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In current research, it was aimed to determine the interests and opinions of the 4th grade Science course taught with STEM implementations. The implementation of the study was carried out in the second semester of the 2017-2018 academic year in 4thgrade of a Primary School in Emirdağ district of Afyonkarahisar. The study was designed in the form of action research. As data collection tools STEM Professional Interest Scale and semistructured interviews were used. In the study, it was determined that STEM implementations positively increased the interest, perception and attitudes of students towards STEM occupations. At the end of the implementations the students perceive the fields of science, technology, engineering and mathematics as integrated; It is concluded that students find STEM activities interesting and entertaining, increase their motivation, are happyand increase their interest in STEM professions.

The aim of this study was to explore the experiences of primary school fourth grade students about an implementation of technology-supported process writing approach within the scope of Turkish course. This study used a qualitative methodology. The participants were selected using the typical case sampling method, a purposive sampling method. A total of 27 primary school fourth grade students, 14 girls and 13 boys, participated in the study. Data were collected through semi-structured interviews and analyzed using the descriptive analysis. According to the results, the students stated that they learned new things in terms of using technology, had fun, realized the importance of helping each other and were proud when sharing their products during their implementation of technology-supported process writing approach.

The teaching of foreign students in China has become an important part of online teaching and one of the implementation problems during the epidemic. In order to better understand the online teaching situation and quality of foreign students in China, and to better carry out the online teaching of foreign students in China, this article firstly constructs the online teaching quality evaluation index system based on the investigation and analysis of the current situation of online teaching for foreign students in China. Secondly, further uses the analytic hierarchy process to determine the weight of each index, and finally uses the fuzzy comprehensive evaluation method to comprehensively evaluate the online teaching quality of foreign students in China. The research results show that the quality of online teaching for foreign students from Zhejiang Province is good. This research provides a model that can be used for reference for the follow-up online teaching of international students in China.

The purpose of this study was to investigate the usability of the Kahoot!, the digital assessment tool, in elementary schools. With this respect, the participants were selected by using the simple random sampling method. 23 students and 1 teacher in state elementary school in Muğla in Turkey participated in the study in the spring term of the 2017-2018 academic year. The Kahoot! was implemented in the social studies class for 4 weeks. It was a qualitative and quantitative study. The survey technique was used to collect data and the data were analyzed by using the descriptive analysis technique. The results of the study indicated that the students thought the Kahoot! was enjoyable, informative, useful, perfect and fine. The students also rated the difficulty level in using the Kahoot! application as ‘Not difficult’, ‘A Little Difficult’ and ‘Difficult’. These challenges were the difficulties in reaching the Kahoot! website, the problems about the internet connection, the difficulties in reading the board, the difficulties in selecting the answers and the application’s disconnections because of the connection timeouts. The teacher, however, displayed positive opinions about the Kahoot! application.

The aim of the current study is to investigate the attitudes of Social Studies teacher candidates towards usingtechnology. The participants of this study, which was designed as survey study, consisted of 150 1st year and 4thyear teacher candidates from Social Studies Teaching Department at Education Faculty in Afyon KocatepeUniversity in 2017-2018 Fall term. The data were collected by using Technology Attitude Scale (Teknoloji TutumÖlçeği; Yavuz, 2005). The collected data were analyzed through descriptive statistics and Independent SamplesT-test. According to the findings of the study, it can be concluded that Social Studies teacher candidates hadpositive attitudes towards technology use. The results also demonstrated that Social Studies teacher candidates’attitudes towards using technology had a statistically significant relationship in terms of gender in favor of males.On the other hand, educational level did not correlate with the attitudes of Social Studies teacher candidatestowards using technology.

With the effect of the pandemic, higher education is maintained all over the world with the help of online education methods. How to make online exams, which are an important part of distance education processes, in a way to prevent cheating and illegal behavior is an important issue that brings with it discussions. This research, in which the solutions to this issue were discussed theoretically, evaluated in terms of educational sciences, and the studies carried out in this context were examined, was carried out in the form of a systematic review. Within the scope of the research, the data of 15 studies were evaluated. The findings of the research were evaluated in a way that will reveal the trends in this subject, the results of the researches and compare the proctored exams and unproctored exams. Based on the findings, it has been determined that the proctored exam application, in which various technology-based authentication and supervision methods are used in online education processes, is beneficial to use these methods with the same technological opportunities to prevent cheating. It can be said that these efforts can be effective for assessment and evaluation processes, and unproctored applications can be used in online education in various ways.

The prerequisite for teaching many skills and behaviors to children with intellectual disabilities is that the child has acquired the basic concepts. Teaching concepts plays a very active role in the independence of the child with intellectual disabilities and in the acquisition of higher level skills that they will learn in the future. The studies conducted in recent years show that technology-based applications are effective in teaching concepts to children with intellectual disabilities. The purpose of this study is to investigate the effectiveness of a technology-enhanced concept teaching application enriched with digital animations in teaching basic concepts to children with intellectual disabilities. Two male students diagnosed with intellectual disabilities participated in the study. In determining the ethics of technology-enhanced concept teaching practice, the multiple probe between skills model, which is one of the methods of single-subject research, was used. As a result of the study, it was found that the use of technology-assisted concept teaching was effective in teaching basic concepts to children with intellectual disabilities, that the children continued the concepts learned after the end of the instruction, and that they generalized them to different situations.

Flipped instruction—the replacement of traditional in-class lecture with at-home, multimedia instruction—continues to grow in popularity. The existing evidence to support its effectiveness in K-12 science classrooms lacks substantial quantitative data to warrant such an enthusiastic embrace. The objective of this study was to clarify the relationship between flipped instruction and student learning in a high school classroom context, as well as to understand the interactions between students and technological tools that took place during flipped instruction. This quasi-experimental mixed-methods study compared learning outcomes in high school Biology students (N= 303) who experienced a flipped lesson to those of peers who experienced a control, traditional lecture-based lesson on the same topic. Average gains from pre-test to post-test were significantly higher for flipped students. Flipped students' completion of the out-of-class online learning activity was particularly important. Interview data suggest that the multimedia nature of the online activity, as well as its convenience, contributed the significant gains of flipped students.

Thoughts that direct individuals’ feelings and behaviors within certain non-functional patterns are called stereotyped thoughts. Stereotypes can be positive or negative and it is thought that individuals’ stereotyped thoughts towards a phenomenon would affect the other individuals with whom they interact. Based on the idea that student and teacher interaction has a critical importance on academic achievement, the study aims to examine the stereotyped thoughts of teacher candidates' towards science courses on the basis of their gender, academic achievements and the department they are studying. The study group consists of 1627 teacher candidates from seven universities in Turkey. As a data collection tool, the "Stereotypical Thought Scale for Science Lessons" developed by Demirci Güler and Irmak (2020) was used. It is seen that the qualitative value range of teacher candidates' stereotyped thoughts towards science is “indecisive” with 3.18. It has been found that teacher candidates' stereotyped thoughts about science courses differ according to their gender and department they study at, but not according to their academic achievement scores.

In this study, the purpose of which was to examine the attitudes of middle school students towards robotic coding, the attitudes of students towards robotic coding were discussed in terms of different variables. The research group consists of 120 secondary school students studying in the 7th and 8th grades of public schools in the central district of Konya. In this research, quantitative research method was adopted and scanning model was used. “Demographic data form” and “Robotic Attitude Scale”, which was adapted by Şişman and Küçük (2018), were used to collect the data. Cronbach alpha coefficient of this 5-point likert type scale consisting of 24 items and four factors was determined as α = .932. The research data obtained were analyzed with the SPSS 22.0 statistics program and it was seen that the attitudes of middle school students towards robotic coding differ according to their classes and technology usage time. In addition, there is no difference between attitudes towards robotic coding according to gender and daily internet usage hours.