The purpose of the current study is to determine the effect of the differentiated instruction approach on 3rd-grade primary school students’ academic achievement (N = 45) in the “Electrical Devices and Tools” unit and to explore their opinions regarding the differentiated instruction process. In this context, the content of the lessons prepared using student-centred approaches on students’ science achievement was examined, and students’ opinions on the differentiated instruction approach were also evaluated. The study was conducted in the spring term of the 2024–2025 school year in a major city located in the central region of Türkiye, and a mixed research design combining both quantitative and qualitative approaches was employed. In the current study, during the instructional process of the experimental group, differentiated instruction lesson plans available on the Education Information Network (EIN) portal provided by the Ministry of National Education (MoNE) were used. In the control group, the process outlined by the current curriculum was followed. When the findings were evaluated, statistically significant differences were found in favour of the experimental group, in which activities were implemented based on the differentiated instruction plan, compared to the control group that received instruction within the framework of the current curriculum. In addition, students’ opinions regarding the process indicated that the implementation contributed positively to their learning. In light of the findings obtained, recommendations were made for future research.

Bu araştırmada, 2016-2017 Eğitim-Öğretim yılında, ilkokul üçüncü sınıfların fen bilimleri dersinde kullanılmak üzere, üç cilt hâlinde hazırlanan fen bilimleri ders kitabında kavram yanılgılarına neden olabilecek sözel ve görsel içerikler incelenmiştir. Araştırma, nitel bir yaklaşımla desenlenmiş olup veri analizinde içerik analizi kullanılmıştır. Belirlenen ders kitabının incelenmesi için araştırmacılar tarafından bir ölçütler takımı geliştirilmiş ve içerik analizi burada yer alan başlıklara göre yapılmıştır. Alt problemlere ait bulguların ana başlıklarının ölçütler takımında yer aldığı sıraya göre, genel anlamda kavram yanılgılarına neden olabilecek sözel içerik ile ilgili olarak; verilen örnekte kavramın temel özelliğinin üzerinde durulmaması, başlıkların uygun olmaması, sözcüklerin yerinde kullanılmaması, genellemeler yapılırken sınırların korunmaması, ifade birliğinin olmaması, soruların hatalı verilmesi gibi hususlar saptanmıştır. Kavram yanılgılarına neden olabilecek görsel içerik için ise genel olarak; gösterimlerin eksik verilmesi, gösterimlerin yerinde verilmemesi şeklinde bulgular tespit edilmiştir. Elde edilen bulgular ışığında; bu araştırmanın, fen konularının ilk defa görülmeye başlandığı üçüncü sınıfın ders kitaplarında, kavram yanılgılarına neden olabilecek özelliklerin örneklendirilmesi bakımından önem taşıdığı düşünülmektedir.

Our study is aimed to evaluate the views/perceptions of pre-service science teachers regarding the nature of science (NOS) through activities in the NOS and its Teaching course, which is a required course in the fourth grade, and to evaluate their opinions on the integration of the characteristics of the NOS into the contents of science subjects. Participants are fourth-year pre-service science teachers in two classes ( N = 72). In line with the purpose of the study, a mixed research method was preferred, in which qualitative and quantitative approaches were used together. In the quantitative dimension of the study, a single-group pretest–posttest design was used, whereas a case study was used in the qualitative dimension of the study. As a result of the activities conducted, it was determined that there was a significant development in pre-service teachers’ views on the NOS. When the opinions of the pre-service teachers were evaluated, the following themes were obtained: contributions of the course to them, course content, and suggestions for improving the course. Recommendations were made based on the results and themes obtained.

The aim of this study is to reveal the effect of the flipped learning model used in the laboratory practices course of pre-service teachers on their conceptual understanding and to evaluate their opinions about this model. In order to achieve this aim, science teaching laboratory applications course was conducted with the flipped learning model with undergraduate students studying at the education faculty of a state university in a metropolitan city in Turkey in the spring semester of the 2021-2022 academic year. The research was carried out with 47 pre-service teachers studying in the department of science teaching. The study was carried out with the mixed research method in which quantitative and qualitative models were used. In the quantitative part, the quasi-experimental design with the pre-test post-test control group was used, while the case study was used in the qualitative part. The Force and Motion Conceptual Comprehension Test, developed by Thornton and Sokoloff in 1995 and adapted in to Turkish by Kanlı and Gülçiçek in 2006, was used to collect data in the quantitative part of the study. For the qualitative part, a semi-structured interview form was used. Quantitative data were analyzed using the SPSS package program. Qualitative data were analyzed by descriptive analysis method according to the themes determined by two researchers. At the end of the study, no difference was found between the post-tests of the conceptual understanding levels of the groups. The pre-service teachers expressed the positive aspects of the flipped learning model as follows: it offers the opportunity to prepare before the lesson, being able to repeat the lessons, experience different classroom environment, facilitating the applications in the lesson, being student-centered, contributing to the individual learning speed, providing learning by understanding. In addition, according to the pre-service teachers, it was observed that this model expressed opinions such as it is difficult to cooperate, time cannot be used efficiently, interaction is low, learning by doing is limited, and it does not improve teaching skills.