This study investigates physics teachers' perceptions of life-based semantics towards the 2022 Basic Proficiency Test (BPT) physics questions. The study participants consisted of 30 physics teachers working in schools affiliated with the Ministry of National Education in various provinces in Turkey in the spring term of the 2022-2023 academic year. Case study was preferred as the research method. The life-based semantic perception form developed by the researchers and applied through Google Forms was used as a data collection tool. Descriptive analysis was used to analyze the data from the data collection tool. Comprehensible, original, and current for the first question; comprehensible and distracting for the second question; comprehensible and reflecting learning outcomes for the third question; current, reflecting learning outcomes; and challenging for the fourth question; original, comprehensible, and current for the fifth question; comprehensible, reflecting learning outcomes, and distracting for the sixth question; comprehensible and life-based features for the seventh question of physics were determined. Suggestions were made to determine semantic perceptions in the development process of the questions and their use in other fields.

This study aimed to conduct a systematic literature review of international research on using intelligence games at the primary education level between 2011 and 2023. We analyzed twenty research articles to determine thematic characteristics, game types, study groups, and key findings. The results indicated that most papers were in 2021, focusing on fifth–8th-grade students, followed by first–4th-grade students, teachers, and teacher candidates. We also found out that geometric-mechanical and strategy games were the most frequently used, with Tangram and Mangala being the most preferred games in their respective categories. In contrast, memory games were the least utilized. The findings demonstrated that intelligence games significantly enhance academic achievement, problem-solving skills, spatial reasoning, and motivation. For example, anagram games improved fluent reading skills, while Mangala contributed to mathematical motivation. Intelligence games fostered positive attitudes toward lessons and encouraged student cooperation. The study highlights challenges such as classroom management issues during intelligence game activities in large classes.

This study aimed to compare the effects of two different distance education methods on students' learning outcomes: academic achievement and attitude toward science courses. One was the EBA system, which the Ministry of National Education established. The other was the distance education module we developed within the scope of the management approach to enrich the course content on cell and division. We used the semi-experimental study method. Our study group consisted of 7th-grade students. We provided EBA-supported courses in the control group and module-supported courses in the experimental group. We collected data using the academic success test and the attitude scale. We analyzed our data using tests suitable for normal distribution in the SPSS 20.0 program. The results showed that the experimental group did better in the questions at a high cognitive level. However, there was no statistical difference between the attitude scale results.