Eco-literacy is not a new concept however it is difficult to define. It might be defined as an understanding of natural-social-economical-cultural systems and connections between biotic and abiotic factors within a sustainable future. This study aims to compare two countries' eco-literacy levels by an eco-literacy scale. The scale has five subsets: ecological intelligence, social intelligence, emotional intelligence, economy, and green consumer behaviour. The research group is in-service teachers and research countries are Turkey (TR) and New Zealand (NZ). The methodology of the study is a case study within a quantitative approach. It has been found that TR in-service teachers have a higher mean score in terms of economic, emotional, and ecological intelligence themes while NZ in-service teachers have a higher mean score in terms of social intelligence and green consumer themes. It is concluded that there are different and good applications in both countries and their researchers should increase their publications related to detailed education programs.

This study aims to examine the opinions of primary student teachers on the design and implementation processes of learning activities that they developed and used in the classroom during their teaching practices. The case study method was used in the study designed within the framework of the qualitative research approach. In the study, a questionnaire consisting of open-ended questions was applied as an electronic form to 85 primary student teachers studying in the last year of a primary teacher education program at a state university in the 2019-2020 academic year. Obtained raw data were analyzed with descriptive analysis techniques. According to the findings obtained in the study, the majority of the participants stated that they received sufficient training during their undergraduate education on activity preparation, however, they feel inadequate in developing creative activities. According to the findings, although there are many advantages of preparing activities in the teaching practice process, these advantages can sometimes turn into disadvantages during the implementation process. According to the results obtained in the study, the expectations, feelings, and opinions of participants during the activity preparation process may change after the activities are applied in the classroom. However, many problems such as lack of time, crowded classes, and classroom management difficulties are encountered during the implementation of activities in classroom practices. To overcome these problems, it is recommended that primary student teachers should be supported in activity designing and implementing during teaching practices in primary schools.

Social media has become an important part of our lives with the widespread use of the internet. On Facebook, the largest social media platform, people with similar interests can establish a group and communicate with each other. There are Facebook collegial groups created by teachers in many countries. The research aims to identify the similarities and differences of science teachers' share content on Facebook groups. In the study, the case pattern was adopted which is one of the qualitative research methods. as a data source, two Facebook groups established by science teachers in Turkey and Europe which were determined through criteria sampling were analyzed for one-month shares. 341 posts of science teachers' group in Turkey were analyzed by analysis method, 396 posts in Europe were subjected to descriptive analysis. Analysis results are presented in tables and compared. Based on the research results we can say science teachers in Turkey focus on course content while the ones in Europe are more interested in professional and personal development, scientific developments, and academic activities. The research results were compared with the education systems of countries, teacher training policies, and other studies in the field, and various suggestions were made.

In this study, it was aimed to prepare animated concept cartoons for the subject of fractions and to evaluate their applicability in terms of teachers’ and students’ views. In this context, animated concept cartoons (ACC) have been prepared that contain some of the acquisitions of "Fractions and Operations with Fractions" in the 5th and 6th grade of the mathematics curriculum. Before the concept cartoons were prepared, a needs analysis was made for the students 'misconceptions about fractions by taking teachers' opinions. The scenarios of ADKK for the misconceptions determined afterwards were created by making use of the literature. These scenarios were prepared using visuals and voiceovers through an animation preparation application. The developed concept cartoons were applied in three different classes in three different schools, then teachers’ and students’ views were taken about the concept cartoons.