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In this study, it was aimed both to examine middle school students' perceptions of the concept of pattern and to reveal if the metaphoric perceptions which the students created in relation to the concept of pattern changed according to the variable of grade level. The metaphors in relation to the concept were carried out via the "phenomenological" design. For this, a short open ended form was directed to the volunteer fifth, sixth, and seventh-grade students who attended to the research from a middle school in Turkey. The qualitative data were analyzed through content analysis. Besides, the chi-square test was used for quantitative analysis. The perceptions of middle school students were gathered under six different categories. Moreover, the analyses made within the scope of this study revealed that the metaphors which the participant students created for the concept of pattern did not indicate significant difference according to the grade levels.

The aim of the present research is to examine the opinions and experiences of 7th grade students towards design thinking. In this context, activities for design thinking about energy transformations included in the science curriculum were conducted for four weeks. Phenomenology method, one of the qualitative research methods, was used in the study carried out with thirty-six 7th grade students. The students' opinions about design thinking were obtained through open-ended questions and their experiences through diaries. Content analysis method was used to analyse the data collected from the open-ended questionnaire and the student diaries. In line with the students' views on design thinking, 7 themes emerged: Contributions of design thinking, difficulties encountered in the implementation of design thinking, difficulty level of design thinking stages, getting support during the implementation of design thinking, degree of appreciation of design thinking stages, spending time for design thinking activities in the future and participating in design thinking activities outside of school. As a result of the analysis of the diaries, three themes emerged: learning, satisfaction and criticism. It is thought that the opinions and experiences of middle school students towards design thinking will contribute to the design of learning environments in a more qualified way.

In this study, the levels of mathematical literacy and visual math literacy self-efficacy perceptions of middle school students and the relationship between them were investigated. For this aim, the study was desgined as a correlational research model. The study group was determined according to convenience sampling. 328 middle school students (5th, 6th, 7th, and 8th graders) participated in this study with this sampling. In order to collect data, first, "Mathematical Literacy Scale" was developed. It was seen that the scale has just one dimension according to the exploratory factor analysis. It was found that the ratio X [superscript 2]/df of the scale was found as 2.16 according to confirmatory factor analysis. This value showed that the scale indicates perfect fit. Besides, "A Visual Math Literacy Self-Efficacy Perception Scale" was used in order to measure the visual math literacy self-efficacy perceptions of middle school students. As a result, it was determined that middle school students' mathematical literacy levels and their visual math literacy self-efficacy perceptions' level are high. It was found that there is a high positive significant relationship between middle school students' mathematical literacy and their visual math literacy self-efficacy perceptions.

The purpose of this research is to examine the views of middle school mathematics teachers about the usability of VUstat and TinkerPlots software in data processing learning in the Curriculum of Mathematics Teaching in Middle School (5th, 6th, 7th and 8th grades). In the study, the phenomenology design from qualitative research patterns was employed. The study group was determined by maximum variation sampling method of purposeful sampling methods. The number of middle school mathematics teachers in the study group is 14. Pre-Interview Form, Activity Forms, Software Evaluation Forms and Focus Group Interview Form were used as the data collection tool in the research. The analysis and interpretation of the data was done by content analysis. The results of the research show that teachers have some problems regarding the use of technology in teaching mathematics and that VUstat and TinkerPlots software can be used in statistical teaching even though they have certain deficiencies. Some suggestions were made according to the results of the research.

This research is a qualitative study that examines the practices of teachers of science, mathematics, Turkish and social studies regarding interdisciplinary teaching approach. Participants in the study consisted of 35 teachers working in three different secondary schools with different socioeconomic backgrounds in the province of Adana in the academic year of 2016-2017. The data were collected by interviewing the participants through the "Demographic Characteristics Form" and "Interdisciplinary Teaching Practice Evaluation Form" developed by the researcher and analyzed by content analysis method. The results showed that the secondary school teachers performed the interdisciplinary teaching practices and that they influenced by the course goals and contents, information about different courses, characteristics of different students and extra goals. Interdisciplinary teaching practices are important in terms of promoting effective learning, having mental and emotional goals, and providing quality education services. It was revealed that both science and social sciences can be related to each other and to art lessons in the teaching process and the students are positively affected by the interdisciplinary teaching process. It was also found that teachers need guidance, adequate knowledge and skills, cooperation, and instructional designs or plans to guide them for practice.

The aim of this study is to identify the views of parents of secondary school students' about their ability to support their children's learning. In this research, concurrent transformative mixed method. A survey was applied to parents; then semi-structured interviews were conducted. Quantitative data were obtained from 300 parents and semi-structured interviews were conducted with 43 parents. According to research findings, the academic support activities carried out by the parents in their children's learning were mostly general academic support activities. Parents provide less support for their children's courses. Parents' support activities to motivate their children to learn are mostly to praise them with nice words. Parents stated that they mostly participated in school meetings in the support activities carried out with the cooperation of persons or institutions that can be effective in the education of their children.

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Cukurova University Institute of Social Sciences is the property of Cukurova University Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hacettepe University Journal of Education is the property of Hacettepe University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research is to examine the effect of using the 4MAT teaching model in teaching probability subjects through data analysis on the academic achievement and retention of knowledge of 8th grade secondary school students. The study group of the research consisted of 8th grade students studying in two village schools located in the central district of a province in the south of Turkey. The research was carried out with a total of 64 students, 21 of whom were in the Experimental 1, 21 in the Experimental 2 and 22 in the Control group. The quasi-experimental design model with pretest posttest control group was used in the research. During the research, the experimental groups were taught with the 4MAT teaching model, while the control group was taught a teaching stipulated by the curriculum. As a data collection tool, "Probability Achievement Test with Data Analysis" consisting of 20 multiple-choice questions prepared by the researcher was used. In the analysis of the data obtained from the achievement test, the SPSS 22 package program was used and the result of covariance analysis (ANCOVA) was examined. When the data obtained as a result of ANCOVA analysis were examined, it was seen that there was a significant difference between the academic achievement point averages of the experimental groups in which the 4MAT teaching model was applied, in favor of the experimental groups, compared to the average achievement score of the control group, which was taught with the method prescribed by the mathematics course curriculum. Similarly, it was observed that the permanence test scores of the experimental groups created a statistically significant difference compared to the permanence test scores of the control group. [ABSTRACT FROM AUTHOR]

The aim of this research is to make a comparative analysis of solved examples, exercises and evaluation questions on percentages of middle school mathematics textbooks, the country are used in Turkey, Singapore and Australia. This comparison was made using Smith and Stein (1998)'s cognitive desire level definitions in their study. It is examined how many steps the solutions of the questions should be realized and compared according to the countries. The research is a qualitative research, and the document analysis method was used to analyse the problem solved sample, practice and evaluation questions about percentages in textbooks. According to the findings of the research, it was observed that the most common exercise questions were included in the textbooks of the three countries. It was determined that Singapore has no questions in the evaluation category. As a result of the findings examined according to the cognitive desire levels, it was found that low level questions were higher in the countries in general, and more questions were included in the unrelated transactions level in the low level. In the textbooks of the three countries, no questions were found at the level of doing Mathematics. When looking at the solution steps, it is stated that 83% of the questions are in the single solution step. [ABSTRACT FROM AUTHOR]

Copyright of Erciyes Akademi is the property of Erciyes Universitesi Sosyal Bilimler Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, it was aimed to examine the texts and activities in the secondary school level Turkish textbooks by the competencies in the Turkish course curriculum. Case study and document review design, which are among qualitative research methods, were used in the research. The data source of the study consists of Turkish textbooks used in secondary schools affiliated with the Ministry of National Education as of 2020. Descriptive analysis approach was used in analyzing the data. Research discussed in the works, Competencies in Turkey and Turkish curriculum framework created by the finds were examined in the eight key competences axis. Validity and reliability of the findings obtained; provided with direct quotations and different expert opinions. According to the findings obtained from the research, it has been observed that the transfer of competence occurs more through activities than texts at all grade levels. In addition, it has been determined that there is no balanced distribution among the competencies in the books. At the text and activity level, communication competencies in the mother tongue, sociality and citizenship competencies, learning to learn competencies, cultural awareness and expression competencies were at the forefront, while digital competencies, initiative / entrepreneurship competencies and communication competencies in foreign languages were the least numbered competencies. [ABSTRACT FROM AUTHOR]

Copyright of Social Sciences Studies is the property of Social Sciences Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Migrant families struggle to adapt to the social and cultural structure of the country in which they migrate. However, their children have to adapt not only to the new sociocultural structure but also to the school system Therefore, schools have a key role in the adaptation of refugee children from different sociocultural structures to sociocultural life. This research aims to reveal the problems experienced in the education process according to the opinions of foreign secondary school students. The research was carried out with the qualitative method and case study approach. Data were obtained from semi-structured interviews with 20 foreign students in four secondary schools using the criterion sampling method. Research data was analyzed using descriptive analysis technique. According to the data, foreign students encounter problems such as not knowing Turkish, having no interpreters and guiding them during the first enrollment at the school, the courses related to learning Turkish are insufficient and the necessary support is not given. They think that there is no obstacle to their participation in the activities in schools, they are excluded by their Turkish friends when they first come, but they make Turkish friends in time, and they are generally discriminated against and injured in school. They stated that they were able to convey their problems and requests to managers and teachers, and that the managers and teachers were interested in their problems.. They said that they had difficulty in understanding the lessons when they first arrived and that they had been getting help from their families in Mathematics and English lessons. They stated that their families had financial problems and thus had difficulties in supplying their school needs. In addition, it has emerged that majority of the students want to stay in Turkey in future. [ABSTRACT FROM AUTHOR]

In the process of acquisition of writing skills, writing autonomy is the self-learning responsibility of the student and the student's ability to conduct self-learning in this context. The aim of the present study was to determine the writing autonomy levels of the middle school 7th grade students and the differences between these levels based on various variables. The study group included 527 seventh grade students attending secondary schools in Efeler district in Aydın province, Turkey during the 2018-2019 academic year. The study was conducted with the general survey model. The study data were collected with the "Writing Autonomy Scale". The study findings demonstrated that the general average writing autonomy score of the students was 46.059 ± 9,370 (Min = 22; Max = 66). While there were no significant differences between the writing autonomy scores of the students based on parental education level and attending preschool education; however, there were significant differences based on the number of books read the previous year, final Turkish course grade and gender variables. [ABSTRACT FROM AUTHOR]

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In order to control the issue of global warming, some significant protocols are signed and precautionary proposals are prepared in Turkey and worldwide. In this context, efficient use of energy in buildings is quite essential for decreasing the greenhouse emissions globally, since building stock accounts for about 40% of total energy consumption. The codes and implementations are carried out by local and international authorities to ensure energy efficiency in building stock, where the public buildings are supposed to lead. Therefore, in this study energy efficient retrofitting of public primary and lower secondary school building stock is targeted through the proposed methodology. In the proposed methodology, firstly, a representative educational school building was determined among primary and lower secondary school building stock in the selected pilot area according to analyses of the educational buildings, and its energy model was done and calibrated via ASHRAE Guideline 14 by collected physical and energy performance data. Then, calibrated energy model was used to develop retrofit scenarios with control strategies, which were optimized through life cycle cost evaluation. Hereby, the methodology proposed a whole evaluation approach in which existing buildings are subject to have cost optimal energy retrofits. [ABSTRACT FROM AUTHOR]

Copyright of Turkiye Klinikleri Journal of Sports Sciences is the property of Turkiye Klinikleri and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work; Social Studies lesson taught at secondary schools in Turkey (5th, 6th, 7th and 8th grades) and the projects of the Republic of Turkey Revolution History and Ataturkism lesson curricula and the curricula of the lessons equivalent to the Social Studies lesson in Azerbaijan and Turkmenistan, learning-teaching process and measurement-evaluation) to reveal similarities and differences. The original side that distinguishes this work from the other studies is that there is no study comparing in depth the social sciences course taught in our country up to now and the structures of the curriculums of Turkish Republic History of Revolution and Ataturkism course with the social sciences courses in Azerbaijan and Turkmenistan. this study is important for this shortcoming. This study is also important in determining the deficiencies of the Turkish education system and eliminating these deficiencies. The qualitative research models in the study used the document review method. In addition, a screening model was used because it was aimed at establishing an existing situation in the research. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study intends to scrutinize the contentand applicability of the teaching activities in the science and technology boks of 7th grades based on the constructivist approach. The national curricula in Turkey have been prepared in accordance with the constructivist approach since 2005. This understanding of the approach has given rise to the significant changes pertinent to the content, teaching process and assessment and measurement. With in this framework of a descriptive methodology this study dealt with the teacher manualbook , the objectives, project and performance tasks, activities of the 7th grades in terms of applicability, and each unit was examined thouroughly. The results showed that the tasks related to the project in the curricula were not included; performance tasks and activity goals were inadequately represented in the units of the books. [ABSTRACT FROM AUTHOR]

The study aimed to explore the feasibility of action research at secondary and high schools in Turkey and find out the participant teachers' interests towards action research. The study used structured interviews basing on qualitative approach. It was found that the participant teachers had no pre-knowledge of action research. After explaining the Notion of action research to these teachers briefly and concisely, it was seen that all the teachers showed positive interests towards action research, its objectives, etc. Besides, the possibility of applying action research seemed more feasible at language-based schools than non-language-based schools. In general, it was seen that the notion of action research was a new phenomenon to Turkey at that time. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Eurasia Social Sciences / Uluslararasi Avrasya Sosyal Bilimler Dergisi is the property of International Journal of Eurosia Social Sciences / Uluslararasi Avrasya Sosyal Bilimler Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Gümüshane University Journal of Social Sciences (GUSBID) / Gümüshane Üniversitesi Sosyal Bilimler Dergisi (GUSBID) is the property of Gumushane University Electronic Journal of the Institute of Social Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Yegah Musicology Journal / Yegah Müzikoloji Dergisi is the property of International Yegah Music Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Turkish Journal of Computer & Mathematics Education is the property of Karadeniz Technical University, Distance Education Research & Application Center and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of International Journal of Turkish Literature, Culture, Education is the property of International Journal of Turkish, Literature, Culture, Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)