With the COVID-19 pandemic affecting the world, the vast majority of students in various educational institutions around the world have changed their learning styles from the physical classroom to digital learning education. Especially the fact that university students take their lessons with e-learning in times of crisis (COVID-19 pandemic) has forced them to spend more time with the computer. This situation will also affect their academic motivation. This research aimed to test whether the fear of contracting COVID-19 (CoVFC) had a moderating effect on the prediction of preservice teachers' academic motivation (AMOTV) with their computer self-efficacy perceptions (CSE). With a combined approach, a single model was employed to test the moderating role of CoVFC and the mediating role of Attitudes towards E-Learning (ATEL) in the prediction of preservice teachers' AMOTV with their CSE. 522 preservice teachers from 21 different branches participated in this research. As a result of the research, the CSE of preservice teachers were determined to predict their AMOTV significantly and positively. The increase in CoVFC was found to have a negative moderating effect on the prediction of AMOTV with the CSE of preservice teachers. Also, ATEL was found to have a partial mediating effect in the relationship between the CSE and AMOTV of preservice teachers.

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The main purpose of this research was to develop a guide material in line with learning outcomes of the unit for the 5 th Graders titled Solving the Puzzle: Our Body in order to be utilized during out-of-school learning activities by science teachers. There is no guide material developed in our country for science teachers to be used in out-of school learning activities. This research intended to contribute to the literature by developing such guide material. This research utilized the screening model. Prior to the development of a guide material, the literature has been reviewed to identify units and subjects for which guidance material is designed for. Moreover, the guide material is developed after completing the needs analysis, identifying the objectives and learning outcomes, organizing the content and learning activities and deciding on how to make assessment and evaluation. This research was designed to help develop guide materials that include other units related to out-of-school learning activities for different grade levels and for different classes.

The purpose of this study was to investigate the effect of lessons conducted in out-of-school learning settings on 5th graders science achievement within the scope of a guidance material that was prepared to be used in out-of-school learning settings in accordance with the "Let's Solve the Riddle of Our Body" chapter objectives. The pretest / posttest equalized control group d esign, which is one of the quasi-experimental designs, was used in this study. The sample of this study was composed of a total of 31 5th grade students (15 were in experimental group, 16 were in control group) that were selected from secondary schools in the first semester of the 2015-2016 academic year in Tokat Province. Let's Solve the Riddle of Our Body Chapter Achievement Test (LeSROBAT) was administered before and after the implementation of the guidance material to measure the students' achievements and reten tion. The lessons were conducted as suggested by the current curriculum in the control group. The data were analyzed using independent samples t-test and covariance analysis (ANCOVA). As a result of the analyses, it was found that the LeSROBAT post -test scores of experimental group were significantly higher than the control group. Within this context, it was concluded that the out-of-school learning settings positively contributed to academic achievement and the guidance material that was developed within the scop e of this study was effective. The results of retention test analyses didn't reveal any significant difference between the posttest and retention test scores of experimental and control groups. When the LeSROBAT retention test scores were examined, it was obser ved that the scores of experimental group was higher than the control group.Keywords:Out-of-school learning settings, science course, academic achievement, let's solve the riddle of our body chapter.

Purpose: The purpose of this study is to adapt the Science Experience Scale in Informal Environments (ScESInE), which was developed by Gafoor and Narayan (2008), to Turkish culture and to evaluate the validity and reliability of the scale.Design/Methodology/Approach: In the study, the Turkish translation study of the scale was performed by using exploratory factor analysis and confirmatory factor analysis for validity and Cronbach's alpha internal consistency coefficient and item analysis for reliability. A total of 500 students participated in the study. The students were studying in the 5 th , 6 th , 7 th , and 8 th grades of the secondary schools in the central district of the province of Karaman in the fall semester of the 2019-2020 academic year.Findings: As a result of the exploratory factor analysis, it was found that 41.01% of the total variance of the scale consisting of four factors was explained. Scale item factor load values varied between .45 and .79. As a result of the analysis done for reliability, Cronbach's alpha internal consistency coefficients for overall scale and observation, addition, activity, and experiment sub-dimensions were found as 85, .71, .87, .63, and .71, respectively. As a result of item analysis for reliability, the corrected item total correlations were found between .30 and 68. Finally, as a result of the confirmatory factor analysis good fit indexes were obtained (χ2 = 788.