Background (Introduction)
The countries in the world make various studies at their educational association about the concept of education
which can be developed, renovated and operated. So it must be the biggest objective of our educational system
to educate modern, productive responsible, qualified and educated people who also take side of solutions
instead of problems. It clear that students’ misconceptions about basic concepts and not providing good
educational opportunities them at the expected level causes some negative states in transferring the knowledge
and in getting the necessary behaviors. It is seen especially in the science educational research that many
misconceptions both occurred and possibly happen in the educational instruction process. It is also clear that
the misconceptions which may occur in the future will greatly affect the success of the students if we consider
that concepts form the foundation of the topics to be taught. Two of the much used concepts taught during
science education and used in our daily life are heat and temperature. In this way, it appears that the concepts of
heat and temperature must be perceived by the students correctly.
Purpose
What students think about the heat and temperature concepts and how they perceive these concepts seem to
be an important problem that must be investigated by researchers? So the general objective of this study is to
identify the views of students, who are in year 1 and 2 of high schools about heat and temperature concepts and
their learning problems,
Method and Sample
According to the objectives of the undertaken study, open-ended questions and semi-structured interviews
were prepared and applied to learn and evaluate the views of heat and temperature concepts of the students
who are attending to the first and second year of the high schools in city centre, Van. The study investigated
many aspects of these terms under some sub-headings such as the students’ views of the relations of heat and
temperature, the difference between these two terms. Yet during the interviews structured-interview questions
were given to each student as written form to get them understand these questions well. During the study
students were seen in two different contexts (classroom and laboratory). Many aspects of heat and temperature
concepts were explored through the use of interviews and the interview questions of heat and temperature were
taken from the students who are in year 1 and 2 of the high schools and 14 to 16.
In total 240 students were interviewed and some analyzed information is provided about the interviewed
students age differences and classroom levels in the article. During the study the data form the students was
taken in three ways. In the first, a tape-recorder was used to get data during the face to face talk. In so doing the
questions and answers were transcribed and the dialogues which are different from one another were noted. In
the second, the group discussion method was used and the important and different statements uttered by the
students were both noted and tape-recorded. In the final, written questions were used to get data from the
students and the outcomes of the written answers were assessed. While using these types of data collection
tools, some observations were made to facilitate students’ understanding.
Findings
The teaching of heat and temperature concepts begins in year four of the primary schools and these concepts are
among the important topics. Many aspects of these concepts were investigated as follows: the topics of the
relations and differences of these concepts, temperature, the change of temperature, boiling and freezing states,
heat capacity and expansion, the comparison of heat and temperature were interviewed at the classrooms and
laboratories.
 

It is a reality that many events which we come across or observe in our daily life are related with science. When individuals comprehend the relationship between the events which effect their lives and the knowledge they gained from school, this makes great contribution to their meaningful learning. In order to achieve meaningful and permanent learning, first of all, the misconceptions of students should be determined.  The aim of this study was to identify prospective science teachers’ misconceptions concerning photosynthesis and respiration in plants. The sample of this study consists of 100 prospective science teachers who attended at Department of Science Education in Fatih Education Faculty in Karadeniz Technical University in Trabzon in Turkiye. Prospective science teachers’ misconceptions were identified by using “Photosynthesis and Respiration in Plants Concept Test”, including two-tier multiple choice format with 20 items. Findings indicated that most of the prospective science teachers hold misconceptions about photosynthesis and respiration in plants, such as “Only green plants can carry out photosynthesis”, “Photosynthesis is a gas exchange process”, “Respiration in plants occurs only at night”, “Respiration in plants occurs only in the leaves”, “Photosynthesis is reverse of respiration”, “Plants obtain their food from water”, “Plants’ food is water”. The reasons of these were detected to stem from students’ prior knowledge, the difference between scientific language and daily language and text books. In order to avoid the misconceptions about this issue, the effective methods in removing misconceptions such as concept map and conceptual change texts usage are suggested.

This research, accomplished in order to examine the in-class games and role playing activities that place the student at the center increase student’s success in the science lessons. Research is carried out in Ülkü Akın Primary School and Ahmet Barındırır Primary School located in the center of Ankara city. Two eight degree classes are randomly selected from each school. One control an done experiment group is formed in each school. Experimental pattern is applied with pre-test post-test control group. As the data collection tool fort he research, success test is developed. Data obtained from the success test is examined with the T-test statistical technique for irrelated groups. As a consequence obtained from the analysis of the obtained data, in the instruction of genetics chapter, DNA-Watson Crick Model, in-class applications (using role playing and games), is more effective than traditional instruction model.

Background (Introduction) Today to cope with the changing environmental conditions and the environmental problems, countries separate their budgets in to the solving these problems. But; the easiest way is that growing up sensible generation about environmental problems. Especially environmental education has an important role in order to realize this mission. Environmental Education has its origins in the 1960s.  Through the decade of the 1970s and into the 1980s, the Environmental Education movement grew rapidly. Education concerning environmental problems was recognized at the World Conference on the Environment in Rio de Janeiro in 1972. These emergences are today evident in environmental education.
 
Purpose This study was conducted to understand university students’ attitude toward environment and environmental issues. Also it was examined whether attitude toward environment of students differ significantly based on their socio-economic status.
 
Sample For this study a sample of 225 student teachers was used. The sample composed of 143 girls and 82 boys. Participants included the sophomore students of Faculty of Education at Pamukkale University in Denizli, in Turkey. 
 
Design and methods For the purpose of this study, a survey composed of two section was given to sophomore students. In the first section of the survey, students were asked about demographics, in the second part they were given a scale to measure their attitudes toward environment and environmental issues. The reliability of Environmental Attitude Scale was found to be 0,81.
 
Results According to the results of this study; students’ attitude toward environment and environmental issues are not very high. Furthermore, environmental attitude of girls is higher than that of boys at a significant level. Mothers’ occupation cause significant differences on students’ attitude toward environment. Although student’s attitude toward environmental issues differs regarding age and number of siblings, attitude toward environmental issues doesn’t differ regarding father’s occupation, parents’ educational level, their house, families’ economic status and whether the students took lesson about environment before.
 
Conclusion To protect the environment, it is necessary to educate people as individuals who have environmental awareness and knowledge to environmental subjects. Environmental education has an important role in order to realize growing up sensible generation about environmental problems. Findings in this study may be interest to educators and have implications for development in Environmental Education in Turkey.

One of the main aims of biology education is to provide students’ learning the concepts meaningfully. It is known that students have some difficulties in understanding some abstract concepts in biology and hold misconceptions. In order to make meaningful learning possible, these misconceptions should be removed. In previous studies, it is emphasized that traditional education methods are inadequate for removing misconceptions.  In this study, the effect of conceptual change texts on overcoming the misconceptions about photosynthesis and respiration in plants for prospective science teachers (PSTs) were investigated. The sample of this study consisted of 100 PSTs from the two classes of Department of Science Education in Fatih Education Faculty in Karadeniz Technical University, in Trabzon in Turkiye. The classes were randomly chosen and one class was assigned as experiment group, which was exposed to conceptual change text instruction (CCTs), and the other class as control group, which was exposed to traditionally designed biology instruction (TDBIs). In the study, “Photosynthesis and Respiration in Plants Concept Test” was developed in order to collect data. This test was administered to both experiment and control groups as pre-test and post-test. The findings indicated that most of the PSTs had misconceptions about photosynthesis and respiration of plants. This study proved that for PSTs understanding and overcoming misconceptions about concepts of “photosynthesis and respiration in plants” topic, the CCTs, when compared with TDBIs, are more effective. Under the light of the findings, when the idea that instruction, conducted with CCTs is an effective method in overcoming students’ misconceptions was taken into consideration, it can be suggested that conceptual change texts can also be devised and implemented on the topics of other fields of science.