It was aimed to determine academicians' perceptions on their lifelong learning competencies according to various variables. The sample was composed of 255 academicians at Education Faculty at Mersin University, Firat University, Dicle University, Trakya University, Selcuk University, Zonguldak Karaelmas University, Adnan Menderes University and Cukurova University. Data of the study were collected via lifelong learning competency scale developed by researchers and by asking them to describe their perceptions on lifelong competencies via a metaphor. For data analysis descriptive statistics, independent sample t test, one way variance analysis (ANOVA), Pearson correlation parameter and content analysis were used. It was observed academicians' perceptions on their lifelong competencies were high and their perceptions differed as regards gender, foreign language proficiency level and technology using level. The learning continuity was emphasized via the metaphors. Not generating any metaphor forming limited competency perception indicated academicians' positive perceptions on their lifelong learning competencies.
The purpose of the present study was to determine how pre-service teachers’ academic achievements changed in explanatory simulation based experiments (eSime) and wet laboratory experiments (Wle) in science and technology laboratory application course. In this research an experimental design including a pre-test and a post-test group approach was used. The sample of this study included pre-service teachers (n=105) which were randomly selected among them. Later, they were also randomly split into three groups. The three groups were named as eSime-1, eSime-2, and Wle respectively. According to results of the study, it was determined that both pre-service teachers in eSime-1 and eSime-2 groups had significantly higher Sci-AAT average scores than Wle group. Eventually, we suggest that explanatory simulation based science experiments may help to students’ in the understanding of meaning of the scientific knowledge, concepts and facts as technological tools and these tools should be used in pre-service teacher education programs.