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In this study, the effect of various practices and activities to improve emotional awareness for primary school students on the prevention of peer bullying at school was examined. In the study various games, activities and implementations were prepared for the students; educational information meetings were held for the parents. A mixed method was applied since quantitative and qualitative data were used together in the study. The study group of the research was composed of students from a primary school located in the district of Buca, Izmir. All developed activities were applied to students in the school. As a part of the study, data were collected with the "Peer Bullying Scale for Primary School (Child) Form". This scale was applied as pre- and post-tests to a total number of 275 students studying at the 3rd and 4th grade. 1st, 2nd, 3rd and 4th grade students were observed during the breaks with the semi-structured observation form developed by the researcher and interviews were performed with teachers by using of semi-structured interview form developed by the researcher. The t test for related and independent samples was used in analyzing the quantitative data obtained. Qualitative data were analyzed by descriptive analysis method. The results of the analysis of quantitative data show that the emotional awareness activities developed are significantly effective in decreasing the bullying that existed in the school compared to pre-implementation. It was determined that third graders as class level and male students as gender were more exposed to such behaviors. The results obtained by analyzing the qualitative data also support the quantitative data. In addition, positive changes have been observed in certain behaviors such as cooperation, sharing, responsibility, helping each other, problem solving, empathy, communication, interaction and emotional awareness.

Bu araştırmanın amacı, sınıf öğretmenlerinin aktif öğrenmeyi nasıl algıladıklarına ilişkin düşüncelerini incelemektir. Araştırmada nitel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırma 2010-2011eğitim-öğretim yılında Bursa ve Mardin illerinde yürütülmüş olup, Bursa ili merkezinde 55, Mardin ili merkezinde 50 ve Mardin ili Nusaybin ilçesinde 50 sınıf öğretmeni olmak üzere toplam 155 sınıf öğretmeni araştırmanın örneklemini oluşturmuştur. Araştırma verileri yarı yapılandırılmış açık uçlu sorulardan oluşan görüşme formu ile elde edilmiştir. Öğretmenlerin yazılı olarak görüş bildirdikleri bu formla ilgili uzman görüşleri alınmış ve gerekli düzenlemeler yapılmıştır. Öğretmenlerin yazılı görüşlerinden elde edilen nitel veriler betimsel analiz yoluyla çözümlenmiştir. Verilerin analiz sürecinde kodlar oluşturulmuş ve bu kodlara dayalı temalar elde edilmiştir. Nitel analiz yoluyla elde edilen verilerin frekans ve yüzdeleri bulunmuştur. Araştırmanın bulgularındaki kod ve temalar belirlenmiş, bu temalara uygun öğretmen görüşleri yorumlanmıştır. Sonuç olarak, öğretmenlerin aktif öğrenmeyi bilgi düzeyinde algıladıkları, uygulama yönlerinin zayıf olduğu ortaya çıkmıştır., The purpose of this study was to examine the class teachers’ views about how they perceive active learning. Research was conducted in Bursa and Mardin in 2010-2011 Academic year.155 classroom teachers including 55 teachers from the centre of Bursa, 50 teachers from the centre of Mardin and 50 teachers from Nusaybin that is the county of Mardin, set the research sampling. The research data was obtained with an interview form which consists of semi-structured open-ended questions. Expert opinions have been obtained and the necessary arragements have been made about the form on which teachers give opinion in writing. The qualitative data obtained from the written teacher views about this form was resolved by means of descriptive analysis. Codes were created in the process of data analysis and themes were obtained based on these codes. Frequencies and percentages of the data obtained through qualitative analysis were found. Codes and themes were given in research findings and appropriate teacher views to these themes have been used to support the findings. Consequently, it revealed that teachers perceived active learning in the knowledge level and they were deficient in practice

Bu arastirmada, ilkogretim 4. ve 5. sinif ogrencilerinin bazi psiko-sosyal ozelliklerine gore empatik beceri duzeyleri incelenmektedir. Arastirmanin evrenini, 2010-2011 egitim-ogretim yili Izmir ili Buca ilcesi Milli Egitim Mudurlugune bagli ilkogretim okullarinda ogrenim goren 4. ve 5. sinif ogrencileri olusturmaktadir. Orneklem grubu ise Buca ilcesi Milli Egitim Mudurlugune bagli ilkogretim okullari arasindan olasilik temelli ornekleme yontemlerinden seckisiz ornekleme kullanilarak belirlenen 274 ogrenci olusturmaktadir. Arastirma tarama modelinde desenlenmistir. Arastirmada veri toplama araclari olarak arastirmacilar tarafindan gelistirilen “Bireysel Durum Formu” ve Bryant (1982) tarafindan gelistirilen ve Turkce’ ye uyarlamasi Yilmaz-Yuksel (2003) tarafindan yapilan “Cocuklar icin Empati Olcegi” kullanilmistir. Arastirmanin bulgulari, ogrencilerin empatik becerilerinin cinsiyete gore anlamli farklilik oldugunu gostermektedir. Bunun yaninda ogrencilerin empatik becerilerinin sinif, en uzun sure yasadigi yer, ailesinin cocuga karsi tutumu, kardes sayisina, bastan kacinci cocuk olduguna ve ailede kimlerle yasadigina gore anlamli farklilik gostermedigi saptanmistir.