Using a pre-and post-test experimental design, this study investigated the impacts of Science, Technology, Engineering, and Mathematics (STEM) GİRİŞBilgi ve teknoloji çağı olarak adlandırılan çağımızda herkesin kabul ettiği bir gerçek var ki, gelecek neslin yaşayacağı zaman, bizim yaşadığımız zamandan çok farklı olacaktır.Bilgi ve teknolojinin çok hızlı değişmesinden kaynaklanan bu durum, insanların

Understanding preservice teachers' misconceptions regarding the brain and neuroscience (neuromyths) can provide information that helps teachers to apply neuroscience knowledge in an educational context. The objective of this study was to investigate these misconceptions. Following preliminary research, a questionnaire comprising 59 challenging assertions in two categories (education and neuromyths) was developed as a data collection tool. The findings identify preservice teachers' neuromyths, which were found to vary by teaching area.

Using multiple representations of a problem can reveal the relationship between complex concepts by expressing the same mathematical condition differently and can contribute to the meaningful learning of mathematical concepts. The purpose of this study is to assess the performances of mathematics teacher-candidates on trigonometry problems represented in different formats and to examine the reasons for test failures. This study uses a mixed-method approach and consists of 51 teacher-candidates enrolled in the Department of Mathematics Education at a state university. The data collection tools were a symbolic trigonometry test, a visual trigonometry test, and a verbal trigonometry test. Interviews were conducted with the teacher-candidates to reveal the reasons of their failures and the advantages and disadvantages of each representation style for the trigonometry problems. This study found that the teachercandidates were most successful on the symbolic test and least successful on the verbal test. The teacher-candidates stated that seeing different representation forms helped them to understand the questions better and produce multiple solutions.

The purpose of this study is to investigate the effects of cooperative learning methods and collaborative learning technique on 9th grade students' achievement in mathematics lesson. Worksheet developed for this purpose were applied to 9th grade of students in a secondary school for 4 hours in the second semester. In this experimental study, a pre-test and a post-test were used with an experimental group and a control group. There were 25 students in the control group and 25 students in the experimental group. While the classes were conducted by learning together technique which is based on cooperative learning method in the experimental group, they were conducted by the traditional learning method in the control group. Achievement Test consisting of 10 questions was used as data collection tool. Achievement scores acquired from pre-test and post-test scores were analyzed by using independent t-test in SPSS package program. As a result of this research, it was seen in secondary school 9th grade mathematics class that there is a significant difference between the levels of achievement between the experimental group wh ere learning together was applied and the control group where traditional methods of learning were applied.

No abstract