This study examines the challenges faced by pre-service chemistry teachers teaching in a laboratory and their proposed solutions to these challenges. The study was conducted in a 13-week-long methodology course. Written statements from participants and observations from researchers were used as data sources. From these data, it was found that the participants faced challenges related to content knowledge and connections, laboratory and experiments, students, planning and implementing instruction and general teacher qualifications. In terms of solutions, various ideas were proposed, such as improved development of content knowledge, pre-lesson preparation and the acquisition of professional experience. The challenges expressed by participants differed from those observed by the researchers and increased during the length of the course. In addition, their proposed solutions were not sufficient, coherent or explicit.

The aim of this study is to determine the effect of STEM-based environmental education in which microcontroller sets are integrated on pre-service teachers' environmental literacy. The study was carried out with a one-group pretest-posttest weak experimental design. The sample of the study consisted of 31 pre-service teachers attending biology, science, and chemistry education departments. As the data collection tool, the environmental literacy scale including knowledge, attitude, behaviour and awareness dimensions was applied to the sample group as a pre-test and post-test. The study lasted for 11 weeks in total, including training on microcontroller sets, STEM-based environmental education and application of tests. During the environmental education, the participants were divided into groups of 4-5 and the studies were carried out with the station technique. In the stations, a research problem about air, water, soil, light and noise pollution was posed to the participants. They were expected to propose a solution using microcontroller sets. At the end of the research, a statistically significant difference was determined between the pre-test and post-test scores of the pre-service teachers from the environmental literacy scale. Accordingly, it was concluded that STEM-based environmental education improved pre-service teachers' environmental literacy. Based on these results, it is recommended that experimental/ quasi-experimental studies investigating the effectiveness of STEM-based environmental education and studies determining the advantages and disadvantages of STEM based environmental education using microcontroller sets should be carried out.

Argumentation activities, which have become prominent in the education literature, are an important process to improve conceptual understanding. According to researchers there is a relationship between the argumentation and conceptual change, and thus argumentation enhances conceptual understanding since an argument deals with disagreement, which is the first step of conceptual change. The purpose of this research is to explore the impact of classroom-based argumentation on high school students’ conceptual understanding of chemistry concepts, their attitude towards chemistry, and argumentativeness when compared to traditional teaching approach. A quasi-experimental, pretest-posttest, control group design was used. The study was conducted with 53 students in Grade 9 and with the same students in the Grade 10. Implementations lasted 13 weeks in the first year and 8 weeks in the second year. The concept tests, attitude scale towards the chemistry, and argumentativeness scale were applied on both groups. Interviews to reveal the level of student understandings not defined by the concept tests were conducted at the end of each year with 6 students from each group. According to multivariate analysis of variance results, it was found that the experimental group students’ conceptual understanding, attitude toward chemistry, and argumentativeness were significantly higher than those of the control group students.

Öğretmenin farklı öğretim yaklaşımı/yöntemi/tekniği kullanarak dersini planlaması anlamlı öğrenme için gereklidir. Bu çalışmanın amacı, deneyimli kimya öğretmenlerinin çözeltiler konusundaki öğretim stratejilerini ve bu stratejileri öğretim ortamında uygulama durumlarına etki eden faktörleri belirlemektir. Araştırmada, durum çalışması yöntemi kullanılmıştır. Çalışma grubu dört kimya öğretmeninden oluşmaktadır. Araştırma verileri senaryolar, görüşmeler ve ders gözlemlerinden elde edilmiştir. Araştırma sonuçlarına göre öğretmenler sunuş, buluş ve araştırma inceleme yoluyla öğretim stratejilerini bilmekte ve uygularken video/resim/animasyon gibi görselleri veya modelleri, deney yaptırma veya proje hazırlama yöntemlerini kullanabileceklerini ifade etmişlerdir. Ancak ders gözlemleri sonucunda öğretmenlerin derslerinde sunuş ve sadece bir öğretmenin ilaveten buluş yoluyla öğretim stratejisini kullandığı gözlemlenmiştir. Öğretmenler, bu farklılığın sebeplerini; alan ve pedagojik bilgi eksiklikleri, laboratuvara bağlı eksiklikler ve sınıf mevcudunun fazla olması, teknolojik sorunlarda teknik desteğin olmaması, müfredatın yoğun ve ders sürelerinin kısa olması, öğrenci motivasyonunun düşük olması ve okul-ailenin sınav odaklı çalışmalar talep etmesi olarak ifade etmişlerdir.

An essential component of preventing environmental issues is environmental education. Environmental education's primary goal is to raise people's environmental literacy—their understanding and sensitivity to the environment. The purpose of this study is to compare the environmental literacy of chemistry teacher candidates, chemistry teachers, and environmentally related professions in terms of their awareness of environmental issues, knowledge, attitude, and use. It also seeks to find out how gender and experience affect environmental literacy. A total of 793 people from three groups participated in the study. Participants completed an environmental literacy scale that included components for environmental knowledge, environmental attitude, environmental concern, and environmental use. According to the results of the research, it was determined that the three participant groups were sufficient in the components of environmental attitude, environmental use, and environmental concern, but their level of knowledge about environmental issues was not sufficient. Considering the total environmental literacy scores of the study groups, a statistically significant difference was determined in favor of chemistry teachers compared to the other groups. In addition, it was determined that the level of environmental literacy differed according to the o gender and professional experience of teachers.

Yapay zekâ son yıllarda sağlık, bankacılık ve finans, teknoloji, endüstri, psikoloji ve eğitim gibi birçok alanda kullanılmaktadır. Özellikle doğal dili anlayan ve dil modellerini etkili bir şekilde kullanarak cevaplar verebilen yapay zekâ tabanlı sohbet robotlarının (chatbot) ortaya çıkmasıyla beraber sohbet robotlarının sorulara verdikleri cevapların doğruluk düzeyi tartışma konusu olmuştur. Bu araştırmanın amacı, iki sohbet robotunun üniversite seviyesinde, Bloom’un bilişsel alan taksonomisi dikkate alınarak, yüzey gerilimi konusu ile ilgili hazırlanmış sorulara verdikleri cevapların doğruluk düzeylerini belirlemektir. Araştırmanın deseni durum çalışması olarak belirlenmiştir. Veri toplama aracı olarak yüzey gerilimi ile ilgili Bloom’un bilişsel alan taksonomisi dikkate alınarak hazırlanmış altı adet açık uçlu sorudan oluşan ölçek kullanılmıştır. Sohbet robotlarının yüzey gerilimi ile ilgili sorulara verdiği cevaplar üç uzman tarafından değerlendirilmiştir. Araştırmanın bulgularına göre sohbet robotlarının 60 puan üzerinden 35 ve 38 puan aldıkları, aynı sorularda aynı puan ortalamalarına sahip oldukları, çözümleme düzeyindeki soruyu yanlış cevapladıkları, yaratma düzeyindeki sorudan en yüksek puanı aldıkları ve cevaplarında yanlışlıklar/eksiklikler olduğu ancak açıklamalarının %66,7 oranında net olduğu belirlenmiştir. Bu sonuçlardan yola çıkarak; sohbet robotlarının performansının zorluk seviyesi kolaydan zora doğru olan farklı konularda belirlendiği, istem (prompt) girişinin birden fazla yapılarak bu uygulamanın daha doğru cevapların üretilmesine etki edip etmediği ve sohbet robotların cevaplarında yanlış kavramaların olup olmadığının belirlendiği çalışmaların yapılması önerilmektedir.