This study investigated the repercussions of the Covid-19 pandemic on preschool education and sought answers to how preschool education is implemented, what kind of activities are held, what kind of challenges need to be overcome, and what measures need to be taken to sustain preschool education. The sample consisted of 25 preschool teachers and 30 parents recruited using criterion sampling, a purposive sampling method. The study was based on phenomenology, which is a qualitative research design. Data were collected using a semi-structured interview form and video records of participants performing educational practice within two months. Data were analyzed using inductive content analysis. Participants stated that the Covid-19 pandemic had numerous adverse effects on preschool education and that they held art, science, and mathematics activities and games to sustain education but faced numerous challenges during the process. They also emphasized that measures should be taken to sustain preschool education during pandemics.

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This study was carried out to determine the view of prospective teachers with regard to STEM education given in Science, Technology, Society and Environment course and the effects of STEM education on prospective teachers' attitudes towards renewable energy sources and awareness of environment problems. The study was carried out in 2014-2015 academic year with 76 prospective science teachers. In the study, mixed method research design, which employs qualitative and quantitative research methods together, has been used. As a data collection tool "Sensitivity to Environment Problems Scale", "Attitude Scale for Renewable Energy Resources" and "Semistructured Interview Form" developed by the researcher were used. Data obtained as a result of content analysis were coded. As a result of analysis of the study, it was determined that prospective teachers' attitudes towards renewable energy resources were positively affected but there was no change in their level of awareness of environmental problems.

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Bu araştırmada sınıf öğretmeni adaylarının STEM eğitimine yönelik görüşlerini incelemek amaçlanmıştır. Araştırmanın çalışma grubunu 40 sınıf öğretmeni adayı oluşturmaktadır. Durum çalışma deseni olarak yürütülen bu çalışma 2016-2017 eğitim-öğretim yılı güz döneminde 12 haftada (haftada 4 saat) tamamlanmıştır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen veriler içerik analiz basamaklarına uygun olarak analiz edilmiştir. STEM eğitimi uygulamaları sonucunda öğretmen adaylarının STEM eğitimi ve mühendislik-teknolojiye yönelik olarak düşüncelerinin olumlu yönde değiştiği tespit edilmiştir. Öğretmen adayları STEM eğitiminin ilköğretim ve okulöncesi dönemlerinde kullanılmasının önemli olduğunu belirtmişlerdir. Ayrıca öğretmen adayları, STEM eğitimi sayesinde çocukların yaratıcılık, hayal gücü, merak, özgüven, sorumluluk, empati gibi birçok özelliğinin gelişebileceği yönünde görüşler bildirmişlerdir. Sonuçlar doğrultusunda sınıf öğretmenliği lisans programında STEM eğitimi verilmesini sağlayacak seçmeli veya zorunlu derslerin açılması önerilmiştir.

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This paper investigated the integration of a Lesson Study Model (LSM) into distance STEM education during the COVID-19 pandemic. The study focused on six dimensions: (1) STEM education in distance learning, (2) Lesson Study (LS), (3) lesson planning processes, (4) challenges of lesson planning, (5) evaluation and assessment methods, and (6) strategies, methods, and techniques. The sample consisted of 24 science teachers recruited using criterion sampling, which is a purposive sampling method. A case study, which is a qualitative research method, was the design of choice. Data were collected through interviews, videotapes, and expert observations. The data were analyzed using inductive content analysis. Themes, categories, and codes were developed in accordance with the research purpose. Participants had positive opinions about the LSM, STEM education, and distance learning. Participants stated that the LSM activities within distance learning contributed to pedagogy and content knowledge in the STEM education process. The challenges faced by participants were unfavorable environmental conditions, time management issues, and a lack of knowledge and experience in lesson planning. Expert observations and videotapes corroborate these results, indicating that the LSM integrated with STEM education results in higher quality STEM lesson planning and teaching. Moreover, distance learning platforms are promising ways to ensure the professional development of teachers during the pandemic.

Summary The aim of this study was to investigate the effect of boron compounds on fire protection properties of intumescent coating based on ammonium polyphosphate (APP). Three kinds of boron compounds namely boric acid (BA), zinc borate (ZB) and melamine borate (MB) were used. Total amount of flame retardant additive was kept constant at 30 wt%, and boron compounds were used at three concentrations of 1, 3 and 5 wt%. Thermogravimetric analysis (TGA), Attenuated total reflectance–Fourier transform infrared spectroscopy (ATR‐FTIR) and fire test were conducted for the determining the fire performance of intumescent coating. According to fire test results, BA and MB showed synergistic effect at 1 wt% loading. ZB showed antagonistic effect at all concentrations. Fire protection effect of intumescent coating decreased as the added amount of boron compound increased regardless of boron compound type because of suppression of intumescence. Copyright © 2016 John Wiley & Sons, Ltd.