<p style="text-align: justify;">This article reports the results of a meta-analysis of the effectiveness of 7E learning cycle in science teaching. Totally 35 different effect sizes from 24 experimental studies, comprising 2918 students were included in the meta-analysis. The results confirmed that 7E learning cycle have a positive effect on students’ achievement. The overall effect size (Hedges’s g) value obtained from independent studies was calculated as 1.245 (% 95 CI, SE = .148) between confidence intervals 956 and 1.534 according to the random effects model. Among all effect sizes 32 had a positive effect whereas 3 of them had negative effect. A number of sub-group analyses (school level, type of publication, subject matter and duration) were conducted. The effect of 7E was not significant for school level, type of publication and duration. However, regarding the subject matter a significant difference was observed. The high effect size calculated in this meta-analysis implies that the 7E learning cycle is a useful strategy that should be included in science curriculums.</p>

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The present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 592 learners of Turkish as a foreign language (FL) in Kazakhstan. Mean levels of FLE and FLCA were found to be similar to previous studies in different settings with different target languages. In contrast with previous literature, a weak positive correlation was found between FLE and FLCA and the gender effect went in the opposite direction, with male participants reporting more FLCA than female participants. Multiple regression analyses revealed that FLE and FLCA were more strongly predicted by learners’ attitude toward Turkish and teacher-related variables than by learner-internal variables, confirming previous research outside Kazakhstan. Attitude toward the FL, teacher’s friendliness, strictness and frequency of use of the FL, attitude toward the teacher, participant’s age and FL exam result explained a total of 25% of variance in FLE. Differing slightly from previous studies, FLCA was found to be only weakly predicted (6% of variance) by some learner-internal variables (FL exam result, attitude toward the FL) as well as teacher-centred variables (friendliness, strictness). The findings suggest that variation in FLE and FLCA among Kazakh learners of Turkish is quite similar to that established in other contexts.

Students' attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS) survey suggests that there are major differences between students in introductory physics and astronomy courses and physics experts in terms of their attitudes and approaches to physics problem solving. Here we discuss the validation, administration, and analysis of data for the Turkish version of the AAPS survey for high school and university students in Turkey. After the validation and administration of the Turkish version of the survey, the analysis of the data was conducted by grouping the data by grade level, school type, and gender. While there are no statistically significant differences between the averages of various groups on the survey, overall, the university students in Turkey were more expertlike than vocational high school students. On an item by item basis, there are statistically differences between the averages of the groups on many items. For example, on average, the university students demonstrated less expertlike attitudes about the role of equations and formulas in problem solving, in solving difficult problems, and in knowing when the solution is not correct, whereas they displayed more expertlike attitudes and approaches on items related to metacognition in physics problem solving. A principal component analysis on the data yields item clusters into which the student responses on various survey items can be grouped. A comparison of the responses of the Turkish and American university students enrolled in algebra-based introductory physics courses shows that on more than half of the items, the responses of these two groups were statistically significantly different, with the U.S. students on average responding to the items in a more expertlike manner.

The aim of this study is to develop an instructional design model for science laboratory instruction. Well-known ID models were analysed and Dick and Carey model was imitated to produce a science laboratory instructional design (SLID) model. In order to validate the usability of the designed model, the views of 34 high school teachers related to SLID's steps were gathered via a survey. The survey results on the basis of necessity of SLID's elements showed that the mean of the items was extremely high. Statistical analysis on teachers' views about SLID across teachers' gender, subject and school type resulted in no differences. The outcome of this study, that is SLID, is expected to enhance the process of teaching and learning science in laboratory setting.

The aim of this study is to analyze secondary school students’ career interests in STEM subjects. This survey-based quantitative research is provided to gain insight into the STEM career interests of 398 students (7–11 graders), in the Almaty region of the Kazakhstan Republic. Through parametric and non-parametric test analysis, the relationship between students’ STEM career interest and their gender, their parents’ occupation, parents’ education, family size, school type, and school location were revealed. Results indicated that, on average, participant students showed positive interest in STEM careers. In particular, boys’ and girls’ responses were equally positive in many sub-scales of STEM. Additionally, great interest in STEM careers was shown by village students, whereas, for private school students who are living in the city, STEM career interests were the lowest in our sample. We also found that students’ family size, parents’ education, and occupation does not relate to students’ STEM career interest. Implications for STEM education in Kazakhstan are further discussed in this study.