In this study, it was aimed to relationships between the preservice science teachers' life skills and metacognitive awareness. In the study, relational research method was used. In this research, accessible sampling method was used. Data of the study were obtained from 243 preservice science teachers studying in the second, third and fourth grades at the science education department. The "Life Skills Scale" and the "Metacognitive Awareness Inventory" were used as data collection tools in the study. The data were analyzed with simple correlation and liner regression. According to data obtained from the study, it was determined relationship between the preservice science teachers' life skills and metacognitive awareness. In addition, it was concluded that they were predictors their metacognitive awareness of prospective science teachers' life skills. It is thought that life skills will be effective in gaining metacognitive awareness. In order to gain metacognitive awareness, life skills should be given more in education and training programs and the process should be designed accordingly.

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This study was aimed to examine the relation between the STEM (Science, Technology, Engineering and Mathematics) career interests and science process skills of middle school seventh grade students. Method of this study was the relational survey method. The study was conducted on the basis of voluntariness and participants were 133 seventh grade students (69 females and 64 males)

The aim of this study was investigated of the effects of Grup Investigation (GI) method of applying Modeling Based Teaching (MBT) method in the "The Particle Structure and Properties of Matter" unit on constructivist learning. It was used pretest-posttest quasi-experimental design. This research was selected two groups of seventh graders in a middle school. The first group (EG1) was applied the GI method and the second group (EG2) was applied the GI and the MBT methods together. The data were collected using the Constructivist Learning Environment Scale (CLES) and focus group interviews. The results of the CLES indicated the MBT method was contributed in the factors of "Discussions and Interviews", "Conceptual Discrepancies", "Sharing Views with Others", "Reflection and Motivation for Discovering Concepts" and "Meeting the Needs of Learners" on the GI method. In the focus group interviews, the students applied modeling Based Teaching (MBT) and Grup Investigation (GI) methods together articulated to improving mental perspectives, having confused thoughts, learning to question the things learned so far and learning to use the knowledge learned so far. The students stated that they experienced having confused thoughts during the application process, then this situation disappeared and therefore they learned better. To the results of this research, it can be said that applying MBT method and GI method together contributes to formation of higher quality learning environments.

ÖzetBu çalışmanın amacı; ilköğretim bölümü birinci sınıf öğrencilerinin bilimsel süreç becerilerini etkileyen faktörlerin incelenmesidir. Araştırma yöntemi olarak tarama yöntemi kullanılmıştır. Çalışmanın örneklemi ilköğretim bölümü birinci sınıfında öğrenim gören 224 öğrenciden oluşmaktadır. Çalışmada veri toplama araçları olarak Bilimsel Süreç Becerileri Testi (BSBT) ve Öğrenci Tanıma Formu (ÖTF) kullanılmıştır. BSBT sonuçlarına göre genel olarak matematik öğretmenliği öğrencilerinin diğer bölümlerdeki öğrencilere göre daha başarılı oldukları tespit edilmiştir. Ortaöğretim öğrenimi süresince yapılan deney ve etkinlikler öğrencilerin bilimsel süreç becerilerini geliştirdiği tespit edilmiştir. Deneylerin veya etkinliklerin öğretmenle beraber yapılması öğrencilerin bilimsel süreç becerilerine olumlu yönde katkı sağlamaktadır. Kitap okuma alışkanlığı da bu becerileri kazanmada önemlidir.Anahtar Sözcükler: bilimsel süreç becerileri, İlköğretim öğretmenliği bölümü, öğretmen yetiştirme Abstract The aim of this study was examined factors which affect the 1 st grade students' scientific process skills from the department of elementary education. In this study was used survey research method. The sample of the study was composed of 224 students from the department of elementary education. "Scientific Process Skill Test" and "Student Identification Form" was used as data collection instruments. According to SPST scores, students in programs of elementary mathematics education was determined the most success than. Experiments and activities been done during secondary education develop students' scientific process skills. Experiments or activities that make together with teachers are contributing positively to students' * Doç. Dr., Atatürk Üniversitesi, fsezek@yahoo.com

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This study was aimed to investigate the effectiveness of augmented reality and modeling-based teaching in the "Solar System and Eclipses" unit. The pretest-posttest quasi-experimental design model was used in this study. For three weeks, the "Solar System and Eclipses" unit of the Science course was taught to the experimental group using modeling-based teaching and augmented reality applications, and, in the control group, the existing science curriculum was followed. The study group consists of 22 students who were in the 6th grade in the 2020-2021 academic year in a secondary school affiliated with the Ministry of National Education. Data collection tools in this study were administered "Academic Achievement Test", "21st-Century Skills Scale", and "Augmented Reality Applications Attitude Scale". The application of augmented reality and modeling-based teaching in covering the "Solar System and Eclipses" unit was positively affected students' learning and increased their levels of success, improved the 21st-century skills and improved attitudes towards augmented reality applications. Studies on augmented reality applications and modeling-based teaching in different Science course units of different secondary school grades that will contribute positively to the literature are recommended.

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