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Of great importance for achieving science education reform may be teachers' interest in science and enjoyment of science. This study explores the motivational qualities (rated for interest, fun, and learning value) of different levels of inquiry of hands‐on class activities. The participants, 53 preservice teachers in two sections of a science methods course, rated the activities at the end of each class. At the end of the course, these activities were categorized by level of inquiry (levels 0–3), with 30% rated as level 0 (no inquiry), 40% as level 1, 22% as level 2, and 8% as level 3, according to how much choice was given for posing questions and designing investigations. Ratings of each hands‐on activity indicated that participants perceived activities of higher levels of inquiry to be more fun and more interesting. They also perceived that they had learned more. These findings suggest that course instructors should determine level of inquiry when planning course activities, and degree of participant input into course activities may be important in the development of interest in science. A focus on hands‐on learning especially at higher levels of inquiry may serve both to capture the interest of teachers and to model how they can make science more authentic and engaging for children.

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Noise pollution is a very serious problem that prevents learning in the school environment and affects human health physiologically and psychologically. The purpose of this study is to assess the noise level, with causes and effects, in a school that has been acoustically improved. The research was conducted in a middle school where acoustic improvement was made in the Antalya province center. To collect data, a sound level meter was used, a questionnaire was administered and interviews were conducted. Noise and resonance measurements were made with the Bruel & Kjaer 2250-A-D00 handheld analyzer in acoustically improved and non-acoustical classrooms. The questionnaire, answered by 19 teachers, was analyzed using SPSS. Interviews were conducted with the school principal and a teacher. Noise measurements reveal that both the noise level and the reverberation levels are lower than typical with acoustic improvements. According to the survey results, approximately 70% of the teachers think that the noise level of the school is generally low and moderate. As a result of acoustical improvements,, a teacher said his headache was gone, while the school principal said that his hearing and the intelligibility of speech increased. On the other hand, more than half of the teachers stated that the noise level was still too high during the break time. The results suggest that all schools should be required to measure noise and reverberation levels and provide noise awareness training to all their stakeholders.

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