This study examines the subjects and concepts in biology perceived to be difficult to learn and teach by 759 pre-service biology teachers registered in the pedagogical formation program at Uludag University Faculty of Education in the academic year of 2005-2016, as well as the associations that word "biology" first calls to their mind. The study was designed as a survey model, and a questionnaire of three scaled questions was used as a data collection tool. The data were classified into 10 different categories based on different branches of biology: Anatomy-Morphology, Biotechnology, Ecology, Evolution, Physiology, Genetics, Histology, Cytology, Systematics and Reproduction and Development. Following the classification, the data were analyzed using frequency and percentages. The subjects and concepts perceived to be difficult to learn by the pre-service teachers are respectively as follows: photosynthesis and its stages, genetics, circulatory system, aerobic respiration, respiratory system, anaerobic respiration, protein synthesis, phanerogams, DNA structure and function, cryptogams, mitosis, plant systematics, endocrine system, meiosis, ETC, urinary system, plant physiology, taxonomy, evolution and digestive system. The subjects and concepts perceived to be difficult to teach by the pre-service teachers are respectively as follows: photosynthesis and its stages, protein synthesis, circulatory system, endocrine system, meiosis, plant systematics, evolution, mitosis, reproduction, genetic crossing over problems, Latinization of names, urinary system, genetics, ecology, aerobic respiration, DNA structure and function, plant tissues, glycolysis and anaerobic respiration. These findings confirm the need for developing undergraduate programs in biology and promoting the research culture at the secondary education level.

This study aims to teach the relationship between metabolic rate and oxygen consumption to pre-service science teachers by using the POE strategy. Among the qualitative research methods, the case study design was used. The study sample consisted of 32 pre-service science teachers from a university's faculty of education department of science education, who took the course "General Biology Laboratory". A work sheet titled "Oxygen Consumption of Animals" prepared based on the Predict-Observe-Explain (POE) strategy was used for data collection. The data was analyzed using frequencies (f) and percentages (%). At the end of the study, 95.3% of the participants were found to be actively involved in the prediction step. It was also found that all of the participants made observations and expressed their reasons, while 98.5% participated in the explanation step. These findings reveal that pre-service science teachers tend to be actively involved in all steps when such kind of teaching strategy is presented to them.

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The purpose of this study is to show the views of pre-service teachers about peer-assisted learning method which is a common practice. The peer student group of the research sample (N:40) consisted of 2nd grade pre-service primary teachers attending the Uludag University Faculty of Education during the 2010-2011 academic year and taking the Science and Technology Laboratory Practices course. The peer teacher group (N:10), on the other hand, consisted of 3rd grade pre-service science teachers attending the same faculty and taking the Community Service Practices course. The peer teachers assisted the peer students in the Science and Technology Laboratory Practices course for 10 weeks. This a phenomenological research, which is a qualitative research method. The Peer Teacher Evaluation Form and the Peer Student Evaluation Form, which included 6 open-ended questions, were used for the/our data collection. The data were analyzed through content analysis. It was concluded that peer-assisted learning method makes the Science and Technology Laboratory Practices course more effective, benefits peer teachers and peer students, and contributes to group work.

Özet. Bu çalışmada, fen bilgisi öğretmen adaylarına beyaz yulafta (Avena sativa L.) bitkisel büyüme hormonlarından oksinin (indol-3-asetik asit=IAA) ışıkla ilişkisinin, TGA yöntemiyle öğretimi amaçlanmıştır. Nitel araştırma yöntemlerinden, durum çalışması deseninin uygulandığı çalışmaya; 2014-2015 eğitim-öğretim yılının bahar döneminde Uludağ Üniversitesi Eğitim Fakültesi'nin Fen Bilgisi Öğretmenliği Anabilim Dalında öğrenim gören ve "Genel Biyoloji Laboratuvarı" dersini alan 32 öğretmen adayı katılmıştır. Araştırmada veri toplama aracı olarak "Mika ve Bir Yönlü Işık" başlıklı TGA yöntemine göre düzenlenmiş bir çalışma yaprağı kullanılmıştır. Verilerin analizinde, frekans (f) ve yüzde (%) dağılımlarından yararlanılmıştır. Sonuç olarak öğretmen adaylarının tamamının tahminde bulunarak sürece etkin biçimde katıldığı, %96,9'unun gözlem yaparak gözlemlerine gerekçe yazdıkları ve %84,4'ünün de açıklama aşamasına katıldığı tespit edilmiştir. Bu sonuçlardan hareketle, öğretmen adaylarının bu tür bir öğretim yaklaşımının öne çıkarılması halinde, tüm aşamalara etkin biçimde katılma eğiliminde oldukları ortaya koyulmuştur.