Öz 8. sınıfta yapılan TEOG sınavı, Türk Millî Eğitim Sistemi'nde birçok öğrencinin akademik yaşamına nasıl devam edeceğini belirleyen ve öğrencilerin hayatlarında önemli bir yere sâhip olan ilk karşılaştıkları merkezî sınavdır. Öğrencilerin TEOG sınavını ne şekilde algıladıkları hem kaygı durumlarını hem de motivasyon düzeylerini ortaya koymada ve etkili biçimde rehberlik hizmetlerini yürütmede önemli bir veri kaynağıdır. Bu araştırmanın temel amacı 8. sınıf öğrencilerinin TEOG sınavına yönelik algılarının metaforlar aracılığıyla incelenmesidir. Araştırmada, nitel araştırma yöntemlerinden olgu bilim deseni kullanılmıştır. Araştırmanın katılımcılarını 2015-2016 eğitim-öğretim yılında Afyonkarahisar il merkezi, ilçeleri ve köylerinde yer alan sekiz devlet ortaokulunun 8. sınıfına devam etmekte olan 267 öğrenci oluş

ÖzBu araştırmanın amacı sınıf öğretmeni adaylarının alan öğretimi derslerinde gerçekleştirdikleri mikro öğretim çalışmalarına yönelik bakış açılarını, mikro öğretimi planlamada ve uygulamada karşılaştıkları güçlükleri ve mikro öğretimden beklentilerini belirlemektir. Araştırmada, nitel araştırma yöntemi kapsamındaki görüşme tekniklerinden biri olan grup görüşmesi kullanılmıştır. Araştırmanın çalışma grubunu, bir devlet üniversitesinde eğitim fakültesi Sınıf Öğretmenliği Anabilim Dalı dördüncü sınıfında öğrenim görmekte olan 12 öğretmen adayı oluşturmuştur. Bu grubu oluşturan katılımcıların seçiminde amaçlı örnekleme türlerinden ölçüt örnekleme kullanılmıştır. Araştırmada verilerin toplanmasında araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme soruları kullanılmıştır. Elde edilen veriler içerik analiz tekniği ile çözümlenmiştir. Bunun yanı sıra elde edilen bulgular öğretmen adaylarının görüşlerinden yapılan doğrudan alıntılar ile desteklenmiştir. Araştırmada mikro öğretim tekniğinin uygulandığı alan öğretimi derslerinin öğrencilerin öğretmenlik becerilerini geliştirdiği, bu uygulamalar sırasında planlama ve özellikle uygulamalar sürecinde sorunlar yaşandığı, uygulama sürecinin daha verimli geçmesi için sınıf arkadaşlarından ve öğretim elemanlarından çeşitli beklentiler olduğu sonuçlarına ulaşılmıştır.Anahtar Kelimeler: Öğretmen Adayı, Alan Öğretimi Dersleri, Mikro Öğretim, Grup Görüşmesi. AbstractThe aim of the current study is to determine the views of primary school teaching pre-service teachers on the microteaching practices in primary school teaching professional field knowledge courses, the difficulties they encounter in the process and application of microteaching, and the expectations from microteaching. In this study, the group interview, one of the interview techniques in qualitative research techniques, were used. Considering the fact that it would be better for pre-service teachers to answer the interview questions through interacting with each other, the current study was designed in a way that three groups including four people in each were interviewed. The study group was comprised of 12 senior pre-service teachers who study Primary School Teaching Program at the Faculty of Education of a state university. During the selection process of the pre-service teachers, criterion sampling, one of the purposeful sampling techniques, was used. To collect the data, a semi-structured interview form prepared by the researchers was used. The content analysis technique was conducted to analyze the data. Furthermore, the results were confirmed by giving direct quotations from the interviews of the pre-service teachers. The results indicated that the field teaching courses in which microteaching techniques were benefited developed the teaching skills of the pre-service teachers. In microteaching practices, some problems occurred in the planning and application processes. To make the application process more effective, pre-service teachers have some expectations from their classmates and instructors.

Open-ended and inquiry-based experiments will make students more active in the learning environment, and so they play an active role in solving the problem. So, it is expected that especially classroom teachers will be more active in the laboratory environment. In this context, opinions of the classroom teachers about the science laboratory practices seem important. From this point of view, the aim of the current research was to get the opinions of the classroom teachers on science laboratory practices. This research was carried out with phenomenology design within the scope of qualitative research methods. The classroom teachers were participants in the research group of the current study created as a type of sampling method. Interview technique was used and individual semi-structured interviews with participants were conducted. The data obtained in the study were evaluated by qualitative data analysis. As a result of the analysis made in this research aiming to determine the opinions of the classroom teachers about science laboratory practices, the main topics of science laboratory practices are processing of the science course, availability of the laboratory, expectations about the laboratory characteristics, teachers' laboratory education, benefits of experimenting in science class. It has been pointed out that some troubles are derive from the way of using laboratory in science course. Some of the class teachers stated that there was no science laboratory in the schools, but some of them stated that some materials were available. They added that even though schools had not got laboratories but the teachers were forced to use the materials actively because these materials were present in the storage rooms. In the light of the current research, the teachers wanted to be in a primary school , and in the context of the properties of the laboratory, it has been found that materials are available, relevant images are on the walls, and there is a responsible laboratory teacher in the science laboratories. In this research, it has been stated that safety measures have been taken during the laboratory practices in primary school. It has been emphasized that safety precautions to be taken in the laboratory includes the use of a number of tools for safety (gloves, goggles, and so on) and the enhancement of teacher supervision in the laboratory have been.

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Values education is a process, which begins at home and continues in society and in formal education institutions. The purpose of this research is to determine the opinions of primary school teachers about values education in primary schools. In the current research, the qualitative research method and focus group interview technique were used. The participants of the study were eight classroom teachers who were pursuing master's degree at the classroom education program of Afyon Kocatepe University. The participants were selected using the intense case sampling, which is part of purposeful sampling technique. The data were collected through audio-taped group interview. The credibility of this study was enhanced by expert review. The interview schedule was sent to experts for review. The trustworthiness of this study was established by the formula proposed by Miles and Huberman. It was calculated as 0.92. The data collected from the interview were examined using a qualitative data analysis approach. The findings of the study showed that if value education starts at early ages it would provide much more opportunity to prepare for future life, to improve personality and to have long-lasting values. The participants argued that parents are very significant in value education. The participants suggested that value education should be either an independent course or certain values should be taught in existing courses. They also proposed that in value education case studies and drama can be used and that positive and desired behaviours and empathy should be encouraged among children.

Professional development programs might affect teachers' perceptions of how STEM disciplines are interconnected. The purpose of this research was to examine the change in perceptions of science teachers particularly in disadvantageous schools, who participated in a practice-based professional development program offered in Turkey, about STEM, entrepreneurship, and E-STEM, and their experiences related to E-STEM. This qualitative research had a phenomenological design. The participants were totally 30 science teachers who were teaching in each of the seven geographical regions of Turkey. The data were collected through semi-structured pre- and post-focus group interview forms finalized after the expert review and pilot study. Furthermore, the science teachers were asked to keep a diary about the implementation process throughout the research. The data collected through focus group interviews were examined using content analysis and the data collected through the diaries were examined using descriptive analysis. The findings of the study indicate that the science teachers defined E-STEM as a process containing the aspects of entrepreneurship (communication, perseverance and determination, self-confidence, motivation, risk-taking, presentation, and marketing) more comprehensively compared to the pre-interviews. Keywords: STEM education, E-STEM education, science teacher, teacher education

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ABSTRACT:This study aim at assessing the learning environment in Teaching Science and Technology (TST) I course from learners' perspectives. Firstly, 30 of the science logs collected from juniors who have already taken TST I course were selected and analyzed by means of content analysis. The findings yielded three themes which are compatible with the constructivist approach: the process, the instructor, and the learner. Secondly, the Constructivist Learning Environment Assessment Scale (Arkun & Askar, 2010) was administered to 148 juniors who have already taken TST I course. The results indicated that the learning environment in TST I course was also assessed as constructivist.