The aim of this research is to reveal that to teaching activities which are designed according to the Multiple Intelligence Theory have effects on the students success in mathematics and on the permanence of the knowledge learned. This research has been carried out the fourth graders at Gazi University Foundation Private Primary school. Among all the classes, two of them were selected, 4-A was selected as an experimental group and 4B as a control group considering their pre-test points. The groups attending to the research were applied a permanence test which examines the behaviors that have to be gained before the subject to be taught, after the subject and the month after the completion of the subject. The points acquired from pre-test were used in order to balance the groups and final test points were used in order to determine the success points and permanence test was used in order to bring up the level of oblivion. It is found out that the average of the final test’s points of the experimental group who studied in accordance with Multiple Intelligence Theory was 18.08, were as the average of the final test’s points of the control group was 15.95. The t point was determined as 2.55 in the analysis of t test. Because of the fact that the table t point in the level 0.5 was 2.06 it is understood that the result is to the advantage of the experimental group.

School is the first programmed educational environment where changes start for both individuals and society. Because most of the changes and developments occur in individuals and organizations result from this feature of schools. Therefore schools constantly have to continue learning as a social learning system. That means schools are expected to be constant learners and co-act with learners. So educator’s taking an active part in education means that classical education understanding can be reshaped according to its new values and missions and some micro level problems can be solved with the help of available infrastructure. School operation formed by this understanding and contemporary orientation and control depends on a real leader school manager who can guide this process. The purpose of this research is to put forward school managers’ leadership characteristics perceived by teachers and to search the relationship between leadership perception and school so that schools can show desired effectiveness and productivity. According to the results of the research 71% of the teachers do not consider the managers as an educational leader. 

 In this study, the Learning Environment Research-Bibliography includes studies on Educational subject. We have analyzed many journals, books, and theses published in international.  The references listed here primarily focus on the empirical research related to the learning environmental research e as an educational goal; along with a few learning environment works by such authors as Fraser, Doppelt, Dorman, Johnson, Roth, Goh, Fisher, and others. While not exhaustive, the list should prove useful to educators, and scholars in other fields, interested in the Learning environment and how its understanding can be realized as a goal of education. The authors welcome correspondence regarding omissions from the list, and on-going additions that can be made to it.

In this study, the effectiveness of concept cartoons in diagnosing and overcoming students’ misconceptions related to photosynthesis subject was examined. Firstly, the literature has been thoroughly examined and misconceptions about photosynthesis subject have been listed and then grouped. Concept cartoons related to these groups have been prepared and were introduced to the students in order to identify their misconceptions. Similar misconceptions as in the literature have been found. Then, new concept cartoons addressing to elimination of these misconceptions have been prepared and were used in class discussions. The excerpts from these discussions and after-class student interviews show that concept cartoons may be an efficient tool not only to identify student misconceptions but also to overcome them. The compatibility of this method (utilization of concept cartoon-based teaching) with constructivist approach was also discussed.

 The purpose of this study was to determine the knowledge levels of popular biotechnological issues of   Turkish science and elementary teacher candidates. A questionnaire was administered during 2006-2007 school term to 336 students pursuing their education in the departments of science and elementary education   in two Turkish universities.   The questionnaire covers six biotechnological issues such as biotechnology, agrobiotechnology, human health and pharmacy, environment and biotechnology, and food production with biotechnology. Results revealed that whereas science and elementary teacher candidates had an approximate consistent knowledge of describing biotechnology and human health/pharmacy that almost all students had an inadequate knowledge about other biotechnological issues. The mean of the knowledge levels of science teacher candidates was significantly higher than that of elementary teacher candidates at the popular biotechnological issues. On the other hand, there was no significant mean difference between female and male science and elementary teacher candidates’ knowledge levels related to biotechnology. In the result, the elementary and science education programs should be regulated to put extra effort to increase teacher candidates’ awareness of biotechnological topics and issues in Turkey since one of the important future technologies   seems to be biotechnology.

The purpose of the present laboratory study is to make it possible to internalize the concepts, principles, theories and the laws of chemistry taught in the courses by observing the experiments, give information about the methods used and various techniques and tools applied and introduce some substances and their characteristics. The purpose of the laboratory courses help students realize real and meaningful learning by forming relations between theoretical knowledge learned in the courses and laboratory studies.  The purpose of this study is to look at to what extent experiments conducted in laboratory setting are influential on students’ learning and emphasize the importance of think, explain, apply method. From the two groups of students of Science Teaching department four groups were constructed as Control 1 (C1), Experimental 1 (E1) and Control 2 (C2), Experimental 2 (E2) in two separate terms. Pre-test was administered to the groups and according to the results of this test, it was found that there is no significance difference between experimental groups and control groups (p<0.70).  Success scores obtained from the post-test, on the other hand, indicated a significant difference in favor of the E2 group where think, explain, apply method was used (p<0.85).