2013-2014 eğitim-öğretim yılı bahar döneminde SEÇD kapsamında OBP'yi kullanan iki sınıf öğretmeni ve ilgili ders kazanımları doğrultusunda OBP'den faydalanan branş öğretmenleri (iki matematik, iki fen bilgisi ve iki sosyal bilgiler öğretmeni) oluşturmaktadır. Yapılan çalışma kapsamında OBP'yi kullanan öğretmenlerle mülakat çalışmaları yürütülmüş ve uygulama süreci boyunca gözlemler yapılmıştır. Mülakat ve gözlemlerden elde edilen verilerin analizinde içerik analizi kullanılmıştır. Çalışma sonunda, öğretmenler OBP'nin SEÇD için uygun bir program olduğunu ve ortaokullardaki "Bilim Uygulamaları" dersi için disiplinlerarası ve alternatif bir öğrenme ortamı oluşturduğunu ifade etmişlerdir. Anahtar Kelimeler. Serbest Etkinlik Çalışmaları Dersi (SEÇD), Okul Bahçesi Programı (OBP), Öğretmen GörüşleriABSTRACT. The School Garden Program (SGP) is a garden-based learning project which has students create their own designs, is performed in schoolyards and involves planned and organized gardening activities that grow a variety of plants. The SGP was created by the author. It is an 18-week semi-flexible interdisciplinary program with class and non-class activities. The program's class activities were performed in a certain framework, while the non-class activities were flexible. The objective of this study is to evaluate the applicability of SGP, which was realized in the context of the Free Activities Course (FAC), based on teachers' opinions. This is a case study. The sample of the study included two classroom teachers who used SGP in scope of FAC as well as two mathematics teachers, two science teachers and two social studies teachers who used it in their lessons in the 2014 spring semester. The author held interviews with these teachers and observed their implementations of SGP. The data from the interviews and observations were analyzed using content analysis. At the end of the study, the participating teachers concluded that SGP was a suitable program for FAC, and that it was an interdisciplinary and alternative learning environment for the course, scientific practice, in the middle school curriculum.

Extended SummaryPurpose: The researches regarding the contribution to the achievement of the student show the importance of homework and the involvement of parents in these studies. However, within the frame of the accessible literature, it has been observed that the researches made in our country regarding the parent's involvement were rather at the level of early childhood and pre-school education, and for the stages of primary and secondary education, it has been observed that the impact of parental involvement on the academic success and the impediments of parental involvement were the issues that have been addressed. Also, it has been determined that the researches were generally carried out within the scope of school-parent collaboration, there were only few researches aiming at the specific areas and among them the issue of parental involvement in science lessons has not been sufficiently examined. When all these factors are taken into account, it has been considered that by determining the parental involvement in home-based learning activities of secondary school science lesson, this study will provide important data which can be used by educational researchers, educational policy developers, managers and teachers in determining the needs of parents and in the preparation of training programs meeting those needs. The aim of this study is to determine the parent involvement in their children's home-based science learning activities scale, whose children are studying in secondary school.Method: The sample of the research comprised 580 parents whose children studied at 5th to 8th classes of secondary schools in Samsun province. The Parent Involvement in Students' Home Based Learning Activities Scale (PI-SHBLAS) was used to collect data. The scale consists of two parts. In the first part of parents' form, questions aiming to gather information regarding the parent's gender, proximity level to the student, age, occupation, income level, education level, marital status, the grade level of the child and tutoring-course taking situation of the child take place. In the second part, 40 expressions of 5 point Likert type (5 Always, 4 Often, 3 Sometimes, 2 Rarely, 1 Never) containing the opinions of the parents regarding the parent involvement take place. The subscales of PI-SHBLAS parent form has been named as "The active participation of parent (VAK), "Parent's perception of inade-* Bu çalışma yüksek lisans tezinden üretilmiştir.