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In this paper, I propose a model of plurimethodological approach in ELT textbook design, in which one unit is based on the communicative PPP unit model, where the unit ends with a final communicative task, and the following unit is based on the action-oriented unit model, where the unit is a mini-project unit as a whole. Such a textbook model is based on the concept of plurimethodological pair-unit, where the communicative approach and the action-oriented approach are combined in coherence and synergy. In such a plurimethodological textbook design, the topics of the two successive units (one PPP unit and the other mini-project unit) are the same or closely related, so that the unit based on the PPP model will provide the students with much of the language and documentary resources needed to complete the mini-project in the following unit. The mini-project unit will provide the students with additional language and documentary resources for carrying out the miniproject, but as there will be less language and documentary work for students in this unit, students will be better able to concentrate on carrying out the miniproject. [Note: The page range (228-241) shown on the PDF is incorrect. The correct page range is 228-240.]

The purpose of this study is to provide students with a 21st century training that can be easily applied to industrial automation training, both online and in person, and that goes beyond traditional learning methods. It involves creating and programming a training package that is compatible with the Ministry of National Education (MEB) curriculum, using the project-based learning (PBL) method and a curriculum that focuses on skills acquisition. Two different brands of programmable logic controllers (PLC) have been integrated into the manufactured training set so that the set can be used to conduct various PLC trainings. In the training set, product separation can be carried out using the electro-pneumatic system with a turntable and two conveyor belts. Motor controls, sensor applications, electro-pneumatics, touch panel and various PLC controls can also be carried out with the training set. The set focuses on the grafcet diagram method and can show how to program the same scenarios in different PLC models. By using PLC software components in the training set, students also get the opportunity to develop and experience their own unique SCADA (supervisory control and Data Acquisition) software with visual programming. This study also includes a sample curriculum prepared for PBL. In this way, all on-set training can be done using the PBL method and students get a 21st century experience. They also get the opportunity to improve their skills. PBL is an innovative and process-oriented learning method and is supported by the Ministry of Education (MoE). The prepared curriculum also includes the learning plan and measurement and assessment scales (rubrics). We anticipate that this package will be effective and useful in providing students with 21st century job skills and abilities in the field of industrial automation engineering, both online and face-to-face.

As information and communication technologies and learner characteristics in higher education develop, so do distance education methods, which are implemented at various levels by higher education institutions. The involvement of students in the learning process is one of the most crucial factors to consider throughout the distance education application transformation, which might change depending on the conditions. At this point, it can be stated that the intrinsic motivation levels of learners involved in distance learning play a decisive role in participating in learning processes. Therefore, examining the intrinsic motivation levels of distance learners is seen as an element that needs to be emphasized. This justifies the study's goal, which is to analyze the intrinsic motivation levels of students who get distance education from higher education institutions concerning factors including age, gender, employment, and educational status. The relational survey model, one of the general survey models, was utilized in this study, which included 327 distance learners. In terms of distance education applications, the findings of the study have a guiding nature for the administrators working in higher education institutions. The analyses carried out revealed that there were no significant differences in the intrinsic motivation levels of distance learners according to their gender, employment situation, or level of education. Furthermore, it has been found that as people get older, their intrinsic incentive for learning grows. A list of recommendations based on the data gathered within this study is provided at the end.

In this study, it was aimed to evaluate the views of pre-service science teachers on project studies with SWOT analysis. Phenomenological design from qualitative research method was used in the study. The study group consisted of 42 students who are continuing their education in science teaching program in a state university in Central Anatolia Region. Documents were used as data collection tool. Inductive content analysis was used to analyse the data. Freshman stated being able to do research and working in a planned way; senior stated being able to do research and problem solving as their strengths at a higher rate. Freshman expressed more opinions on lack of self-confidence and low creativity skills as weaknesses, while senior expressed more opinions on inability to prepare original projects and inability to use technology. In terms of opportunities, freshman expressed financial support and rewarding quite a lot, while senior expressed more opinions in the codes of receiving support from the environment and institutions, teacher support, and project fairs. Freshman and senior stated that there were similar threats to their project work. Suggestions were made within the framework of the findings obtained in the research.

Learning about the Earth through geoscience education is important in order to make informed decisions about the future of the Earth. The aim of this study is to examine students' conceptual development on geoscience subjects based on inquiry-based learning. 7th grade students participated in this study. The researcher prepared lesson plans and activities connected with the aforementioned subjects in accordance with the inquiry-based learning model. In this study, the "Geoscience Concept Achievement Test (GCAT)" was used in order to obtain quantitative data, and it was applied as a pre-post test and also a retention test. Qualitative data obtained from 8 students, selected from the working group using the maximum sampling method, Science Writing Heuristics (SWH), interviews with the students, worksheets and assessment tests were used as qualitative data collection tools. The geoscience education program was implemented for 8 weeks. The results from quantitative and qualitative data showed that geoscience education positively affected 7th grade students' conceptual understanding of geoscience subjects. The results of the students' GCAT pre-test, post-test, retention test, SWH data, weekly interviews with the students and final interviews, revealed that the learning and teaching process applied in geoscience education positively affected their conceptual development regarding the subject of geoscience.

This study investigates the way a kindergarten teacher implemented a three-stage project to support children's map understanding. The project, the Map and Play, was designed to help children understand the relationship between reality and its abstract representation. The guided play was adopted as the pedagogical approach because it empowers children to make independent decisions, encourages critical thinking, and offers opportunities for exploration. At the same time, adults take part in purposeful activities alongside the children. The research employed an ethnographic methodology involving classroom observations, video recordings, and interviews. Content analysis was used to explore the data sources. The results illustrated the stages taken to introduce children to the idea of map considering scientific research about how to foster map understanding. The data displays occasional mistakes made by the teacher, offering valuable insights into the dynamics of classrooms where similar activities might be introduced. The MPP was a promising experience for kindergarten children in enhancing their map reasoning and use of spatial language. Still, there is a need for teacher training to guide this complex learning process effectively.

Demonstrating higher-order thinking skills is crucial for thriving in a volatile, uncertain, complex, and ambiguous (VUCA) environment. In science education, inquiry-based learning has increasingly been recognized as a potent approach to stimulate students' higher-order thinking skills. While prior research has shown evidence of its positive impact on student achievement, no study has critically synthesized its effect on students' higher-order thinking skills in the context of science learning. Thus, this study conducted a meta-analysis following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. The study extracted twenty-six (26) effect sizes from twenty (20) studies, involving 1,349 students exposed to both inquiry-based and conventional approaches. Using the Comprehensive Meta-analysis Software, effect size (Hedges g) was calculated to determine the magnitude of the effectiveness of inquiry-based approaches. The overall weighted effect size of g = 0.893 demonstrates that inquiry-based approaches have a significantly large and positive impact on students' higher-order thinking skills. Moderator analysis suggests that regardless of students' educational level, scientific discipline, or level of inquiry, the use of the inquiry-based approach in teaching scientific concepts maximizes students' higher-order thinking skills. Although various inquiry-based approaches were effective when combined with other instructional strategies for teaching scientific concepts, only a few studies integrated technology into the implementation of inquiry-based approaches in science. Given the positive findings of this meta-analysis, science teachers are further encouraged to adapt inquiry-based approaches to enhance their teaching practices and support students in strengthening their higher-order thinking skills.

This systematic literature review presents a review of the effects of integrated language arts, science and technology (ILS&T) instruction, with an inquiry- or design-based pedagogy, in elementary schools on student achievement. To this end, an overview of the characteristics of the 19 included studies and their interventions is first presented. Second, the effects of interventions in relation to the study characteristics and outcome variables were examined, by comparing the mean effect sizes. The findings demonstrate positive effects of ILS&T instruction for all reported student learning outcome variables. Third, the relation between characteristics of the intervention and effect sizes was analysed. Interventions with higher levels of integration, a short duration, and teacher professional development activities produce higher effect sizes. These findings are relevant for the design of ILS&T interventions. The analysis was challenged by a lack of detailed information in study and intervention descriptions, which prompts a call for scholars to provide more comprehensive information in their intervention studies.

A differentiated science activity was created for gifted students. The focus is on Sustainable Development Goal 15 (SDG-15) for life on land, enhancing engagement, self-regulated learning skills, and scientific creativity in gifted students. The activity spanned eight lesson hours, with tasks encouraging observation, inquiry, and creative thinking. Evaluation included achievement, process, and product forms, along with teacher observations and student feedback. Differentiating the learning environment and process through the utilization of Metaverse and immersive virtual reality technologies is crucial as it affords gifted students the chance to explore novel strategies in differentiated science education. In this particular context, three 3D scenes were created and imported into the Imedu Metaverse platform. Students used laptops to view 3D scenes at three separate occasions. During their visits, they examined living and non-living components of the forest ecosystem, including natural life and environmental conditions. Students experienced immersion with Oculus Quest 2 VR headsets. Following this encounter, they participated in querying procedures. Before and after utilizing applications within the Metaverse, efforts were made to enhance awareness of SDG-15 and foster scientific creativity.

This study investigated (i) the effect of inquiry-oriented laboratory activities on preservice primary school teachers' (PPSTs) achievement in science process skills (SPS) and science teaching efficacy beliefs, and (ii) changes in groups' reflections of SPS in the laboratory reports as they engaged in the activities. There were 71 PPSTs enrolled in a science laboratory course. Of the 71 PPSTs, 61 who completed the Science Process Skills Test and Teachers' Sense of Efficacy Scale both at the beginning and at the end of the course constituted the sample for the former purpose of the study. On the other hand, 71 PPSTs formed groups to work on the laboratory activities and reports collaboratively, which resulted in a total of 17 groups that were involved in the study for the latter purpose. Findings indicated that PPSTs' achievement in SPS and reflections of SPS in the reports improved in the inquiry-oriented laboratory environment. Furthermore, experiencing the intervention contributed to PPSTs' science teaching efficacy beliefs for instructional strategies, student engagement, and classroom management. Implications for teacher education programs and recommendations for future research are presented.

Considering the structural similarities between STEM education and architectural education, it is thought that architectural education, which has a deep-rooted history, may be useful for improving STEM education. This research was planned to gain useful inferences for STEM education by trying to get to know architectural education. In this study, ethnographic field research method was used. During the four-week observations, students made presentations with projects, models and plan drawings. In this process, teachers' criticisms and students' defenses were analyzed through the data table. By discussing the identified elements of architectural education, at least six innovations and/or meaningful results were revealed in the context of STEM education. These are: (1) Students should be given the opportunity to solve open-ended problems on their own and should be encouraged to learn through trial and error in this process; (2) Students should be highly motivated when dealing with open-ended problems, for example, STEM project courses should be turned into graduation qualifications; (3)The importance of real-life context in STEM education should be emphasized and problems should be a part of life; In this context, sustainability and economic value dimensions should be highlighted; (4) At secondary and primary school levels, children should be encouraged to learn by experiencing and manipulating materials in the context of problems; (5) Courses that will improve technical drawing skills should be added to STEM education programs; and (6) In STEM disciplines, teachers should ensure theory/practice balance at the undergraduate level, and evaluations in applied projects should be made by a jury system.

Understanding the potential transformation brought about by integrating the flipped classroom methodology with rich and dynamic learning platforms like the Metaverse, in terms of usability, students' academic performance, and intrinsic motivation, holds critical importance for adopting innovative strategies in the field of education. This study describes an attempt to integrate flipped learning method into a medical English course by using an active learning strategy supported by a Metaverse-based environment. Therefore, the present study aims to compare the synchronous online flipped medical English classroom supported by a Metaverse-based platform and the conventional medical English classroom supported by the synchronous distance education and to examine the effectiveness of Metaverse-powered synchronous online flipped learning on medical students' academic achievement. For this purpose, a mixed method was used to conduct the study. A quasi-experimental design was adopted for the quantitative dimension of the research. The students in the experimental group engaged in the activities with the help of the Spatial AR environment, a Metaverse platform enhanced with three-dimensional (3D) objects and allowing peer interaction, In the qualitative aspect of the study, the data were collected through a focus group interview, in which a semi-structured interview form was used. The participants of the study consisted of 100 first-year medical students at a state university in Türkiye. The results revealed that the experimental group students outperformed the control group students regarding academic achievement. In addition, the mean score of male students was higher than that of female students in the experimental group. As a result of the qualitative data analysis, eight themes emerged from the created codes. Students stated that learning medical English through the flipped classroom supported by Metaverse-based technology was enjoyable and that it increased their interest. Regarding learning outcomes, the most prominent benefits were permanent learning, comprehending the subject easily, deep learning, and embodying abstract concepts. Concerning language skills, students expressed that synchronous online flipped learning assisted by Metaverse-based technology helped develop their reading and listening skills as well as to learn new vocabulary. On the other hand, some students reported negative thoughts about the Metaverse platform due to technical problems and about flipped classroom activities because they found some of them time-consuming. The present study suggested that synchronous online flipped medical teaching model assisted by the Metaverse could positively affect the academic achievement of students. However, it is recommended to investigate the most effective practices that will meet the needs of students in different contexts.

This study aimed to explore the perceptions of English Language Teaching (ELT) students regarding 21st century skills and learning environments. A qualitative content analysis method was used, which involved conducting semi-structured interviews with 62 ELT students. The findings of the study revealed that ELT students perceive critical thinking, problem-solving, collaboration, creativity, and effective communication as essential 21st century skills. They also believe that these skills can be developed through engaging and dynamic learning environments that incorporate technology, project-based learning, and real-world applications. The results of this study have important implications for ELT educators and curriculum developers, as they suggest the need to create learning environments that are engaging, dynamic, and incorporate technology, project-based learning, and real-world applications. The findings also highlight the importance of preparing ELT students for success in the 21st century by developing 21st century skills. This study provides valuable insights into ELT students' perceptions of 21st century skills and learning environments, which can inform the design of ELT curricula and the development of teaching practices.

Background: Online collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain. Objectives: The study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation. Methods: A quasi-experimental design with a pretest-posttest control group was used in this study. A total of 60 eighth-grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry-based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale. Results: The experimental group demonstrated significantly higher post-test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools. Conclusions: The findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes.

The primary aims of environmental education and courses at universities are for students to develop an environmental mentality and to be able to apply that mindset to solving real-world issues. In this study, pre-service elementary students participated in active learning environments through creating educational radio program activities by researching scientific information on seven topics: water, air soil, global warming, population, green chemistry and artificial intelligence. Presentations of their radio programs were followed by construction of mind maps to exhibit knowledge of the environmental concepts they had learned. This approach demonstrated useful knowledge for future classroom applications for teaching about environmental issues. Mind maps were used to help university students establish patterns between concepts and thoughts, understand cause-effect relationships, and organize and systematize their complex knowledge about environmental issues. A case study design was implemented. Participants were second-year students enrolled in a public university's Elementary Teaching Program in Izmir, Turkey. Results indicated that the incorporation of educational radio activities with mind maps to consider the most prominent environmental education issues and their alternative solutions raised students' awareness of how lesser-known issues are related to the environment. Students concentrated on a cognitive and affective process; learning to look at multidimensional environmental issues from many viewpoints by adding new concepts to those they previously knew.

This study aimed at designing instructional material named Biotechnology Instruction Module (BIM) which is enriched with active learning methods to enhance the 8th grade students' learning of the topic. The development of the teaching materials proceeded within the stages of the ADDIE instructional design model. The final form of the instructional module comprised active learning materials of DNA Isolation Experiment, Bulletin Boards, 4x2 Biotechnology Learning Station, Case Studies Text, and "What Would You Do If You Were…?" activities. Instructional module covers the topics such as genetically modified organisms (GMO), gene therapy, cloning and bioremediation. The "Biotechnology Instruction Module" is expected to help students to learn in a meaningful way the rapidly changing and renewed biotechnology issues, to foster knowledge and understanding of key issues, to promote socioscientific discourse in class, and to encourage higher order thinking skills. All the data show that the instructional module applied in the real classroom environment is successful in realizing the learning objectives of the subject of biotechnology.

This study aims to reveal the astronomy-related self-efficacy beliefs of pre-service teachers studying science education, primary school education, and social studies education programmes. The study is conducted using the survey design, a quantitative research method. The study sample consists of 322 pre-service teachers in their third or fourth year of a science education, primary school education, or social studies education programme at a university in Turkey's Central Anatolia Region during the 2016 fall semester. The Astronomy Teaching Self-Efficacy Belief Scale developed by Günes was used as the data collection tool. SPSS 22 was used to analyse the data, and the analyses benefited from descriptive and inferential statistics. Based on the findings, the pre-service teachers' total scores for astronomy self-efficacy showed no significant difference in terms of certain variables (i.e., gender, age, year, and having taken a previous astronomy course). However, significant differences were found regarding self-efficacy scores in terms of the programme and having taken part in astronomy and sky-gazing activity. Concerning the obtained results, the following suggestions can be made: pre-service teachers should be actively involved during the astronomy course, and their classroom management experiences should be promoted to improve their astronomy self-efficacy belief levels.

This study aims to determine the predictive effect of attitudes toward digital technologies, gender, grade level, and internet usage time on project based virtual learning qualifications (PBVLQ) of secondary school students. The research design is a predictive correlational study. The sample of the research was 703 6th, 7th and 8th grade students in a small town in the southeastern region of Anatolia in Turkey which was selected with the convenience sampling method. In order to collect data, Project Based Virtual Learning Qualifications Scale, and Digital Technology Attitude Scale were used. The data were analyzed by structural equation modeling. According to the results, it was determined that students' attitudes towards digital technology significantly predicted PBVLQ in large effect. In addition, according to other results, it was determined that gender and internet usage time directly predicted the attitude toward digital technology, and indirectly predicted project-based learning virtual qualifications through attitude towards digital technology. In line with the data obtained from the research, it can be suggested to provide learning environments that will increase the attitudes of secondary school students toward digital technology and to increase the PBVLQ.

The purpose of this research was to evaluate the effectiveness of the brain-based learning style cycle. In the research, a pre-test and post-test quasi-experimental design without a control group was used. The research study group consisted of sophomore (2nd year) students studying at Duzce University Faculty of Education, Psychological Counseling and Guidance Department in the fall semester of the 2020-2021 academic year. There were a total of 111 students, 84 females and 27 males. The course was structured according to the Brain-Based Learning Style Cycle. Research data were collected using the "Attitude Scale Towards Cooperative Learning", the "Teacher Self-Efficacy Scale", the "Metacognition Thinking Skill Scale" and the "Student Letters". At the end of the research, it was concluded that the students had positive attitudes towards the model. It was determined that the model created a significant difference in students' attitudes towards cooperative learning, teacher self-efficacy beliefs, and metacognitive thinking skills.

This study aims to explore how gamification elements influence the development of the Community of Inquiry (CoI) in an online project-based programming course conducted on Facebook. We formed student groups by using a quasi-experimental design from students studying in the computer science department. While both courses were project-based, the experimental group's project development process was enriched with gamification elements. We collected data from the CoI survey, transcript analysis of online discussions, and interviews with students. The results indicated that the use of gamification elements contributed significantly to students' social, cognitive, and teaching presence development. Besides, while a high level of CoI perception was created in both groups in the online project-based learning environment, the design and organization role of the instructor came to the fore in the gamified environment more.

This study aims to examine the effect of problem posing-based active learning activities on students' problem-posing skills and problem-solving achievement. To this aim, an experimental design with pre-test post-test control group was employed. The participants consisted of two groups of sixth graders, one experimental group (N=23) and one control group (N=25). Students in the experimental group were exposed to seven problem-based active learning activities over the course of six weeks. The study used problem-solving and problem-posing tests to collect data. The results revealed that even though the intervention was not statistically significant, the increase in the problem-solving mean score of the experimental groups was higher than that of the control group. Problem posing pre- and post-test scores of the experimental group differed statistically significantly with a high level of effect size ([eta squared] = 0.80). Finally, educational implications are discussed, and recommendations are made for future research.

This study aimed to investigate the effects of gamification on active and reflective learners' engagement and cognitive load. It also compared both groups' experiences in a 10-week gamification process. It employed triangulation, one of the mixed research designs in this study. Participants consisted of 70 undergraduate students (45 active, 25 reflective learners). According to the results, both active and reflective learners had a high rate of behavioral, emotional, and cognitive engagements in gamification and low cognitive load. There was no significant difference between the groups' engagement and cognitive load. It was determined that the Challenge and Competition, Engagement in Group Tasks and In-Class Activities, Leaderboard, and Reward System were common themes regarding the pros and cons of the gamification process. The "Challenge and Competition" theme had the highest frequency in terms of the pros of the gamification process, whereas the "Engagement in Group Tasks and In-Class Activities" theme had the highest cons. Although common themes related to the pros and cons of gamification were available, similarities and differences were determined by active and reflective learners' opinions on various codes in themes. Consequently, characteristic features affected the reaction toward gamification elements and processes.

This study investigates the effectiveness of using a REACT strategy instruction enriched with guided inquiry-based experiments to improve 7th-grade students' understanding of mixtures compared to conventional teacher-centered instruction. A convergent parallel mixed-method design was used, and 39 middle school students were divided into experimental (N=19) and control (N=20) groups. In the experimental group, REACT strategy instruction, whose experimenting stage was implemented using inquiry-based experiments, was carried out. In the control group, conventional teacher-centered instruction was conducted. Four concept cartoons were used for data collection. In addition to quantitative analyses, individual profile maps were drawn, and students' explanations in the "Because" section of the concept cartoons were analyzed to gain deeper insight into students' conceptual change. According to the results, a REACT strategy instruction enriched with guided inquiry-based experience effectively improves 7th-grade students' understanding of mixtures and rectifies misconceptions compared to conventional teacher-centered instruction. Based on the results of the study, it can be recommended to use the REACT strategy teaching model enriched with inquiry-based experiments for remedying students' misconceptions and to use concept cartoons not only as a learning strategy but also as a tool for data collection, which will enable better evaluation of students' misconceptions.

The aim of this study is to investigate the effects of Project-Based Learning (PBL) and Flipped Classroom Model (FCM) supported by PBL on sixth grade students' academic achievement, retention of knowledge, and individual innovation competence. A quasi-experimental design with a pre-test and post-test control group was used in the study. While the PBL method was applied to the first experimental group, FCM-supported PBL was applied to the second experimental group. In the control group, teaching was carried out according to the science curriculum. The study was conducted with 80 sixth grade students from three classes during the 2021-2022 school year at a public middle school in Mugla, a province in Turkey. The Matter and Heat Achievement Test (MHAT) and the Individual Innovation Competence Scale (IICS) were used as pre- and post-test measurements. The results revealed that the students who participated in the PBL group and FCM-supported PBL achieved significantly higher post-test scores than those in the control group, indicating increased academic achievement. However, no significant difference was found between the groups in terms of individual innovation competence. It was also observed that the PBL group had significantly higher retention scores than the control group. Investigating the long-term effects of these instructional approaches across different subjects and grade levels would be beneficial.

The aim of this study is to investigate the effect of active learning on students' achievement in the unit of magnetism. It is important to create proper teaching environments in order to ensure the active participation of students in learning processes. Many different methods and techniques may be used for active participation. Detailed information should be provided for the teachers on how these methods and techniques can be implemented. For this reason, an active learning environment was created in the present study by way of using worksheets accompanied by experiments, simulations, modelling, garden activity and games. It was explained how these activities are implemented for each of the acquisitions related with the magnetism unit topics. The study employed sequential explanatory mixed design. The subject of this study consisted of 98 eleventh grade students in a high school in Türkiye. The data were acquired via an open ended and multiple-choice conceptual achievement test, observation forms and interviews. The findings obtained illustrated that active learning applications increase academic achievements of students at a statistically significant level. In addition, it was concluded that active learning applications make a positive impact on the interest, attitude and motivations of the students towards the physics course. The results show that magnetism unit topics are effective in providing a conceptual change. It is suggested to use the applications shared in the present study for the teaching of abstract subjects such as magnetism. In this way, it may be possible to create learning environments that will enable instructors to reach the desired goals.

Within the achievements of life science, a course in primary education; students are expected to have knowledge and skills about cultural heritage elements in their immediate surroundings, family cooperation and solidarity, the Turkish flag and the National Anthem, Atatürk's childhood, cooperation and participation in group activities, natural events and measures to be taken against natural disasters. In line with these achievements, it is aimed to quantitatively investigate the effect of a project-based learning (PjBL) approach on students' academic achievement (AA). This study was carried out with 41 students attending the 2nd grade and taking the life studies course in a primary school in Türkiye. First of all, the unit of "Life in Our Country" was briefly explained as preliminary information on the current curriculum and the AA test prepared by the researcher, which we called the pre-test, was applied to this group of students. Afterward, the project topics prepared by the researcher by the unit gains were given to the students and they were asked to complete these project assignments giving them a certain time. After completing and presenting the given project assignments, the AA test was applied again to the same student group as a post-test. In addition, feedback was received in this process to determine whether the students did their project assignments themselves and from whom they received help. With the help of the data obtained, the student's AA was calculated according to their support status.

The aim with this study was to examine how, from the teachers' and students' perspectives, the project-based learning approach was applied in science and technology lessons. The research was conducted through a case study with qualitative research methods. The data of the study were obtained from semi-structured interviews with 38 students and 11 science and technology teachers. This data were analysed by descriptive analysis which is a qualitative data analysis method. The results of this study show that the teachers described the project-based learning approach as an inapplicable approach in schools. Teachers advised a reduction of curriculum content and a reduction in class sizes. We understood that the other phases of the project processes that started with the selection of project topics at school were done with the help of the students' families at home. It also became clear that during the evaluation process, the teachers took the students' own efforts into consideration. We determined that most of the students who participated in the projects in the science and technology course were free to choose their project subjects. It also became clear that students preferred to do projects in the science and technology course. At the end of the research report, suggestions based on the results of the research are made.

This study aimed to determine the effect of project-based education on children's early literacy skills. Experimental design with pre-test-post-test control group was used in the research. The study group of the research consisted of a total of 36 children in the experimental (n: 18) and control (n: 18) groups, who attended independent kindergartens affiliated to the Ministry of National Education in the city center of Afyon, which were randomly selected from the population. As a data collection tool in the study, the "General Information Form" developed by the researchers to collect personal information about children and families (gender, number of siblings, duration of pre-school education, parents' ages, educational status, occupation) and to evaluate early literacy skills the "Test of Early Literacy" (TEL) developed by Kargin, Güldenoglu and Ergül (2015) were used. A project-based education program was applied to the children in the experimental group, 3 days a week for 8 weeks. A statistically significant difference was found between the pre-test and post-test mean scores of children in the experimental and control groups on all TEL and its subdimensions, in favor of the scores they obtained in the post-test. Because of the positive change in the experimental and control groups, the differences between the pretest and post-test scores were compared between the children in the experimental and control groups. As a result of the comparison, a statistically significant difference was found in favor of the experimental group.

Global climate change is one of the most significant challenges of the twenty first century, requiring its integration into K-12 science education curricula to foster informed and climate-literate citizens. However, challenges remain in effectively teaching climate change, including a lack of instructional materials and a reliance on traditional teaching methods that limit student engagement and understanding. To address these challenges, this study developed a unit that combines socioscientific issue-based instruction, scientific modeling, and systems thinking to improve climate education. The unit was implemented by a teacher trained in the Socioscientific Issues and Model-based Learning (SIMBL) framework and showed promising results. Students demonstrated an improved understanding of climate complexity, as evidenced by the inclusion of multiple factors in their system maps and the justification of policy decisions based on their knowledge. In addition, the integration of media literacy tools improved students' critical engagement with online content. Overall, the SIMBL unit facilitated transformative learning experiences that empowered students to understand and address the multifaceted challenges of climate change. The study suggests implications for teachers and advocates for adapting the sequence to various standards and socioscientific topics beyond climate change.

The present study aimed to test the effect of the problem-posing instruction experimentally based on the extended active learning framework on the development of Turkish middle school sixth-grade students' (N = 19) problem-posing and -solving skills with whole-number operations. The training programme was completed in 13 lessons over a seven-week period. The posed problems were analysed based on their mathematical validity and semantic complexity, and their solutions were analysed using a four-phase rubric. The students significantly improved their problem-posing and -solving skills. Furthermore, students improved their skill to pose more complex problems in terms of number and type of semantic structures after the training programme.

Being a collaborative professional development model and contributing to the collaboration and communication skills of the group members, lesson study was coined in Japan and has been applied in many countries since then, which supports and enhances the professional development of teachers or pre-service teachers. Although literature abounds in studies on lesson study or on 21st-century skills, there is no study examining the impact of lesson study on 4Cs. Therefore, adopting an intrinsic case study approach, this paper examined to what extent a lesson study implementation influenced pre-service teachers' 21st-century skills in the Turkish context where lesson study is not an embedded tradition. Participants were six senior students of English language teaching. The data generated were wide-ranging: recordings of meetings, teachers' in-class observation notes, 4Cs checklist, recorded pre- and post-interviews, lesson study observation forms, and post-lesson evaluation forms. Findings showed that 21st-century skills of pre-service teachers were developed, and pre-service teachers started to REASON the issues they face in the classroom, PRODUCE alternative way(s) to overcome troubles or support learning, and SHARE their experiences and solutions with colleagues sincerely in a collaborative atmosphere. However, one intriguing finding is that, in a context which does not embed lesson study, if the process is not internalized, it may cause the future teachers to be loath to reason, produce and share due to the lack of self-efficacy as well as the fear of being criticized.

In this quasi-experimental research, the effect of the inquiry-based 5E instruction on students' learning of the topic of the main subatomic particles forming the atom as well as on their level of motivation was examined. The sample for the study comprised 45 ninth grade students enrolled in two randomly selected classes at a public high school located in a city center in the Aegean region, in the west of Turkey. The topic of main subatomic particles was taught to the experimental group students (n = 21) by inquiry-based 5E instruction, while the control group students (n = 24) were taught the topic using traditional instruction methods. The length of the study was 3 weeks. An academic achievement test which consisted of four open-ended questions and a chemistry motivation scale which was composed of 5-point Likert-type 30 items were administered to both groups as a pre-test and as a post-test. The data were analyzed using the independent-samples t-test and paired-samples t-test statistical analyses. The results showed that inquiry-based 5E instruction on the subatomic particles forming the atom has a significantly positive impact on academic achievement as compared to traditional instruction. Compared with traditional instruction, it was observed that using the inquiry-based 5E instruction did not produce a higher effect on student motivation. Based on the findings, this study provides suggestions that chemistry teachers, educators, and researchers can benefit from.

This study presents a STEM activity titled "A Paleontologist's Task: Fossils" designed based on the 5E learning model. The activity was implemented within the unit of "Earth's crust and Earth" in a science lesson with 22 fourth grade students attending a public primary school in Düzce/Turkey in the 2020- 2021 academic year. As part of the activity, the students created fossil models. Later, they uncovered the fossils buried in the schoolyard, working like paleontologists with the help of various tools. They used their knowledge and skills related to STEM disciplines in the role of a paleontologist and using the logic of a scientist. According to the observation notes taken during the lessons, the students had a fun and enjoyable learning experience by engaging in this STEM activity. In addition, it was observed that there was an improvement in students' cooperation skills as well as their interest in the paleontologist profession.

Although grammar has been central to L2 research and methodology over the years, the approaches to teaching grammar have long been a controversial topic in teaching English as a foreign language (EFL) even today when we are introduced with innovative methods especially with technology. Considered as an innovative and effective instructional approach, Flipped Learning (FL) might have the potential to transform the instructional design of the traditional teacher-led classes through the integration of technology and active learning strategies. To explore the role of flipped learning in the EFL context, the researchers investigated the impact of flipped learning on students' development of grammar proficiency and their attitudes towards the new instructional model. A total of 37 students (19 subjects in the experimental group, 18 subjects in control group), who learn English as a foreign language at a state university in East Europe, participated in this study. The study employed a quasi-experimental mixed-methods research design using a variety of data collection instruments including pre-and post-tests on grammar proficiency, a questionnaire (Flipped Grammar Class Attitude Questionnaire) and semi-structured interviews. The results showed that learners trained through FL considerably surpassed the non-flipped group in terms of their success in English grammar. Furthermore, FL was found to have notably enhanced the students' involvement, engagement, and performance. The results provide insights into the implementation of FL in the EFL context. Further studies might investigate the efficiency of multimedia materials, including animations or video lectures in the use of flipped instruction.

In this study, it is aimed to determine the effects of active learning activities on viola students' performance and motivation. One group pretest-posttest experimental design was used in the study. The study group consist of 10 students, 7 of them receiving Viola training within the scope of the Individual Instrument course at Gaziosmanpasa University Fine Arts Education Department Music Education Department and 3 students within the scope of Turkish and Western Music Instruments course at Tokat Fine Arts and Sports High School. During the eight-week practice, with the students in the study group, active learning-based activities which are prepared for the viola training were carried out with students in the study group. In the study, as a means of data collection, by adapting 'Exam Performance' dimension of 'Violin Lesson Performance Form' to the viola, the 'Motivation Scale' part of 'Motivated Strategies for Learning Questionnaire' were used. According to the results of the study, it was determined that the activities based on active learning increased viola performance success, and influenced the students' motivation for viola lesson positively.

This research was designed to examine the effect of guided inquiry-based learning (GIBL) integrated with enterprise education (EE) entrepreneurial competencies (perseverance, creativity, professionalism) on the part of 74 eighth grade Turkish students. A quasi-experimental design was used for conducting this research. The intervention process was carried out during the teaching of the eighth grade "liquid and solid pressure" unit. The current teaching curriculum was applied to the comparison group (CG) students. The GIBL approach integrated with EE was applied to the experimental group (EG) students over a five-week period. The research data were collected using an instrument entitled the "Entrepreneurship Skills Scale". Independent samples t-test, paired sample t-test, and a one-way ANCOVA test were used to analyze the research data. As a result, it was determined that GIBL integrated with EE, had a positive effect on the general entrepreneurial competencies of the students. It was also found that the GIBL integrated with EE had a positive effect in the professionalism sub-dimension of the EG. However, it was found that the GIBL integrated with EE had no effect on the creativity and perseverance sub-dimensions of the EG. In future research, researchers can examine the impact of the GIBL integrated with EE on different entrepreneurial competencies in a science course.

In this study, it was aimed to investigate the effects of guided inquiry learning approach-based laboratory applications on the scientific reasoning skills of pre-service science teachers with different cognitive styles. Additionally, the opinions of pre-service science teachers with different cognitive styles about the effects of the application carried out in the study on the improvement of their scientific reasoning skills were also examined. The sample consisted of five pre-service science teachers studying at a state university in the west of Turkey. In the study, the partially mixed sequential dominant status design, which is a mixed-method research design, was used. The scientific reasoning skills of the participants were determined by using the Classroom Test of Formal Reasoning, and their cognitive styles were identified with the Group Embedded Figures Test. The opinions of the participants were taken through focus group interviews held after the application. As a result of the analysis, it was observed that the participants with field-dependent and field-intermediate cognitive styles achieved more targeted outcomes compared to those with field-independent cognitive styles. The potential relationship of this finding to the use of the guided inquiry learning approach and the hypothetico-deductive reasoning cycle during the applications was analyzed in terms of the concept of information processing, and recommendations were made for researchers. [The appendices included in this article are not numbered.]

Limited studies investigate the high school teachers' challenges and strategies while teaching science and mathematics in English as the target language through the content and language integrated learning (CLIL) approach. Hence, this study aimed to investigate the challenges that science and math teachers encounter and the strategies they employ while fostering students' development of proficiency in English as the target language in physics, chemistry, biology, and mathematics courses in the International General Certificate of Secondary Education (IGCSE) and International Baccalaureate Diploma Program (IBDP). The study utilized various qualitative tools such as semi-structured interviews, open-ended questionnaires, and lesson observations to analyze science and math teachers' strategies and challenges at a case school in eastern Turkey. The study revealed that as part of the CLIL approach, the participant teachers indicated various challenges such as a lack of vocabulary repertoire, translation problems, and weak foundational knowledge. They used common strategies such as group work interactions, interdisciplinary activities, individualized feedback, the promotion of higher-order thinking skills, inquiry-based learning, and reinforcement of language used to deal with these challenges. The study presents further implications for good practices and recommendations to resolve challenges.

This research aims to determine the effect of the Research Methods Course organized according to the Layered Inquiry-Based Learning Model on students' skills, values, and attitudes. A pre-test and posttest quasi-experimental method without a control group were used in the research. The research has a mixed research feature in terms of data collection methods. The concurrent triangulation method, one of the mixed research methods, was used. The research study group was determined by the purposive sampling method. The study group consisted of 124 sophomore students studying at the Faculty of Education, Turkish Language Teaching and Elementary Education Mathematics Teaching Department in a state university in the spring semester of the 2020-2021 academic year. The course design was structured according to the Layered Inquiry-Based Learning Model. Research data were collected with the Critical Thinking Tendency Scale, Attitude Scale Towards Collaborative Learning, and Opinion Form. In the quantitative analysis, the Wilcoxon Signed Ranks Test was used for related measurements from nonparametric tests, and qualitative data were subjected to content analysis. At the end of the research, it is evident that the students gained personal and social skills, thinking skills and scientific research skills, and various values. At the end of the course, it was concluded that the students generally had positive attitudes towards the course, cooperative learning, and scientific research.

Project-based learning (PBL) involves real-life-based use of investigative, interactive and creative tasks that extend beyond the classroom and culminate in authentic products. PBL can be used as a means to promote tertiary-level EFL learning, yet there is little research on the issue in Turkish higher education contexts. This study develops a PBL model with research, translation, creativity and interaction components for tertiary-level EFL preparatory class students and investigates its perceived effectiveness. The data were collected by questionnaires and interviews and analyzed through statistical and thematic analyses. The findings showed that there were significant differences in the students' perceived competence in oral presentation skills, speaking fluency, speaking confidence, creativity in writing, creativity in visual or audiovisual output production, and time management before and after the treatment. Besides, thanks to PBL, the students were stated to experience research writing and translation. However, the PBL process was also found to be challenging due to the heavy workload. It is suggested the model be used in all kinds of EFL contexts including tertiary-level classes.

In the present study, the effects of using dynamic geometry software in active learning framework on students' problem posing skills and their views about problem posing were examined. The participants consisted of 16 eighth-grade students. Data were collected by problem posing tests, open-ended questions, student diaries, and dynamic geometry software supported tasks. The study, designed with the embedded mixed method, lasted 13 weeks. The dependent t-test was used in the analysis of quantitative data, and descriptive analysis was performed in qualitative data. Problem posing skills of students examined according to use of mathematical language, grammar and expression, suitability to acquisitions, quantity and quality of data, solvability, originality, solution of the problem criteria. In the present study, it was determined that the use of dynamic geometry software in active learning framework developed students' problem posing skills. The problems that students posed in the dynamic geometry software during the implementation process indicated improvement in terms of problem posing skills as the weeks passed. It was found that students had positive views about the problem posing process, while they experienced some difficulties in this process.

This research examines the effectiveness of the STEM Supported Inquiry-Based Learning Approach on the conceptual understanding of 7th graders. In the study, a mixed-method design was adopted. The research was carried out with 64 students studying in a secondary school. The study used a Conceptual Understanding Test (CUT) and an Interview Form as data collection tools. Quantitative data obtained in the research were analyzed using ANCOVA and T-test. Qualitative data were proceeded by subjecting them to content and descriptive analysis. Examining the study results, STEM Supported Inquiry-Based Learning Approach increased students' conceptual understanding in the experimental group and the Inquiry-Based Learning Approach in the control group. It was determined that the science teaching in the experimental group was more effective in the conceptual understanding of 7th graders. The students stated that the science teaching in the experimental group was fun, created excitement, made them feel happy, instilled cooperation and team spirit, and thought by doing and living. Depending on the results obtained from the research, it was implicated that STEM-supported education should be carried out by determining the engineering design process steps suitable for the middle school level.

This case study aimed to examine whether slow-motion animation and visual materials provide to enhance mental model developments of preservice science teachers (PSTs). A total of 34 PSTs (16 in visual material group and 18 in slow-motion animation group) participated into the study. A mental model application related to circulatory system subject, an observation form, and an open-ended interview form based on the slow-motion animation process were used to collect data. Content analysis was performed to systematically analyze the data. The results showed that the correct model-correct explanation ratios of the PSTs in the slow-motion animation group were higher than those in the visual material group. Based on the observations, the PSTs performed the slow-motion animation in five steps, and the group generally demonstrated these behaviors at the desired level. PSTs expressed their opinions about the slow-motion animation technique in interviews as learning by doing, having fun while learning, and technology supporting and facilitating learning. Using slow-motion animation in education is recommended since it creates an active learning environment for students.

This research aims to give an idea of the approach of mathematics teaching in primary schools in the early years of Republic of Turkey and compare it with the current approach of teaching within the context of Mathematics Teaching Knowledge (MTK). Therefore, the sample of the study was the article entitled "Arithmetic (Mathematics) Courses in Primary Schools" published in 1927 in one of the most influential education journals of Atatürk period -- "Education Journal". In the study, document analysis method was adapted. In the data collection process, initially, the article was translated from Ottoman Turkish to modern Turkish language. Later, the article was analysed through descriptive and content analysis in relation to the components of MTK. The results revealed that teachers were provided with recommendations referring to MTK components, namely association of mathematics with everyday life, use of materials, knowledge of conceptual relationships, level-appropriate teaching, and active student learning. It was also determined that the article put forward some other recommendations to primary school teachers addressing to the importance of improving advanced-level of thinking skills among students.

In this research, in the "Artvin gets Color with Science and Robotics-2" project, which was supported with the Project number 121B899 within the scope of the 2020/1 call period launched in the 15thyear of the Scientific and Technological Research Council of Turkey (TÜBITAK) 4004-Nature Education and Science Schools Support Program, students were taught in science, robotics, artificial intelligence, It is aimed to examine his views on the concept of science and the use of robotic systems after active learning and by doing different scientific activities in the fields of astronomy and nature. The Project was carried out with the participation of 30 secondary school 6th and 7th grade students. Student personal information form, robotic pre-questionnaire, robotic satisfaction test, "What do you think is science?" and "If you were a scientist, what would you like to invent?" were used as data collection tools in the research. A two-question questionnaire and a semi-structured form for robotics activities were used. Quantitative data obtained from the research were analyzed according to the content analysis method in qualitative data by giving frequency and percentage values. From the analysis of the data obtained, it was determined that the project made a positive contribution to the students' perspectives on science and robotics. As a result of the study, students' defined science as the effort to improve people's living conditions, to investigate unknown events in the universe and the world, to research, discover, produce and develop new things, and to change the World and people in which we live.

This paper investigated the effect of active learning techniques on academic performance and learning retention in the fourth-grade science course. This study adopted a quasi-experimental pretest-posttest control group design. Active learning techniques were applied in the experimental group, while the control group continued their routine education. The data were analyzed using a t-test. The results showed that the experimental group had higher academic performance and learning retention than the control group. Our results are consistent with the literature. Our experimental group participants had higher academic performance and learning retention than the control group participants. This suggests that active learning techniques enabled students to play a more active role in teaching/learning. Researchers should conduct longitudinal and mixed-design studies to understand the impact of active learning techniques more depth.

This research was supported within the scope of TÜBITAK-4004 Nature Education and Science Schools Program with Project number 121B899. In this research, it is aimed to evaluate the "Artvin gets Color with Science and Robotics 2" project, which was carried out with 30 secondary school 6th and 7th grade students between 2-8 August 2021 within the scope of TÜBITAK 4004-- Nature Education and Science Schools Projects. Science, robotics, artificial intelligence, astronomy and nature education activities were carried out in the project that was aimed to be evaluated. In the research, the end-of-day activity evaluation form, reflective pictures and semi-structured interview form were used to evaluate the project and the activities carried out in the project by the students who participated in the project as data collection tools. The research was carried out in the qualitative research method and the students' diaries, reflective pictures and the end of the project views were analyzed by content analysis. Almost all of the project participants stated that they found most of the activities instructive and entertaining, they enjoyed all the activities, they liked the environment in which the project was held, they would like to participate in the project again and would recommend the project to their friends. With this project, it is seen that students' interest in science, nature and robotics increased and they realized how important it is to protect nature. In addition, the majority of the students stated that they were interested in robotics. The students who participated in the project stated that they learned more permanently because they did all the activities by doing it themselves and they found the project useful.

English language teaching (ELT) at rural schools may pose challenges like insufficient resources and a lack of students' interest. Integrating real-life-based and learner-centred methods like project-based learning (PBL) into rural English classes may help improve the quality of ELT in such contexts, yet the issue still remains underexplored. This case study aims to devise a PBL model for the English classes at a rural school and investigate the effects of PBL on the development of linguistic and non-linguistic competencies as well as the benefits and challenges of the process along with suggested solutions. The data were collected through closed- and open-ended questionnaires, semi-structured interviews, and students' productions. According to the results, PBL was seen to affect students' progress in multidimensional ways. The data suggest that thanks to PBL, the students' interest and confidence in using English increased, and their English language proficiency improved. Besides, the students were found to have developed their real-life related skills like time management, creativity, autonomous decision-making, oral presentation, and computer use. However, PBL was also defined to be a challenging process requiring full devotion and a heavy workload. This study indicates PBL can be an effective means to improve the quality of ELT in rural education.