Although hands-on laboratory experiments are traditionally used in schools, virtual laboratories have entered today's classrooms, due to their specific affordances. In this study, we compared the effect of using hands-on and virtual laboratories in isolation to two different combinations on middle school (7th grade) students' acquisition of conceptual knowledge and inquiry skills. Our findings indicate that using hands-on and virtual laboratories sequentially instead of in isolation gives better results for students' acquisition of knowledge and inquiry skills. This result, together with similar findings from other studies, suggests that virtual and hands-on laboratories may have complementary affordances. In the current study, no advantage was seen for either of the two different combinations used.

No abstract

No abstract

Textbooks are one of the primary teaching tools frequently used in schools and most teachers use them in their classrooms (Sanchez and Valcarcel, 1999). Since there are a lot of abstract concepts in science education, images in science textbooks play a vital role in the learning process (Kenanet al., 2011). Concretization of abstract concepts may ease students' understanding. For this reason, the aim of this study was to examine images about the particulate nature of matter (PNM) in Turkish middle school science textbooks. In other words, visuals were examined with respect to representational levels, relatedness to text, existence and properties of the captions. The rubric developed by Gkitziaet al.(2011) was used to evaluate the images from middle school science textbooks in selected units. A total of 825 images in Turkish middle school science textbooks were identified in related units. In addition, it was found that the most common representation type of images about the PNM in Turkish middle school science textbooks were macroscopic representations (36%). The relatedness of images to the text was also studied. It was concluded that just 4 out of 10 images were completely related and linked to the text. Lastly, it was found that more than half of the images about the PNM in Turkish middle school science textbooks had no caption.

Simulations, which is a type of educational technology has started to be used widely in classes. Contradictive results show that there is no certain conclusion about the effects of them on students’ domain knowledge, inquiry skills and attitudes towards science. The goal of the study is to compare the impacts of simulation-based and textbook-based instructions on the middle school students’ science achievement, inquiry skills and attitudes towards science. The study was done with 188 middle school students and three science teachers. Whereas 98 of them enrolled in the classes where simulation-based instruction was used, 90 of the participants were from the classes in which textbook-based instruction followed. A quasi-experimental research design was used in the study. The data was gathered by the achievement test, the inquiry skills, and the attitude scale. The findings revealed that simulation-based instruction is significantly efficient in enhancing middle school students’ science achievement and inquiry skills. Yet, it was also reached that both of the instructions have no significant impact on students’ attitudes towards science. Possible reasons behind the results were also discussed.

Providing individuals with environmental awareness from a young age is very important for a livable and sustainable world. In this context, the aim of this study is to investigate the impacts of the environmental science project, Water Explorer Program, on middle school students' water usage behaviors, and attitudes. A quasi-experimental research design was used. The participants were 87 (36 girls and 51 boys) eighth-grade students from four different classes in a public school. Whereas in the control group, the textbook-based instructional approach was used, Water Explorer Program was used in the experimental group. Water usage attitudes and water usage behavior scales were administered to the groups at the beginning and end of the study. In addition to pre-post tests, reflection papers were gathered from students in the experimental group. The findings of the study revealed that students in the experimental group developed significantly better water usage behaviors, and attitudes than their counterparts in the control group. Therefore, environmental projects should be involved in science curriculums.

It is important to explore children’s perceptions related to scientists for preventing their lack of interest in science and avoidance of science careers. This study aims to reveal middle school students' images of scientists, with an analysis of how those images may be influenced by middle school science textbooks currently use in Turkey. It was also examined students’ opinions related to becoming a scientist. The study is based on a qualitative research methodology. The sample consists of 98 students from a middle school (5th, 6th, 7th, and 8th grade). The data was gathered by four science textbooks, the Draw a Scientist Test (DAST) and an open-ended questionnaire. The findings showed that most of the middle school students think that scientists as men, happy, wearing a lab coat and glasses, working individually in indoor places. Albert Einstein and Isaac Newton were drawn as the most famous scientists. The images of scientists in the science textbooks were mostly men. On the other side, more than half of the students were not sure or not eager to be scientists for their future careers because of negative thoughts on scientific studies and not matching their own characters and the characters that scientists should have.

The purpose of this article is to provide a brief literature review and useful suggestions for using advertisements as tools for organizing and accomplishing science teaching and learning. Newspapers and advertisements can be used as a context for developing scientific literacy and for promoting the development of critical thinking skills, through questioning, creating flexible course content, and exploring science beyond the classroom.