Beliefs effect teacher candidates' pedagogical decisions and practices. Beliefs determine the way and level of teacher candidates to benefit from teacher education. However, beliefs are emotional and evaluation-based inferences, resulting in a wide range of experiences. The place of teacher education among other experiences that lead to beliefs poses an important problem. In this study, it is aimed to examine the distribution of the proportions of variables that are the source of the beliefs of teacher candidates on the basis of classes. The study was conducted with 120 teacher candidates. Teacher candidates' beliefs were determined by reflective writing, case analysis and interview method. In this process, 1,539 belief expressions of teacher candidates were reached. Then, individualized measurement tool was used to determine the source of each belief. The research showed that the variables outside of teacher education were higher in teachers candidates’ beliefs than those fall within the scope of teacher education. In the study, it was seen that the variables that were the source of the highest level of beliefs of teacher candidates were respectively student years and school experience course.

Astronomy science is as old as human history. Its popularity has increased even more with space exploration of today. Countries have seen that it is necessary to emphasize teaching astronomy in their education programs. In this sense, in our country, it has been observed that units containing Astronomy and Space Sciences have been highlighted compared to the previous curriculum since 2018. The aim of this study is to investigate the situations faced by teachers as a result of the changes made in the science education curriculum and the teaching difficulties that arise. Research is a qualitative case study. Research data was gathered through face-to-face interviews with teachers who attended Science classes in 5th, 6th, 7th and 8th grades in secondary schools in Antalya province. Semi-structured open-ended questions prepared by the researcher were used as data collection tool in the interviews. The data obtained classified as themes and codes. Content analysis method was used in the analysis of the data. According to the findings of the research, the challenges of Science teachers in teaching astronomy subjects classified as the difficulties which has been experienced with the students, the reason of physical and technical equipment of school, the school administration, parents, other branch teachers or Science teachers, and the execution of the curriculum phases. It may be possible to reduce the difficulties experienced through trainings on the content development studies and new methods for teachers.

This study aimed to examine the effects of out-of-school learning activities carried out within the 5th grade human and environmental unit of science teaching program on students' views of science, technology, society, and the environment. In the research, the "mixed research method", which emerged as a research paradigm that acts as a bridge between quantitative and qualitative research, was used. In this study, a group of 22 students, consisting of 5th-grade students, taught all of their courses outside the school in the human and environmental unit. To measure the impact of these practices on students' understanding of Science, Technology, Society, and Environment, quantitative data were applied three times, in the beginning, in the end, and at the end of the following six months, with the Science, Technology, Society and Environment survey, while qualitative data were processed throughout the applications via worksheets, structured diaries and semi-structured interviews with students after the intervention. Quantitative data analysis was done by calculating the item scores of each question in the questionnaire, and the analysis of qualitative data was done through content analysis. Based on the quantitative and qualitative data that greatly support each other in this research, it has been revealed that the out-of-school learning activities implemented within the scope of the human and environmental unit have improved the science, technology, and environmental views of the study group, and also its permanence can be achieved in a long time.

Interdisciplinary science education is important for 21th century education. Design-based learning is recommended for science education, for technology and engineering integration. However, teachers' design-based science practices are insufficient. In this study, prospective teachers have developed science spot (public spot about scientific issues) that enables media integration into science education. The purpose of this study was to determine the views of prospective teachers about science spot preparation processes. The sample of this study executed as action research consisted of a total of 106 prospective teachers. As data collection tools a survey form and semi-structured interviews were used. The data were analyzed by content. The results showed that prospective teachers reported their positive views on the science spot preparation process and viewed themselves as competent and eager to develop and use science spots in science education. However, they had some concerns about implementation with the students in their classes.