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The purpose of this study is to review the postgraduate theses on science/physics education in Turkey to guide the teaching of the sound concept. Although the theses examined within the scope of this study belong to a certain region, the previous literature shows us that the learning difficulties/misconceptions are generally independent of culture. Thirty-three theses in the database of The Council of Higher Education Thesis Center were analyzed inductively in the semi-systematic review process. For this, the stages of content analyses were used: Elimination and coding, placing them in themes, ensuring reliability and validity were followed respectively. Unit of analyses was conclusions of the theses and suggestions of the theses. In conclusion, both conventional and contemporary approaches have a positive effect on achievement or conceptual change on the sound concept. On the other hand, students and teachers/ candidates, in general, cannot relate their knowledge of sound to daily life, their level of knowledge is inadequate, and they have misconceptions/errors and confusions. It is beneficial to consider this situation in education. The most important output of this study is the lists of possible misconceptions or confusion about the concept of sound. Teachers and researchers can use these lists in their lessons or research. Keywords: education, physics, science, sound, thesis

The aim of this research is to introduce an interdisciplinary project about air pollution that is organized and applied for Community Service Practice Course. In order to organize this project 32 pre-service primary school teachers and 120 students' awareness toward air pollution (4th grade) have been determined through The Air Pollution Awareness Questionnaire. The results obtained from the needs analysis indicate that learning environments need to be designed that focus on fundamental concepts, causes-effects, future situation and precautions in order to increase air pollution awareness. To achieve an interdisciplinary approach, a two stage learning environment has been designed by relating these focus points with Turkish, Social Studies, Science, Mathematics and Public Administration disciplines respectively. These two stages are preparing the discipline-based course plans and materials; and carrying out the interdisciplinary plans with students by pre-service teachers. In this article, the design, development and implementation process of this learning environment are presented in detail. As a result of this research, a roadmap for how to deal with the Community Service Practices Course in an interdisciplinary manner has been established. Keywords:Interdisciplinary approach, Air pollution awareness, Community service practices course. Hava Kirliliği Farkındalığı Geliştirme IntroductionTeachers are the most important element of the education system that affects the society. Due to their roles and responsibilities such as integrating with the society, being a leader in the society; teachers should receive necessary training that empowers these qualities before they begin their profession. It is also essential that they acquire enough experience during these trainings (Çetin & Sönmez, 2009). Community Service Practices Course (CSPC), which is a mandatory course taught in the departments of education throughout the universities in Turkey, is a medium in which teachers can acquire these experiences (Gökçe, 2012). Similar practices also exist in various other countries and these courses are not only conducted within the scope of teacher education (Beldağ, Yaylacı, Gök & İpek, 2015). For example, there is a program named Service-Learning in the United States that include all students from K-12 to university (Barton, 2000). Service Learning is based on the importance of "experience" as given by John Dewey (Giles & Eyler, 1994;You & Rud, 2010). Within the scope of teacher education, Service Learning is regarded as acquiring experience on complex social problems, developing social skills, and familiarizing with social culture and values by pre-service and in-service teachers (Barton, 2000).CSPC includes participation as speakers or organizers in scientific events such as seminars, panels etc. about the importance of community service, determining the social problems, designing projects for the purpose of solving these problems, and social issues (Council of Higher Education [CoHH], 2006). This course aims not only to...

Eğitim Bilişim Ağı (EBA)'da yer alan Jules Verne'in yazarı olduğu kitaplardan birinin, Ortaöğretim Fizik Dersi Öğretim Programının (2018) kazanımlarıyla ilişkisinin ortaya çıkarılmasını amaçlayan bu nitel çalışmanın yöntemi doküman incelemesidir. Çalışmada incelenen doküman 'Dünyanın Merkezine Yolculuk' isimli kitaptır. Kitap, araştırmacılar tarafından okunarak içerik analizine tabi tutulmuştur. Analiz sonucunda, kitap içeriği, 9. sınıf düzeyindeki kazanımların %40,9'u ve 10. sınıf düzeyindeki kazanımların ise %35,9'u ile ilişkilendirilebilmiştir. Bu oranlar 11. ve 12. sınıf düzeylerinde sırasıyla %12,9 ve %2,9'dur. Kazanımlarla ilişkilendirilme oranlarına ünite temelinde bakıldığında oran 9. sınıf düzeyinde 'Fizik Bilimine Giriş' ve 'Elektrostatik' üniteleri ile 10. Sınıf düzeyinde 'Basınç ve Kaldırma Kuvveti' ünitelerinde %75'e kadar çıkmaktadır. Bazı ünitelerde ise hiçbir kazanımla ilişkilendirme yapılamamıştır. Bu çalışmada sunulan ilişkilendirme örneklerinin öğretmenlere ders süreçlerini planlamalarında, ders kitabı yazarlarına yazım süreçlerinde ve akademisyenlere hem ders süreçlerini planlamada hem de yeni araştırmalarını tasarlamalarında yol gösterebileceği düşünülmektedir.

When two bodies collide, the body with the larger mass exerts the greater force is a widely known but still common misconception. This study aims to compare the effectiveness of a conceptual change text and a traditional expository text to overcome this target misconception. Then to reveal the effect of students' readiness on this situation. For this, a case study was conducted with 92 students (ninth grade) from two different types of schools. One of these schools accepts students by a nationwide central placement exam, and the other does not need the exam. The students in the second type of school are generally very low in academic achievement. A focus group consists of 24 students examined in detail. The students in the focus group selected with a maximum variety of sampling based on the achievement. Multiple-choice questions in different contexts and simulationassisted-interviews were used for data collection. It is seen that the type of text did not cause any difference in the school that students with high academic achievement. Conversely, a difference was found in favor of the conceptual change text in the second school. The results of the research point to the fact that the conceptual change text was more effective than the traditional expository text in the student group low in academic achievement.