Today, with the development of science and technology and its rapid progress, the importance attached to science education has increased. This increase in interest has led to the development of the methods, techniques, and approaches that enable the students to be active, question and construct knowledge. The 5E learning model is one of them, and many studies have been conducted in literature related to this model. These independent studies have been carried out in different study areas, with different study groups, and different results have been achieved. In order to evaluate these results in general, it is necessary to make use of as many studies as possible. Meta-analysis was considered to work to reveal how each work has impacted the situation and make a generalization. From this point of view, a meta-analysis study was planned in this study to evaluate the effect of the 5E learning model on academic achievement, retention and scientific process skills. For this purpose, all the Master's, doctoral theses and articles in Turkish and English languages which were carried out in Turkey between 2006 and 2016 and which are suitable for the research problem have been scanned and included in the scope of the study. In order to limit studies and conduct meta-analysis in this context, studies had to be planned with semi-experimental design with experiment and control groups; there had to be quantitative data such as mean, standard deviation, and sample size and they had to be applied only in science courses. The data obtained from the articles and theses were meta-analyzed and it was determined that the 5E learning model had an effect on the students' academic achievement, attitude towards science and science process skills. In this context, studies should be conducted in order to limit the studies and to perform the meta-analysis, in which semi-experimental design with experimental and control groups is planned, t-test is applied only in science courses. By analyzing the data obtained from the articles and theses, a general evaluation was made about the effect of the 5E learning model on academic achievement, attitude toward science and science process skills. As a result of the study, the effect of the method applied for each dependent variable was found to favor the experimental group.

The purpose of the current study is to design and develop a sample Mobile Augmented Reality (MAR) application addressing the anatomic structure of the heart in a way suitable for laboratory learning for pre-service science teachers to achieve learning by constructing information in biology instruction. The implementation of the MAR design activity was conducted with the participation of 30 pre-service teachers taking the biology laboratory course. The implementation process of the activity consists of four stages. The first stage includes the introduction of the MAR application program and marker; the second stage includes the use of the MAR application in a laboratory environment; the third stage includes the operation of dissection and the last stage includes the association of the MAR application with the operation of dissection and general evaluation. Then, semi-structured interviews were conducted by involving pre-service teachers and the data obtained from these interviews revealed that integration of heart dissection with MAR application helped the pre-service teachers to better understand the anatomic structure of the heart and the related concepts. Thus, a sample activity demonstrating how MAR, which is an instructional method with strong potential for reification and visualisation, can be integrated into the teaching of concepts in laboratory settings was developed.

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Bu araştırmada, Genel Biyoloji Laboratuvar Uygulamaları-II dersinin bazı konularının "Tahmin-Gözlem-Açıklama (TGA)" stratejisi ile yürütülmesinin Fen Bilgisi Öğretmen adaylarının bilimsel süreç becerilerine ve akademik başarılarına etkisi incelenmiştir. Çalışma, karma araştırma modeli şeklinde desenlenmiştir. Araştırma, 2015-2016 eğitim-öğretim yılı bahar döneminde, Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Fen Bilgisi Öğretmenliği Anabilim Dalı 2. sınıfta öğrenim gören ve gerçekleştirilen tüm deneylere katılan Fen Bilimleri Öğretmen Adayları (N:58) üzerinde yürütülmüştür. Araştırmada veriler, laboratuvar uygulamaları boyunca her bir deney için "TGA formu" ve "Kazanım Testi"nin kullanılması ile toplanmıştır. TGA formundan elde edilen veriler, frekans ve yüzdelik değerlikleri hesaplanarak tablo ve grafikler hâlinde sunulmuştur. Kazanım testlerinden elde edilen veriler, bağımlı gruplar için t-testi ile analiz edilmiştir. Araştırma sonucunda, TGA stratejisine dayalı olarak gerçekleştirilen Genel Biyoloji Laboratuvar etkinliklerinin, öğretmen adaylarının tahmin, gözlem ve açıklama bilimsel süreç becerilerini haftalık olarak geliştirdiği ve akademik başarılarını olumlu yönde etkilediği ortaya konmuştur.

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