The research aims to examine the activities of primary mathematics teacher candidates with the help of Geogebra, dynamic geometry software, and their perspectives on Geogebra software. The working group consists of a total of 52 teacher candidates who studied in the spring semester of the 2020-2021 academic year of a state university in Eastern Anatolia. Research process that continues for a period (14 weeks - 28 hours); The introduction of Geogebra was made by actively processing the learning areas of triangles, polygons and quadrilaterals, geometric objects and transformational geometry with Geogebra. The mistakes made after the activities given in the middle of the semester and at the end of the semester were carried out by the teacher candidates were explained through intra-classroom discussions. A semi-structured open-ended question form was used as a data collection tool. In line with the findings, it was observed that some teacher candidates structured random shapes without knowing some characteristics that were obligatory to be in geometry and geometric objects. This was due to the lack of knowledge of the teacher candidates. It has been determined that teacher candidates who have the opportunity to think about the causality of rules and formulas have positive opinions such as interest, motivation increase, desire to use again. As suggestions of the research, some recommendations were made in the form of establishing Geogebra software in possible schools, introducing teachers and students, carrying out actions encouraging them to use actively, and teaching geometry and geometric objects by reification them.

The aim of this study was to compare preservice primary school teachers’ theoretical life science lesson plans during undergraduate education and their observation of life science lessons performed by primary school teachers in real learning environments. This was a case study, which is a qualitative research design. The study sample consisted of 20 third-year students of the department of basic education of classroom education of a university in Turkey the academic year 2018-2019. Observation was conducted in first-, second- and third-grade primary school life science lessons of primary school teachers who agreed to participate in the study. According to results, primary school teachers failed to adhere to learning outcomes, were unaware of the basic skills in the syllabus, misused methods and techniques, and did not pay much attention to the evaluation phase. Therefore, primary school teachers should keep up with the literature of interest (culture, art, science etc.) and participate in social and cultural activities (seeing plays, going to the movies, etc.) to develop themselves in order to be able to link the life science course with other fields and day-to-day life.

This qualitative study adopted a case study design to investigate preservice teachers’ opinions of a STEM-integrated environmental education program (STEM-IEEP). The sample consisted of 12 preservice teachers recruited using purposive criterion sampling. Data were analyzed using content analysis. Participants had positive views of the STEM-IEEP. They stated that it raised their environmental awareness and helped them develop positive attitudes towards the environment and find solutions to environmental issues. They also noted that it changed their views on environmental engineering for the better. Lastly, they believed that STEM education was vital because it helped them develop 21st-century skills and contributed to advances in technology. Recommendations were made based on the results.

This study investigated teachers’ opinions of Design-Skill Workshops and STEM education. The study adopted a qualitative phenomenological research design. The sample consisted of 12 teachers recruited using purposive convenience sampling. The data were analyzed using content analysis. Participants stated that Design-Skill Workshops contributed to their development and that schools could integrate Design-Skill Workshops into education if they improved their infrastructure. They also noted that universities should provide undergraduate students with courses on Design-Skill Workshops and that schools should provide teachers with in-service training on Design-Skill Workshops s. Participants also talked about the advantages of STEM education. However, they added that they did not know enough about STEM education and that the curriculum was not aligned to STEM education. Recommendations were made based on these results.

This study investigated science teachers’ views on design-skill workshops (DSWs). The study adopted a phenomenological research design. The sample consisted of 25 science teachers recruited using purposive convenience sampling. Data were analyzed using content analysis. Participants stated that DSWs promoted permanent and concrete learning by living and doing. They noted that they performed STEM activities and experiments during DSWs. They also added that DSWs were beneficial for both teachers and students. However, they remarked that they experienced some problems during DSWs and made recommendations about them. Suggestions were made for future research based on the results. Future studies should employ mixed designs and data diversification to elicit detailed information on DSWs.