This research aimed to examine the views of gifted students at Science and Art Centers in the Eastern Black Sea Region on the sub-dimensions of the Science-Technology-Society (STS) approach. The research was carried out with 251 gifted students (5, 6, 7, 8th) enrolled in Samsun, Ordu, Giresun, Trabzon, and Rize Science and Art Centers (S&ACs) in the Eastern Black Sea Region of Turkey in the first semester of 2018-2019 academic year. A survey method was used within the scope of the quantitative research approach, and data were collected by Views on Science-Technology-Society (VOSTS) survey. Descriptive statistics were used to determine the percentage of the answers given as a result of the VOSTS survey. The results revealed that in the views of the gifted students about STS, only three of the responses to the VOSTS (TR) questionnaire showed the expected level of answers, and in the other items, the views they had completely coincided with the non-gifted students. It is recommended that the STS views of the gifted students should be continuously monitored and STS views should be included in the student identification for science and art centers.

This study aims to examine 152 articles in the field of astronomy education between 1972 and 2019 published in the Web of Science Core Collection (WOS) database by bibliometric analysis method. In this context, all the data corresponding to "astronomy education" in the Web of Science Core Collection databases were taken from the WOS database and various analyses were carried utilizing the R-Studio program and all bibliometric data of the studies were obtained. As a result of the analysis, the number of articles on the specified years, the average number of citations per year, the most published journals and the most prominent authors, the citation burst values of the authors, the countries, and the cooperation states of the corresponding authors, the most cited articles, the word cloud, and the word tree structures are also examined in the sub-titles of common citation and cooperation networks. According to the results obtained, it can be said that the interest in the subject area has been increased after 2011. It was determined that the articles were mostly published in the Journal of Astronomy and Earth Sciences Education, and the author who conducted the most studies was David H. McKinnon. The most cited study was found to be an article written by Plummer and Krajcik in 2010. In the written articles, it is shown that the countries most open to cooperation are India and Sweden. In addition, in the summary and keyword analysis of the studies, the most used words are "students" and "knowledge" after "science" and "astronomy". When the common citation network graph is analyzed, it is shown that Vosniadou, Bailey, and Trumper have made many citations for the subject area. In light of the results obtained, it is believed that this study will guide researchers focused on astronomy education.

The study investigated the effect of instructional quality on trainee teachers' effectiveness in the delivery of basic education, focusing on Accra and Ada Colleges of Education (CoE), Ghana. The study also considered the moderating role of trainee teachers' academic self-discipline on the relationship between instructional quality and trainee teachers' effectiveness in terms of professional values, attitudes, knowledge, and practices. A cross-sectional descriptive survey design was employed. The study population was all the 2,207 trainee-teachers in the two colleges. The study selected final year students of the two colleges purposively. The number of final year students in the two colleges was 713, made up of 454 males and 259 females. The census method was used to capture all of them. Trainee-teachers and mentors questionnaires, with reliability coefficients of .817 and .912 respectively, were the instruments used. Mean, standard deviation, and a hierarchical regression-based approach of Hayes (2018) moderation analysis were the statistical tools used to analyze the data. The study revealed that the instructional quality of the colleges is perceived positively. However, the professional values, attitudes, knowledge, and practices of trainee-teachers were ineffective. Also, whenever trainee-teachers demonstrate a high level of academic self-discipline, qualities of the instruction they received help them demonstrate effective command over possession of subject matter knowledge, lesson presentation skills, class management and control, and lesson note preparation. The Ministry of Education through National Accreditation Board and National Council for Tertiary Education should ensure that designers and reviewers of teacher education programs factor in more professional courses and socially oriented courses such as School and Community; Family, School, and Community collaboration; and Sociology of Teacher Education to help enhance teachers' effectiveness professionally and to develop their professional competencies in teaching from known to unknown, taking into consideration the Ghanaian cultural context.

The purpose of this study was to investigate the status of teachers' working conditions at primary and secondary schools levels in Ethiopia. The study involved 688 teachers at primary and secondary schools. Teachers' perception of the status of their working conditions was assessed using questionnaires and semi-structured interviews. While the quantitative data were analyzed using independent sample-test and one-way ANOVA statistics, the qualitative data were analyzed thematically and used to substantiate and triangulate the quantitative analysis results. The results reveal that school teachers did not take any position on the overall status of their working conditions and preferred neutral positions. Although the teachers showed neutrality regarding the status of their working conditions, the qualitative results suggested that they tend to have negative perceptions towards their working conditions. The majority of the teachers at the sample primary and secondary schools indicated that they were not satisfied with their incomes and benefits. Similarly, the qualitative data shows that they had dissatisfaction with these variables. In terms of teachers' perception of working conditions, the result from one-way ANOVA analysis shows the significant mean difference among regional states for primary schools but no significant difference for counterpart secondary schools. This would mean that secondary school teachers were not satisfied with the income and benefits (IB) they earn whereas their primary school counterparts did not take any position. Concerning gender, in both schools, both male and female teachers preferred neutral positions on the perception of the working condition in the schools. The result from independent sample t-test analysis revealed that primary school female teachers perceived the condition of policy environment, management and evaluation system more positively than male teachers but secondary school male teachers were not satisfied with incomes and benefits than females. It was suggested that school management, regional education bureaus and the Ministry of Education should work jointly towards alleviating difficulties related to income and benefits.