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"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings.

"International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES) which took place on October 15-18, 2020 in Chicago, IL, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [For the 2019 proceedings, see ED602587.]

This research article examines self-challenge, self-flexibility, and self-recognition as the first set of variables, and its relationship with entrepreneurial self-efficacy and entrepreneurial intention as the second set of variables. This research was conducted on business-management students at the Faculty of Economics and Business, State University of Malang. The subjects in the study had taken entrepreneurship courses and entrepreneurship programs held on campus. There were 113 students who participated voluntarily as research respondents. Data were collected using the Google form and analyzed with canonical correlation to examine the relationship between the two sets of variables. The research results reveal that there is a relationship between the two sets of variables, and there is a congruence in direction between the two sets of variables. [This paper was published in: "Proceedings of the BISTIC Business Innovation Sustainability and Technology International Conference (BISTIC 2023)," edited by I. Zutiasari and D. T. Kurniawan, 2023, pp. 123-31.]

Several factors, such as declining birth rates, and the COVID-19 pandemic, have contributed to the current downward trend in college enrollments in the United States (Marcus, 2021, May 22). Declining enrollments create a greater focus on retention of students. Retention, however, is complicated by factors such as rising tuition costs, an uncertain job market, and questions about the value of education. Educators can impact campus culture to create a sense of belonging and commitment to student success. Some factors that contribute to student success are grit (Duckworth, 2016), and growth mindset (Dweck, 2006), both of which can be developed. When faculty operate with a fixed mindset about students' ability to learn, this may be perceived as a stereotype threat which impedes learning (Muenks et al., 2020). Universities are creating resources to assist faculty in developing a culture of inclusivity and belonging on campus (Gamrat et al., 2021; Gamrat et al., 2023). [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 127-130.]

The characteristics of early-age children, such as curiosity, creativity, and collaboration, align with the essential attributes of STEM education. Consequently, it is important to examine the perspectives of children's picture books regarding STEM professions (gender, field of study, inferred action, etc.). Children's picture books tailored for this purpose should be designed in a simple way in terms of form and content, written in an understandable language, and supported by visuals. In this way, opportunities will be provided for children to learn various concepts, events, and situations more easily through books. In this study, the representation of STEM professions in children's picture books during early childhood was examined. The study utilized document analysis, and the study group consisted of STEM-themed books available from publishing houses specializing in illustrated children's literature in Turkey. After forming the keywords and searching relevant publishing houses, ten books were included in the data analysis. The books were analyzed using the book review form developed by the researchers. The main findings of the study revealed that female characters were prominent in STEM professions in these books. Furthermore, the majority of the characters in STEM-themed picture books depicted engaging in product design and invention when examining the inferred actions. Additionally, objects such as writing tools, construction tools, and fictional machines were widely used by the characters in STEM-themed picture books. The representation of STEM professions in these picture books offers children inspiring role models, showcasing potential success and providing impactful narratives. Consequently, books emerge as effective tools in aiding children's understanding of specific concepts during their early years. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 163-178.]

The study aimed to explore the integration of lesson study into science teacher education programs to enhance preservice science teachers' pedagogical content knowledge (PCK) for STEM. The lesson study cycle encompassed planning, teaching, reflecting, re-teaching, and re-reflecting phases, and the participants' experiences regarding PCK for STEM in these phases were investigated. Lesson study was incorporated into the Practice in a Science Teaching course within the science teacher education program, and four lesson study cycles were completed. Participants designed four research lessons in the format of content representation focusing on different science units and implemented them in middle school classrooms. A case study was employed, and the four preservice science teachers in their final year participated in the study. In-depth data were collected through various sources, including interviews, content representation, and observation protocols, and descriptive analysis was used to analyze the data. The main findings of the study revealed that the phases of lesson study were influential in improving preservice science teachers' PCK for STEM. The collaborative nature of lesson study allowed preservice science teachers to construct knowledge collectively, teach in real classroom environments, observe their peers, and reflect on the lessons. These activities enhanced their understanding of the curriculum, learners, instructional strategies, and assessment in the context of STEM education at the end of the study. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 148-162.]

One of the most significant objectives of the learning and teaching processes is to achieve meaningful learning for the individual; in line with this objective, educators are searching for various methods to accomplish meaningful learning and make it enduring. Following the present age, the sought-after and essential qualified human profile should encompass many diverse skills. While the range of skills aimed to be imparted to individuals of school age has diversified and expanded, knowing history and engaging in historical thinking continues to maintain its relevance and significance. The teaching of historical subjects, as well as the planning, implementation, and evaluation of methods and techniques, presents challenges for the 8th-grade course of The Principles of Atatürk and History of Turkish Revolution due to its structural focus on theoretical knowledge intensity. The emerging generation requires novel techniques. One instructional technique where active learning occurs is through educational games. Educational games are a significant and effective instructional technique that contributes to making the teaching process more efficient and achieving the targeted learning outcomes set by the programs. In Turkey, the number of games designed for history curriculum objectives and the number of studies related to the subject are quite limited. In line with this, this research study aimed to investigate how university students experience the process of designing a history education-themed board game within the scope of the 8th-grade Principles of Ataturk and History of Turkish Revolution course, aiming to impart historical knowledge and historical thinking skills to students. The study focused on the design, development, and evaluation of the board game, exploring the experiences of students throughout this process. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 24-37.]

Supporting learners in many different areas such as pedagogical, administrative and technical areas in e-learning environments is important for maintaining attendance rates, success and satisfaction. The standards published by accreditation organizations are guiding in determining the scope of support to be provided to students in order to provide quality e-learning. This study aimed to examine the learner support criteria for e-learning environments in the context of quality standards from a sustainability perspective. The qualitative research method was used in the study and the data collected by document analysis were analyzed by manifest content analysis. In the first stage of the research, accreditation organizations publishing quality standards for educational programs and distance learning environments were researched and 15 accreditation organizations were selected according to the accessibility of the standards on the internet. In the second stage, the quality standard documents were scanned, and the sections related to learner support were separated and subjected to content analysis. As a result, ten dimensions of learner support emerged. These are technical training and orientation, socialization and interaction, evaluation and feedback, content and teaching material, research and consultancy, accessibility and ease of use, technical support, administrative support, security support, physical resource and financial support. In this context, suggestions have been made to make e-learning environments more qualified in terms of learner support. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 493-510.]

This study aimed to reveal general landscape of research on teacher resilience, employing descriptive and bibliometric analyses. Descriptive analyses were performed utilizing Web of Science's internal system, while bibliometric analyses were executed through the VOSviewer program. Web of Science Core Collection was used as a data source. Citation analyses of publications, authors, and journals, as well as co-authorship, co-citation, and common word analyses were conducted. The research reveals a timeline of publications, indicating a notable surge in 2006, and a substantial increase in 2021. The countries with the highest number of publications on teacher resilience, in descending order, are the United States of America (USA), Australia, the United Kingdom (UK), and the People's Republic of China (PRC), according to the research findings. Authors such as Gu, C. Day, S. Beltman, C. Mansfield, and A. Price emerged from the citation analysis. Based on the results from the co-citation analysis, C. Day and Q. Gu were identified as the most frequently co-cited authors. The co-occurrence analysis of keywords highlighted key terms like resilience, teacher education, early career teachers, teacher candidates, professional learning, school leadership, and COVID-19. The findings were contextualized within the existing literature, leading to recommendations for future research. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 591-611.]

STEM (Science, Technology, Engineering, and Mathematics) education is an interdisciplinary approach aimed at enhancing students' understanding of these disciplines and fostering critical thinking and problem-solving skills. This study investigates the experiences and perceptions of 20 third-year pre-service science teachers (PSSTs) participating in STEM practices at a Turkish public university. The research addresses three key questions: (1) What are the opinions of STEM teacher candidates? (2) What benefits and challenges did they encounter during STEM practices? (3) How do they perceive STEM education and its implications for students and teachers? A qualitative case study methodology was employed to gather in-depth insights from PSSTs. The sample was selected using criterion sampling to ensure relevance to the study's focus. Over a four-week period, PSSTs engaged in STEM activities designed to align with the science education curriculum. Data collection involved a "Views on STEM Education Questionnaire" developed by the researcher and reviewed by two experts in STEM education. Content analysis was used to analyze the collected data, ensuring reliability through inter-coder agreement assessment. The results indicated that STEM education encompasses not only the four core disciplines but also interdisciplinary interactions. Participants recognized its positive impact on cognitive and psychomotor skills, creative thinking, problem-solving abilities, and its real-world relevance. However, limitations in time, resources, and pedagogical technological content knowledge were noted as potential challenges. Effective STEM instructors were described as possessing strong communication skills, creativity, innovation, and a passion for research. The findings of this study contribute to a deeper understanding of STEM teacher candidates' perspectives, shedding light on the importance of interdisciplinary approaches and the qualities required for successful STEM educators. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 554-569.]

The development of students' mathematical problem-solving skills is contingent upon the approaches and methods employed by primary school teachers. This research endeavors to scrutinize the effectiveness of primary school teachers in their roles within the problem-solving process, with particular attention directed toward their inquiry techniques, instructional approaches, and responses to student errors. Employing as a explanatory mixed-design research, firstly quantitative data were obtained from the primary school teachers (N=116) and analyzed by applying the questionnaire form developed by the researchers; additionally, qualitative data were obtained by conducting focus group interviews with a subset of participants (N=6) based on the information obtained from these data. Thereby, teachers get the opportunity to share their ideas in the process. Second phase of the research aimed to develop the active roles of the participants in the problem-solving process. The research outcomes underscore that teachers frequently gravitate toward questioning techniques and teaching methods that promote a nuanced comprehension of the problem. There also appears to be an underutilization of inquiries pertaining to prediction, generalization, and collaborative group work. Furthermore, the research unveils an array of strategies employed by teachers to rectify student errors. These encompass commonly employed techniques such as question-answer, exemplification, and lecture responses, irrespective of the specific type of question posed. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 476-492.]

This study examined the effects of forest education on the environmental awareness and environmental attitudes of vocational high school students and their self-evaluations toward forest education. The study, in which the mixed research method was adopted, was designed with an explanatory design. Forest education was given within the scope of the experimental study carried out at the quantitative level. The importance of the education was emphasized and forest ecology, eco-social functions of forests, forest products were discussed with an interdisciplinary approach. The study group consists of 32 vocational high school students studying at vocational high schools in different provinces from the Thrace region. Data collection tools are the sustainable environmental awareness scale and environmental attitude scale at the quantitative level and structured interviews at the qualitative level. Related samples t-test was used for quantitative data and content analysis was performed for qualitative data. The results of the study show a permanent increase in environmental awareness and attitude of vocational high school students thanks to forest education. According to the self-evaluations of vocational high school students, it can be said that forest education provides positive environmental and academic contributions to them. Based on the results obtained, it can be suggested that forest education should be given importance to direct qualified intermediate staff candidates who can have a say in human-environment interaction to sustainable pro-environmental behaviors. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 463-475.]

Spatial ability is frequently encountered in professional disciplines and daily life. In general, it includes abilities such as rotating objects, estimating the appearance of objects based on a person's position, and being able to think of open and closed forms of three-dimensional objects. It is essential in learning and teaching geometry. In this research, we tried to examine the spatial abilities of 6th grade students through Visualize-Predict-Check (VPC) heuristic in a computer-based environment (GeoGebra). In the research, we designed the teaching materials according to the topics such as reflection, translation, rotation, view from different directions, and expansion, which are included in the mathematics curriculum. The experimental method was used in the research, and the Spatial Reasoning Instrument (SRI) was used for pre-test and post-test. The research groups were 75 students selected from 223 6th grade students studying in four public secondary schools in a large province of the Black Sea Region during the 2022-2023 academic year. These students were selected according to their pre-test scores and were divided into three heterogeneous groups of 25 students each. The result of the research indicates that through the VPC heuristic, there was no statistically significant difference between the scores of the first group of students in the spatial reasoning instrument when teaching was carried out only according to the visualization component. However, there was a statistically significant difference between the scores of the second and third group students in the spatial reasoning instrument when teaching was carried out, respectively, according to the visualization prediction and visualization-prediction-control components. Based on the findings, suggestions were made for further research. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 538-553.]

Experiencing anxiety is a major obstacle for language learners, especially in productive skills. Among these, speaking is considered to be generally the most challenging. Clearly, many students are affected by Foreign Language Speaking Anxiety (FLSA) and this negatively affects many aspects of their language learning experience, such as group work, speaking tests, presentations etc. Although many studies examine the causes of students' FLSA, there is a lack of focus on individual-specific causes. This qualitative multiple case study aimed to examine the phenomenon of FLSA, and explore the root causes of this problem, aiming at providing teachers with specific solutions to enable them to develop more effective ways to assist their students. Three preparatory class students participated in this study. The data was collected through the participants' diaries, semi-structured interviews and the researcher's informal participant observation over 6 weeks. The findings revealed that the causes of FLSA are highly personal and therefore, generally unpredictable. While certain causes have received much attention, others are practically invisible to teachers and therefore difficult to deal with effectively. The results emphasize the need for teachers to fully consult students before deciding on approaches to overcome FLSA. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 322-336.]

Rules are often created based on the needs and values of society. Social rules, on the other hand, are guidelines that state whether we should or should not do certain behaviors. In addition to educational activities, schools also include activities aimed at teaching social rules. The concept of rule, its formation, implementation, classification and diversity, its changing borders, its importance for human education, order, and life has a structure that is highly questioned among people. It is important to know the perspectives of primary school children regarding the rules, one of the ages where this questioning is made deeply, in order to plan educational activities. The aim of this research is to reveal the cognitive structures of primary school students regarding the rules through the Word Association Test (WAT). In this study, descriptive survey model, one of the quantitative research methods, was used. The study group of the research consists of 185 primary school second, third and fourth grade students studying in a Turkish province in the 2022-2023 academic year. The study group was selected according to easily accessible case sampling, one of the purposive sampling strategies. While primary school 2nd grade students associated the concept of rule with 52 different words, third grade students associated 56 different words and fourth grade students associated 75 different words. When the words with a cut-off point of 25 and above were examined, it was seen that school and traffic answers were given at every grade level. When the words at each grade level were examined, it was seen that the students generally did not write the concepts with close meaning and similar meanings related to the concept in which they explained the rules with examples. However, it has been determined that the written words are mostly associated with social and school rules. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 225-240.]

Privatization of education has expanded dramatically worldwide in the last two decades, and Turkey is no exception. It is seen that the developments affecting the transformation of public services began with the implementation of neoliberal education policies, especially after the 1980s. These policies have led to a significant transformation in the field of education. After this period, the field of education, which was offered as a public service, began to be increasingly privatized. This process, which causes significant effects in all areas of education, shows that the privatization of education also has a significant impact on school choice processes. The main problem of this research is to try to understand the appearance of the segregations in education that arise due to school choice processes and the possible effects of educational segregations. Therefore, this research aims to focus on school choices, educational segregation, and the possible effects of this process during the privatization of education in Turkey. As a result of the research, it was revealed that exam scores and the distance from the school to home were the most determining factors in school choice for students studying in public high schools. Therefore, it can be said that there is a compulsory school choice process for students studying in public high schools. It is seen that students and parents studying in private high schools choose qualified private schools with high academic success due to the aim of accessing a qualified education. Parents' view of education as an investment and deficiencies in public education are other important factors in choosing a private school. Among the important results revealed by this research study is that school choice leads to students accessing schools of different qualities, deepening educational disparities depending on class position and educational inequalities. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 337-350.]

The primary objective of this research was to investigate the effects of model-based science instruction on the conceptual development of 7th grade students in the topic of electricity. This qualitative research was conducted during the 2022-2023 academic year, using purposive sampling method. The study comprised 33 7th grade students (18 boys and 15 girls) from a secondary school located in the city center of the Aegean Region. Students' conceptions were introduced as a conceptual framework representing individuals' mental models. In the study, a conceptual understanding test consisting of five open-ended questions was developed as a data collection tool within the framework of the related literature and science curriculum. In order to evaluate the effects of the designed learning environment, this achievement test was administered to students before and after the instruction. Rubric was used in the analysis of the obtained data. Analyzes were carried out by one researcher and their accuracy was checked by another researcher. The effectiveness of the learning environment is based on the comparison of the pre- and post-test findings. The implementation process lasted 12 lesson hours. The data were analyzed descriptively and classified according to their conceptual knowledge levels. Conclusively, the study demonstrated that the implementation of model-based lessons within the 'Electric Circuits' unit had positive impact on the conceptual development of 7th grade students. In addition, model-based learning sequence reduced misconceptions of students about the topic of electric. Based on these results, model-based teaching was recommended to teachers in the instruction processes and researchers were recommended to investigate features of models and the nature of modeling, the relation between students' knowledge about modeling and the quality of the models they create. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 520-537.]

Physical programming (PP) is defined as the design of interactive physical systems between the real and virtual worlds using a combination of software and hardware. A physical programming platform (PPP) defines a structure that includes hardware and software where such applications can be made. The aim of this study is to introduce the MIDEP computer card, which can be used at all levels of education, does not require a computer and can be used as a computer, and to evaluate its usability in physical programming training. In the study, which was designed with a one-group pretest-posttest experimental model, the evaluation process was carried out in two stages with two different study groups. The study group of the application consisted of teacher candidates in the first stage and K12 level students in the second stage. In data collection, academic achievement tests prepared separately for pre-service teachers and K12 level students and focus group interviews with students were utilised. The findings show that the training given by using MIDEP card and MIDEP workbook increased the academic achievement of the students in physical programming at a statistically significant level. In addition, as a result of the findings, it can be said that the projects and activities included in the training exhibited a balanced distribution in terms of the gains related to the sub-dimensions of hardware, software and Internet of Things, and that the tools and materials used allowed students without any experience to learn gradually from easy to difficult. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 570-590.]

Clear knowledge of managerial roles allows for understanding the various functions and responsibilities that administrators undertake daily. Additionally, this knowledge offers a balanced perspective on management work, acknowledging that managers must do several responsibilities at once. This study reveals how the Public Education Center (PEC) vice-principals who work with a busy schedule perceive their managerial roles and how they operate their tasks rather than the statements on the formal regulations. This research study utilized a qualitative, phenomenological research design to explore the roles and workload of PEC administrators. We conducted in-depth interviews with four PEC vice-principals who all had worked in Izmir. We aimed to elicit detailed descriptions of their managerial experiences and thoughts on their work. The data were analyzed with the qualitative content-analysis method to identify the patterns and themes. Findings were shaped within the framework of Mintzberg's managerial roles and gathered under three main themes, namely Interpersonal, Informational, and Decisional responsibilities. These results showed that PEC vice-principals were active in all three primary responsibilities. Moreover, according to the participants, the most crucial roles were the roles of leadership, problem-solving, negotiation, dissemination, and representation. The study makes a few implications and recommendations, such as that PECs could use Mintzberg's managerial roles as a framework for assessing performance or that PECs could ensure that their managers have the necessary knowledge and abilities to carry out their duties successfully by understanding their managerial roles. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 449-462.]

This research aimed to develop a valid and reliable test to be used to detect sixth grade students' misconceptions and errors regarding the subject of fractions. A misconception diagnostic test has been developed that includes the concept of fractions, different representations of fractions, ordering and comparing fractions, equivalence of fractions, representation of fractions on the number line, and addition, subtraction, multiplication and division of fractions. Studies in the literature on misconceptions in fractions were examined and 22 misconceptions were listed. An open-ended test consisting of 23 questions was created in which students justified their answers to the questions. The developed test was applied to 215 sixth grade students studying in a public secondary school in Istanbul. The average item difficulty index of the test was calculated as 0.37. The test was found to be of average difficulty. The average discrimination index of the test was measured as 0.69. This value shows that the test items are quite successful in distinguishing between students who know and those who do not. In addition, when the discrimination values of the test items were taken into consideration separately, there was no need for item removal or item change since there were no items below 0.30. The KR-20 reliability coefficient was calculated for the first stage of the test and was calculated as 0.93. A graded classification system was used for the first part and second part of the test. To determine that the two stages work in harmony, the Cronbach Alpha reliability coefficient was calculated and found to be 0.95. These results prove that the developed test is highly valid and reliable. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 255-272.]

This study aims to explain the relation between school administrators' instructional leadership and teachers' instructional moods according to teacher opinions. The research is quantitative in nature and designed in a correlational survey pattern using quantitative research methods. A total of 160 participants took part in the study, selected through simple random sampling method. In data analysis, t-tests and ANOVA were used. Pearson product-moment correlational analysis was employed to determine the relation between school administrators' instructional leadership and teachers' instructional moods. The impact of school administrators' instructional leadership on teachers' instructional moods were analyzed using simple linear regression analysis. It was found that the level of school administrators' instructional leadership was high, and teachers' instructional moods were at a moderate level. Teachers were found to have a higher sense of enjoyment in their instructional moods, while their anxiety levels were relatively low. School administrators' instructional leadership behaviors were found to be consistent across gender, educational level, years of service in the school, and duration of working with the current school administrator. Similarly, no differences were found in teachers' instructional moods concerning gender, educational level, years of service in the school, and duration of working with the current school administrator. A low level of positive correlation was found between school administrators' instructional leadership and teachers' instructional moods. The study concluded that the instructional leadership of school administrators has a minimal impact on teachers' instructional mood states. [This paper was published in: "EJER Congress 2023 Conference Proceedings," Ani Publishing, 2023, pp. 1-23.]

Augmented reality (AR), a cutting-edge technology, has the potential to change the way students learn by superimposing virtual items and information onto the real environment. Through more immersive and interesting interactions with digital content, AR might help students better understand difficult concepts and boost their drive to learn. As a result of its contribution to student learning, AR has become increasingly appealing to educational researchers. This study aimed to descriptively explore the characteristics of AR studies in education and to qualitatively analyze the most influential ones indexed in the Web of Science (WoS) between 2000 and 2022. A scoping review was conducted to determine the sample of the AR studies in education based on the inclusion criteria. Accordingly, descriptive analyses were conducted to identify the characteristics of the AR studies in education between 2000 and 2022 in terms of publication year, country, affiliations, journals, funding agencies, and citation trends. Then, the research methodologies and implications were found among the most influential AR studies in education between 2000 and 2022 by synthesizing qualitatively. The overall results indicated that AR studies in education have been conducted since 2008, with an increasing number of studies over time. Based on the implications of the most influential studies identified in terms of citation numbers, it was detected that AR has the potential to enhance education and training by providing interactive and engaging environments, linking real-world contexts with digital resources, and promoting efficiency and effectiveness in learning. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 273-291.]

The aim of the study is to examine informational children's picture books prepared for preschool children in terms of scientific process skills. The study was conducted using the document review method, one of the qualitative research methods, and descriptive analysis method was used in the analysis of the data. Within the scope of the research, 18 books in the "Science Solves It" series prepared for preschool children by TUBITAK publications were first analyzed in terms of scientific content, and then analyzed according to 17 scientific process skills under the headings of basic process, causal process, and experimental process skills as a result of the scans in the field literature. As a result of the research, it was found that informational children's picture books in the Science Solves It series from TUBITAK publications were mostly prepared for the field of life science within the framework of science standards, and they were insufficient in terms of providing a scientist image to preschool children and presenting historical knowledge of science. In terms of scientific process skills, it was found that basic process skills were used more. Among the basic process skills, it was found that the communication skill and observation skill were included the most, while the measurement skill and the use of number/space relationships skill were included the least. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 432-448.]

The aim of this research study was to examine the opinions and experiences of teachers and pre-service teachers about number sense and its development. The participants of this research were 25 teachers and pre-service teachers studying at undergraduate or graduate level in different regions and different departments of Turkey, who participated in the number sense training project prepared within the scope of teacher training. Research data were collected through open-ended questions and activities developed by the participants. Open-ended questions developed by the researchers consisted of questions about the development and application of the number sense. The data were analyzed through content analysis. Results showed that most of the participants generally emphasized the use of materials such as number cards and ten frame cards for the development of number sense in the classroom environment and the development of number sense components such as having number talk. However, the number sense activities developed by the participants as a group at the end of the training reveal that they need to have more experience in number sense. In addition, the participants see teacher competence and the content and intensity of the objectives in the mathematics curriculum as the biggest obstacle to the use of number sense in the math classroom. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 131-147.]

The aim of the study was to evaluate how the media covered distance education practices carried out by the Turkish Ministry of National Education between March 16, 2020, and September 6, 2021. The study employed qualitative research methods, specifically the document analysis design. In this context, the study focused on newspapers as a media platform. The research assessed the perspectives on distance education from four newspapers with different ideologies. The primary objective of the study was to raise awareness of existing issues, inform the public, and promote action-oriented solutions, especially in the field of education. Within the scope of the study, instead of emphasizing biased or unbiased media, the fundamental role of the media, which is often more significant than commonly perceived, is underscored. Based on the findings of the research, it is emphasized that the media should be aware of the critical role it plays and that providing inaccurate or misleading information, particularly in the field of education, can have adverse consequences. Additionally, the study draws attention to how and to what extent the topic of distance education is addressed. As a result of the study, the importance of informing the society about the distance education process is discussed, emphasizing the need for accurate and effective communication in this regard. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 83-96.]

For learners to be individuals equipped with the 21st-century skills when they start business life after graduation, they must be able to gain these skills during their education. However, due to their nature, it's not possible for students to acquire these skills under a specific course. For these skills to be achieved, they must be integrated across all curricula. In this study, an evaluation was conducted to see whether various countries incorporate the 21st-century skills in their curricula, how these skills are applied, and how these skills should be handled in their curricula. Within the scope of this research, the curricula applied in Australia, New Zealand, Canada, England, Ireland, and Turkey were examined. When the 12 skills defined by the P21 platform are considered, it can be seen that all skills are interconnected and that one cannot fully exist without the other. It can be said that starting to gain these skills, which are required by the 21st-century professions and which employers expect from graduates, from an early age it is important for individuals to be properly and fully prepared for the future. In accordance with the 21st-century expectations, evaluations, educational materials, teaching methods, professional growth opportunities, and learning environments should all be synchronized to create a supportive framework that generates the 21st-century results for contemporary students. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 97-126.]

Some studies state that teachers do not have sufficient knowledge for the implementation of the program, do not find the teaching and evaluation activities applicable, and have difficulty in implementing the program due to the lack of materials-tools and equipment. In this context, this research aims to determine the opinions of pre-service teachers about the Physical Education and Sports Education Program (5-8). In line with this purpose, we tried to find answers to the following questions: What are the teacher candidates' opinions in relation to their teaching programs gains, its content, learning-teaching processes, and measurement and evaluation practices. This research was carried out by utilizing the scanning model. In the study, quantitative research methods were used, and a questionnaire prepared by the researchers was used in order to determine the views of teacher candidates on the Physical Education and Sports Education Program. The universe of the research consists of 100 students studying at the Faculty of Sports Sciences of Bayburt University. When the research findings were examined, it was seen that the evaluations of the novice teachers toward the objectives of the education program were generally positive. On the other hand, it is seen that the novice teachers concentrate on the expression "I am undecided" about whether there are scientific errors in the outcome statements. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 634-644.]

In order to keep up with the speed of science and technology in today's conditions, it is important for human beings to constantly renew themselves and adapt to the changing world and living conditions. In this content, education plays a significant role, and art education, in particular, hold a pioneering role in nurturing civilized individuals. Art education, which is considered important at a young age, takes on the locomotive task of developing a child's creative power and integrating the knowledge and skills they acquire into real-life applications by incorporating current techniques and tools. The importance of drawing in a child's development can be expressed by its role as a means for perceiving the external world and self-expression. Studies also demonstrate that children utilize the knowledge and skills they acquire on touch screens in their real lives. Drawing applications with fun themes for children attract attention. However, these applications are generally designed for entertainment purpose and targeted towards children who can read and write. The lack of an educational software that provides audio guidance and teaches drawing with the support of artificial intelligence has led to the development of the 'Artificial Intelligence-Assisted Directed Drawing Technique' as identified in the literature research. This technique supports a child's creativity, enhances their fine motor skills, increases their digital literacy, and provides an enjoyable learning experience. Additionally, it enables children to create original drawings and express their ideas while guiding their progress and supporting their learning process. The artificial intelligence-assisted directed drawing application is believed to contribute to the development of a child's self-drawing skills, beneficial use of technological devices like tablets by preschoolers, and increasing the interest and talent of future generations in artistic activities. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 511-519.]

In recent years, out-of-school learning has become more and more important, thus creating new learning environments for students. Out-of-school learning enables students to discover new information both by having fun and by experiencing. The purpose of this research study was to investigate the perceptions of secondary school students about out-of-school learning environments through the pictures they drew. The research design was carried out as an art-based phenomenological approach. The study group of the research consisted of 22 eighth grade students. The data of the research were obtained simultaneously with two open-ended questions for the phenomenological design side and with the pictures drawn by the students for the art-based research side. The data were analyzed by utilizing a content analysis method. Results indicated that students mostly expressed their out-of-school learning environments as courses, home, and internet. When drawing out-of-school learning environments, students drew more "course, study room, internet, television and home" figures. Students stated their favorite learning environments as home, internet, and course. Students stated the reasons for their favorite learning environments as they are more peaceful at home, the first learning begins in the family, they can access everything more easily with the internet, and the course helps the school. It is noteworthy that students do not give examples of museums, science centers and planetariums as learning. According to the results of the research, it was determined that the students generally gave examples from their own environment as an out-of-school environment, and it was determined that they did not experience environments such as museums, planetariums zoos, or science centers. Since students' perceptions of out-of-school learning environments were very low, it can be suggested to teachers to plan activities and activities for them to teach in out-of-school learning environments. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 38-58.]

21st-century skills are among the qualifications that teacher candidates should have in order to provide quality education, as in every business field. To achieve this, the renovation of educational programs and integration of those skills into the course process is recommended. Exploring the experiences of physical education teacher education students (PETE) in the learning ecosystem, which is created with peer mentoring in the movement education course, was the purpose of this research. In this case study, a movement education course was designed with three peer mentors and 25 peer learners. Data were collected through Instagram page posts, field notes, researcher meetings, and student reflections and then analysed with inductively constant comparison. It was found that peer mentors and peer learners showed flexibility and adaptability in working in their teams if teammates were making an effort and otherwise ignored each other. Because all peer groups prepared content and taught others, they used their productivity, and accountability was shown through reflections among peer mentors, peer groups and course leaders. So, PETE took responsibility for the learning process. Story-creating provided permanent learning, connected knowledge to daily life and raised awareness of PETEs. So, when the 21st-century skills are embedded in the nature of courses, quality education can be achieved. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 179-193.]

The current study aimed to determine the awareness of teachers from different branches about the characteristics of gifted students and to examine whether this awareness varies significantly depending on gender, graduated faculty, professional experience, education level and branch. The study used the relational survey design, one of the quantitative research methods. The study group was comprised of a total of 448 teachers (297 women and 151 men) from different branches. The participants were selected by using the purposive sampling method. A questionnaire and a personal information form were administered to the teachers working in schools across different cities in Turkey in the second term of the 2022-2023 school year through digital platforms. The obtained data were analysed using the SPSS 20 software program. The study revealed that the teachers' awareness of the characteristics of gifted students is at a medium level, and it was determined that the variables of gender, graduated faculty and education level do not affect this awareness, but the variables of professional experience and branch make a significant difference. In this context, it is recommended to design various activities to increase teachers' awareness of the characteristics of gifted students and determine the effectiveness of these activities through qualitative or mixed methods. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 612-633.]

The aim of the study was to examine the effect of the educational practice including growth-mindset strategies on the self-efficacy, self-regulation, academic achievement and mind development scores of 8th grade students who are continuing their secondary education in Turkey. In order to examine the effect of the use of growth-mindset strategies on the self-efficacy, self-regulation, academic achievement and mindset scores of the 8th grade students, the results obtained as a result of the four-week pilot application carried out with the participation of 42 eighth grade students (experimental group: 21, control group: 21). In this study, which was designed in accordance with the nested mixed pattern, data were obtained through Mindset Scale, Self-Efficacy Scale, and Metacognitive Skills Scale before and after the application. In the qualitative aspect of the research, the data obtained from the interviews with the students, reflection reports filled by the students, self-evaluation forms, peer assessment forms and course observations were subjected to content analysis. The categories and codes that emerged as a result of the analysis were structured under three themes that also constituted the interview questions. Within the scope of the research, semi-structured one-to-one interviews were conducted with 4 students in the experimental group, and after the application, self-assessment, peer assessment forms and reflection reports were filled by the students. Before the application, no significant difference was observed between the experimental and control groups in terms of the average scores showing academic success in mathematics, metacognitive skills and self-efficacy skills. A significant difference was observed only between the average scores of mind development among the posttest scores performed after the mind development training. A positive change was observed between the mindset scores of the experimental group students before and after the application. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 383-401.]

Gifted students are future leaders in society. In order to support and encourage them, it's important to have a thorough understanding of the nature of giftedness and the perceptions, and anticipations of gifted students. Therefore, the purpose of this study is to investigate the perceptions and anticipations of 6th-grade gifted students about four commonly used assessment methods, namely, exams, homework, project and performance assessments, and in-class assessments in mathematics classes. The present study is a case study, which is a type of qualitative methodology. The participants of this study consisted of three 6th-grade gifted students who attended Science and Art Centers (BILSEM) in Ankara. To collect the data, semi-structured interviews were conducted, and data were analyzed through content analysis. The findings indicated that although their perceptions and anticipations varied, three gifted students mostly like project and performance assessments out of these four methods, prefer group assessment to individual assessment, and do not like exams and excessive amounts of homework. In addition, the reflections of gifted students' perceptions can be seen in their anticipations. The findings of this study would be helpful to provide teachers and researchers insight into the perceptions and anticipations of gifted students regarding the assessment to diversify assessment, which would contribute to revealing and enhancing gifted students' potential. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 675-685.]

The coronavirus disease 2019 (COVID-19) pandemic has led to a number of problems of which the implications for the future are not minor. The main consequence of the COVID-19 breakout was that almost 100% of the Spanish population had to be confined from March to June. Despite the progressive normalisation of learning, the effects of the pandemic are expected to last for many years. This paper suggests the implications of those side effects that will require not few efforts to become overcome through a descriptive methodology. These effects are not only educational but may also have, according to several studies hereby addressed, an economic effect on the youth. The paper concludes that remedial measures should include additional teaching staff to increase the number of teaching hours in the academic year 2021-2022. [This paper was published in: "New Trends and Issues Proceedings on Humanities and Social Sciences." Volume 8, Issue 3, pp 30-36, 2021.]

Higher institutions face increasing pressures to transform existing strategic enrolment strategies to offset mounting internal and external influences within the educational marketplace. With organizations dramatically reconceptualizing the classroom and instructor-student mandated interaction, internal resistance has significantly impacted enrollment initiatives' success and compounded institutional struggles. This paper discusses how institution-wide strategic enrolment planning can only achieve desired goals when organizational change management has been established and entrenched in the institution's identity. With a focus on educational service quality and decreasing financial solvency, this paper recommends prioritizing a ground-up strategy promoting a culture of change. Change management instills readiness in all levels, creating organizational nimbleness. With nimbleness, each level can adapt to the enrolment management system's frequently evolving policies and ensure long-term institutional success in an increasingly competitive education market and intensifying student recruitment challenges.

This study aims to investigate the satisfaction level of students regarding the education of Turkish as a foreign language (TFL) during the pandemic caused by COVID-19. This study, which was carried out to shed light on the effect of distance education practices on teaching Turkish as a foreign language, is essential in providing students with the opportunity to evaluate the process and raising awareness in the organization of education programs. The participants were 50 international university students who enrolled in the Turkish preparatory classes of Bursa Uludag University in the Turkish Teaching Application and Research Center (ULUTÖMER) during the academic years 2019-2020 and 2020-2021. The study applied quantitative research descriptive, relational, and causal comparison methods. The data within the research scope were obtained using an attitude scale developed by the researcher through a questionnaire applied to 50 volunteer students online via Google Docs Form. The survey data was analyzed using SPSS 26.0.0.0, and statistical methods such as Mann-Whitney 2, Independent Sample Test, Kruskal Wallis K, Independent Sample Test, and Spearman Correlation Analysis were used to calculate the statistical findings. The statistical analysis of the questionnaire data showed that most participants who filled in the questionnaire stated that they were satisfied with the quality of online learning. In addition, students also indicated that they were more confident with online teaching than face-to-face teaching. On the other hand, the statistical analysis further revealed no significant relationship between students' satisfaction levels learning Turkish and socio-demographic variables such as age and gender. Finally, no meaningful relationship was found between the comparative satisfaction levels of Turkish students and socio-demographic variables.

Plagiarism continues to be an issue in postsecondary contexts. This paper discusses how educators can take a proactive stance to prevent plagiarism and cultivate students' sense of honour and academic integrity, rather than focusing on punitive consequences after plagiarism has already occurred. Strategies include assessment design, formative feedback, and academic integrity education. Recommendations for educators are included. [This paper was published in: Preciado Babb, A. P., Yeworiew, L., & Sabbaghan, S. (Eds.) (2017). "Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change" (pp. 29-36). Calgary, Canada: Werklund School of Education, University of Calgary.]

Aim/Purpose: Academics are often requested to create and teach courses for emerging technologies with perhaps no experience or guidance on how to do so. Background: A Framework to develop IT courses for emerging technologies was created and tested to assist academics; the framework was then tested by developing an IoT course. Methodology: A literature review was conducted to discover theories, models and methods that could be used in the creation of IT courses, followed by interviews with academics who had created many courses. The interviews were analysed using a thematic analysis process, and a Course Development Framework was created. Contribution: The framework was tested by using it to build and deliver an IoT course. The Framework could be used to support academics who have to create and develop courses for emerging technologies. Findings: By combining a learning theory such as constructivism, the ADDIE Instructional design model, ARCS-V Motivational model, and Bloom's Taxonomy, a Course Development Framework was constructed, which could be used to support academics who have to create courses for emerging technologies. Recommendations for Practitioners: The Course Development Framework could be used to develop other IT courses including online courses. Recommendations for Researchers: Future research could be conducted in the effectiveness of using the Course Development Framework to develop other courses including online courses. Impact on Society: Support academics to develop better IT courses for emerging technologies. Future Research: Research in the field of Brain Compatible Learning Principles and combining or using it with the Framework could provide further insights into advancements in course design and development. [This paper was published in: M. Jones (Ed.), "Proceedings of InSITE 2020: Informing Science and Information Technology Education Conference" (pp. 15-45). Informing Science Institute.]

A modern school should encourage students to deepen the subjects autonomously and beyond the normal curricula. Such aim, requiring both well-disposed pupils and cooperative teachers, was reached by the pioneering interdisciplinary project "From Soccerene to Fullerene" in 2013. The scientific education was noticeably improved, especially for the mathematical aspect, through a constructivist activity never tried before in the Italian school system. [This paper was published in: "ATINER'S Conference Paper Series" (No: EMS2015-1604). Athens, Greece: Athens Institute for Education and Research. (ISSN: 2241-2891).]

Between 2005 and 2011, there was no substantial growth in licenses executed by university technology transfer offices. Since the passage of the Bayh Dole Act of 1980, universities have owned technological inventions afforded by federal research funding. There are still university technology transfer offices that struggle with increasing their licensing revenues. There is a persistent under performance by university technology transfer offices. This paper makes the contribution of advocating the novel use of cognitive thinking's attention based view to university technology transfer in order to resolve this problem. The attention based view teaches that human attention is limited and organizations are limited in what they pay attention to (Cyert, 1963; Ocasio, 1997). It is argued herein that universities may struggle with increasing their licensing revenues because they are not paying sufficient attention to licensing. Awareness of the problem is the first step in resolving it. It is propositioned that university technology transfer office staff pay more attention to intellectual property protection than patent marketing or licensing and this result in lower licensing revenues and lower overall performance. It is also propositioned that technology transfer offices with less experienced staff pay more attention to intellectual property protection than patent marketing and licensing. [This paper was published in: "Proceedings of the American Society for Engineering Management 2015 International Annual Conference," S. Long, E-H. Ng, and A. Squires eds.]

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2022), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2022 received 790 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 263 submissions (33% acceptance rate), from which, 233 submissions are published in full text in these volumes. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. This is the Volume 2 of the book Education and New Developments 2022 and it contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. This second volume focus in the main areas of Projects and Trends and Organizational Issues. [For Volume 1, see ED622189. This document contains the proceedings of END 2022: International Conference on Education and New Developments (Madeira, Portugal, June 18-20, 2022).]