This study examined Turkish pre-service science teachers’ awareness, uncertainty beliefs, values, and behaviours pertinent to climate change. It aimed to determine significant predictors of climate change-related behaviours and uncertainty beliefs about the reality of climate change. A Turkish-adapted survey was administered to 1277 pre-service science teachers from different geographical regions of Turkey. While majority of the respondents were certain that climate change is happening, there were also indicators of uncertainties in such belief. Pre-service teachers who value nature for its own sake tended to show favourable behaviours to mitigating climate change. Disinterest in and scepticism about the reality of climate change did not emerge as significant determinants of climate change-related behaviours.

The study aimed to examine the effects of design-based STEM activities developed for renewable energy sources on science teacher candidates' perceptions, attitudes, and behavioral orientations. The one-group pretest-posttest design was used. The participants comprised 40 second-grade teacher candidates studying at a public university, and the study lasted for 14 weeks. The data were collected using a renewable energy perception scale, renewable energy sources attitude scale, sustainable consumption behavior scale, and STEM product-performance observation form. The results demonstrated that design-based STEM activities towards renewable energy sources enhanced teacher candidates' perception, attitude, and behavior toward renewable energy sources. However, there was no statistically significant increase in the unneeded consumption sub-dimension of the sustainable consumption behavior scale and the renewable energy-environment relationship sub-dimension of the renewable energy perception scale.

The aim of this study is to investigate the self-confidence of science and physics teacher candidates towards technological pedagogical content knowledge. Moreover, it was also examined the relationship among computer use habits of those teacher candidates and their confidence level towards technological pedagogical content knowledge. A total of 150 participants who were 75 preservice science teachers and 75 preservice physics teachers studying at Dicle University were involved to the study as convenient sample. The data collection tool was the Technological Pedagogical Content Knowledge Confidence Scale, a thirty- one items scale, developed by (Graham et al., 2009), and translated and adapted into Turkish by (Timur & Taşar, 2011). The participants’ confidence was investigated by the four dimensions of the scale which are Technological Pedagogical Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, and Technological Knowledge. The results of the study revealed that technological pedagogical content knowledge self-confidence of preservice science and physics teachers did not significantly differ from each other on the gender and department basis but their computer use frequencies affected the confidence levels of preservice science teachers

Bu çalışma hem yüz yüze hem de çevrimiçi öğrenme ortamlarının özelliklerinden yola çıkarak hazırlanan probleme dayalı harmanlanmış öğrenme ortamının etkililiğini ve öğrenci tutumlarını belirlemek üzere gerçekleştirilmiştir. Çalışma grubunu, bir devlet üniversitesinde fen bilgisi öğretmenliği programında 2019-2020 öğretim yılı bahar dönemindeki 42 (28 kadın 14 erkek) üçüncü sınıf öğrencisi oluşturmaktadır. Öğrencilere dönemin ilk yarısında yüz yüze ikinci yarısında uzaktan eğitim olacak şekilde probleme dayalı fen öğretim laboratuvar dersi deneysel uygulama olarak verilmiştir. Deneysel uygulama sonunda Web Tabanlı Probleme Dayalı Öğrenme Tutum Ölçeği ve Harmanlanmış Öğrenme Ortamları Ölçeği aracılığıyla veriler elde edilmiştir. Ayrıca öğrencilerin pandemi dönemindeki eğitim sürecine yönelik olumlu ve olumsuz görüşleri açık uçlu sorular aracılığıyla yazılı olarak öğrencilerden toplanmıştır. Çalışma sonunda öğrencilerin fen laboratuvar dersine, iş birliği içinde çalışmaya, webe dayalı öğrenmeye ve problem çözmeye yönelik olumlu tutuma sahip oldukları belirlenmiştir. Ayrıca, öğrencilerin yüz yüze öğrenme ortamlarını çevrimiçi ortamlara göre daha etkili olarak gördükleri ve çevrimiçi ortamlar ile ilgili teknik sorunlar yaşadıkları belirlenmiştir. Öğrencilerin açık uçlu sorulara verdikleri cevaplar incelendiğinde, öğrenciler pandemi dönemindeki uzaktan eğitim derslerinin tekrar izlenebilmesi ve zamandan tasarruf sağlaması yönlerinden olumlu bulurken; teknik ve internet kaynaklı sorunların olması, grup çalışmalarının etkisizliği, iletişim eksikliği ve eğitimdeki fırsat eşitsizliği yönlerinden olumsuzluk bulduklarını belirtmişlerdir.

The purpose of this study was to investigate the self-efficacy of pre-service science and pre-service physics teacher towards web pedagogical content knowledge. In addition, it was also explored the relationship among internet and technology use habits of those pre-service teachers and their self-efficacy level towards web pedagogical content knowledge. The participants in this study were 75 pre-service science teachers and 75 pre-service physics teachers studying at Dicle University, Diyarbakir, were involved to the study as convenient sample. The data collection tool was “Web Pedagogical Content Knowledge Survey”, a thirty items scale, developed by Lee, Tsai and Chang (2008). The instrument was translated and adapted into Turkish by Horzum (2011). The participants’ self-efficacy towards web pedagogical content knowledge was examined by the five dimensions of the scale which are (1) Web-general, (2) Web-communicative, (3) Web-Content Knowledge, (4) Web-Pedagogical-Content Knowledge and (5) Attitude toward web-based instruction. The results of the study revealed that web pedagogical content knowledge of pre-service science and physics teachers differed according to their internet use habits