In the theory of beauty, the most well-known basic issue is whether the beauty is an objective feature of beautiful things or in the eye of beholder - subjective. Science is our best guide for the nature of the natural world. So knowledge of science should guide us to give an aesthetic response to nature. Since science is objective, an environment aesthetic guided by science will be objective as well. In this study, existing data collection method used to obtain data. We have said and discussed a little about approaches and samples about Aesthetic of Nature. We wanted to show different approaches and ideas from subjectivity to objectivity via "scientific monism" and "constrained pluralism". As a result, some aesthetic judgments of nature are indeed true or false, correct or incorrect, appropriate or not, but many aesthetic responses to nature are better or worse than others on very different causes.

It’s extremely important to know how much the changes made in the 2017 Chemistry Curriculum could solve the problems of the teachers who apply the 2013 Chemistry Curriculum. Based on this idea, first the Chemistry teachers’ views about the 2013 Chemistry Curriculum were examined, and then the changes in the 2017 Chemistry Curriculum were evaluated by considering the teachers’ opinions. 88 chemistry teachers working in different cities of Turkey participated in the first part of the two part study. A three- part opinion form was developed by the researchers in order to get the teachers’ ideas. After completing the studies of validity and reliability, the application was made. In the second part of the study, the 2017 Chemistry Curriculum was analysed in terms of general goals and unit acquisitions and new regulations were determined. The teachers’ opinions about the general views on the program such as the positive and negative aspects of the program, ease and difficulties of the application and subject ranking were compared with the contents of the 2017 Chemistry Curriculum. It’s identified that 2017 Chemistry Curriculum has been simplified by removing some concepts and subjects in all class levels and the intensity of the program was generally decreased in general.

This study is intended to investigate the subject of adsorption to the pre-service science teachers within the curriculum of chemistry course by means of instrumental analysis. The adsorption of porous materials in colourful solutions was investigated in terms of spectroscopy techniques. Then, the images and data obtained by SEM were used to increase the permanency of the learning and eliminate the potential conceptual fallacies. The study employed purposeful sampling. As data collection instruments Sciences Academic Achievement Test and observations were used in the present study. The academic achievement test developed by the researcher based on the experimental activities conducted during the application process of the study was administered as pre- test, post-test and recall-test. The data collected through pre-test, post-test and delayed recall test were analysed through SPSS 20,00 Program Package by using t-test. By considering the fact that the sampling of the study consists of pre-service science teachers and they will be practicing teachers after a while, it was observed that their skills required to design science experiments, predict the stages and outcomes of the experiment are not adequate. Presentation of experimental activities in the form of display experiments resulted in a significant difference between the pre-test and post- test results and this shows that there is an increase in the information level of the participants. The fact that greater similarity observed between the students’ post-test drawings of the surface structure of the matter adsorbing and its real structure when compared to their pre-test drawings shows that the application is successful.

The aim of this study is to develop a valid, reliable and up to date measurement tool that determines the motivations of secondary school students towards Chemistry Research Interest, Performance, Collaborative Work and Communication, and Chemistry Learning, taking into account the secondary school chemistry curriculum. 336 students from different schools participated in the study. As a result of the study, a reliable and valid measuring instrument consisting of three subfactors measuring the motivation of the secondary school students towards the chemistry course was developed. The Cronbachs alpha reliability coefficient of your scale is 0.962. The reliability coefficients of the subscales of the scale ranged from 0.951 to 0.871, and the factor loadings of the scale items ranged from 0.852 to 0.492. The total variance explained by the scales was found to be 63,857%. Confirmatory factor analysis of the three-factor structure of the scale revealed a resultant RMSEA value of 0.09. The results show that your scale is a reliable and valid tool. Google Translated