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The study aims to investigate the knowledge of students as well as the relationship between attitudes and behaviour also based on gender towards the environmental issues. For this purpose, a survey study was conducted using a group of students who are the eighth grade students at a secondary school in the North Cyprus. This study was performed in the second half term in the 2016-2017 academic year. In the study, the research data was gathered with "Environmental Knowledge Test", "Environmental Attitude Scale" and "Environmental Behaviour Scale" developed by Cömert (2011). Furthermore, in the analysis of data, the descriptive statistics, independent t-test and correlation analysis were used. According to the results, the majority of the eighth grade students have misconceptions and a lack of knowledge about the environmental issues. Additionally, we concluded that environmental knowledge, attitudes and behaviours of participants have not a significant difference based on the gender. The results revealed that the environmental knowledge of students and environmental attitudes have a moderately positive relationship.

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This study aimed to compare the effects of problem-based learning with traditional teaching method on prospective teachers' self-regulated learning skills. In addition to that, the study also set out to determine the levels of attitudes towards problembased learning and self-efficacy perceptions of problem-based learning of prospective teachers and to check whether or not the two variables are significant predictors of self-regulated learning skills.