Emrah Hiğde

A lack of evidence-based guidelines on which sustainable development goals (SDGs) need to be focused on in educational settings can be regarded as the key deficiency that leads to an inefficient sustainability learning process. As sustainability-related issues become ever more acute, there is a necessity to determine which SDGs should be prioritized pedagogically. Thus, the current study aims at examining how future teachers evaluate the significance of selected SDGs in relation to environmental learning. Applying the paired comparison methodology, the authors gathered data from 129 third- and fourth-year prospective teachers concerning their perceptions of 11 SDGs (SDG 1, 2, 3, 4, 5, 6, 7, 12, 13, 14, and 15). According to the results, SDG 3, SDG 6, and SDG 2 seem to be the most important goals, while SDG 15, SDG 5, and SDG 14 appear less critical. Thus, one may hypothesize about hierarchy within SDGs based on their importance as prerequisites for environmental problems solving. In terms of practical application, this paper offers a definite methodology that instructors can apply to rank and arrange SDGs for teaching purposes, as well as useful tips for curriculum designers and policymakers who seek to develop sustainability education programs.

This research focused on developing a self-assessment scale to evaluate the project preparation competencies of teacher candidates. The aim was to capture their personal perspectives on their abilities. The scale's psychometric properties were then rigorously tested using both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Data for the EFA phase was collected from a sample of 164 teacher candidates, allowing for the identification of underlying dimensions within the scale. Subsequently, a separate group of 301 teacher candidates, selected via purposive sampling, provided data for the CFA. This dual approach ensured both the exploration of factor structures and the confirmation of the hypothesized model. The final version of the scale emerged with a clear, three-dimensional structure: "project planning" (comprising 4 items), "project management" (with 6 items), and "data analysis and reporting" (including 4 items). This structure effectively captures the multifaceted nature of project preparation competencies. The scale demonstrated robust psychometric properties, accounting for 50.978% of the total variance, indicating its strong explanatory power. Furthermore, the Cronbach's Alpha value of .862 for the final scale confirmed its high internal consistency and reliability. Item-total correlations were also calculated for each item, further supporting the scale's reliability and validity. In conclusion, the developed scale provides a reliable and valid instrument for effectively measuring teacher candidates' competencies in project preparation within an educational context, offering a valuable tool for both self-assessment and educational program evaluation.

Environmental education is increasingly recognized as essential for fostering sustainability. However, evaluating the impact of context-based activities on students’ environmental awareness and problem-solving capabilities remains challenging. Traditional assessment methods often fail to capture the complex interactions between student characteristics, task difficulty, and evaluator perspectives. This study utilized the Many-Facet Rasch Measurement (MFRM) model to address these complexities by providing a sophisticated, multi-dimensional analysis of context-based sustainable environmental activities. The research investigated how factors such as the quality of context-based activities, the characteristics of the evaluation criteria, and the varying severity or leniency of juries shape the observed learning outcomes. By applying the MFRM framework, this study presented a refined evaluation model that offers a more accurate representation of the effectiveness of these educational activities. The results provided actionable insights for improving both the design of environmental education programs and the assessment techniques used to gauge their success. The findings hold significant potential for educators and policymakers striving to integrate sustainability into education through more effective and different evaluation strategies.

This study, conducted as part of the "Eco-Mathematics for Middle School Students" project supported by the TUBITAK 4004 Nature Education and Science Schools, aimed to measure the potential changes or developments in middle school students' attitudes and awareness towards mathematics and the environment, and to determine their level of knowledge in relation to mathematical thinking skills in solving eco-mathematical problems and generating creative solutions to environmental problems. The project focused on sustainability, water and environmental pollution, climate change, carbon emissions, recycling, the production of ecological detergents and animal husbandry. It included activities aimed at enhancing mathematical knowledge, as well as artistic, sporting, and social activities. The study used both qualitative and quantitative research methods. The study group consisted of 30 students continuing their education through transport. Changes in students' attitudes towards mathematics, environmental awareness, environmental attitudes, mathematical motivation, and mathematical problem solving attitudes were investigated. Pre- and post-interviews, along with reflective diaries were utilized to gather students' opinions about the project process. By the end of the project, a significant difference was observed in favour of the post-test results for the study sub-dimension of students' attitudes towards mathematics scores and the knowledge sub-dimension of their awareness towards environmental problems scores. After the project, it was found that students were able to more easily establish the relationship between environmental problems and eco-mathematics, that the project had a positive impact on them, and that they enjoyed participating in it.

In today’s educational landscape, students have access to enriched learning environments through augmented and virtual reality (AR/VR) applications. Effective digital learning depends on identifying the key factors and learner attitudes that influence engagement and task performance. We focused more on preservice teachers’ intentions to use AR/VR applications as instructional tools, guided by the Theory of Planned Behavior (TPB) framework. A total of 306 preservice teachers participated in the Exploratory Factor Analysis (EFA), 286 in the Confirmatory Factor Analysis (CFA), and 341 in the Structural Equation Modelling (SEM) phase. To identify relevant constructs and beliefs, the researchers developed a questionnaire grounded in TPB-based hypotheses. The questionnaire demonstrated high internal consistency, with a McDonald’s Omega reliability coefficient of .95. Three factors—perceived behavioral control, subjective norm, and attitude toward behavior—accounted for 47% of the variance. Empirical findings confirmed the relevance of all three factors in predicting behavioral intention. Specifically, the relationship between attitudes towards behavior and behavioral intention was moderate, between subjective norm and behavioral intention was weak, and between perceived behavioral control and behavioral intention is strong. The findings may guide practitioners in developing and evaluating TPB-based interventions to enhance preservice teachers’ intentions to use AR/VR applications as educational tools. The study concludes by identifying gaps within the existing framework and suggesting directions for future research.

Bu çalışma, fen bilgisi öğretmen adaylarının sürdürülebilirlik kavramına yönelik bilişsel yapılarını analiz etmek amacıyla gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak Kelime İlişkilendirme Testi (KİT) kullanılmış ve nitel araştırma yöntemlerinden tarama modeli benimsenmiştir. Katılımcı grubunu, 2024-2025 eğitim-öğretim yılında Türkiye'deki bir devlet üniversitesinde öğrenim gören 3. sınıf fen bilgisi öğretmen adayları oluşturmaktadır. Araştırmada "sürdürülebilirlik" kavramı merkez alınarak oluşturulan KİT formu aracılığıyla öğrencilerin kavrama ilişkin çağrışımları toplanmış ve bu çağrışımlar içerik analizi tekniğiyle değerlendirilmiştir. Analiz sürecinde elde edilen veriler, kavramsal ağlar oluşturularak sınıflandırılmış ve katılımcıların sürdürülebilirliğe ilişkin zihinsel temsilleri ortaya konmuştur. Çalışma sonuçlarına göre öğretmen adayları sürdürülebilirliği ağırlıklı olarak çevre, geri dönüşüm, doğal kaynaklar ve iklim değişikliği gibi çevresel unsurlarla ilişkilendirmiştir. Ancak ekonomik ve sosyal boyutlara yönelik ifadelerin oldukça sınırlı olduğu gözlemlenmiştir. Bu durum, katılımcıların sürdürülebilirlik kavramını bütüncül bir çerçevede ele almakta zorlandıklarını göstermektedir. Elde edilen bulgular doğrultusunda, sürdürülebilirlik eğitiminin fen eğitimi lisans programlarında daha kapsayıcı ve disiplinler arası bir yaklaşımla yapılandırılması gerektiği önerilmektedir. The present study investigates the cognitive structures of third-year pre-service science teachers regarding the concept of sustainability by utilizing the Word Association Test (WAT). The research was designed within a qualitative framework, specifically adopting a descriptive survey method. The participants consisted exclusively of third-year students enrolled in the science education program at a public university in Turkey during the 2024–2025 academic year. Data collection involved a WAT form centered on the stimulus word “sustainability,” aiming to uncover participants’ associative thinking and conceptual understanding of the topic. The collected responses were analyzed through content analysis, and conceptual maps were generated to categorize emerging themes. The findings revealed that participants predominantly linked sustainability to environmental concepts such as recycling, climate change, renewable energy, and conservation of natural resources. However, limited references were made to the economic and social dimensions of sustainability, indicating a narrow and fragmented perspective. This suggests that the participants tend to perceive sustainability primarily through an environmental lens. In light of these findings, it is recommended that sustainability education be more comprehensively integrated into science teacher training curricula, emphasizing its multidimensional nature through interdisciplinary strategies.

Piaget ve Vygotsky Bilişsel Gelişim Kuramları İlbilge DÖKME Sınıf Düzeyine ve Bilim Sanat Eğitim Merkezlerine Kayıtlı Olma Durumuna Göre Öğrencilerinin Bilimsel Muhakeme Becerileri Nil YILDIZ İlbilge DÖKME Eğitsel Filmlerin Fen Bilgisi Öğretmen Adaylarının Öğretmen Yeterlik İnançlarına Etkisi Yılmaz KARA Stem Etkinliklerinin 8. Sınıf Öğrencilerinin Elektrik Ünitesine Yönelik Metaforik Algılarına Etkisi Sebahattin TINMAZ Betül TİMUR Özel Eğitim Okullarında Görev Yapan Öğretmenlerin Mesleki Gelişimleri ve Yaşam Boyu Öğrenmelerine İlişkin Görüşleri Sevil FİLİZ Gurbet KÜPÇÜK Kelime İlişkilendirme Testi Aracılığıyla Fen Bilgisi Öğretmen Adaylarının Sürdürülebilirlik Kavramına İlişkin Bilişsel Yapılarının (KİT) İncelenmesi Ahmet Volkan YÜZÜAK Emrah HİĞDE Zekiye Merve ÖCAL Bilsem’deki (Bilim ve Sanat Merkezi) Üstün Yetenekli Öğrencilerle Yürütülen Çalışmalar: Sistematik Derleme İlke ÇALIŞKAN Zübeyde GÜNEŞ Fen Bilgisi Öğretmen Adaylarının Otizm Algılarının İncelenmesi Nagihan İMER ÇETİN Ilgım ÖZERGUN KÖSE Genel Kimya Laboratuvar Uygulamalarının Fen Bilgisi Öğretmen Adaylarının Bilimsel Süreç Becerileri Algısına Etkisinin İncelenmesi Özlem AFACAN Neslihan ÖZBEK Fen Bilgisi ve Matematik Öğretmen Adaylarının Artırılmış Gerçekliğe Yönelik Algıları: Bir Metafor Çalışması Ruveyda IŞIK ERKARAGÜLLE Betül TİMUR Artırılmış Gerçeklik Uygulamalarının 6. Sınıf Öğrencilerinin Duyu Organları Konusunda Akademik Başarılarına ve Tutumlarına Etkisİ Eda ERDOĞMUŞ Sönmez GİRGİN Bilim İletişimi ve Sosyobilimsel Konular Ümit DEMİRAL

Nicel Eğitim Araştırmalarında Veri-Analiz İle İlgili Temel Kavramlar ve Örnek SPSS Uygulamaları İlbilge DÖKME Maarif Modeli Fen Bilgisi Öğretim Programı Biyoloji İçeriğine Dair Karşılaştırmalı Bir İnceleme Yılmaz KARA Fen Bilgisi Öğretmenlerinin Türkiye Yüzyılı Maarif Modeli Fen Bilimleri Dersi Öğretim Programı Hakkındaki Görüşleri ve Öneriler Zekiye Merve ÖCAL Emrah HİĞDE Ahmet Volkan YÜZÜAK Birleştirilmiş Sınıflarda Okutulan Fen Bilimleri Dersinin Bu Okullarda Görevli Sınıf Öğretmenleri Görüşlerine Dayalı Olarak Değerlendirilmesi Nagihan İMER ÇETİN Ilgım ÖZERGUN KÖSE Elektromanyetik Kirlilik Bilgisi ve Eğitimi Konusunda Fen Bilimleri Öğretmenlerinin Görüşleri Meltem KÜÇÜKAHMETLER Sönmez GİRGİN Burçak ATA Ortaokul 7. Sınıf Öğrencilerinin Deprem ile İlgili Görüşleri Çınar KILIÇ Sönmez GİRGİN Bilim Sanat Eğitim Merkezlerine Kayıtlı Olma Durumuna Göre Öğrencilerinin Bilimsel Muhakeme Becerileri ve LGS Puanları Nil YILDIZ İlbilge DÖKME COVID-19 Salgını Sürecinde Fen Bilimleri Öğretmen Adaylarının Öğretmenlik Uygulaması Dersini Uzaktan Çevrimçi Eğitimle İşlemelerine İlişkin Görüşlerinin İncelenmesi Nagihan İMER ÇETİN Ilgım ÖZERGUN KÖSE Endüstri 4.0 ve Eğitime Yansımaları: Fen Bilgisi ve Matematik Öğretmen Adaylarına Yönelik Bir Araştırma Ruveyda IŞIK ERKARAGÜLLE Betül TİMUR Dünya Ben Mişim Meğer Selda BAHADIR SAKAR Meltem MARAŞ Kimya Laboratuvar Uygulamalarının Fen Bilgisi Öğretmen Adaylarının Tutumlarına Etkisi Özlem AFACAN Neslihan ÖZBEK Ulusal ve Küresel Fen Öğretmen Yetiştirme Politikaları- Türkiye İçin Yol Haritası Önerisi İlke ÇALIŞKAN Berkay ŞERBETCİ Özel Gereksinimli Çocukların Aileleri ve Özel Eğitim Öğretmenlerinin Değerler Eğitimi İle İlgili Görüşlerinin İncelenmesi Gurbet KÜPÇÜK Sevil FİLİZ Eda ÜSTÜNDAĞ Eleştirel Düşünme ve Fen Eğitimi Ümit DEMİRAL