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In this study, it was aimed to examine the motivation levels of prospective Turkish teachers towards Turkish Education Department/Teaching in terms of gender, grade level and university variables. The study group of this research, in which the survey model was used, consists of a total of 809 prospective Turkish teachers studying in the 1st and 4th grades of the Turkish Education Departments of Erzincan Binali Yıldırım University, Dicle University, Fırat University, İnönü University, Nevşehir Hacı Bektaş Veli University, Erciyes University, Cumhuriyet University, Siirt University and Adıyaman University Faculties of Education. The Motivation Levels of Prospective Turkish Teachers towards Turkish Education Department and Teaching Scale developed by Arslan (2011) was used as a data collection tool. As a result of the research, it was determined that the motivation levels of pre-service teachers differed statistically significantly in terms of all variables. In the comparisons made, it was determined that female pre-service teachers had higher motivation levels than male pre-service teachers, and 1st graders had higher motivation levels than 4th graders. In the comparison made for the university variable, it was determined that Siirt and Dicle Universities had lower motivation levels. However, it was concluded that Turkish teacher candidates had a high motivation level. [ABSTRACT FROM AUTHOR]

Advances in information and communication technologies have caused existing information to change in many areas. At the point of adapting to these changes, a number of skill areas have emerged that individuals must have. Technology literacy, defined as understanding, using and evaluating technology, constitutes one of these skill areas. The fact that technological literacy has become one of the skills expected from today's individuals has necessitated the integration of technology into the learning process. In technology integration, disciplines such as mathematics, science and social studies are seen as context. One of the ways to incorporate technology into different disciplines is through curriculum. In this context, the purpose of the research is to examine the science course curriculum (Primary and Secondary School 3rd, 4th, 5th, 6th, 7th and 8th grades) in terms of Technology Literacy Standards (ITEA, 2007). Technology literacy standards are a framework created by the international technology education board. The technology literacy standards framework was used in the document analysis process. This analysis framework; consist of five different subcategories: design, technology and society, capabilities for a technological world, designed world, and nature of technology. As a result of the analysis, it is possible to say that there are achievements related to the five themes included in the technology literacy standards in the science course curriculum, but the number of achievements related to these themes differs according to the grade level. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigation in terms of socio-scientific issues in science (primary and secondary schools 3rd, 4th, 5th, 6th, 7th and 8th grades) biology and physics curriculum (9th, 10th, 11th and 12th grades). The method of this study is qualitative research. Science (Primary and Secondary Schools 3rd, 4th, 5th, 6th, 7th and 8th grades) biology and physics (9th, 10th, 11th and 12th grade) curriculum were used as the data sources. Evaluations were made by examining the achievements of these teaching programs. As a result of the analysis, it was determined that 17 learning attainments in science curriculum and 8 learning attainments in biology curriculum were related to socio-scientific issues. It was determined that there are 213 learning attainments in physics curriculum and only 5 of them are related to socio-scientific issues. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine high school 12 th grade students' beliefs of self-efficacy in English. For that aim, self-efficacy scale for English developed by Yanar and Bümen (2012) was used in the study. The scale included four sub-scales named reading, writing, listening and speaking. Cronbach's alpha for the reading subscale (α = 0.92), writing subscale (α = 0.88), listening subscale (α = 0.93), speaking subscale (α = 0.92), and overall scale (α = 0.97) showed satisfactory reliability of the scale. According to the results of the explanatory factor analysis, fit index values of the scale were RMSEA= 0.044, SRMR= 0.046, NFI=.98, NNFI=.99, PNFI=.89, CFI=.99, IFI=.99, RFI=.98 .One Science High School, one Anatolian High School and one Anatolian Teacher Training High School in Elazığ city center were chosen for the study and the survey was administered on the12th graders. Study results revealed that students' self-efficacy beliefs for English were at middle level. Science High School students and those who spend more time to English had high level of self-efficacy belief. Findings also indicated that the students, whose mother and father had high level of education, had high level of self-efficacy belief for English. [ABSTRACT FROM AUTHOR]

The aim of this study is to develop a valid and reliable story mapping scale that will help primary school students emphasize their views about story mapping method. Totally 302 fifth grade primary school students from seven primary schools selected randomly in Sivas city center participated in the study. The study included 152 male and 150 female students. According to the factor analysis results, a scale including 20 items with three factors was developed. The factors were named as ‘benefit (α:.818)', ‘usefulness'(α:.855) and ‘effect' (α:.683). Cronbach alpha reliability coefficient of the total scale was calculated to be .838. Exploratory factor analysis showed that the factor loadings ranged between .501 and .765 and they explained 48.505 % of the total variance. According to the results of confirmatory factor analysis fit index values of the three-factor model were χ2=301.161, df=167, RMSEA=.050, NFI=.92, CFI=.96, GFI=.91 AGFI=.89 and SRMR=.049. The results revealed that the scale was valid and reliable. It is expected that the items will contribute students express their opinions toward story mapping method. In addition, this scale is important as it is the first scale developed to measure primary school students' perceptions of story mapping method. [ABSTRACT FROM AUTHOR]