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Problem Statement: It is unknown how Science Teacher Candidates (STCs) recognize measuring instruments and indicate units that STCs will teach to their students, which they will constantly come across when they become teachers. Determining this case is important because it is believed that the results of this study will support the implementations that provide them with the ability to improve their measuring skills during their undergraduate programs. Purpose of the Study: The aim of this study is to determine how knowledge of STCs, in regard to measuring instruments and the units of qualities measured by these instruments, change according to their grades. Method: The sample of this study, which was carried out according to cross-sectional research methodology, was comprised of 259 STCs (freshmen [N = 58], sophomores [N = 68], juniors [N = 67], and seniors [N = 66]) at the department of elementary science teacher education in the faculty of education of a state university. The Measuring Instruments and Units Questionnaire (MIUQ), which is comprised of 17 measuring instruments that take place in science education programs and textbooks for primary schools and their units, was used as a data collection tool in the study. The data gathered from the study was analyzed through content analysis. Findings: Ninety-five percent of senior STCs answered correctly Celsius (oC) and Kelvin as units of temperature. Sixty-one percent of sophomore STCs answered heat as the quality measured by the calorimeter. Eighty-four percent of junior STCs did not provide an answer for the unit of heat. However, 64% of freshmen STCs stated weight as the quality measured by the bascule; 60% of them stated kg as the unit of weight. Ninety-one percent of junior, 82% of senior, 69% of freshmen, and 60% of sophomore STCs did not answer the quality measured by the manometer. Seventy-nine percent of freshmen and 72% of junior STCs did not answer the unit of quality measured by the graduated cylinder. Five percent of senior and 3% of sophomore STCs stated that the "V" symbol is the unit of speed. Conclusions and Recommendations: In the study, it was determined that STCs are misinformed about the qualities measured by measuring instruments, and they lack knowledge regarding the units of measured qualities. It is concluded that their knowledge of measuring instruments and units does not increase parallel to their grades.

This study was conducted with the purpose of examining how Prospective Science Teachers' (PST) Science Process Skills (SPS) develop according to different grades. In this study, a cross-sectional research approach in the form of a case study was used. The sample group consisted of a total number of 102 undergraduate students who were selected from four different grades [(First Grade = Freshman) N=33; (Second Grade = Sophomores) N= 23; (Third Grade = Juniors) N= 27; (Fourth Grade = Seniors) N= 34] at the Department of Science Teacher Education, in the Faculty of Education, the University of Giresun. As the data collection tool, a test of assessing science process skills included 12 questions (9 multiple choice and 3 open ended questions) was used in this study. The mean SPS scores for students from different grades were compared. Kruskall-Wallis H test was used to determine whether or not there were significant differences in the levels of the different grades PST' SPS. Although PST were expected to develop their SPS over the increasing grade levels from the first to the fourth grade, the findings of this study show that there is no linear development. (Contains 6 graphs and 6 tables.)

The purpose of this study was to test the influences of prepared instructional material based on the 5E instructional model combined with CCT, CC, animations, worksheets and POE on conceptual changes about floating and sinking concepts. The experimental group was taught with teaching material based on the 5E instructional model enriched with different teaching methods and techniques including: POE, worksheets, conceptual change text, concept cartoons and animation activities. And the control group was taught with teaching materials based on the 5E instructional model conducted by the Ministry of Education. The pretest, posttest and delayed posttest were applied to the experimental and control groups. Obtained data was analyzed qualitatively and quantitatively. It was seen that students in the experimental group provided more correct reasoning than did the control group in posttest and delayed posttest. Most of the students in the control group have not changed their alternative concepts in the posttest, although the experimental group students moved their alternative concepts in the posttest. (Contains 5 figures, 10 tables and 3 graphs.)

The purpose of this study is to develop a worksheet about the factors affecting solubility, which could be useful for the prospective science teachers (PST) to remind and regain their science process skills (SPS). The pilot study of the WS was carried out with 32 first grade PST during the 2007-2008 academic year in the education department at Giresun University, Turkey. Action research methodology was used in this study. Thoughts from experts were received during the development of the worksheet. The study had some limitations in providing concrete evidence as to how the WS based on SPS effects the PST SPS, since the paper is a suggestion. For this reason, to investigate its effectiveness in a comparative manner, further research should be undertaken. (Contains 4 figures.)

In this article we investigated 4th, 6th, and 8th grade students' misconceptions about light, sight, vision, source of light and examined students' conceptual development of these concepts at different grade levels. Data collection was done using five two-tiered test questions with one open-ended question, an interview about concepts and a drawing exercise. Questions were selected from previous studies done by different researchers and were adapted to Turkish. An experienced researcher and a lecturer commented on readability and comprehensibility of the examined test questions. Two-tiered test questions are used to find students explanations. The data frequencies are calculated and formed on tables. Collected data showed some distinguished and similar misconceptions among students' grade levels. These findings showed that light concept is constructed hierarchically in students' minds related to their ages; students' concepts were affected by their daily life experiences. It is suggested that teachers should be aware of students' misconceptions and daily life experiences in order to provide effective teaching. (Contains 14 tables and 5 figures.)

Examines the relationship between teachers' beliefs and their practices at Key Stage 2 (ages 7-11) in relation to the use of questioning. Explains that interviews and observation were used in collecting data from Key Stage 2 teachers at four British schools. Includes references. (CMK)

The nuclear receptor peroxisome proliferator-activated receptor alpha (PPARα) is emerging as an important target in the brain for the treatment or prevention of cognitive disorders. The identification of high-affinity ligands for brain PPARα may reveal the mechanisms underlying the synaptic effects of this receptor and facilitate drug development. Here, using an affinity purification–untargeted mass spectrometry (AP-UMS) approach, we identified an endogenous, selective PPARα ligand, 7(S)-hydroxy-docosahexaenoic acid [7(S)-HDHA]. Results from mass spectrometric detection of 7(S)-HDHA in mouse and rat brain tissues, time-resolved FRET analyses, and thermal shift assays collectively revealed that 7(S)-HDHA potently activated PPARα with an affinity greater than that of other ligands identified to date. We also found that 7(S)-HDHA activation of PPARα in cultured mouse cortical neurons stimulated neuronal growth and arborization, as well as the expression of genes associated with synaptic plasticity. The findings suggest that this DHA derivative supports and enhances neuronal synaptic capacity in the brain. Omega-3s for an active brain: Activation of the nuclear receptor PPARα in mice is neuroprotective and boosts memory. Liu et al. found an endogenous ligand for PPARα in the brain that may promote these effects. Proteomic analysis of rodent brain lysates and biophysical assays revealed that 7(S)-HDHA, a hydroxylated derivative of the omega-3 fatty acid DHA, bound to PPARα with high affinity. Treating primary cortical neurons with 7(S)-HDHA promoted dendritic outgrowth and arborization, as well as the expression of PPARα target genes that are associated with synaptic plasticity. Supplementing the diet of young male rats with DHA increased the amount of 7(S)-HDHA in the cortex. The findings further support the notion that omega-3 fatty acids may support synaptic function in the brain and show a potential mechanism underlying such benefits from dietary DHA. [ABSTRACT FROM AUTHOR]