This study aims to ascertain the level of science process skills (SPSs) among pre-service science teachers and to describe how these skills are reflected in their learning approach during the knowledge acquisition process. Additionally, we intend to explore those factors (i.e., those related to cognitive reasoning) that are utilized by pre-service teachers during science experiments conducted at home, in terms of the attainment of SPSs. The course documents of 36 pre-service science teachers were used to help further our understanding of the nature of learning about science through active participation in the inquiry process. Data collection procedures were conducted during a Laboratory Application Course; the participating students were required to undergo the Science Process Skills Test, completed to ascertain their pre-existing skills, as well as a project report investigating the factors affecting plant growth to ascertain levels of SPSs. These data were analyzed using a document analysis method. Data from a Science Process Skills Test were analyzed using the SPSS 20.0 program, along with the descriptive statistics. The findings indicate that the skills that achieved the highest averages included the formulation of preparation predations, as well as experimentation, while the lowest point averages went to the subcategories of proof through experience and communication. Upon an examination of the project reports, several pre-service teachers soon realized they had made certain errors during the design phase of the experiment, and returned to the initial stage. Still others made errors in the descriptions of variables, findings, and inferences, with the smallest minority committing errors in terms of observation. Students who possessed a meaningful learning approach were deemed as having internalized and recalled concepts in a meaningful way.

The purpose of this study is to investigate student- and school-level factors that help to explain the difference in the nature of science (NOS) views. Overall, the design of this study is correlational. The sample consisted of 3062 students enrolled in the sixth, seventh, and eighth grades of elementary schools in Turkey. A hierarchical linear modelling was selected as a modelling technique. This study has established the importance of the student's socioeconomic background, learning approaches undertaken, self-efficacy, and motivational goals in the formation of their NOS views. The findings reveal that quality of both the physical infrastructure of schools and the educational resources in schools, parent educational levels, student achievement, self-efficacy, experience of meaningful learning, and learning goal orientation are positively related to different dimensions of student NOS views. Additionally, performance goal orientation and rote learning approaches have a negative relationship with different dimensions of student NOS views.

Purpose: In the literature, there are lots of quantitative studies regarding students’ attitudes, and results of the studies revealed that students have ne

Regardless of their nationality, all children are unfortunately at risk since nations across the world are not doing enough to reduce the impacts of climate change. However, teenagers in developing countries face more severe challenges as a consequence of climate change. This research portrays teenagers living in a rural area in terms of their awareness, beliefs, attitudes, and actions relevant to climate change. Beliefs regarding climate change are reflected in the context of skepticism about the existence, causes, and impacts of climate change as well as belief in climate change mitigation. We also magnify ecocentrism and anthropocentrism, as a socio-psychological factor, and gender, a demographic variable, when exploring their power as the antecedents of climate change-related actions. The data were gathered from 650 students attending a middle school selected from a rural area located in the inner west region of Türkiye. The results indicated that less than half of the teenagers believed in the notion that something could be done to tackle climate change. According to discriminant analysis, female teenagers tend to believe in climate change more and have stronger ecocentric attitudes compared to males. Furthermore, female teenagers seemed to engage in climate change-related actions more than males. This study provided further evidence on the role of beliefs and attitudes in relation to this issue. To be more specific, teenagers believing that anthropogenic factors lead to climate change and that we, as humans, should therefore do our bit to reduce climate change, also tend to take the necessary actions to combat climate change. Furthermore, these individuals, valuing the natural environment for its own sake, engage in actions for climate change mitigation. By examining the awareness, beliefs, attitudes, and actions of teenagers in rural areas towards climate change, this research underscores the critical role of the quality of formal education in equipping teenagers to effectively engage with climate change issues.

Using document analysis, religion and philosophy pre-service teachers’ reflections on argumentation and in-class argumentation practices, which were received online, during the Special Teaching Methods course were examined. These documents included reflections of pre-service teachers on argumentation and in-class argumentation practices. Findings emerged in three dimensions: (a) the benefits of the use of argumentation (awareness and motivation skills, teaching via argumentation-based instruction), (b) difficulties in using argumentation (learning environment and motivational factors), and (c) suggestions, in which themes and codes were created in light of such dimensions. The acquired dimension of the use of argumentation consists of the themes of awareness, motivation, skills, and teaching. With regards to suggestions that can be drawn from this document analysis, both religious education and philosophy pre-service teachers stated that preliminary preparations should be made to apply the argumentation technique to the teaching process. The results offer insight on the integration of this technique into teaching as an instructional tool. As an important epistemological exercise, argumentation can be attained as a skill set during formal school education which may facilitate the integration of knowledge.