This paper investigated the effect of active learning techniques on academic performance and learning retention in the fourth-grade science course. This study adopted a quasi-experimental pretest-posttest control group design. Active learning techniques were applied in the experimental group, while the control group continued their routine education. The data were analyzed using a t-test. The results showed that the experimental group had higher academic performance and learning retention than the control group. Our results are consistent with the literature. Our experimental group participants had higher academic performance and learning retention than the control group participants. This suggests that active learning techniques enabled students to play a more active role in teaching/learning. Researchers should conduct longitudinal and mixed-design studies to understand the impact of active learning techniques more depth.

The aim of this study was to determine the level and frequency of the strategies secondary school students use in problem solving. 67 8th grade students from four different public schools participated in the study. The data were obtained through the participants’ answers to 5 non-routine problems that can be solved through using more than one strategy. Descriptive statistics were used in data analysis. It was found that the students mostly used setting up equations, conscious prediction and monitor, drawing figures or diagrams, and looking back strategies. On the other hand, they made little use of simplifying the problem strategy. The findings revealed that the participants made the greatest number of mistakes while using setting up equation strategy and the fewest number of mistakes while using finding patterns, reasoning, and simplifying the problem strategies.

The importance of empowering school participants is increasing day by day. A school with empowered teachers can take more confident steps towards future education. The main purpose of this research is to adopt a measurement tool developed to determine the level of empowerment of school participants to Turkish school culture. For this, the “School Participants Empowerment Scale” developed by Short and Rinehart (1992) was used. The original scale has six factors (decision making, professional development, status, self-efficacy, autonomy, impact) and 38 items. There are n=108 teachers working in different types of public schools (preschool, primary school, secondary school, and high school) in the sample group of the research. PLS-SEM approach was adopted in the adaptation process of the scale. Smart PLS 3.2.8 program was used in the analysis of the research data. For validity and reliability on the data, 2nd level Confirmatory Factor Analysis (CFA) was performed by means of the Partial Least Square (PLS) method. At the end of the research; It was understood that the Turkish version of the scale generally preserved the original six-factor scale structure. But, it was determined that 9 items that could not fit the structural model should be removed from the Turkish version. The Turkish version of the scale adapted for teachers can be used in the context of Turkey as a six-factor and 29-item scale. Findings show that the scale exhibits good fit characteristics of the PLS-SEM approach.

This study aimed to determine middle school students’ views of TUBITAK (Scientific and Technological Research Council of Turkey) 4006 Science Fairs. The study adopted phenomenology, which is a qualitative research design. The sample consisted of 31 (20 female and 11 male) students recruited using purposive criterion sampling. Participants attended a TUBITAK 4006 science fair. Data were collected using an interview questionnaire developed by the researcher. The data were analyzed using content analysis. Participants regarded the science fair as a fun and instructive fair that helped them learn new things. They also believed that the science fair helped teachers deliver science, science applications, and information technologies and software classes. Participants experienced different problems during the science fair and found different solutions. They saw scientists in a more positive light after the science fair. The results indicate that educators should encourage students to attend science fairs to help improve their perceptions of scientists. The study made suggestions based on the results.

This study aimed to develop a scale to determine preservice teachers’ deep (meaningful) learning. The sample consisted of 175 students from the faculty of education of Mus Alparslan University. Twenty-five participants were guidance and psychological counseling students (14.3%). Seventeen participants were preschool teaching students (9.7%). Thirty-seven participants were classroom teaching students (21.1%). Twenty-eight participants were Turkish teaching students (16%). Thirty-three participants were math teaching students (18.9%). Thirty-five participants were social studies students (20%). Validity and reliability analyses were performed. The explanatory factor analysis revealed a nine-item single-factor structure that explained 54% of the total variance. The Deep (Meaningful) Learning Perception Scale had a Cronbach’s alpha of 0.89. The results show that the instrument is a valid and reliable scale for determining preservice teachers’ deep (meaningful) learning