This study aimed to identify the strategies used by 8th-grade students when solving multiple-choice questions in Physics, Chemistry, and Biology, and to explore any differences or similarities in these strategies. Five 8th-grade students from a private secondary school in Kars participated in the study. They were asked to solve multiple-choice questions in each subject using the Think Aloud strategy, followed by semi-structured interviews to understand their problem-solving approaches. The data from the recordings and interviews were transcribed and analyzed using qualitative research software. The findings indicated that students employed distinct cognitive strategies for each subject. In Physics, strategies focused on numerical operations, including using formulas, setting up equations, and simplifying expressions. Chemistry problem-solving involved strategies such as self-questioning, trial and error, and the use of inequalities. For Biology questions, students relied on strategies that facilitated comprehension, such as careful reading, underlining, and identifying key parts of the question. In addition to cognitive strategies, students also utilized meta-cognitive strategies, such as reviewing and marking graphs or figures in Physics and Chemistry, and increasing reading speed and paraphrasing in Biology. The characteristics of the questions, such as the inclusion of visuals or explanations, appeared to influence the types and number of strategies employed.

This study investigated the levels of Technological Pedagogical Content Knowledge (TPACK) among visual arts teachers in the Diyarbakır region during the 2023-2024 academic year, considering various demographic variables. Using a descriptive survey design and a quantitative approach, the study involved 152 visual arts teachers selected through convenience sampling. Data were collected using a demographic information form and the Technological Pedagogical Content Knowledge Scale. The results indicated a high proficiency across all dimensions of TPACK: technology knowledge, pedagogical knowledge, content knowledge, and the integrated TPACK construct. Furthermore, no significant differences in TPACK levels were observed based on gender, socioeconomic status, participation in educational technology training, or years of teaching experience. These findings suggest that visual arts teachers in the Diyarbakır region possess strong capabilities in the various knowledge domains that contribute to effective technology integration in teaching. The study underscores the importance of incorporating technological advancements into visual arts curricula and teacher training programs, with a focus on developing TPACK. It is recommended that pre-service teachers be provided with practical experiences to enhance their competence in integrating technology within educational contexts.

Teacher agency includes the ability of teachers to make meaningful decisions, take action, and influence in their professional fields. This qualitative study seeks to understand the relationship between teachers' habits of mind and their teacher agency by examining the nuances and issues that contribute to teacher agency within an inquiry physics lesson. Using qualitative heuristic study methods, data was collected through a retrospective verbal report and an in-depth interview with 8 physics teachers. Through interpretative phenomenological analysis, pattern and themes were identified that explain the experiences, perceptions and behaviours that support teacher agency. The findings suggest that teacher agency is a multi-faceted phenomenon that involves personal beliefs, institutional structure, professional development and collaborative opportunities. This study described teacher professional agency in four dimensions that are; being professional competence in the productive steps of inquiry lessons, inquiry pedagogy as a sign to create sense of professional purpose to maintain inquiry learning, updating teaching material and resources to maintain inquiry learning with the changes of educational system, and coping with the transformation of educational system. These dimensions elucidating the issues and factors that foster or hinder teacher agency, shedding light on the complexities and nuances inherent in this construct. This study supports teacher learning within the context of inquiry teaching and learning, empowering and supporting teacher professional development in inquiry teaching and learning. These understanding has important implications for educational policies and professional development initiatives, as well as school leadership.

Creative and critical thinking play a central role in mathematics teaching and learning. These two forms of higher-order thinking contribute to individuals’ problem-solving, decision-making, and knowledge generation processes. Teachers, in particular, have a significant role in fostering students' creative and critical thinking. In this context, the purpose of this study is twofold. First, it aims to examine the levels of creative thinking skills (CTSs) and critical thinking dispositions (CTDs) of pre-service mathematics teachers (PSTs), and the potential effects of gender and academic achievement on them. The second aim is to determine the relationship between the CTS and CTD of PSTs. Employing a quantitative research methodology, the study was structured around correlational model. It involved 205 PSTs, using the “How Creative Are You?” and “CTD Scale” for data collection. The data were analyzed through descriptive statistics, independent sample t-test, one-way analysis of variance, correlation analysis, and simple linear regression analysis. The findings revealed that the CTS levels of PSTs were above average, while their CTD levels were high. It was determined that CTSs and CTDs of PSTs did not differ significantly according to gender, while they differed significantly according to academic achievement. A medium, positive, and significant correlation was found between CTSs and CTDs of PSTs. Furthermore, CTSs of PSTs were identified as a significant predictor of their CTDs, explaining 23% of the variance in CTDs.