Designing and implementing emergency education solutions during an ongoing crisis is a significant issue. Since 2007, the Israeli blockade and the ongoing conflict have had a significant negative impact on the education sector in Gaza. This field note addresses the issues affecting the education sector in the Gaza Strip and outlines Project-Based Learning (PBL), an education technique for developing leadership abilities that could serve as an emergency response to education. This intervention was done with 76 third graders from Al Zaitun Coed Elementary C School in Gaza and two classes of third graders were selected at random. The participants were separated into two groups of equal size, each containing 38 pupils. The experimental group was taught English using the project-based learning strategy, whereas the control group was instructed using the traditional way. The research instrument was an observation card on which the student's leadership qualities were scored prior to and after application. On the post-application observation card, the experimental group's leadership skills were rated higher on average by the results. These findings were attributable to the project-based learning technique, which the researchers advocate for developing leadership abilities in English classes.

This study aimed to investigate the effect of a teaching material designed to teach the nature of science to 4th-grade students. For the research, a teaching material was designed, which reflects the tentative, inferential, imaginative, and creative aspects of the nature of science. It was implemented for a total of eight primary school 4th grade students and lasted for two-course hours. Firstly, a preliminary interview was conducted with them. Immediately after the teaching, they were interviewed for the last time. The data were collected through the nature of a science student interview form developed by Khishfe and Abd-El-Khalick (2002) and consisting of a total of six questions. Each student's pre and post-nature of science profiles on three aspects were created and compared. It was determined that the naive views about the tentative, inferential, creative, and imaginative nature of science were observed in the pre-interviews and varied greatly in the post-interviews in a short time. Students who initially believed that scientific knowledge was impeccable and that scientists were 100% sure almost completely abandoned these naive views. We wonder if the change will be permanent and this should be tested with follow-up studies and also how the short time teaching will reflect their daily lives.

The purpose of the study is to examine the scientific research self-efficacy of geography teacher candidates of COMU Faculty of Education. In this direction, a scientific research self-efficacy scale consisting of six factors and 37 items was used. The sample group of the study was the teacher candidates who continue their educations in the Department of Geography Education, Turkish and Social Sciences Education, a Faculty of Education at a state university in Marmara region of Turkey. The sample of the research consists of 72 teacher candidates who continue their education in the same department (1,2,3 and 4th grades). As a result of the study, it was found that male Geography Teacher candidates' opinions on scientific self-efficacy were more positive than female Geography Teacher candidates. As a result of the research, after determining the problem, it was determined that they had a high self-efficacy that they could continue the investigation accordingly, but that their self-efficacy was low at the point of identifying the problem situation personally. It has been determined that while the candidates have high self-efficacy in examining the literature in the context of the problem situation, they have low self-efficacy in accessing national and international databases for literature review. It has been observed that the geography teacher candidates have high self-efficacy in determining the appropriate method for testing  hypotheses, and they have low self-efficacy if they can perform validity and reliability studies of the data collection tools they will use in the research. It has been observed that they have high self-efficacy in discussing and presenting  the study findings to the reader in the reporting process, and low self-efficacy in writing the reporting process according to the testing of the hypothesis(s).