No abstract

The aims of this study were considered below under three headings. At these headings; the first was to elicit misconceptions that students had on the terms heat and temperature. The second was to understand how students’ prior learning affected their misconceptions. The third was to determine if students were able to make a connection between their own knowledge and physics in everyday life. To achieve these aims, a paper andpencil test composed of 14 multiple-chosen questions was designed, but only five questions related to heat and temperature. The test was administered to 342 students from different grades that ranged from grade 6 with students aged 11-12 years to Grade 8 with students aged 14-15 years. For this research qualitative methods were used. As a result of the analyses undertaken, it was found that students’ misunderstanding about the heat and temperature influenced their knowledge about these terms. Moreover, it was found that students had difficulties making connections between their knowledge and life experiences. Therefore, it was concluded that although students’ conceptions and misconceptions were acquired and stored, they occurred without ostensible links between everyday life and school experiences. Furthermore, depending on the instruction students received and over time, it was deduced that their conceptual understanding showed a steady increase from Grade 6 to Grade 8, except in the case of Item 1.

Education is one of the biggest problems experienced by developing societies. Education is has an important place in individuals' lives since it allows them to prove themselves within their society and to maintain their future lives. Today, with the development of the Internet, education can be given via e-learning management systems designed on the web. E-learning is a type of education that can present information to its users via the Internet. In order to facilitate the use of e-learning systems and to make these systems more systematic, Learning Management Systems (LMSs) have appeared. LMSs are softwares that allow management of learning activities. During the application of e-learning management systems that can be designed in line with the desired curriculum, the feedback provided by students taking education via this platform play an important role in the success of the system. In this respect, the present study aimed at determining the attitudes of students attending Distance Education Theology Undergraduate Education Program at Dicle University towards e-learning. For this purpose, the five-point Likert-type scale of "Attitudes towards ICT skills and e-learning" developed by Haznedar [23] was applied to the students. The results of analysis of the data collected from the students participating in the study revealed no significant difference in relation to e-learning between the students' gender, years of computer use, weekly Internet use time, their preferences of types of education, their foreign language, their foreign language proficiency levels, and their learning motivation preferences. In the study, a significant difference was found in relation to e-learning between the participants' preferences of study methods.

The aim of this study is to discover the effects of an e-class application on the computer and reading anxiety of learners, and the correlation between the two anxieties. The learners' perceptions of this new learning experience are also investigated. Information was obtained by using the Foreign Language Reading Anxiety Scale (FLRAS), the Computer Anxiety Scale (CAS) and learners' diaries. The study found that both anxieties decreased at the end of the application. A positive relationship between both types of anxiety was also identified. Students became more relaxed as they became more familiar with the new educational tool. They also displayed positive attitudes towards synchronous classes. This study demonstrates that anxiety free language learning can be created with interactive online facilities which are designed considering learners' needs and perceptions.

The development and spread of Internet technologies made an important breakthrough in communication between people. Social networks are regarded as a virtual way of social life created by people via the Internet. With the help of these networks, individuals define themselves and communicate with other people from the same cultural background thanks to the opportunities provided by the Internet. It is important to reveal the rate of university students' use of social networks, which have the capability of guiding societies and their future. Determining which social networks pre-service teachers prefer and how often and why they use these social networks will help better-understand the concept of social network. This study was carried out with 566 pre-service teachers attending Ziya Gokalp Education Faculty at Dicle University. In the study, the descriptive relational survey model was used. As a result of analysis of the research data, it was found out that 73,50% of the students had social network accounts. It was also revealed that the students with a social network account established connection generally with their friends via their own accounts (59,1%). In addition, the Fisher Exact test revealed that the preservice teachers' social network use time depended on the number of their friends they communicated with via social network and that there were relationships between the individuals the preservice teachers communicated with and the duration of their being social network users and between the individuals they communicated with and the duration of their being social network users.