Purpose of this research is to examine effect of science teaching enriched with technological practices on attitude levels of secondary school 7 th grade students towards science course. Execution step of the research was performed on 7 th grade students attending to a government secondary school in Turkey in the academic year of 2015 and completed in 13 weeks. Workgroup of the study had 74 students (control group = 38, experiment group = 36). "The Attitude towards Science Course Scale" was used to collect data. The scale having 5-point Likert grading structure was applied as pretest, posttest and follow-up test. Cronbach Alpha (α) reliability coefficient of the scale was 0.85. The execution step of the study was performed by the same teacher in science courses of control and experiment groups. The control group was not subjected to any experimental process and a student centered education in line with the existing science course curriculum was offered. The experiment group received education in parallel to the curriculum but technologically enriched science education programs were included in the teaching process. The research concluded that attitude levels of the experiment group significantly increased and this increase was still preserved three months after completing the research.

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This study aims to research the impacts of science teaching enriched with technological applications on the science course achievement levels of 7th grade students. 13 weeks long research was carried out with 7th grade students studying at a state secondary school in Turkey in 2016. In the study, quasi-experimental method, experimental design with the pretest-posttest control group was used. There were 83 students (control=42, experiment=41) in the study group. “Science Achievement Test” developed by the researchers was used as data collection tool. There are 28 multiple-choice, four-choice items in the achievement test covering subjects taught, and the KR 20 reliability coefficient is 0.78. “Science Achievement Test” was used as the pretest, posttest, and follow-up test. Teaching was carried out by the same science teacher in the science class in both the control and experiment groups. In the control group, student-centered learning approach suitable to the 2013 Science Course Curriculum was given to the students, and no experimental procedure was applied. In the experiment group, 2013 Science Course Curriculum was followed, and teaching was carried out with technology enriched science teaching applications. At the end of the research, it was found that the achievement levels of the experiment group with the technology enriched science teaching applications increased significantly and was higher at a meaningful level than the achievement of the control group students. According to this findings, it can be suggested that technology enriched teaching should also be used in science teaching to address individual differences by enriching teaching.

A constructive framework leads teachers to create an environment, which allows them and their students to question themselves, ask questions, make research and facilitate comprehension. How can teachers influence students while they are creating new information and are changing existing concepts? Teachers can have this influence by encouraging the students to observe the nature, interact with the nature and question the nature (Smith et al., 1993). Scientific research refers to scientists' way of learning the natural world and children's best way of learning the science (Brunner, 1960). In other words, if students carry out scientific practices according to the inquiry-based teaching and learning philosophy, they reach better meanings about the structure of science and become more interested in science (Roth, 1992). Making inquiries help students pose suitable questions, seek answers for them and solve the problems they encounter in daily life (Germann, 1994). Two individuals may not comprehend the same concept in the same way. They can confirm the phenomena they perceive through inquiries to this end. Inquiry-based learning provides the teachers and students with the opportunity of making inquiries about the natural world and using the evidence, they obtained in order to test these perceptions (Alouf&Bentley, 2003). This study was carried out in order to examine the effects of inquiry-based learning approach on creative thinking and scientific process skills of preservice science teachers. It was conducted in the 3 rd grade teaching technologies and material development course of the Department of Science Education in the education faculty of a state university in Turkey in the fall term of 2013-2014 academic year. Semi-experimental pattern with experimental and control groups was used in the research. The number of students included in the study group is 92 in total. While 45 of them are included in the experimental group, 47 of them are included in the control group. Average scores of previous terms were compared and it was indicated that the groups are equal. The study was carried out by the researcher in both groups for 12 weeks and whether there were significant differences among the creative thinking levels and scientific process skills of the student group receiving education on the basis of the program prepared by using inquiry-based learning approach and of the student group receiving education via traditional teaching method was examined. In the research, Torrance Creative Thinking Test (TYDT) and Scientific Process Skill (BSB) Test were used as data collection tool. TYDT can be applied on age groups ranging from kindergarten to university. The test which merely consists of a paper-pencil test with no additional study has a verbal form and a figure form. These forms are separate and measure different dimensions of creativity. TYDT has 10 activities in total, seven of them in the verbal form and 3 of them in the figure form. In this study, TYDT figure form A was used (Korkmaz, 2002). According to Gerald...

The purpose of this study is to examine the impact of technological pedagogical content knowledge-based education applications on prospective teachers’ self-efficacy belief levels toward science education. The study was conducted on the 3rd year prospective science teachers of a public university and continued for 14 weeks. In the study, quasi -experimental method, pretest-posttest experimental design with a control group. The research was performed in the Instructional Technologies and Material Design courses during the education year of 2015-2016. In the research, one of the classes of the 3rd years was determined as a control and another one as an experimental group. There were 65 students (control=33, experiment=32) in the study group. As the instrument of data collection, the self-efficacy belief levels toward science education scale was used and the scale was applied as pretest, posttest and follow-up test. Cronbach Alpha (a) consistency coefficient of the scale is 0.82. To the students in the experimental group, the education applications based on Technological Pedagogical Content Knowledge were introduced by the researcher; the courses were made with these applications and they were requested to use these applications that they learned in the materials that they were making. As for the control group, the courses were made with the current curriculum. The research results show that the self-efficacy belief levels of prospective science teachers toward science education design is higher in the experimental group than the students in the control group.

The aim of this study is to examine the impact of the Technological Pedagogical Content Knowledge (TPCK) based educational practices in astronomy lectures on prospective science teachers' success levels. The study was conducted on 4th-grade prospective science teachers of a public university and lasted for 14 weeks. In the study, quasi-experimental method and pre-test post-test control group experimental design were employed. The study was conducted in 2015-2016 Academic Year, in the Astronomy Course. In total, 72 students (control group=35, experimental group=37) participated in the study. "Astronomy Success Test" was used as data collection tool. The KR-20 reliability coefficient of the test was calculated as 0.81. During the research process, the instruction was carried out by following the current Astronomy Course Curriculum in both groups. In addition to this, in the instruction process of the experimental group TPCK based educational practices were applied. In the research, it was determined that an improvement has occurred in success levels at a significant level of the students in the experimental group. In addition, it was also determined that the post-test astronomy success scores of the students in the experimental group are significantly higher than the scores of the students in the control group.

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