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    INVESTIGATING PRE-SERVICE SCIENCE STUDENTS' IMAGES TOWARDS SCIENCE LEARNING ENVIRONMET
    (Int Organization Center Acad Research, 2017) Ertekin, Pelin; Alkan, Iclal
    The purpose of this study is to investigate pre-service science teachers' images towards science learning environment. The study group consists of 39 junior pre-service science teachers (32 female and 7 male) studying in Inonu University in 2016-2017 academic year. Cross-sectional descriptive research method is used in the study. With this purpose, to determine the pre-service teachers' images towards science learning environment, they were asked to draw a science class that they designed in their mind. For the analysis of the drawings, draw a science class-checklist was developed by the researchers. During the development process of the checklist, two experts in the field of science education were consulted and a preliminary study was carried with 10 pre-service science teachers. 19 items in the checklist were coded as yes (1) and no (2). Before the main analysis, 20 randomly selected drawings were evaluated by two independent researchers separately using the checklist for estimation of interrater reliability. Accordingly, percentage of the agreement between the two researchers was determined as 90 % and it was concluded that the data obtained from the checklist was found to be reliable. According to the findings of the study, 69.2% of the pre-service teachers included the classical board in their drawings, whereas only 28.2% of them included the smart board which is in the technology category was observed. It was also found that the teacher's chair was less frequently (51.3%) than the teacher's desk (82%). A similar situation was observed in the drawings for student desk and chair. Considering the drawings in which the number of students can be determined in particular, the average number of students in classroom was calculated as 17. In addition, it was observed that students mostly (% 48.7) sit in square shaped tables with more than one student in every table. Circular or semi-circular student tables, which provide a high level of intra-group communication in multiple sessions, took place in 15.4% of all drawings. When findings related to the seating order were examined, it was observed that 86.4% of the drawings included placement types such as U, horseshoe, conference, and debate shapes in which students can interact continuously with both teachers and peers in learning environments. According to the data obtained from the information symbols category; 23.1% of the drawings contains bookshelf and books, 5.1% of scientific posters and maps and 30.8% of contain classroom pin boards used for various purposes. In addition, in the category of Scientific Labs Symbols lockers for laboratory materials (66.7%) and experiment tables (74.4%) are also found in the majority of the drawings. Among the laboratory materials erlenmeyer flask exists in the 28.2 %, volumetric flask in the 25.6 %, beaker in the 23.1 %, microscope in the 20.5 % and graduated cylinder in the 15.4 % of the drawings. It is determined that percentage of the three-dimensional scientific models (Earth, DNA, skeleton, etc.) in the drawings is only 2.6%, whereas scientific symbols (formulas, wall drawings, etc.) are 35.9%. It was observed that the contents of the wall drawings were science subject such as astronomy, DNA, atom, periodic table, food pyramid, states of matter and chemical bonds. It was also found that only 12.8% of the drawings consist sustainable environment symbols such as recycling and waste battery boxes and 10.3% consists science laboratory security symbols such as glasses, laboratory coat, fire extinguisher. As a result, when the drawings related to the science learning environment were examined, it was observed that 28.2% of the prospective teachers designed the traditional approach, 10.3% of the laboratory-oriented approach and 61.5% of them designed a holistic learning environment including both approaches.
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    AN INVESTIGATION OF SECONDARY SCHOOL GIFTED STUDENTS' ATTITUDES TOWARDS SCIENCE
    (Int Organization Center Acad Research, 2017) Alkan, Iclal; Ertekin, Pelin
    This study aims to investigate the gifted secondary school students' attitudes towards science in terms of gender, school type, class level, number of siblings and education level of their families. The sample of the study consists of 90 secondary school students (5th, 6th, 7th and 8th grade) studying in Malatya BILSEM in 2016-2017 academic year. As data collection tool, the Attitude Towards Science Scale (TOSRA) was used. It consists 40 items and was developed by Fraser (1981) and adapted to Turkish language and culture by Telli, Cakiroglu and Rakici (2003) with 9th and 10th grade students. In this study, the validity and the reliability studies of the scale were done due to the fact that the sample of the study is gifted secondary school students. As a result of the validity and reliability analysis seven-factor structure consisting of 29 items was obtained. While all 29 items in the model explained 69.7 % of the variance, the reliability coefficient of Cronbach Alpha was determined as.94. Because of that the violation of normal distribution assumptions, non-parametric tests of Mann-Whitney U and Kruskal Wallis H were used. When the results are examined, gifted secondary school students' attitudes towards science do not differ significantly in terms of gender (U=897.50, p=.36>.05), school type (U=945.50, p=.82>.05), number of siblings (X2=1.613, p=.446>.05), and education level of the family (mother: X2=6.958, p=.22>.05; father: X2=5.919, p=.31>.05). On the other hand it was observed that their attitudes towards science differ significantly in terms of class level (X2=32.691, p=.00<.05).