This study aims to determine how effective science teaching with augmented reality-based teaching material (science cards) is compared to the science curriculum prescribed methods on students' academic achievement and their views on augmented reality application. As a study group, 63 students who were studying in a 7th grade in a secondary school in Antalya in the 2019-2020 academic years were selected. Mixed research design was used in the research. In the quantitative side of the research, the control group and the experimental group who are taught using the augmented reality (science cards) were compared in terms of achievement. In the qualitative side on the other hand, interview and observation data were used. The results of the research have shown that while Augmented Reality (AR) applications increase students' achievement, contribute to the meaningful learning of abstract subjects, AR applications also increase the students' interest and motivation towards science lesson.

Social acceptance of electric vehicles is of great importance for environmental sustainability and economic development. This study aims to examine Turkish and English tweets about electric vehicles with sentiment analysis, text mining, and topic modelling techniques to reveal consumers’ electric vehicle purchasing behaviours, consumer perception and acceptance processes about electric vehicles, and social perceptions. The data was taken from the X platform, and high accuracy and F1 scores were obtained in both languages in the classification made with the deep learning-based LSTM model. The accuracy was 92.1% for English tweets and 96.7% for Turkish tweets. According to the sentiment analysis results, the perception of electric vehicles is generally positive in both languages. However, while the rate of neutral sentiment is higher in Turkish tweets, the rate of negative sentiment is higher in English tweets. This indicates that there is more criticism and debate about electric vehicles globally, while Turkish tweets have more neutral views on the subject. Word frequency analysis shows that positive comments about electric vehicles focus on economic and environmental advantages, while negative comments include concerns about charging time, battery life, and range concerns. The topic modelling identified three main themes related to electric vehicles: (1) reasons for being preferred by consumers and their purchasing tendencies, (2) the role of brands, (3) market developments and marketing strategies. In Turkish tweets, electric vehicle production, charging infrastructure, and consumer purchasing trends were at the forefront. In general, it is emphasised that charging infrastructure should be strengthened, battery performance should be improved, and costs should be reduced to accelerate the adoption of electric vehicles.

This study seeks to explore the relationship between science teachers’ computational thinking skills, collaborative learning attitudes, and their creativity in the context of sustainable education. The study adopted an explanatory sequential design, which is one of the designs used in mixed-method research. A total of 369 science teachers were included in the quantitative phase of the study. Quantitative data were collected using three different scales. These scales included the “Computational Thinking Scale”, “Online Cooperative Learning Attitude Scale (OCLAS)”, and “Creative Self-Efficacy Scale”. Structural Equation Modelling (SEM), confirmatory factor analysis, and path analysis were conducted to analyze the quantitative data. The qualitative phase of the study consisted of nine science teachers. Data were collected with a semi-structured interview form by considering the scores obtained from the scales. Qualitative data were analyzed through descriptive analysis. It was found that science teachers’ computational thinking skills and collaborative learning attitudes significantly predicted their creativity within the framework of sustainable education. As a result of the interviews conducted, it was concluded that science teachers lacked computational thinking skills. It is critical to provide teachers with guidance on how to integrate computational thinking skills into their subject areas. Science teachers’ knowledge of computational thinking skills can be enhanced, and computational thinking skills can be included in all teacher education programs.

The genus Satureja belonging to the Lamiaceae family includes about 200 species, generally aromatic, distributed in the Mediterranean basin. In genus Satureja, the chromosomal data were reported from only 26 species. In this study, it is aimed to eliminate the deficiencies in the chromosomal data of Satureja species, which are distributed in Turkey, which is center of origin and diversity of the genus Satureja. It was reported only one chromosome number (2n = 30), the first report for chromosome numbers of three taxa, the same chromosome count (excluding B-chromosomes) with previous report in only one species, and the new chromosome number in only one species. In conclusion, this study presented new data into the chromosomal records of genus Satureja that might be useful for interpreting or understanding relationships among the species. In addition, dysploidy and polyploidy variations might probably have played an important role in speciation. In this regard, the results contributed to some missing data in Satureja cytotaxonomy.

Purpose: Among the main objectives of the science curriculum are to raise individuals who research and question, to make theindividual realize the importance of safety in scientific studies and to contribute to applications in science. In line with this goal, inscience; it is important to bring students to the level of inventions and innovations by providing an interdisciplinary perspective toproblems by integrating them with mathematics, technology and engineering. It is possible for students to create products by usingthe knowledge and skills they have acquired, to determine how to add value to these products, and to create products from theirstudies by using the laboratory-based learning approach in science teaching (MEB, 2018). The aim of this study is to examine the studiescarried out in the field of science education on the Laboratory-Based Learning Approach in terms of some variables, especially betweenthe years 2010-2020.Design/Methodology/Approach: 144 studies were reached in the study. These studies consisted of 69 articles, 53 master theses and22 doctoral dissertations on laboratory-based learning approach. Document analysis method was used in this study. The obtained datawere analyzed with the descriptive analysis method and the results were given as percentage and frequency values.Findings: Scientific studies related to the Laboratory-Based Learning Approach in Science education were carried out mostly in articletype (48%), then in the type of master thesis (37%) and in the type of doctoral thesis (15%). In articles and postgraduate theses onLaboratory-Based Learning between 2010 and 2020, it was observed that the studies were mostly conducted in 2017 (13.2%) and atleast in 2020 (1.4%). However, it is seen that the studies on Laboratory Based Learning gained momentum between 2017 and 2019.Highlights: According to the results of this study; In studies conducted in the field of laboratory-based science education, it has beenobserved that quantitative research methods are often preferred. Publications in the type of articles are more than master's anddoctoral theses, the studies mainly focus on the subject of "The effect of various methods applied in the laboratory on laboratoryattitudes", that the most sample group in these studies are teacher candidates and the most preferred measurement tool is "successtest" It has been determined.