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Abstract. The objective of this study is to research into the effect of the argumentation method of study on the success of 7th grade primary school students in regard to the atomic structure. This study was conducted in a primary school located in the District of Doğanyol, the City of Malatya during 2nd term of 2013-2014 school years. The sampling of this study consists of 25 students in total, 12 of whom are male and 13 of whom are female.

The purpose of this study is to investigate Life Sciences course entrepreneurship skills of the 3rd grade primary school students as evaluated by their parents. The study was conducted with the screening model. The participants of the study were the parents (47 mothers and 23 fathers) of the students (32 girls, 38 boys) who study in the center of the province of Adiyaman, Turkey, in the academic year of 2017-2018. In order to collect the data, “entrepreneurship skill condition” survey form, which evaluates the entrepreneurial gains from the 1st and 2nd grade Life Sciences course, was used. According to the findings, the entrepreneurship skill level of the students was found 98.81 out of 130, which is “good”. The entrepreneurship skill level of the students showed a significant difference depending on the parent variable, where mothers evaluated their children more favorably compared to fathers. The entrepreneurship skill level of the students did not show a significant difference depending on their gender. Depending on their success in the school and the Life Sciences course, however, there was a significant difference (p<0.05) in their entrepreneurship skill level. A positive correlation was detected between the entrepreneurship skill level and the success in the school and the Life Sciences course. The entrepreneurship skill level of the students also varied significantly (p<0.05) depending on their self-confidence level. High self-confidence and the entrepreneurship skill level were found to be positively correlated.

Teaching career is the widest state employment type in Turkey. The career is resourced by many higher education institutions besides the ones deploying regular teacher training programs. Teacher candidates other than the graduates from education faculties have to attend a program specially designed to instruct on foundations of education such as theories, principles, strategies, planning, teaching methods and assessment. That alternative teacher certification program paves the way to transition to teaching career as well. This study was carried out with 11 religious officials who intend to shift into teaching career. The data was collected through 5 essays written by each participant while they were attending the program. The study was conducted as content analyses of total 55 essays. The analyses revealed that the participants, 1 preacher-woman, 4 mosque leaders-preachers and 6 Quran instructors, did not display any role confliction, intended to use their skills and experiences developed through their current careers selectively. The results were discussed with relevant available literature.

Bu araştırmanın amacı, sınıf eğitimi programı öğretmen adaylarının görüşlerine göre alan ve alan eğitimi ile öğretmenlik meslek bilgisi derslerine giren öğretim üyelerinin teorik bilgisini verdikleri bu derslerin öğretme öğrenme sürecinde sergiledikleri pedagojik yeterlik düzeyinin nasıl olduğunu ortaya koymaktır. Tarama modeli kullanılarak yapılan bu araştırmanın çalışma grubunu Adıyaman Üniversitesi Eğitim Fakültesi Temel Eğitim Bölümü Sınıf Eğitimi Programı 3. ve 4. sınıfta öğrenim gören 96 öğretmen adayı oluşturmaktadır. Araştırmada, sınıf eğitimi programında, alan ve alan eğitimi ile öğretmenlik meslek bilgisi derslerine giren öğretim üyelerinin kişisel ve mesleki değerler, mesleki gelişim, öğrenciyi tanıma, öğrenme öğretme süreci pedagojik yeterlik düzeyi en çok iyi ve orta; değerlendirme pedagojik yeterlik düzeyi ise en çok orta ve çok iyi düzeyde bulunmuştur. Öğretim üyelerinin pedagojik yeterlik düzeyi, öğretmen adaylarının cinsiyet, öğrenim gördükleri sınıf, ders türü ve sınıf öğretmenliği mesleğini isteyerek yapma durumu değişkenlerine göre ise anlamlı bir şekilde farklılaşmamaktadır.

The purpose of this study is to investigate the Life Sciences course decision-making skill of the 3 rd grade primary school students as evaluated by the parents. The study was conducted in screening model. The participants of the study were the parents (41 mothers and 26 fathers) of the students (32 girls, 35 boys) who study in the center of the province of Adıyaman in the academic year of 2017-2018. In order to collect the data, "decision-making skill level" survey form, which evaluates the decision-making gains of the 1 st and 2 nd grade Life Sciences course, was used. According to the findings, the decision-making skill of the students was 94.54 out of 120, which is "very good". The decision-making skill levels of the students did not show a significant difference depending on the parent variable (mother or father), the students' gender, or the school type attended (central or disadvantaged neighborhood). Depending on their success in school, however, there was a significant difference in their decision-making skill levels; a positive correlation was detected between the decision-making skill and the success in school. The decision-making skill of the students did not show a significant difference depending on their self-confidence level or their success in the Life Sciences course.

This study aims to develop logical thinking skills scale for science teacher candidates. The method of the study is the scale development model, which is the sub model of the exploratory pattern in the mixed method. The scale was prepared by referring to Lawson's Classroom Test of Science Reasoning (1978). In the study, the item pool was created first. The questions were prepared from the topics in the General Chemistry Laboratory Applications course from six sub-dimensions. Taking the expert opinion, necessary corrections were made and a trial form with 13 multiple choice and two open-ended questions were prepared. Multiple choice questions consist of two stages. In the first stage, it is requested to find the right option regarding the item (group A questions), and in the other stage, the reason for the answer (group B questions) is requested. The trial form was applied to 142 science teacher candidates. Multiple choice questions were analyzed with the Test Analysis Program (TAP). Open-ended items were rearranged receiving expert opinion in the light of the data obtained by scoring. At the end of the analysis, the 12th item was removed from the scale. As a result of the analysis, it was observed that the average difficulty and discrimination indices of the A and B group items were high. As a result of these findings, it can be said that the logical thinking abilities scale developed for prospective science teachers is appropriate in terms of reliability and validity.

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