Abstract:In this study, the relationship between the students '

The purpose of this study is to determine the effects of using the learning stations technique in teaching about the electrical current on students’ physics course achievement. The sample of the experimental study designed with a pretest-posttest model consists of 50 10th grade students studying in a Science High School in Trabzon, in the 2016-2017 academic year. A multiple-choice achievement test with .80 reliability coefficient was used as the data collection tool. The obtained data were analyzed by applying the Wilcoxon Signed Ranks test in SPSS 20.00 program and a statistically significant difference was found between the experimental and control group achievement test scores in favor of the experimental group, which indicates that the learning stations technique practices performed to teach about the electrical current are effective in increasing the 10th grade students’ physics course achievements.

This study aims to ascertain academicians' opinions about out-of-school learning, awareness of it, and competency to plan learning activities in such situations for the purpose of teaching in out-of-school learning environments (OSLEs). The research group of this study, which was conducted as a case study, consists of 56 academics in the physics, chemistry, biology, and science education programs of education faculties in Türkiye. The Out-of-School Learning Environments Regulation Scale and a form containing four questions were used to data collection. The results from the scale, the average score was calculated as 4.41 for academics with experience in teaching OSLEs and 3.82 for academics without such experience. The qualitative results indicate that academics mostly prefer to focus on environmental education, astronomy, living things and life, and recycling issues through out-of-school learning activities and use different types of OSLEs such as science center, recycling facility and observatory. To conclude, despite the academics' high level of competency in performing out-of-school learning activities, it is evident that they underutilize these activities in their teaching.

The aim of this study is to determine the opinions of physics teachers about the physics curriculum that was updated in 2017. The study was carried out by using quantitative and qualitative data collection tools within the context of case study methodology. The research sample was formed from 64 physics teachers from different provinces of Turkey who participated in the training organized for introducing a physics curriculum at the Yalova Esenkoy In-service Training Institute. A questionnaire consisting of 30 questions with four-point Likert-type and interviews including eight questions were conducted. Findings show that physics teachers generally indicate a positive approach to the physics curriculum. However, almost all physics teachers who participated in the research stated that the physics course hours were insufficient to implement the physics curriculum and that some subjects should be removed from the physics curriculum.

Bu araştırma ile fizik, kimya ve biyoloji öğretmenlerinin 3B katı model tasarımına ve tasarlayacakları modellerin öğretim süreçlerinde kullanımına yönelik ihtiyaçlarının belirlenmesi amaçlanmaktadır. Durum çalışması yöntemi ile yürütülen bu araştırmanın örneklemini 16 farklı ilde görev yapan 27 fizik, 36 kimya ve 40 biyoloji olmak üzere toplamda 103 (66 kadın, 37 erkek) öğretmen oluşturmaktadır. Veri toplama aracı olarak, araştırmacılar tarafından geliştirilen çevrimiçi "Fen Öğretiminde 3-Boyutlu Modellerin Tasarımı ve Kullanımı Formu" kullanılmıştır. Verilerin analizinde içerik analizi tekniği kullanılmıştır. Elde edilen bulgular doğrultusunda; öğretmenlerin çoğunun (%86'sının), derslerinde hazır öğretim materyali veya modeli kullandığı, buna karşılık; %95'inin bu zamana kadar 3B baskı aracı ile kendilerinin geliştirdiği herhangi bir modeli derslerinde kullanmadıkları ve %97'sinin 3B katı model tasarlama deneyiminin olmadığı belirlenmiştir. Bununla birlikte, öğretmenlerin %83'ünün öğretim materyali olarak 3B katı model tasarlamak istediği tespit edilmiştir. Tüm bu sonuçlar, fizik, kimya ve biyoloji öğretmenlerinin 3B katı model tasarlama ve kullanma deneyimlerinin yetersiz olduğunu fakat gereken desteğin verilmesi neticesinde bu sürecin aktif bir şekilde yürütülebileceğini göstermektedir. Bu kapsamda, üniversiteler ile Milli Eğitim Bakanlığı işbirliğinde gerçekleştirilecek proje çalışmalarının ve hizmet içi eğitim programlarının öğretmenlere dijital yetkinlik kazandırmada etkili olacağı, bu sayede 3B öğretim modellerinin öğretmenler tarafından geliştirilerek öğretim süreçlerinde kullanımının artacağı düşünülmektedir.