No abstract

The aim of this study is to examine the views of 4 th-grade preservice science teachers (N=53) on the usability of infographics within the framework of learning outcomes that are included in the 2017 Science curriculum (3-8 grade) and that contain socio-scientific issues. In the study, case study and document analysis were used. The study was carried out within the scope of the Instructional Technologies and Material Development Course by researchers in the fall term of the 2017-2018 academic year. The processes of material development and material preparation (posters, banners, etc.) were taught for the first 7 weeks and a midterm exam was conducted afterwards. As a result of this exam, material development knowledge of participants was found to be at a high level and then material preparation processes (5 weeks) were carried out. A form consisting of 5 structured questions prepared by the researchers was used to gather data. Inductive analysis technique was used on the data collected. Results indicate that they are involved in such an application and program for the first time. In addition to that it is possible to say that the inclusion of particularly striking visual elements (icons, graphics, photos, etc.) contributes significantly to the usability of infographics. One of the most important results is that it is particularly emphasized by them in order to raise awareness of issues such as health and country benefits with the using infographics.

Background: Today, for most of us, technology is a vital and inevitable part of our lives. Due to its widespread use, a great emphasis is being given to educating generations about technology. And, every individual has his/her own style of organizing and collecting information. Purpose: The purpose of the present study is to identify the relationship between pre-service science teachers' cognitive styles and their cognitive structures about technology. Sample: The study was conducted with the participation of first and third grade pre-service science teachers majoring in Science Education in the Faculty of Education at Abant İzzet Baysal University in the spring semester of 2012-2013. Design and methods: The study was designed as a case study and a qualitative research method was used. Students were administered two instruments: Group Embedded Figures Test (GEFT) and a Word Association Test (WAT). Results: Results clearly suggested that the first grade participants with a fielddependent cognitive style were better at associating concepts when compared to those with a field-independent cognitive style. And, participants with a fielddependent style, could form more connections between the technology-related concepts. A comparison of the findings on the field-dependent participants by their grade demonstrated that the first and third grade participants with a fielddependent cognitive style got similar scores in terms of the total number of words generated for each key concept. Conclusions: Considering that education is for individuals, it is impossible to ignore individual differences during the process. The most interesting finding of the present study is that field-dependent individuals have a higher cognitive structure, unlike that which has been asserted so far in the literature.

The purpose of research is to examine the changes in attitudes towards astronomy following alternative astronomy education among pre-service teachers with different cognitive styles. Accordingly, it was thought to be appropriate to use pre-and post-test control group design among the experimental designs. The sample of the study included 4th year students at Abant İzzet Baysal University Department of Science Teaching during 2015-2016 spring term (N=64). In the treatment group, a process enriched with activity-based astronomy practices was followed, while the control group used a 12-week program designed as consistent with the program developed by Higher Education Council. The results seem to evidence that at undergraduate level there is an urgent need to intensify the efforts, education and practices that focus on increasing the levels of attitudes towards astronomy regardless of cognitive styles and on transferring these attitudes to skill areas and these kinds of studies need to be encouraged and extended. Keywords: attitude towards astronomy, cognitive style, pre-service teacher.

Bu araştırmada Erasmus Değişim Programı kapsamında lisans öğreniminin belli bir dönemini yurt dışında geçiren öğrencilerin yaşadıkları sorunlar ve bu sorunlara yönelik çözüm önerileri incelenmiştir. Nitel araştırma yöntemi ve durum çalışması deseninde kurgulanan bu çalışmaya Karabük Üniversitesi'nde herhangi bir lisans programına kayıtlı olup bu süreçte Erasmus Değişim Programı ile belli bir süre yurt dışında öğrenim görmüş olan toplam 13 öğrenci katılmıştır. Araştırmanın katılımcılarının belirlenmesinde ölçüt örnekleme, maksimum çeşitlilik örneklemesi ve kolay ulaşılabilir örnekleme birlikte kullanılmıştır. Araştırma verileri araştırma grubu tarafından hazırlanan yarıyapılandırılmış bir görüşme formu ile toplanmış ve toplanan veriler içerik analizi ve betimsel analiz yoluyla çözümlenmiştir. Araştırma sonuçları katılımcıların önemli bir kısmının Erasmus programını kaçırılmayacak bir fırsat olarak gördüklerini, süreçte en fazla barınma ve kültürel sorunların yaşandığını, yaşanılan sorunların çözümünde arkadaş desteğinin önemli olduğunu, Erasmus sürecinin daha etkili olması için daha fazla kaynak sağlanması ve öğrencilerin yabancı dil seviyesinin yüksek olması gerektiğini ve Erasmus programının en fazla öğrencilerin vizyonlarına, dil becerilerine ve kişisel becerilerine katkı sağladığını düşündüklerini göstermektedir. Araştırma sonucu ortaya çıkan bulgular ilgili literatürle ilişkili bir biçimde tartışmaya açılmış ve araştırma sonuçlarına dayalı olarak bazı öneriler sunulmuştur.