Osman Nafiz Kaya

TL;DR: In this article, the authors explored the relationships among the components of preservice science teachers' pedagogical content knowledge (PCK) involving the topic of ozone layer depletion.

TL;DR: In this article, the authors present the findings of an international collaborative investigation into preservice teachers' views on the nature of scientific knowledge development with respect to six elements: observations and inferences, tentativeness, scientific theories and laws, social and cultural embeddedness, creativity and imagination, and scientific methods.

TL;DR: In this paper, a mixed-method study was conducted to investigate the changes in high school students' perceptions of fluency with innovative technologies (IT) and the levels of students' scientific inquiry abilities as a result of engaging students in long-term scientific research projects focusing on community-based environmental issues.

TL;DR: The results showed using pre- and post-laboratory concept maps as authentic assessment tools in a student-centred approach was valid and reliable for describing the conceptual understanding of the PSTs in a university general chemistry laboratory course.