It is important for teachers to know variables such as physical characteristics, intelligence, perception, gender, ability, learning styles, which are individual differences of the learners. An effective and productive learning-teaching process can be planned by considering these individual differences of the students. Since the learners' own learning speeds and interests vary, these characteristics should be taken into consideration by the teacher. The aim of this research is to determine how science teachers are bringing out the individual differences of students during the learning-teaching process. Qualitative research method is used in this research and case is designed according to phenomenology. According to research findings, half of interviewed science teachers stated that individual differences are important for determining the learning styles of students. Again, half of the teachers emphasized that students identify their individual differences with the help of tests, homeworks and activities during the teaching and learning process. Teachers also stated that in order to design the learning-teaching process appropriate to the individual differences of the learners, the learners would make active participation in the lesson and the individual differences could be supported by increasing the experiment and school trips.

This study investigates science teachers' concerns about how to achieve effective classroom management, with particular reference to classroom communication, student motivation, physical environments and unwanted student behaviors. A qualitative research method is used in this research. The semi-structured interview form is developed by the researchers as a data collection tool. The study group consists of fourteen science teachers who are working in Mugla province of Turkey, in the academic year of 2015-2016. According to the research findings, participating teachers have linked effective classroom communications to such aspects as student participation and a democratic and sincere classroom environment. In addition, they have also stated that effective classroom management are linked to the following: proper material usage, asking questions, feeling the importance of lessons, physical environment, laboratory environment, a Ushaped seating plan, use of an interactive whiteboard, verbal warnings to correct undesirable behaviors, trying to understand the causes of problems, giving responsibility, establishing eye contact, proper punishments, interviewing parents, guiding teachers and sending students to principal's room.

The aim of this study is to identify the faults in STEM education and to provide an approach to how these deficiencies can be eliminated.  The STEM approach can provide students with an interdisciplinary point of view to gain creativity, critical thinking, high level skills of thinking and problem solving.  STEM abbreviation consists of the initials of the words "Science", "Technology", "Engineering" and "Mathematics”. Conventional educational systems dictate student to learn specific topics separately and expect from them to make these knowledge and experience useful, functional in their life. In this research, qualitative research method was used. This study was performed by using document analysis method. In this study, the conventional educational system is criticized.  A noval, integrated education system called as STEM (Science, Techonology, Engineering and Mathematics) is investigated with its methodology and problems in application outcoming so far. The importance of such an integrated program is highlightened and some remedies to create an effective integrated education program are emphasized.

In-service training is indispensable for science education teachers in order to improve their information, skills and manners; in other words, for their professional development. The main idea and vision of the teaching curriculum should be introduced to teachers before its implementation. It is necessary to introduce the advantages, content, the process of teaching and learning, assessment and evaluation systematically again before the implementation of the teaching curriculum. The aim of the present study is to evaluate the in-service training for the teaching curriculum according to science teachers' views. As for data gathering method, this study employs the tools of semi-structured interview. I interviewed with 16 science teachers in the city of Muğla. All of the participants admitted that they had not participated in any in-service training for science education curriculum. They expressed that the in-service trainings are not efficient and they are just time-consuming. They also stated the need for substantial restructuring since their colleagues are reluctant in participating in those in-service trainings in their present format.

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