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-This study is a comparison study between science process skill attainments that students built as a result of learning products in the implementation process of 7th grade Human and Environment Unit and the anticipated science process skill attainments in the science and technology curriculum. Sample of the study consists of 22 students enrolled in a primary school in 2007-2008 school years in Marmara District in Turkey. However, data of 11 students are used for this study. Data are gathered through document analysis, interviews and analysis of video recordings during the implementation of activities. Interviews are performed in order to determine science process skills that might be shown in outside the classroom activities such as homework. Results of the study showed that students are using more science process skills during the activities than indicated in the curriculum. These skills are listed as prediction and note taking, observation and filling in the form, classroom discussion, writing an essay and preparing a report.

The present study aimed to improve reflective thinking skills of doctoral students from different fields taking the Instructional Planning and Evaluation course (IPE) during their studies in order to obtain findings that can contribute to enhance the quality of teaching at a state university. A total of 80 doctoral students in the spring (n= 47) and fall (n= 33) semesters of 2016 participated in the study which was conducted with the Technical/Scientific/Cooperative action research design and implemented two actions. Data were collected using the Reflective Thinking Scale and the Attitude Scale towards IPE Course. The main activities of the program implemented in the first action included small group work, teaching real students, writing reflective pieces and feedback. In addition, participants were better encouraged to think reflectively, participated in reflective discussions and took formative tests in the second action. Descriptive statistics results of the study showed that both actions helped the participants to reach the levels in the order of reflection, understanding, critical reflection and habitual action. On the other hand, participants’ attitudes towards the IPE course were found to be low. For future actions, it is recommended that participants gain experience in their own fields in order to improve their reflective thinking levels through theory-practice connection and conduct their reflection activities over these experiences.

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Purpose: Students in Turkey have difficulty reaching fluency in English. Affective factors in teaching English are as important as cognitive factors. Perceived self-efficacy, an affective factor, is known to influence learning a second language. This study explores the effects of a university preparatory school's English curriculum on its students' selfefficacy beliefs to understand if the design, application and evaluation of the curriculum could be better suited to English language learners. Research Method: 426 students participated in the research, conducted with the cross-sectional survey design. An adapted psychometric scale was used to

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