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The aim of this study was to examine pre-service science teachers' views about laboratory applications in science education and how their views changed through laboratory applications that were carried out for two semesters. 63 (52 females, 11 males) pre-service teachers participated in the study. The study was carried out by using pre-test and post-test design. Data was collected on the differences between the views of pre-service science teachers before and after laboratory courses. For data collection, teachers were given forms including 3 open-ended questions. Data analysis was carried out through qualitative content analysis. The results showed that pre-service teachers defined laboratory as "a place of application", and after laboratory applications, they could give more comprehensive definitions about laboratory. The most popular answers pertaining to the aim of laboratory applications included effective learning, permanent learning, ending rote learning, and better understanding, faster learning and learning with fun. Along with the quality of learning, participants attached importance to the methods and techniques to be utilized in lab setting to reach that desired quality. Their focus was predominantly on visualizing, experimental learning, materializing of the theoretical information through application and observation. Study showed that they mostly attributed the importance of laboratories to the quality of learning and methods were expressed as visualizing, materializing and application, observation and experiment for the quality of learning.

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This paper reports a study conducted to investigate social studies and science teachers' awareness on climate change and how the professional development workshop "Awareness and Adaptation to Climate Change" affects teachers' awareness level. For this purpose, a total of 101 teachers from 8 different cities and 4 geographical locations participated in the workshop and took part in the study. For data collection purposes, the Awareness to Climate Change Questionnaire (ACCQ) was used. The analysis revealed no statistical difference among participating teachers' awareness level based on pre-test scores. However, further analysis indicates an increase in awareness on climate change among participating teachers upon completion of the professional development workshops.

This paper reports a study conducted to investigate social studies and science teachers' awareness on climate change and how professional development workshop "Awareness and Adaptation to Climate Change" affects teachers' awareness level. For this purpose, a total of 101 teachers from 8 different cities and 4 geographical locations participated in the workshops and took part in the study. For data collection purposes, the Awareness to Climate Change Questionnaire (ACCQ) was used. Analysis revealed no statistical difference among participating teachers' awareness level based on pre-test scores. The results show that although the environmental education community has spent significant time and energy in developing and disseminating alternative instructional strategies for use in all classroom levels, the conception of the climate change as a unity of interrelated elements, as a system, remains negligible.

The purposes of this study were to identify students’ conceptions of chemical bonds and to determine, after instruction, the changes these conceptions undergo. The dataset for this study arises from an administered questionnaire that includes answers to three open–ended questions from 76 6th grade students and 56 7th grade students. Analysis of the qualitative data obtained through the questionnaire indicates that the majority of students had difficulty comprehending the modelisation of chemical bonds and that levels of interpreting these concepts of chemical bonds was much lower than what is required at the end of these different grades. The study showed that students have similar conceptions of bonding affinity expressed though a language of kinship and convenience, as used in 17th century. Additionally, the students’ conceptions also reflect the 18th century’ macro level concept of affinity expressed through the notion that likes attract. Key words: chemical bond, intermolecular bond, intramolecular bond, model, modelling, science education.

The aim of this study were to investigate the methods used by pre-service science teachers when they are carrying out experiments; to see what needs to be done when test equipment's are not sufficient, and to reveal out their views on the use of the simple tools that can be used in the experiments. To view these changes, the study has been carried out by using pre and post-test design. In the study, an open-ended questionnaire, which was analyzed by using the qualitative content analysis method, was used to determine the differences in the views of pre-service teachers before and after laboratory courses. The results showed that the important part of the pre-service teachers have stated that prior to lab practices students need to do experiments in groups, and after the lab practices, the other important part of them stated that every student should do the test individually.