The purpose of this study was to determine the effect of E-learning-based collaborative learning in reducing students' misconceptions about class heat material. This study used a pre-experimental design with a one-group pretest-posttest design. The sampling technique used purposive sampling. The sample used was 300 grade XI high school students. Student misconceptions were analyzed using the CRI (Certainty of Response Index) method. The results showed that student misconceptions decreased by 26.50% from an average of 54.00% before learning to 27.50% after implementing E-learning-based collaborative learning. Based on the results of the hypothesis test, it can be concluded that e-learning-based collaborative learning has proven effective in reducing high school students' misconceptions regarding the concept of heat. The novelty of this study lies in the integration of cooperative learning with an e-learning platform that is specifically designed to reduce misconceptions about the idea of heat at the Senior High School.

Araştırma kapsamında STEM eğitimine yönelik belirlenen kısıtlamalar sonucu ortaya çıkan makalelerin analizi yapılmıştır. Toplamda 3362 makaleye ulaşılmıştır. Araştırmacıların amacı bağlamında yapılan kısıtlamalar sonucunda 975 makale üzerinden analiz gerçekleştirilmiştir. Araştırmada R-Studio programı kullanılarak bibliyometrik analiz yapılmıştır. 2004-2021 yılları arasında Web of Science veri tabanında yayımlanmış STEM eğitimi makaleleri kullanılmıştır. Alana yönelik makalelere, dergilere, anahtar kelimelere, kelime yapılarına, yazarlara, atıf patlama değerlerine, tematik yapılara ve iş birliği ağlarına ulaşılmıştır. Araştırma sonucunda konu alanının popülerliğinin devam ettiği, uluslararası alanda iş birliğine önem verildiği ve araştırılması gereken farklı konu başlıklarının olduğu tespit edilmiştir. Özellikle ülkemiz araştırmacılarının konu alanın farklı noktalarına odaklanması ve iş birliğine açık çalışmalara yönelmesi önerilmiştir.

Araştırmada argümantasyon ve otantik öğrenme tabanlı STEM uygulamalarının akademik başarıya etkisi incelenmiştir. Uygulama öncesinde iki fen bilimleri öğretmeni ile dokuz gün boyunca her gün 120 dakikalık bir öğretmen eğitimi gerçekleştirilmiştir. Çalışma 17 hafta boyunca iki farklı devlet okulunda 120 beşinci sınıf öğrencisi ile yürütülmüştür. Amaçlı örnekleme yönteminin kullanıldığı çalışmada, karma yöntem araştırmalarından yakınsayan paralel desenden yararlanılmıştır. Araştırmanın nicel boyutunda ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Her iki okulda da bir kontrol ve iki deney grubu (argümantasyon ve otantik) belirlenmiştir. Nitel boyutta ise durum çalışması deseni kullanılmıştır. Nicel veri toplama araçları ışığın yayılması, insan ve çevre ile elektrik devre elemanları akademik başarı testleri; nitel veri toplama araçları ise video ve ses kayıtları, yarı yapılandırılmış görüşmeler, öğretmen ve araştırmacı gözlem formları ve öğrenci günlükleridir. Araştırma sonucunda, üç akademik başarı testinin ön test-son test puanları arasında özellikle otantik grup lehine anlamlı farklılıklar bulunmuştur. Nitel bulgularda da öğrencilerin ünitelere yönelik yaklaşımdan kaynaklı etkilerinin görüldüğü ifadeler tespit edilmiştir. Çalışmanın son bölümünde bulgulara ilişkin çeşitli önerilere yer verilmiştir.

The purpose of the study was to determine the perceptions, knowledge levels, and mental models of gifted 2nd and 3rd-grade elementary students regarding the shape of the Earth and gravity concepts. The data for the study, which was qualitative research, was collected through interviews with the students. The study participants were 80 students taught in a Science and Arts Center (SAC) affiliated with the Ministry of National Education in the Mediterranean region. According to the research results, it was found that 3rd-grade students have four different mental models, while 2nd-grade students have five different mental models. It was found that students had difficulty in establishing a relationship between their ideas about the shape of the earth they live in and what they have learned and that their knowledge obtained from different sources was contradictory. The results of the study were compared with research findings in the relevant literature and it was found that gifted students had more scientific mental models than students in the same age group who were not classified as gifted.

Introduction. One innovation that can enrich learning experiences and student motivation is technology, specifically Augmented Reality (AR). AR technology offers opportunities to provide a more interactive and immersive learning experience, which can support the achievement of the Sustainable Development Goals (SDGs). This research aims to explore the trend of using AR technology in science education as an effort to support the SDGs. Methods. This study uses bibliometric methods and literature review to examine trends in the use of Augmented Reality (AR) technology in science education, with an emphasis on its contribution to the achievement of the Sustainable Development Goals (SDGs). This study aims to answer several main questions, namely: 1) What are the main trends developing in the application of AR in science education in the last five years based on literature indexed in Scopus? 2) To what extent are the authors' contributions and international collaborations related to this topic? 3) What are the innovations in AR technology that have been applied in science education and how do they support the SDGs? 4) What are the research gaps that still need to be addressed in the application of AR in science education? The approach used includes bibliometric analysis to produce quantitative results systematically with the help of VOSviewer software, as well as a literature review that refers to the PRISMA approach. Data were obtained from the Scopus database in December 2024, by screening international articles relevant to the focus of this research. KEYWORDS Results. Bibliometric analysis shows that the use of AR in science education is growing, with a significant increase in the utilization of this technology over the past 5 years. AR is proven to provide a more interactive learning experience and help students understand abstract science concepts, as well as increase their engagement in learning. This research also found that there is strong international collaboration in the development of AR applications in science education, as well as implementation challenges that need to be overcome. In addition, this study highlights some research gaps that need to be further explored to maximize the potential of AR in supporting the SDGs. Practical significance. The implications of this study are significant for educators who utilize AR technology to enhance 21st century skills in students. The findings provide insight into current trends in science education and demonstrate the importance of technology integration in learning to support the achievement of the SDGs. This study is also a valuable reference for further research and development in the utilization of AR and other digital technologies in creating a more engaging and effective learning environment.