In this research, in the “Artvin gets Color with Science and Robotics-2”project, which was supported with the Project number 121B899 within the scope of the 2020/1 call period launched in the 15thyear of the Scientific and Technological Research Council of Turkey (TÜBİTAK) 4004-Nature Education and Science Schools Support Program, students were taught in science, robotics, artificial intelligence, It is aimed to examine his views on the concept of science and the use of robotic systems after active learning and by doing different scientific activities in the fields of astronomy and nature. The Project was carried out with the participation of 30 secondary school 6th and 7th grade students. Student personal information form, robotic pre-questionnaire, robotic satisfaction test, “What do you think is science?” and “If you were a scientist, what would you like to invent?” were used as data collection tools in the research. A two-question questionnaire and a semi-structured form for robotics activities were used. Quantitative data obtained from the research were analyzed according to the content analysis method in qualitative data by giving frequency and percentage values. From the analysis of the data obtained, it was determined that the project made a positive contribution to the students' perspectives on science and robotics. As a result of the study, students’ defined science as the effort to improve people's living conditions, to investigate unknown events in the universe and the world, to research, discover, produce and develop new things, and to change the World and people in which we live.
The aim of the research is to examine the structure of education and training from pre-school to high school in Turkey and the Turkish Republic of Northern Cyprus, the States of the Turkic World, and to compare them with each other. In order to achieve this aim, it has been collected through document review from the literature related to each of these states, printed scientific and official sources, and data on the official websites of the ministries of the relevant states. While analyzing the data, descriptive analysis method was used. In the research, the themes of languages of education, pre-school education, primary school education, secondary school education and high school education were created by considering the descriptive analysis method stages; The sources that can be accessed and evaluated within the scope of the research were examined within the scope of these themes. The data obtained were defined, supported by direct quotations, and interpreted by adhering to the original form of the data. At the end of the research, it was concluded that there are similarities and differences in the structure of the education and training systems of the Turkish States. Based on these results, at the end of the research, suggestions were presented for the continuation and further development of the common points and good practices in the education and training system of the Turkish States with an increasing contribution.
Bu araştırmada 5E öğrenme modeli ile bütünleştirilmiş STEM etkinliklerinin ortaokul 6. sınıf öğrencilerinin problem çözme becerilerine, eleştirel düşünmelerine ve STEM'e yönelik tutumlarına etkisinin incelenmesi amaçlanmıştır. Çalışmada deneme öncesi desenlerden tek gruplu ön test-son test modeli kullanılmıştır. Araştırmanın örneklemini 2020-2021 eğitim-öğretim yılında bir devlet okulunun 6. sınıfında öğrenim gören 20 öğrenci oluşturmuştur. Uygulama iki aşamalı olarak toplam 5 hafta sürmüştür. İlk aşamanın uygulandığı ilk haftada öğrencilere LEGO Education Spike Prime Seti tanıtılıp kodlama öğretilmiştir. Uygulamanın ikinci aşamasında öğrenciler gruplar halinde dört hafta boyunca Süper Temizlik, Break Dans, Zıp Zıp Çekirgeler Yarışıyor ve Bozuk CNC Makinesi isimli 4 farklı etkinlik yapmışlardır. Araştırmada veri toplama aracı olarak Problem Çözme Envanteri, Eleştirel Düşünme Eğilimi Ölçeği, STEM Tutum Ölçeği kullanılmıştır. Araştırmada elde edilen verilerin analizinden 5E öğrenme modeli ile bütünleştirilmiş STEM etkinliklerinin öğrencilerin eleştirel düşünme becerilerine ve STEM'e yönelik tutumlarına olumlu yönde anlamlı katkı sağlarken, öğrencilerin problem çözme becerilerinde ise anlamlı farklılığa neden olmazken genel olarak problem çözme becerilerinde artış olduğu tespit edilmiştir.
This research was supported within the scope of TÜBİTAK-4004 Nature Education and Science Schools Program with Project number 121B899. In this research, it is aimed to evaluate the "Artvin gets Color with Science and Robotics 2" project, which was carried out with 30 secondary school 6th and 7th grade students between 2-8 August 2021 within the scope of TÜBİTAK 4004–Nature Education and Science Schools Projects. Science, robotics, artificial intelligence, astronomy and nature education activities were carried out in the project that was aimed to be evaluated. In the research, the end-of-day activity evaluation form, reflective pictures and semi-structured interview form were used to evaluate the project and the activities carried out in the project by the students who participated in the project as data collection tools. The research was carried out in the qualitative research method and the students' diaries, reflective pictures and the end of the project views were analyzed by content analysis. Almost all of the project participants stated that they found most of the activities instructive and entertaining, they enjoyed all the activities, they liked the environment in which the project was held, they would like to participate in the project again and would recommend the project to their friends. With this project, it is seen that students' interest in science, nature and robotics increased and they realized how important it is to protect nature. In addition, the majority of the students stated that they were interested in robotics. The students who participated in the project stated that they learned more permanently because they did all the activities by doing it themselves and they found the project useful.
This study was aimed to examine the relationship between pre-service science teachers' attitudes toward the teaching profession, their learning styles, and their self-efficacy beliefs toward teaching science. The sample of the research consisted of 127 teacher candidates studying in the Science Education Department of a state university in the 2020-2021 academic year. The data collection tool in the research was the Science Teaching Self-Efficacy Belief Scale; Kolb Learning Style Inventory III and Attitude towards Teaching Profession Scale were used. The research model is the relational survey model, which is under the general survey model. In the survey method, the aim is to uncover a statement in detail. The analysis of the data was carried out with the SPSS statistical program. In the study, it was determined that pre-service science teachers generally have an assimilating learning style, and their learning styles differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude toward the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In the study, it was determined that teacher candidates generally have a positive attitude towards the teaching profession and their attitudes differ according to their grade levels but not according to their gender. In addition, the pre-service science teachers' self-efficacy beliefs in science teaching were at a "sufficient" level; significant differences were found in the sub-dimensions of science self-efficacy, belief in efficacy, and outcome expectation, according to gender and grade levels. In addition, a significant relationship was found between pre-service teachers' attitudes toward the teaching profession and their learning styles. There is a positive but low-level relationship between pre-service teachers' level of result expectation, which is the science self-efficacy sub-dimension, and their attitudes towards the teaching profession; No significant relationship was found between the level of efficacy belief, which is the sub-dimension of science self-efficacy, and the attitude towards the teaching profession.
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