PRE-SERVICE TEACHERS’ ATTITUDES AND METAPHORIC PERCEPTIONS TOWARDS RENEWABLE ENERGY RESOURCES

In the research it was aimed to explore the attitudes and metaphorical perceptions of science, primary school and elementary school mathematics pre-service teachers’ towards renewable energy resources. The sample of the study consisted of 140 pre-service teachers’ studying in the Science Education, Classroom Education and Elementary School Mathematics Education departments of the Faculty of Education of a state university in the 2020-2021 academic year. The attitudes of pre-service teachers’ towards renewable energy resources were determined by scanning method, which is one of the quantitative research methods. In the research, the Attitude Scale towards Renewable Energy Resources and the metaphor collection form were used as data collection tools. As a result of the research, it was determined that pre-service teachers’ attitudes towards renewable energy resources were generally positive and they aimed to educate students who were sensitive to the subject of renewable energy resources. When the 112 metaphors produced by pre-service teachers’ for renewable energy resources are examined under 3 categories and 10 code titles, it was determined that they expressed the first place is the metaphor of "water", second place is the metaphor of "life", in the third place the metaphors of "child", "oxygen" and "eternity"

A comparative study on the education systems in the Turkic countries

The purpose of this research is to examine the structure of education and training in the Turk World and to compare them with each other. In the study, the general structure, development and current situation of the education and training systems of the Turk World has been researched in detail and compared. In this comparative study, a horizontal approach was used that examined the elements of different education systems as a whole. The education and training systems in these countries, the stages of the educational institutions, the structure of the institutions that educate students, the admission conditions of the students to the schools, the duration of education, the status of higher education, and postgraduate education were examined, and evaluated. The education and training systems of the countries in the Turk World were first researched one by one and explanations were made in the light of the gathered information, then the tables were created with the information, the information in the tables was analysed and explanations were made under the tables. In the conclusion part, the information in the tables for all countries was summarized, the current situations were compared, and evaluations were made. At the stage of data collection; printed scientific resources such as thesis, books, journals, and articles related to the education and training systems applied in the Turk World were used. The data gathered were analysed using descriptive analysis approach according to the criteria determined with the aims of the research. As a result, it has been determined that there are similarities and differences in the structure of the education and training of the Turk World, and these determinations have been revealed. The main differences achieved are; secondary education (high school) and higher education periods, and the difference in the age of starting primary school. The duration of basic education (primary school) is the same in all countries. The Turk World should establish common quality standards in education and training, reflect these standards in their programs, and carry out remedial studies to bring education and training to the level of exclusive civilizations and put them into practice as soon as possible