This study was conducted in case study design which one of the qualitative research methods. The purpose of this study is to reveal the opinions of the candidate teachers about the school experiences in teaching practice course. The study group consists ten candidate teachers attending pedagogical formation training in the spring term of 2015-2016 academic year at the Education Faculty in Ordu University. Data was obtained via candidate teachers’ diaries. Data were analysed by using document analysis method. Candidate teachers state that the teachers maintain classroom management in traditional sense, they also were unsuccessful in attracting students’ attention, and they were insufficient to use education technology. In addition, they stated that many problems such as time management, communication and classroom interaction were seen in classroom management process. The candidate teachers also stated that the teachers were acting imprecisely in organizing the learning environment of the classroom and using traditional teaching methods. Candidate teachers expressed that they observed the students were unrelated to the lessons, with less motivation, and they were also undesirous to participate actively in learning process. Teacher candidates also expressed that they were very excited in the teaching practice process. They emphasized to enjoy the teaching profession very much. Candidate teachers stressed that they were happy because they found opportunity to be beneficial for the students and practiced what they learned.

Measurement and evaluation, which are integral parts of curriculum at every level within educational systems, are certainly one of the important competence areas that teacher candidates should possess in institutions that educate teachers. Self-efficacy and attitude are of high correlation. Determining the attitudes of teacher candidates towards measurement and evaluation is important in order to create a more positive learning environment. The aim of this research is to examine the attitudes of prospective teachers towards measurement and evaluation in education in terms of gender, curriculum and cumulative grade point average. Research is in the survey model. The population of the research is composed of prospective teachers who are studying in the programs of the faculty of education of a state university in the spring semester of the 2015-2016 academic year and have taken the course of measurement and evaluation. The sample of the research consists of 778 teacher candidates who have been selected from the population by cluster sampling method. Attitude toward Educational Measurement Inventory was used as data collection tool. According to the results obtained from the research, the attitudes of teacher candidates towards measurement and evaluation are positive. The attitudes of the teacher candidates do not differ significantly according to the variables of gender and cumulative grade point average. Significant differences were found in terms of field variable. The attitudes of prospective teachers studying in science fields are significantly higher than those of prospective teachers in educational sciences and basic education fields.

The purpose of this study is to identify teachers’ views about technology use in drama, music and visual art lessons. With this purpose, the researchers created an interview form towards technology use in drama, music, and visual art lessons consisting open-ended questions. The questions were checked by two expert researchers in the field and revised based on their feedback. A total number of 12 teachers in the fields of drama, music and visual arts. The teachers were chosen based on the voluntarity. The interviews were recorded with an audiorecorder. The interviews were transcribed verbatim and analyzed using content and descriptive analyses. In the content analysis the findings were presented in tables and codes; while in the descriptive analysis the teachers’ views were presented by using direct quotes. The findings illustrated that the drama, music, and visual arts teachers drew attention to the importance and neccessity of these lessons. Based on the findings, implications include the following: to teach more effectively, drama, music, and visual art classrooms should be designed to have technologies and education should be given to arts teachers for effective use of technology.

The purpose of this study is to compare the efficiency of conceptual change text and analogy on the determination and remediation of eight grade students ‘alternative concepts of within ‘acids- bases’ topic in ‘particulate structure of matter’ unit. This is a quasi-experimental research and pilot application was implemented with 50 students (25 students as analogy group, 25 students as conceptual change text (CCT) group) in 2014-2015 academic years. Groups were random determined. Courses were conducted by researcher in one of the groups teaching with analogy, in other group teaching with CCT. Acid-Base Concept Test (ABCT) comprising of two-tiered multiple choice items was used to collect data which Demirci used in her study in 2011. ABCT was applied to the both of groups as pre- and post- tests. The results were analyzed using SPSS 17.0 package program. The arithmetic mean of analogy group marks was; X =36,91 /25, the CCT group’s arithmetic mean was; X= 31,96 /25 before application. Independent t- test were applied on ABCT pretest points and there had been statistically no difference between analogy and CCT groups in terms of pretest points  before the instruction .( t (48) =1,453 :p>0,05)  After two week the instruction, ABCT was applied to the both analogy and CCT group as posttests. It was observed that there was a significant difference in both of groups after the instruction.(t(48)= 5,834 : p<0,05 ) When the data which were obtained from the post-test after application are evaluated, the arithmetic mean of the analogy group (X=60,92/25) increased approximately 24 points, and the arithmetic mean of the CCT group (X=50,16/25) increased approximately 18,2 points. In conclusion, analogies and conceptual change texts have a great effect on students’ conceptual change about alternative concepts in acids bases topic, that the analogies were more effective than the conceptual change texts.