The purpose of this study is to investigate the effect of project-based learning on students' attitudes toward the environment. In the study that was performed with 39 students who take the "Environmental Education" course, attitude changes toward the environment were investigated in students who developed projects on environmental problems. A mixed-method explanatory design was used to flesh out study results. After being informed about basic environmental concepts and project-based learning, students engaged themselves in group work to develop projects regarding environmental problems. The developed projects were presented with the aim of informing students. According to research results, although a significant gender difference in environmental attitudes was not found, project-based learning had a positive effect on students' environmental attitudes. Students defined project-based learning use in environmental education as an approach that is beneficial, enhancing creativity, encouraging research and providing permanent learning. Students believed this practice helped them define environmental problems more clearly and take on more active tasks in the solution process.

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The purpose of this study is to investigate the effectiveness of cooperative learning on the science lessons achievement of primary school students and to designate their views on cooperative learning process. 135 sixth-grade students attending the same school took part in the study. The model of this study was the Solomon four-group model. In the study, the Cooperative Learning Process Scale and the Science Achievement Test were used to collect data. In the light of the findings, the cooperative learning activities done in the experimental group have meaningfully increased the student achievement in comparison to the control group. According to the findings, it was determined that the activities were prepared appropriately to the cooperative learning and that they were organised considering the basic principles of cooperative learning. 85.07 per cent of the students have stated that the activities done were appropriate for high level cooperative learning.

Belirlenen makaleler, "araştırmanın yılı, araştırma konusu, araştırmanın içeriğinin konusu, araştırma türü, veri toplama araçları ve örneklem grubu türü" açısından incelenmiştir. Elde edilen sonuçlara göre, araştırmalarda en çok çalışılan konuların öğretmenlerin sosyo-bilimsel konular hakkında bilgi düzeylerini belirlemeye yönelik olduğu anlaşılmaktadır. Ayrıca, araştırmalarda veri toplama aracı olarak en fazla anketlerden yararlanıldığı görülmüştür. Araştırmada ulaşılan çalışmalar incelendiğinde, makalelerde en az çalışılan konuların ise sosyo-bilimsel konuların öğretimi üzerine olduğu belirlenmiştir. Bu çalışmanın, elde edilen bulgularla ileride yapılacak sosyo-bilimsel konulara yönelik çalışmalara yol gösterici olabileceği düşünülmektedir.

The purpose of this study was to investigate secondary mathematics teachers' conceptions of the barriers to the development of mathematical literacy. The data were collected through semi-structured interviews with sixteen in-service mathematics teachers from nine secondary schools of five different school types. The data analysis consisted of an inductive analysis process for identifying and labeling the patterns or themes through examining interview data with the help of NVivo qualitative data analysis software. The results indicated that teachers' conceptions regarding the barriers to mathematical literacy development could be categorized under: (i) conceptual challenges (What is mathematical literacy?); (ii) educational challenges (How can we develop mathematical literacy?); and (iii) systemic challenges (Where is mathematical literacy (to be) located?). The teachers' identification of different obstacles to the development of mathematical literacy can account for the fact that each teacher in this study has diverse but convergent conceptions of mathematical literacy. This fact also promises hope for assisting teachers in resolving these obstacles that have been raised from various angles.