The purpose of the current study was to investigate the classroom teachers&rsquo / and science and technology teachers&rsquo / views on science and technology curriculum. In this nation-wide study, survey design was utilized. The participants of the study consisted of 960 teachers in 26 provinces across Turkey and 601 of the teachers were classroom teachers and 359 teachers were science and technology teachers. In order to investigate teachers&rsquo / views, Teachers&rsquo / Views on Science and Technology Curriculum Questionnaire was developed by the researcher. The questionnaire was composed of 3 parts: demographic information part, science and technology teachers&rsquo / views questionnaire and open ended questions. To analyze the data, descriptive statistics and inferencial statistics (MANOVA) were used. The responses to open-ended questions were subjected to qualitative analysis. Results of the descriptive analyses revealed that classroom teachers and science and technology teachers had positive views towards attainments-content, learning-teaching process and assessment component of science and technology curriculum. Results of MANOVA analysis demonstrated that graduation fields affect teachers&rsquo / views towards attainments-content and assessment component of the Science and Technology Curriculum / whereas graduation fields did not affect teachers&rsquo / views towards learning-teaching process. Similarly, teaching experiences affect teachers&rsquo / views towards attainments-content and assessment component of the curriculum. As for teaching field, the results showed that teaching field affects teachers&rsquo / views towards attainments-content and assessment component of the curriculum and classroom teachers had more positive views on these components. Gender did not illustrate statistically significant results on teachers&rsquo / views on science and technology curriculum components.

The purpose of this study was to identify and analyze the needs of the third year Management students of the Faculty of Economic and Administrative Sciences at BaSkent University with regard to the English-Turkish Translation Course through the perceptions of the students / course instructors including the course designer / graduates who took the course / subject-area instructors of the Department of Management / and the professionals practicing in different fields of management and business administration. Based on the findings of the study, recommendations were extended to the course designer and the instructors who teach the course for the improvement of the course. The data collection instruments used for the study were a Needs Analysis Questionnaire administered to fifty-three students and structured interviews conducted with the six course instructors, sixteen departmental instructors, ten graduates and ten professionals. The reliability of the questionnaire was measured by using Cronbach Alpha test and all the instruments were pilot-tested. Both qualitative and quantitative data were gathered which were analyzed using descriptive statistics (percentages and frequencies). The study brought into light the fact that translation particularly from English into Turkish was perceived to be a very important skill primarily in students&rsquo / departmental studies most of which they do in Turkish and for which they do most of their field-specific readings in English, which renders transfer from the foreign language into the native language indispensable. Perceptions of the participants also revealed that the translation course, in addition to improving the translation skill, raised competence in the foreign language, primarily in terms of enhancing knowledge of vocabulary, reading comprehension skill and writing skill. One of the major strengths of the translation course was found out to be the total relevance of the content of its translation materials to the students&rsquo / area of study. Preferences of the course instructors and the students were generally in line with the requirements of the target situations and the suggestions of the literature. Based on the findings, recommendations were extended to the course designer and the instructors. The most important ones included were extending the duration of the course from one semester to two semesters / shifting from sentence-level to paragraph-level and text-level translations / more emphasis on communicative rather than faithful translation / incorporation of authentic materials such as texts from magazines and newspapers and texts used in professional life into the course materials in addition to the texts extracted from field-specific course books and resources already used in the course for translation.