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The aim of the study was to determine the correlations between preservice science teachers' beliefs about the nature of science and their scientific inquiry and communication skills. The study group of the research was composed of 329 pre-service science teachers who are studying at Aydin Adnan Menderes and Mugla Universities of Turkey during the academic year of 2018-2019. The data were obtained by using "Beliefs about the Nature of Science Scale" and "Skills Learning Science Scale". In addition to descriptive statistics, independent samples t test, one-way analysis of variance and stepwise multiple regression analyses were used in the analysis of the data. The result of the study indicated that pre-service science teachers had nearly "Acceptable" beliefs about the nature of science. Their scientific inquiry and communication skills were found to be nearly "High". In this study, it was concluded that imagination and creativity, assumptions and boundaries of science and observation and inference, explained approximately 12% of the variance in scientific inquiry skills. In addition, it was concluded that assumptions and boundaries of science, imagination and creativity and observation and inference, explained approximately 13 % of the variance in communication skills. In light of the findings, suggestions were presented at the end of the study.

This study aimed to investigate the effect of science teaching, based on the Common Knowledge Construction Model (CKCM), on cognitive and psychomotor learning in 7th -grade students. The study group consisted of 29 students from two public schools affiliated with the Ministry of National Education in the 2018-2019 academic year. The study was carried out following a semi-experimental pre-test post-test control group research design. The data were collected with a "Scientific Inquiry Skills Test," and a "Psychomotor Skills Rubric" (PSR) developed by the researchers. The PSR was used to evaluate the practice exam results of both groups. Data were analyzed with a standard statistics package. It was determined that the scientific inquiry skills post-test scores of the experimental group (X=15.87) were higher than the control group (X=10.92). The difference was observed to be significant. Also, a comparison of the total post-test PSR scores showed a statistically significant difference between the experimental (X=15.44) and control groups (X=13.30).

This study aims at analysing the moral considerations of pre-service science teachers about environment and their attitudes towards sustainable environment. It was carried out during the school year of 2014-2015 with 1438 pre-service science teachers attending public universities in the Aegean region of Turkey. The data of the study were collected using two tools: "the scale of ecocentric, anthropocentric and hostile attitudes towards environment" and "Sustainable Environmental Attitude Scale". The data collected were analysed using descriptive statistics. In addition, in order to determine the correlation between participants' scores in the scale of ecocentric, antropocentric and hostile attitudes towards environment and their scores in the sustainable environmental attitude scale the Spearman Brown rank order correlation analysis was employed. The findings showed that the participants had a ecocentric attitude and their attitudes towards sustainable environment was high. It was also found that when the scores of the participants in the scale of ecocentric, antropocentric and hostile attitudes towards environment increased, their scores in the sustainable environmental attitude scale increased. However, when their scores in the hostile attitude dimension increased, their scores in in the sustainable environmental attitude scale decreased. Based on the findings obtained several suggestions were developed in regard to future studies.

This study has been carried out to identify the relationship between the epistemological beliefs of student teachers and their metacognitive perceptions about the nature of science. The participants of the study totaled 336 student teachers enrolled in the elementary science education division of the department of elementary education at the faculty of educational sciences in a state university in western Turkey. The data for the study was collected through the scale of epistemological beliefs, the scale of metacognitive perceptions about the nature of science, and the personal information form. The scale of epistemological beliefs was developed by Schommer and adapted to Turkish by Deryakulu and Büyüköztürk. The scale of metacognitive perceptions about the nature of science was developed by Peters and adapted to Turkish by the author. The correlations between the participants' epistemological beliefs and metacognitive perceptions about the nature of science and the variables of grade level and gender were analyzed using the Mann-Whitney U test, Kruskal-Wallis H test, and multiple regression analysis. The findings of the study showed participants to have positive epistemological beliefs and metacognitive perceptions about the nature of science. The participants' epistemological beliefs and metacognitive perceptions about the nature of science were also found to not be significantly affected by the variables of grade or gender. In addition, epistemological beliefs were found to be a significant predictor of metacognitive perceptions about the nature of science.

The aim of this study is to determine the levels of scientific epistemological beliefs of 8th grade students. The sample of the study consisted of 355 students. The data of the study were collected through the use of the Scale of Scientific Epistemological Beliefs, which was developed by Elder (1999) and adapted into Turkish by Acat, Tuken and Karadag (2010). Personal Data Form was also used to obtain demographic data about the participants. In order to determine the levels of scientific epistemological beliefs of the students, the means and standard deviations were calculated for each scale. The findings of the study suggest that scientific epistemological beliefs of 8th grade school students are closer to sophisticated beliefs and mid-level.

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Cukurova University Institute of Social Sciences is the property of Cukurova University Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to determinehow pre-service science teachers use information and communication technology in the scientific process. The study is a causal-comparative research. The participants were 190 pre-service science teachers attending a public university in the western region of Turkey during the academic year of 2017-2018. They were chosen using the conventional sampling technique. Concerning the use of the information and communication technologies in the scientific process by the participants the "Scale of the use of the information and communication technologies in the scientific process" (ICT) was administered. It was developed by Açıkgül (2011) and consisted of 25 items. It can be stated that the participants employ the information and communication technologies for designing and conducting experiments, using the scientific process skills and in the scientific process. Based on the findings several suggestions weremade. [ABSTRACT FROM AUTHOR]

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to determine the predictive level of motivation toward science learning of emotional intelligence of secondary school students. Relational survey model was used in this study. This study was conducted with 457 students in two secondary schools located in the central district of a province in the Aegean Region during the academic year of 2016-2017. As data collection tools; "Scale of Motivation towards Science Learning" and "Emotional Intelligence Scale" were used. Descriptive statistics were used in the analysis of the data. In addition to descriptive statistics, hierarchical regression analysis was utilized. As a result of the study, it was determined that there is a medium level, positive and meaningful relationship between the motivations towards learning science and the levels of emotional intelligence of secondary school students. Nevertheless, it has been found that the levels of emotional intelligence of learners can reasonably predict the motivation for learning science. Suggestions are given in the direction of the findings obtained. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Electronic Journal of Environmental Education is the property of International Electronic Journal of Environmental Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ilkogretim Online is the property of Ilkogretim Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study was carried out in order to review learning styles and critical thinking disposition of pre-service science teachers in terms of sex, grade and age, and to address the relationship between their learning styles and critical thinking disposition. It used Kolb's Inventory of Learning Styles and California Scale of Critical Thinking Disposition. The study found that total scores of learning styles and critical thinking disposition of pre-service science teachers were not statistically significantly different in terms of their sex, grade and age groups. It was also found that the pre-service teachers mostly preferred divergent learning style (43.3%) followed by the assimilator learning style (33.0%) and that they least preferred the accommodative (13.0%) and convergent (10.6%) learning styles. Furthermore, it was determined that there was a low level of positive relationship between learning styles and critical thinking disposition for the pre-service science teachers, a low level of negative relationship between learning styles and critical thinking disposition for those with divergent learning style, and a low level of statistically significant relationship between learning styles and critical thinking disposition for those with accommodative learning style. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Cukurova University Institute of Social Sciences is the property of Cukurova University Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Science Education (TUSED) is the property of Firtina Academy Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a study which determines the intelligence of students using multiple intelligence (MI) theory at the Adnan Menderes University, Department of Primary School Education in Aydin, Turkey. The study uses a personal information form survey for pre-service elementary teachers to assess ways for learning, problem solving, and delivering information to students. The study revealed that intelligence range must be identified in every teacher to become efficient in quality education.

Copyright of Journal of International Social Research is the property of Journal of International Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Boron contamination in the agricultural lands is an important problem for Western Turkey, which has rich boron deposits. This study was carried out in Nazilli regions upon orange (Citrus sinensisL. Osbeck) plants irrigated with relatively high boron laden channel waters (LCI) and with well waters (LWI) which contain lower amounts of boron. The leaves of the plants irrigated with channel water were found to contain twice the amount of boron compared with those irrigated with well waters. Boron content of leaves in both groups were approximately ten times the boron content in the soil on which they are grown. In the leaves of the plants irrigated with channel waters there were approximately 50% chlorophyll loss and higher chlorophylla/band caretonoid/chlorophyll ratios. In the excessive boron containing leaves was found higher soluble protein and carbohydrate contents, but lower determined free proline value. In plants that irrigated with high boron laden channel water significantly lowera-tocopherol content and two fold higher ascorbate concentration were determined. The lower activities of catalase and glutathione reductase enzymes and higher total superoxide dismutase activity were measured in high boron content leaves. The retardation of growth due to boron toxicity can be attributed to the chlorophyll loss and inhibition of the carbohydratemetabolism. Boron at toxic level may cause the cell membrane lipids to be damaged by the free radicals by decreasing thea-tocopherol levels. The increase in the ascorbate concentration may have a vital role in the protection of the inner cell structures against the boron toxicity. [ABSTRACT FROM AUTHOR]