Sule Elmali

The purpose of this systematic literature review is to analyze the use and impact of game-based approaches in secondary school chemistry education between 2014 and 2024. More specifically, it examines the impact of gamification, game-based learning, and serious games on student academic achievement, motivation, and engagement. Based on defined inclusion criteria, 52 peer-reviewed studies were identified through a structured database search. In the past decade, there has been a significant increase in research interest in this area. In a study of three approaches, game-based learning was the most commonly employed method. The three methods, game-based learning, gamification, and serious games, were found to have a positive impact on student outcomes, particularly in terms of motivation and engagement. Furthermore, positive effects were observed on learning outcomes, especially among students with lower prior knowledge or lower academic performance. This review provides an overview of recent research on game-based learning in chemistry education and highlights its growing relevance. In the future, researchers should investigate additional variables, such as self-efficacy, emotional responses, and problem-solving skills, and investigate how different student populations may benefit from game-based strategies. Practical implications for educators are also discussed, emphasizing the need for well-planned and context-sensitive implementation in the classroom.

Scientific reasoning is a multidimensional construct; therefore, assessment claims should address specific processes elicited by an instrument. This study presents a game-based assessment (GBA) that uses log-derived decision outcomes to examine planning investigations as a process-related dimension of scientific reasoning among 47 preservice chemistry teachers. In the assessment, planning investigations were operationalized as determining an appropriate analytical procedure, represented by the selected sample, analytical method(s), and procedural order. Across three region-specific tasks, within an environmental chemistry scenario, participants identified the sample relevant to the problem, selected up to two analytical methods, and sequenced them. According to the findings, the scores differed significantly across the three tasks with the highest performance in the rocky area and the lowest performance in the forest area task. These findings highlight the importance of examining planning decisions across multiple tasks. Thus, the game offers a way to assess these planning investigations through gameplay records.

The aim of the research was to examine pre-service primary teachers' experiences while creating a STEM design. The effect of the STEM design process on the STEM self-efficacy levels of pre-service teachers and the associating levels of the created designs with STEM dimensions were also examined. 52 pre-service teachers were the participants of this study. Data were obtained from the teacher STEM self-efficacy scale, open-ended forms, and designs associated with the STEM fields rubric. It was determined that the STEM design experience significantly increased the pre-service teachers' self-efficacy. The pre-service primary teachers had difficulties identifying the problem, choosing tools, calculating costs during the design process, and discussing their lack of knowledge and experience. They associated their designs well with science and mathematics but not with technology and engineering. During the design process, they faced challenges in identifying the problem, selecting appropriate tools, and estimating costs, which they attributed to their lack of knowledge and experience. Thus, examining the competencies of pre-service teachers teaching STEM approach is suggested, especially by supporting technology and engineering dimensions more and guiding them with sample practices.

This study aims to determine the opinions of teachers who conduct science courses regarding out-of-school learning (OSL) environments. The participants who enrolled in this study were designed with a phenomenology research design, consisting of 33 teachers working in public schools in a district of Sakarya province. The interview form was developed by the researchers and used as a data collection tool. The data were analyzed through content analysis. According to the results, the subject area in which most OSL activities are carried out in science lessons is the content of "Living Beings and Life." According to the findings, the teachers emphasized informing the students about the content of science and learning outcomes and preparing a plan before the OSL activities were organized. Besides, they insisted on the importance of the teacher's role as a guide for the students during the implementation of the OSL activities and evaluating the students who made observations during the OSL at the end of the process. Regarding the challenges experienced in implementing OSL activities, issues such as paperwork and official transactions were mentioned during the planning of the activities. Besides, the problems encountered in classroom management, the difficulties experienced in virtual trips, and the disinterested attitudes of the individuals involved in the community awareness activities were also indicated.

This study aimed to reveal science teachers’ expectations from a technology-based professional development program and designate the said program accordingly. The case study was carried out with 12 science teachers of gifted students. In order to identify the needs of the teachers for effective technology integration in the classes, interviews were conducted. The interviews unearthed that the use of technology in classes was mainly at a basic level, and resorted to with a view to providing visualization, make presentations, or web-search. The teachers declared that they would like to attend technology-based training programs to improve their technology competencies. After determing the teachers’ needs, the researchers developed a technology-based professional development program based on the ASSURE model and implemented the pilot study. After the pilot study, the participants put forth that the program was beneficial for enriching classes with technology in various ways. It is thought that the dissemination of this training by making extensive applications to teachers in different fields will contribute to the development of their technological competencies and help overcome the difficulties in the use of technology. In order to enhance the technological competence of teachers, technology-based trainings need to be designed and thereupon overcoming the barriers to technology usage can be made possible. It is recommended to carry out studies to evaluate teachers' technological abilities and efficiencies in other ways and pursue them according to their developmental characteristics.

This study aimed to evaluate science teachers of gifted students who participated in a technology-based professional development program, how could be used the applications they learned in the program, and their use area for the gifted education. The case study was carried out with ten science teachers of gifted students. The data were gathered via interviews and open-ended forms and analyzed with the content analysis method. The findings showed that teachers stated that the program was beneficial for their professional development because of increasing the use of digital technology tools and their awareness of the opportunities for gifted education. Also, they became aware of using the applications for enrichment, supporting the class, evaluating, and integrating into the project-based learning process in science lessons. Another finding was that participants' evaluations of the program offered the advantage of providing communication and mentoring opportunities with the university and contributing to their professional development.

It is a controversial issue in education that students perform dissection experiments. Different opinions have been noted in studies on this subject, and various applications are recommended according to education levels. This case study aimed to determine pre-service science teachers’ views of hands-on dissection and virtual dissection. The study group consisted of 36 students, 29 female, and seven male. An open-ended question form and student diaries were used as data collection tools. The implementation started with observing the chicken embryo development process that the students actively carried out. Then, due to the COVID-19 pandemic, the frog dissection experiment was conducted as a virtual dissection. The content analysis method was used in the analysis of the data. According to the findings, the observations made during the chicken embryo development process emerged negatively due to ethical and moral concerns as the development process progressed. The frog dissection experiment applied in the virtual environment was accepted by the majority of the pre-service teachers who stated that they would prefer virtual dissection tools.

Toplumu bilgilendirmek dünyada gerçekleşen bilimsel gelişmelerle ilgili farkındalık kazanmalarını sağlamak için kitlesel medya araçları ve dijital medya ortamları yoğun bir şekilde kullanılmaktadır. Popüler bilim dergileri toplum ve bilim arasında bir bağlantı görevi üstlenmektedir. İnsanların eleştirel düşünme ve bilim okuryazarlığı geliştirmesi konusunda ise sosyobilimsel konuların önemli olduğu düşünülmektedir. Bu çalışmada, “Bilim ve Teknik” popüler bilim dergisinde sosyobilimsel konularla ilgili metinlerin düzeyinin ve konu içeriğinin belirlenmesi amaçlanmıştır. Nitel araştırma yöntemlerinden doküman analizi yapılan çalışmada tematik analiz yürütülmüştür. 2019 yılı mayıs ayı ve 2020 yılı mayıs ayları arasında yer alan 13 sayıdaki 288 metinden 82 tanesinin sosyobilimsel konu içerikli olduğu belirlenmiştir. İçeriklerin ise daha çok çevre kirliliği, küresel ısınma ve iklim değişikliği konuları yayınlanırken, yapay zeka ve akıllı teknolojiler konularının da ön planda olduğu belirlenmiştir.

Science teaching is one of the essential elements that can ensure the training of individuals who know scientific knowledge and scientific processes and use scientific methods in defining and solving the problems encountered. Within science lessons, the factors affecting the scientific process should be examined and presented. It was aimed to determine the opinions of prospective science teachers on this issue, since it is thought that the opinions of teachers, who are the most effective individuals in gaining the intended characteristics to students, on the factors affecting the scientific development process may affect the way they do their jobs. The study was conducted in the phenomenology model, which is one of the qualitative research methods, and the study group consisted of 37 prospective senior teachers. An open-ended questionnaire a data collection tool and a content analysis method were used in the analysis of the data. In the research results, it has been determined that prospective teachers mentioned social and cultural factors that affect the science and science-making process most frequently and emphasized the importance of raising individuals with inquirer minds. They structured their views on the purpose of scientific studies on producing information and carrying out activities for the benefit of the society; furthermore, they stated that the family and education system affected the scientific development process.

Kuramdan Uygulamaya Örnek Olay: Yaşamı Sınıfa Taşımak Eğitim Programları ve Öğretim “Yaşamak nedir” çok felsefi bir soru olup bünyesinde olası binlerce yanıtı barındırmaktadır. Bu olası yanıtlardan biri de “bitip tükenmek bilmeyen problem/sorun çözme süreci”dir. Problem/sorun olarak görülecek durum, kadın/erkek,