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In the research, the effect of engineering design-based STEM activities on the school belonging to seventh-grade refugee students was examined. A mixed-method was used in the research. The research sample consists of 32 Syrian refugee students studying in the 7th grade in the fall semester of the 2019-2020 academic year. The study lasted for ten weeks, with two lessons per week. In addition, the "School Attachment Scale for Children and Adolescents" was used as a quantitative data collection tool. On the other hand, qualitative data collection tools were used as "STEM Education Reflective Diary Form, STEM Education Interview Form, and Teacher Interview Form," which were prepared based on quantitative scale items. Statistical methods were used to analyze the quantitative data obtained in the research, and content analysis was used in the qualitative data analysis. The quantitative data showed a significant difference between the pre-test and post-test scores. As a result, It was concluded that the engineering design-based STEM activities carried out contributed positively to the individual and social development of Syrian refugee students; their positive attitudes towards the lesson and the teacher impacted their sense of belonging to the school.

The research is aimed to explore the effect of STEM education on the motivations and epistemological beliefs related to science among talented and gifted students. A mixed research method was employed in collecting the data of the research. The sample of the research consisted of 20 5th and 6th grade students who were diagnosed to be talented. Before the activities, the Epistemological Beliefs Questionnaire and the Motivation Scale for Science Learning were applied to the students. The reflective journals were asked to fill in reflective journals after each activity and individual interviews were conducted after all activities were completed. A significant difference was found between the Epistemological Beliefs Questionnaire and the Motivation Scale for Science Learning pre-test and post-test scores at the end of the research. With the conducted interviews and results from the journals, positive changes were observed in students' self-confidence, motivation, and attitudes towards science lessons in training.

The aim of this study is to develop a scale that will determine whether there is a significant difference in the cognitive, affective and behavioral attitudes of healthcare staff towards radiation and its effects on the variables of the profession, gender, service year, institution and department they work. Using the radiation-emitting devices consciously by healthcare staff will fairly reduce unnecessary radiation for patients. In this context, creating a positive attitude among the healthcare staff about radiation will positively affect public health. In this study, a Likert-type scale consisting of 18 items was developed to measure the attitude of healthcare staff towards radiation. The scale prepared in line with the purpose of the study was shared on-line on the web page of the All Radiology Technicians and Technicians Association and scale data were collected from 115 volunteer participants working as healthcare staff. The validity, reliability, and factor analyses of the scale of the collected data were analyzed with the statistical program. The developed scale had four factors and the 1st factor was determined as "The Radiation Knowledge of the Practitioner"; the 2nd factor as "Radiation Sensitivity of the Practitioner"; the 3rd as "Practitioner's Sensitivity to the Patient" and the 4th as "Practitioner's Informing the Patient". It is observed that the four-factored structure of the scale explained 64.5% of the total variance and the Cronbach's Alpha coefficient applied for the reliability of the whole scale was found as 0.914.

The aim of this research was to explore the correlation between prospective teachers' attitudes towards STEM education, their lifelong learning levels, and individual innovativeness. A relational screening model was used, and 190 prospective teachers participated in the study. The research found a positive correlation between STEM attitudes and lifelong learning levels, as well as a positive correlation between STEM attitudes and individual innovativeness levels. Additionally, the research explored whether there were differences in STEM attitudes, individual innovativeness, and lifelong learning levels based on gender and study department variables. Moreover, the research also found a positive significant correlation between the levels of individual innovativeness and lifelong learning. The results showed that the levels of lifelong learning and individual innovativeness are significant predictors of the STEM attitudes of the prospective teachers. Additionally, no significant difference was found between the STEM attitudes, individual innovativeness, and lifelong learning levels of prospective teachers based on their gender. However, a significant difference was found in favor of the prospective science teachers in terms of their lifelong learning and STEM attitudes, when compared to the pre-school and primary school prospective teachers, in terms of their study departments. But there was no difference in individual innovativeness levels between their study departments.

In this present study, it was aimed to investigate the effect of teaching practices with real life content in light and sound learning areas. With this purpose, it was intended to determine the contribution of teaching practices with real life content (TPRLC) to the levels of pre-service teachers' skills to associate the light and sound learning areas with daily life. The research was designed with an experimental basis and data were collected with the pre-test, post-test pattern. The participants consisted of 30 university students who were in fourth grade in Secondary School Science Teacher Training Department. Data were collected with questionnaires including open-ended questions related to the Use of Learning Areas in Daily Life. With the results, it was found out that the levels of pre-service teachers in associating the learning areas with daily life doubled in light learning areas and trebled in sound learning areas.

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Copyright of International Online Journal of Educational Sciences is the property of International Online Journal of Educational 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.)

The purpose of this study is to determine the extent to which teaching staff are using constructivist approach in teaching methods and techniques they employ during lectures. Sample group of the study is provided by 389 students, 190 of which are enrolled at Science Teaching Department and 199 of which are enrolled at Class Teaching Department of Bayburt Faculty of Education. Measuring device developed by (Sözbilir, Şenocak and Dilber, 2006) was used during the study. Measuring device, consisting of 28 items, was examined by experts in the area and reliability test was conducted. At the end of the study, it has been determined that candidate teachers do not sufficiently employ their activities based on constructivist approach in their teaching methods and techniques that they use during their lectures. [ABSTRACT FROM AUTHOR]