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Students are expected to have 21st century skills and be STEM literate for successful future careers. Teachers who will include teaching practices to develop these skills should have these competencies. Therefore, it is important how teachers perceive 21st century competencies and STEM education or what kind of tendencies they have in this context. This study aims to examine science teachers' self-efficacy perceptions towards 21st century skills and their STEM attitudes and to reveal the relationship between them. Fifty teachers working in a city in Turkey participated in the study in which the concurrent mixed methods research design was used. Scales of self-efficacy perceptions towards 21st century skills and STEM attitudes were used as data collection tools. Independent sample t-test, Mann Whitney U test (MWU), Kruskal Wallis-H test (KWH) and Spearman Correlation analysis were used in the analysis of the data. In the study, a significant and positive relationship was determined between teachers' self-efficacy perceptions and their STEM attitudes. It was determined that teachers with self-efficacy perception had positive STEM attitudes. Qualitative data consisting of teachers' opinions supports these findings. It was observed that while teachers' gender and professional seniority did not make a difference in self-efficacy perceptions, STEM attitudes differed in favour of women according to gender, and there was no difference according to professional seniority.

In this study, the mediating role of hopelessness in the relationship between the meaning attributed to marriage and loneliness was examined. The study group consists of 567 participants (348 male, and 219 female). Data were obtained using "Meaning Attributed to Marriage Scale", "UCLA Loneliness Scale Short Form" and "Beck Hopelessness Scale". In line of research hypothesis, the research data were analyzed using regression analysis. In addition, whether hopelessness has a statistically significant mediating effect on the relationship between the meaning attributed to marriage and loneliness was tested using the mediator model in line with the research hypotheses. In the mediator model tested, it was seen that hopelessness had a partial mediating effect on the relationship between the positive and negative meanings attributed to marriage and loneliness.

The aim with this research was to investigate the correlation between the intrinsic and extrinsic motivation of teacher candidates regarding their desire to teach, and the variables of resilience and appreciation. In order to establish this correlation, we used the resilience scale, originally developed by Wagnild and Young in 1993 and adapted to the Turkish context by Terzi in 2006. Additionally, the motivation-to-teach scale, developed by Kauffman, Yilmaz Soylu and Duke in 2011 and adapted to the Turkish context by Güzel Candan and Evin Gencel in 2015, as well as the gratitude, resentment and appreciation test-revised short (GRAT-RS), developed by Thomas and Watkins in 2003 and adapted to the Turkish context by Oguz Duran in 2017, were employed. The participants in this study comprised 328 fourth-year teacher candidates enrolled in undergraduate programmes in the Faculty of Education at the Ege University during the 2019-2020 academic year. According to the findings, the motivation to teach demonstrates predictive qualities for both resilience and appreciation. The teacher candidates with high motivation to teach, that is, the teacher candidates who studied at a faculty of education by choice, showed more positive emotions towards their profession (Ayik & Atas, 2014). This research shows that the level of autonomy is effective over positive emotions. If we aim to have better education and teachers who inspire students with positive energy, it may be easier to achieve this with teachers who have a higher level of autonomy.

Families with children with autism face many sociological, psychological, socio-psychological, economic, and educational problems, especially trauma. Families living in a very fragile affect complain about the society's point of view towards them and that these perspectives cannot be explained correctly by many branches of science and art, especially literature. However, every right and appropriate step taken is very important to them, and they become unhappy and hopeless when faced with a contrary situation. Autism has been the subject of numerous films. Some of them have had a great impact, while others have disappeared into popular culture. When it comes to the relationship between music and cinema, as much as the scenario, the actors and the characters they reflect, it is also important whether the verbal or non-verbal music reflects the problem to be told. Especially the lyrics have a different meaning and importance. In film analysis, it is emphasized what the film tells, how and why? How does the film present itself and does this presentation match the problem to be told, but it can only be answered with a serious film analysis. One of the main questions of this research is whether the movie "Music", which has turned into a very colourful, visual feast, and most importantly, was shown in the cinemas with the claim that it reflects autism, could really cure those who are suffering. In the study, sociology, perception, autism, aesthetics, criticism, film analysis, cinema and music were mentioned, and the film "music" was tried to be analyzed sociologically and semiotically. The data in the study were obtained from the members of the "Autism and Music Society", who came together for the first time in our country, through a structured interview form from families whose children have autism and who want to participate in the study voluntarily. Content analysis technique was also used in the study based on qualitative, descriptive, scanning model. It is thought that the study will be a source for related research, is original and will contribute to the field. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]

COVID-19 coronavirus pandemic has affected higher education institutions all over the world, causing face-to-face education to cease. Schools have tried to carry out educational activities through online teaching either by using on premise infrastructure or by leasing cloud based online platforms. Although these platforms are convenient, most of them do not meet all the requirements for higher education institutions. Not knowing where the personal data is stored in a public cloud creates another problem for some countries according to laws. In this study, a new online learning platform has been developed for higher education institutions to solve these problems using state-of-the-art cloud technologies. The new system enables implementation of individual curricula of many higher education institutions in one software system, and it can be taken into service quickly in emergencies. It expands dynamically by activating a large number of streaming servers to meet the demand. The new system provides easy to use-learn interfaces, offers an economical solution for e-learning by sharing the resources, and compliant with the law on protection of personal data. The new platform was in service at 12 universities in Turkiye during the fall 2020, and its performance was measured with surveys at various levels.

This mixed-methods study examines high school students' self-confidence, social media use, and internet addiction. The data were collected from 340 high school students in Samsun during the 2019-2020 academic year. Participants completed self-confidence, internet addiction, and social media use scales, and interviews. Descriptive analyses, t-tests, ANOVA, and Pearson correlation tests were used. Results showed that self-confidence levels varied among participants, and 6.5% of participants were addicted to the Internet. Self-confidence levels were higher among 9th-grade students, while social media use differed significantly among 11th-grade students. No significant differences were found by gender. Internet addiction increased as social media use and self-confidence levels decreased. Qualitative findings revealed that participants use the internet and social media for various purposes, and some struggle to control their internet use. These results suggest that social media use, self-confidence levels, and age predict internet addiction. Future studies could explore these variables in more detail.

The aim of this study was to investigate the perspectives of science teachers who are pursuing postgraduate studies on their experiences in preparing a research project and to explore the effects of this experience on the participants. In this context, a qualitative research method was employed using an action research design. Seven science teachers who met the research criteria participated, and the research was conducted for 14 weeks during the fall semester. Semi-structured interviews, peer assessment forms, and project evaluation rubrics were used to collect data. The data collected from the interviews were analyzed using content analysis technique. The results indicated that the participants had insufficient knowledge about preparing a research project before the training, but they achieved a certain level of competency by the end of the training. The participants gained knowledge about the stages of the project, how to write the project, what originality means and its importance, and the criteria of a good project as a result of the training. The teachers gained an important understanding about the importance of originality and planning while preparing the project, and they had the most difficulty in determining the originality of the project. In addition, the participants agreed that teacher competency in preparing and conducting a qualitative research project is very important.

An examination of gender-related differential item functioning was conducted on the verbal subtests of the Anadolu-Sak Intelligence Scale. Analyses were conducted using the scale standardization data (N = 4641). A Mantel-Haenszel statistic was used to detect differential item functioning (DIF). A total of 58 verbal analogical reasoning items, 20 verbal short-term memory items, and 70 vocabulary items were analyzed. Initially, items displaying DIF in different age groups were determined, and then experts were consulted to determine whether these items were biased. There were three items with item effects on the Verbal Analogical Reasoning subtest and five items on the Vocabulary subtest. Short-term Memory subtests did not reveal any bias. Several implications regarding cognitive development, gender perceptions, and cultural factors were discussed.

Although previous studies have investigated the effect of digital games on learning foreign languages, no research has examined how effective they are on learners' perceptions regarding foreign language communicative competence development. The purpose of this study is to investigate how the use of a Massive Multiplayer Online Role-Playing Game (MMORPG) by English-as-a-foreign-language (EFL) learners affects their communicative competence and perceptions. A case study was adopted as a research method in this study. The participants were undergraduate students from a state university in Turkey. A questionnaire and open-ended questions were administered online to collect the participants' attitudes toward gaming as an EFL tool and their learning games experience. The findings showed that the participants had a positive experience as they could practice daily used vocabulary and phrases while speaking or chatting with other EFL speakers in the games. Further, they thought that these games provided plentiful opportunities to promote EFL learning through speaking and writing, and new vocabulary use. Finally, a large majority of the participants preferred to communicate with players from different countries. The results of this study implicate that MMORPG can be an effective support tool for EFL learners.

Equipping people with desired behaviors, that is, educating them, has been the most important goal throughout the ages. Today, this phenomenon is becoming more and more complex and its effect is felt more intensely. However, unless a person's behavior develops in a valid and reliable way, it is not possible to reach a longed for life style. A person can be intertwined with all kinds of processes, from the most concrete and simple relationships to the most abstract and complex ones. He is the person who will plan, build, operate the future, distribute products, consume, process nature, take products from it, build houses, schools, roads, dams or all, create or solve problems in objects and phenomena. As such, people must equip with consistent behaviors, that is, with problem-solving knowledge and skills. In this study, a descriptive analysis of the subject has been made and the relationship between education and economic development has been examined.

The aim of this research is to examine the individual social responsibility and social entrepreneurship levels of university students in terms of some variables and to examine the effects of individual social responsibility levels on their social entrepreneurship orientations. Relational survey model, one of the quantitative research methods, was used in the research. The study group of the research consists of 200 students who study in sports sciences at universities in Turkey. SPSS statistical program was used in the analysis of the data. First, descriptive statistics were examined, and parametric tests were used for inferential statistics. In addition, Independent Samples t Test, Pearson correlation analysis and simple linear regression analysis were performed. When the research findings are evaluated, the fact that students have been involved in a social project before, except for the sub-dimension of financial return, has social entrepreneurship orientations and individual social responsibility levels. Taking the community service practice course has a positive effect on the development of their individual social responsibility levels and their social vision from the dimension of social entrepreneurship. In addition, it has been revealed that university students' whether they do sports or not has no effect on their individual social responsibility and social entrepreneurship. It has been revealed that as the individual social responsibility levels of recent students increase, their social entrepreneurship orientations also increase, and individual social responsibility has a positive effect on social vision, innovation, sustainability, and social networks in social entrepreneurship sub-dimensions.

In this research, Purpose is to eliminate primary school student's delusions about concept of greenhouse effect and to study its effect on student's attitudes towards science. In the research, quasi-experimental study with prepost control group has been used. The research was performed with 34 primary school students in the state located in southwest part of Turkey. The experimental group consists of 18 students and the control group consists of 16 students. While POE method supported with PhET simulations is used in the experimental group, traditional teaching method is implemented in control group. In the research, greenhouse gas concept and science attitude scale as data collection tool have been used. Data obtained from the research has been analyzed with SPSS program. According to the findings from the research, Students have had much more information about greenhouse gas thanks to POE method supported by PhET. Moreover, POE method supported by PhET has positive effect on students' attitudes towards science.

The aim of this research is to examine the philanthropy tendencies of university students in terms of whether they have received sports education or not and some variables. Survey model, one of the quantitative research methods, was used in the research. SPSS 26 statistical program was used for the analysis of the data. Descriptive statistics of the obtained data were made, and z-test was applied to measure whether the data showed normal distribution. Independent samples T test from paired comparison tests, One Way Analysis of Variance (ANOVA) test from multiple comparison tests, Post Hoc (Tukey) test to determine from which group the results arise in case of difference between groups were applied to the groups that were found to have normal distribution. When the research findings are evaluated, according to the age of the university students, whether they have received sports education or not, success grade, class level, income level, membership in student societies, non-governmental organizations, taking part in social projects, taking community service practices, doing licensed sports, doing regular sports. It was seen that there was no significant difference in philanthropy tendencies in terms of the number of sports and sports days. On the other hand, it was determined that there was a significant difference in the variables of gender and father's education level. In this respect, it can be said that female university students have higher philanthropy tendencies than males, and university students with low father education level have higher philanthropy tendencies.

The present study is aimed to investigate the effect of empathy, conscience, self-control, kindness and self-efficacy on sportsmanship behaviors, since there is no study that investigated the effects of self-efficacy and moral intelligence on sportsmanship behaviors. For this purpose, the study was carried out according to the relational screening design, which is one of the quantitative research designs. 397 students studying at the faculty of sports sciences participated in the research. "Yakut-Moral Intelligence Scale", "Athlete Self Efficacy Scale" and "Investigation of Sportsmanship Behaviors Scale" were used to carry out the study. Statistical analyzes were made in SPSS 25 program and Pearson correlation and multiple linear regression analysis were used. As a result of the analysis, sportsmanship has been determined that it has a significant relationship with empathy, conscience, self-control, kindness and self-efficacy. As another result of the study, while self-efficacy alone explains 13.4% of sportsmanship, self-efficacy, empathy, self-control and kindness together explain 48% of sportsmanship. It was determined that the sub-dimension of conscience did not have a significant effect on sportsmanship. According to these results, in displaying sportsmanship behaviors; Having a high level of self-efficacy, ability to empathize, power to control behaviors and kindness have an important and powerful effect.

COVID-19 affected higher educational institutions around the world. This study focused on academics' perceptions and practices of online education based on their academic discipline and previous online education experience. The survey research design used and an e-survey was conducted in May 2020, during which the lockdown restrictions were rather tight in Turkey. The analyzes were carried out on the responses of 8,242 academics' using the omnibus chi-square test and t-tests. The results point out that academics' time allocation to preparation for courses, student counselling, and lectures are varying due to their academic disciplines. Generally, academics have a negative perception of online education though there is a difference between the experienced ones and others. In particular, academics with online education experience exhibited lower negative perceptions of online education than those lacking such experience. Maybe one of the most problematic parts of this transition process for academics is how to ensure the reliability of exams. Our results showed that even the academics with online education experience have a higher level of distrust towards educational measurement and evaluation methods.

The relationship between the digital literacy levels of Social Studies teacher candidates and their attitudes towards distance education was investigated in this study. In addition, attitudes of teacher candidates towards distance education and their digital literacy levels were compared in terms of gender, year of education and income variables. The sample of this study, in which the general screening model was used, consisted of 260 social studies teacher candidates studying at state universities in the Central Anatolia Region of Turkey in the 2020-2021 academic year. "Digital Literacy Scale" developed by Bayrakçi (2020) and "Distance Education Attitude Scale" developed by Agir (2007) were used in the data collection process. Kolmogorov-Smirnov normality test was run for data normality and after data normality was provided, regression and Pearson correlation analyzes, independent sample t-test, one-way ANOVA test and Post Hoc analysis were performed. The findings of the current study showed that the digital literacy levels of teacher candidates did not differ significantly depending on gender and grade levels, but the digital literacy levels of male teacher candidates were higher. It was observed that the attitudes of teacher candidates towards distance education significantly differed based on gender and year of education. It was determined that teacher candidates with high-income had a more positive attitude towards distance education and had higher levels of digital literacy compared to teacher candidates with low- and middle-income levels. The findings of the present study also showed that there was a positive and moderately significant relationship between digital literacy levels of teacher candidates and their attitudes towards distance education, and it was concluded that digital literacy levels of teacher candidates significantly predicted their attitude scores toward distance education.

In present conditions, where distance education applications in higher education have become widespread due to the COVID-19 pandemic, it is seen in the research studies that the satisfaction levels of the lecturers and students are low. Although the developments in information technologies have reached advanced dimensions, the problems experienced in distance education systems have negatively affected the course functioning of the educators and the students' level of participation in the course. The issues experienced led the researchers to studies in which in-depth analysis of distance education applications was carried out. This study aims to evaluate the distance education applications in sports higher education. This research follows a case-study design, with a qualitative study model applied in terms of the techniques used to analyse the data obtained. The descriptive analysis method was taken as the basis of the study. As a qualitative research tool in the study, a semi-structured interview form was used by choosing the interview technique. The research study group consisted of fourteen academicians working in universities in Turkey, selected by criterion sampling, one of the purposeful sampling methods. The data obtained from the interviews were analysed in the MAXQDA 20 qualitative data analysis program. As a result of the study, it was emphasized that distance education in sports sciences should be designed and implemented according to the targeted outputs of the field-specific courses and the students' accessibility to distance education.

The aim of this study was to develop a scale instrument for measuring academic intellectual capital in the Turkish higher education context depending on student perceptions. The sample consisted of students of higher education institutions in the 2020-2021 academic year. Data were gathered in two stages. Exploratory Factor Analysis (EFA) was conducted in the first stage and Confirmatory Factor Analysis (CFA) was conducted in the second stage. The EFA sample consisted of 538 students studying in 96 higher education institutions while the CFA sample consisted of 492 students studying in 112 higher education institutions. Principal Axis Factoring (PAF) extraction and Promax rotation methods were used in EFA. Results of EFA showed that the scale had a three-factor structure with 20 items. The three-factor structure was confirmed with CFA. Cronbach's alpha, stratified alpha, Composite Reliability and McDonald's omega were calculated in order to determine the reliability of the scores obtained from the scale. Item discrimination was verified by calculating item-total correlation and item-remainder correlation. Also, t-test was carried out between upper and lower 27% to check item discrimination. Analyses were conducted making use of R (ver. 4.1.2) and RStudio (ver. 2021.09.1 build 372). Overall, results showed that the structure of Academic Intellectual Capital Scale was valid. The measurement tool was concluded to have three factors and 20 items, all in affirmative form.

The purpose of this study was to design an online professional development program and evaluate the developed course in light of the implementation results. This course provided teachers with the opportunity to develop an ICT-enhanced lesson plan and apply it in their own classes. The current study was conducted using design-based research. Of the 171 teachers registered, 47 participated and 36 completed the full course and received certificates. The self-assessment of the 36 teachers on their ICT-enhanced classroom practices were used in the evaluation of the course. Second, teacher opinions were also solicited via the Teachers' End-of-course Evaluation Questionnaire. Third, the course was evaluated using a rubric by the instructors. According to the results, the self-assessments of teachers on ICT-integration were high. The satisfaction of the teachers with the open online course was also very high, with 97% recommending the course. The course was evaluated as "exemplary" in terms of Learner Support & Resources, Online Organization & Design, and Instructional Design & Delivery categories, and as "effective" in the rubric's Assessment & Evaluation of Student Learning, Innovative Teaching with Technology, and Faculty Use of Student Feedback categories. Future implementations could be revised by increasing interaction and feedback and providing additional implementation opportunities for the teachers.

The purpose of this work is to examine the issue of pre-service science teachers' (PSST) Geogebra applications on misconceptions about projectile motion (PM) and the permanence of learning concepts. In this study, quantitative research method was used as scientific research method, and semi-experimental design with pre-test, post-test control group was used as a pattern. The accessible population of this study is PSST who study in a university located in Kayseri, Turkey in the 2019-2020 academic year. Sample of the study included 36 freshman PSST, studying at the university level in Kayseri. 18 of the participants are experimental-group (EG) and 18 of them are control-group (CG). Both groups learned the subject of projectile motion (PM) together in the classroom. In addition to the traditional teaching method, the EG participated eight-week in the Geogebra course based on the conceptual change model and prepared physics simulations with Geogebra. "Conceptual Questions on Projectile Motion" was used as a data collection tool and the data were analyzed by means of statistics (t-test) based on the difference between averages. The results revealed that both the post-test's and permanence test's mean scores of the EG PSST were significantly higher than the mean score of the CG PSST (post-test: t=2.525; p< 0.05) (permanence test: t=5.466; p< 0.05). Furthermore, in this study, many misconceptions about the PM were identified.

Values are the standards that direct our beliefs and behaviors regarding the forms of proper behavior or the purposes of life. The purpose of this research is to examine the views and opinions of university students studying in various departments on values. 411 students studying at various departments of Gümüshane University in the academic year of 2020-2021 constitute the study group. In the research, the Personal Details Form prepared by the researcher and interview questions about values were used as data collection tools. The descriptive analysis method was used in the data analysis. Based on the results of the study, university students understand values as love-respect, customs, family, respect, love, traditions, culture, importance-worth, religious values, national values, moral-ethics, rule, integrity-honesty, unity-cooperation, patriotism, economy, tolerance, cleanliness, friendship, help, self-control, responsibility, law-justice, solidarity, and freedom. Students consider respect, love and integrity, as the most important values for them, respectively. In addition to the foregoing, all university students stated that they attach importance to values, and the vast majority of them stated that they live consistently with values.

The aim of this study is to evaluate the effect of the imagination levels of the students of the faculty of sports sciences on mental toughness. The demographic form containing personal information, the Sports Imagination Scale developed by Hall et al. (1998) and the scale adapted to Turkish by Vurgun (2010), reliability and validity study of which was carried out, were used to collect the data. It can be said that the imagination characteristics of the participants are at a good level and their mental toughness characteristics are close to the middle level. It was found that the imagination and mental toughness of the participants did not differ according to the gender variable. The imagination levels of the participants who are interested in team sports and who are engaged in individual sports do not differ significantly. When we look at the results obtained within the scope of correlation analysis in the study, it was found that there is a moderate and positive relationship between imagination and mental toughness. As a result of the regression analysis, it was found that imagination in sports has a significant positive contribution in explaining its effect on mental toughness. It can be said that the higher the level of imagination in sports, the higher the mental toughness.

This paper aims to examine the opinions of gifted children, their parents, and science teachers working at the Science and Art Centre (BILSEM) regarding science education for the gifted. The present study participants, which was conducted by utilizing the phenomenology design using one of the qualitative research methods, were ten talented students, seven parents, and two science teachers working at BILSEM. The study's data were collected using semi-structured interviews held with the participants. The collected data were analyzed by adopting the data analysis process proposed by Moustakas (1994) for phenomenological studies. The study revealed that gifted students possess a mental perception of sciences in the form of life, experience, and scientific knowledge. Talented learners want to learn science by employing experiments, projects, excursions, and observations. Based on these findings, it is recommended that gifted students should be provided with an enjoyable science learning environment to make them active, have fun while learning, perform experiments, and develop projects.

In addition to the studies on what the 21st century skills are, how these skills will be gained by the students, that is, after completing the K-12 and university education, the problem of how the students will graduate with these skills has become one of the most important questions waiting for an answer all over the world and it has been an issue for the world of education. STEM (Science, Technology, Engineering and Mathematics) education approach has the potential to respond to these questions to some extent. The purpose of this study is to adapt 'the basic STEM skills level self-perception' scale which was formerly designed to measure the STEM skills levels of the university students within their self- perception, to the secondary school level and define secondary school students' basic STEM skills levels within their self-perception. This study was conducted in a descriptive survey model. The participants were 501 middle school students. Data of this study were collected using the "Basic STEM Skill Levels Perception Scale". Exploratory factor analysis was run to figure out the construct validity of the instrument. Item discrimination was tested by observing the differentiation between groups of 27% and top 27%. As a result: 'Basic STEM Skill Levels Scale' was adapted to the level of secondary school. The scale is a 7- point Likert-type scale containing of 23 items that can be categorized three factors. Within their self-perceptions, students' basic STEM skills in science and mathematics are at intermediate level. However, it is seen that the basic STEM skills related to the field of engineering and technology are relatively low. There is a similarity between students' genders in science and engineering-technology factors.

This research is determined to investigate the effects of STEM activities practiced by using digital games in 6th-grade science classes on students' level of interest in STEM fields and their scientific creativity. As a digital game, Minecraft Education Edition was applied. As a data collecting tool for this survey, the STEM Career Interest Survey and Scientific Creativity Scale were used in the quantitative part and semi-structured interview forms were used in the qualitative part of the study. As a result of the research, it was seen that there is a statistically significant difference between the scientific creativity and STEM interest levels of students in favor of the posttest. In order to investigate the results obtained from the quantitative data more deeply, the students' remarks on STEM education were scrutinized. Students have stated that they were constantly in communication with each other as they had been working as teams throughout the application process inside the Minecraft world, shared decision making processes and that this situation enabled them to learn to respect different ideas; they were fully active during the application of the lessons and thus the information was more consistent; and that the education process was both instructing and informative.

This study was conducted in line with the opinions of physical education and sports teachers working in educational institutions to reveal the relationship between goal orientation towards teaching and teaching approaches. A total of 279 physical education and sports teachers from different schools in Elazig were enrolled in the study. To determine the target orientation of the research group towards teaching 'Goal Orientation Scale for Teaching' and to determine the teaching approaches 'Instructional Approaches Inventory' were used. The data obtained are saved by using the licensed SPSS 22.0 package program. 'One Way Analysis of Variance (ANOVA)' and 'Pearson Correlation Analysis' has been made. As a result of the correlation analysis, a positive and high-level relationship between 'Goal Orientation Scale for Teaching' and 'Skill Approach' has been found (r = 0.789; p = 0.000). It has been concluded that there was a very high positive correlation between the 'Teaching Approaches Inventory Scale' and 'Developmental' subscale (r = 0.932; p = 0.000). The relationship between goal orientations towards teaching and teaching approaches was found to be positive and moderate (r = 0.616; p = 0.000). The fact that physical education and sports teachers enrich their teaching by establishing a relationship between their goal orientations and teaching approaches towards teaching in the lesson process will further contribute to students' learning physical education and sports lessons in a meaningful way.

In this research, the effect of experimental applications by using robotics technology in Science and Technology course the "Force and Motion" unit on the level of scientific creativity and scientific attitude of students was investigated. This research was designed according to the quasi-experimental method pre-test post-test design with a control group. In the research that was carried out with the 7th grade students (N=40) studying at a secondary school in Kayseri Province, Turkey. "Scientific Creativity Test" and "Scientific Attitude Scale" were used as data collection tools. At the end of implementation which lasted eight weeks, the quantitative data obtained were evaluated at 0.05 meaningfulness level through SPSS package software. "Mann Whitney U-Test" and "Wilcoxon Signed Ranks Test" were applied as analysis techniques. As a result of the research, while a meaningful difference was found between scientific creativity and scientific attitude pre-test post-test points of the students in the experimental group which robotics technology was used, no difference was found in the control group. Thus, it was found out that robotics developed scientific creativity and scientific attitude level of the students who joined the research by affecting it positively. Therefore, it is recommended that robotics-assisted science laboratory activities should also be planned and implemented in different classes, units or subjects to provide a science teaching with a better quality that supports and improves scientific creativity and scientific attitudes of students.

This study aims to determine the social justice attitudes of social studies teacher candidates and to examine these attitudes in terms of various variables. It employed a parallel mixed design to examine whether the findings overlap with each other. The study group consists of 188 teacher candidates studying at the 1st, 2nd, 3rd, and 4th year of the social studies teaching undergraduate program in a state university in Turkey. Qualitative data were obtained from eight teacher candidates determined according to the maximum diversity sampling from the study group. Quantitative data were collected through social justice scale and a semi-structured interview form. The quantitative data of the study were analysed by independent sample t-test and one-way ANOVA, and qualitative data were analyzed by inductive analysis method. Findings revealed first that social justice attitudes of social studies teacher candidates were generally at a good level. Second, teacher candidates expressed social justice with concepts such as justice, equality, distribution of resources and regulation of social relations. Third, the social justice attitudes of teacher candidates did not differ depending on the gender and their grade. Fourth, while the educational status of the father was not effective on the social justice attitudes of the teacher candidates, the educational status of the mother was effective. Fifth, the level of social justice attitudes of teacher candidates who are members of non-governmental organizations and who work effectively is higher than the level of social justice attitudes of other teacher candidates. Finally, teacher candidates who use social media frequently have higher social justice attitudes compared to teacher candidates who rarely or never use social media.

The aim of the current study is to investigate the effects of digital teaching materials on 4th graders' academic achievement on fractions subject and attitudes towards mathematics and computers. The study was planned with a pretest and posttest control group design. The participants of the study were 60 students studying in a public elementary school in Karabaglar district of Izmir province. Through a pilot study, groups were selected to administer an academic achievement test to all fourth classes in the school. Initial analyses suggested A and E classes' achievement scores did not differ significantly; thus, these classes were included in the study. Class A with 32 students was randomly selected as the experimental group. 55% (n = 33) of the participants were male and 45% (n = 27) were female. The experimental group received technology-enhanced presentations, whereas the control group had traditional presentations from the same teacher. Participants had access to interactive digital materials within course hours on the classroom computer. The study took four weeks (16 course hours). Data were collected through fractions achievement test, mathematics attitude scale and computer attitude scale. Results revealed no significant differences between achievement and computer attitudes scores of the groups. However, the mathematics attitudes scores show significant differences between groups.

Purpose: In this study, the role of social anxiety, state, and trait anxiety in depression among college students was investigated. Research Methods: Research group consisted of 439 college students (341 females and 98 males) having consulted to a state university's counselling centre between 2018-2019. Counselling Centre Application Form, The Beck Depression Inventory, Liebowitz Social Phobia Scale, and State and Trait Anxiety Scale were used to collect data. Multiple linear regression analysis was carried out to determine the predictive power of social anxiety, state, and trait anxiety. Findings Regarding the findings of the present study, social anxiety, state, and trait anxiety positively and significantly predicted depression in college students consulting to counselling centre. The total variance rate of predictor variables related to depression was 58% (R2 = 0.585, F(3.473) = 203.862, p <0.001). Implications for Research and Practice: It is discussed whether the findings demonstrate consistency with the related literature and suggestions were made for researchers and counsellors working in higher education institutions, for academic and administrative staff working in higher education institutions, and for policymakers who may facilitate taking necessary steps to create a protective atmosphere at university campuses. For practitioners, it is advised that self-help brochures, psychoeducational studies, individual and group counselling, and awareness-raising activities on online platforms to help college students cope with anxiety may also reduce their anxiety levels, and thus decrease the number of people who are at a risk group for depression. Limitations of the research and suggestions for future studies were shared.

The solfege course, which is carried out in conservatories where western music is taught in Turkey, covers solfege, theory, dictation and ear training studies in terms of content. Solfege course, which contributes greatly to the development of basic music knowledge and skills of students, also forms the infrastructure of other practical courses. This course taught by educators with different teaching methods also brings with different measurement and evaluation practices. In the dictation studies carried out within the scope of solfege course, it is aimed to give the student the ability to write down what is given in ear training. This research aims to reveal the dictation exam approaches of educators who are conducting solfege courses in conservatories that teach western music. In this qualitative study, data as to the dictation exam approaches of the educators, the diversity of the melody dictations asked, the stages in which students have difficulty in writing dictation, the application areas of musical writing studies and the content of the dictation exam were obtained through a structured interview form from randomly selected 36 solfeggio trainers working in 21 conservatories. While some of the data obtained were interpreted according to qualitative analysis techniques, others were tabulated and interpreted by calculating percentages and frequencies. As a result of the research, it was found out that educators usually turned to single and double-voiced tonal tunes in simple and compound rhythms, that the stages in which students were forced according to their degree of musical perception vary, and that educators did not include official tunes of dictations.

Purpose: Teachers are members of a profession that requires high levels of emotional labor. Committed employees tend to put more effort for their organizations. If so, organizational commitment may be a potential facilitator for teachers to act in line with schools' expectations about emotions. The present research aims to explore the predicting role of teachers' commitments to their schools on their displaying emotional labor during interactions with their students. Research Methods: In this study, 375 teachers, working in elementary, middle, and high schools from a central Black Sea region province of Turkey participated. Data were gathered through the Scale of Emotional Labor in Teaching and the Organizational Commitment Scale. The relationships were analyzed through Pearson's correlation coefficient and hierarchical multiple linear regression analyses. Findings: The findings obtained in this study indicated that teachers' commitments in the identification and internalization dimensions were positively correlated with their level of displaying emotional labor in the surface acting, deep acting, and genuine emotions dimensions. Teachers' commitments in the internalization dimension were determined to be the most significant predictor of each of the three emotional labor strategies. Implications for Research and Practice: The results of the study add a new brick to the teacher emotional labor literature presenting that internalized teacher commitment may be an important factor to sustain teachers display their emotions in line with the school expectations.

The purpose of the study is to determine the relationships between teachers' ICT acceptance levels, ICT attitudes and individual innovation levels and to investigate their opinions. Mixed method research study including qualitative and quantitative data collection and analysis techniques is used. In this study, an interview form was used to get the opinions of the teachers with the help of Teachers ICT Attitudes Scale (TICTAS) developed by Aydin and Semerci (2017), Teacher Candidates IT Acceptance Scale developed by Baydas (2015) and Individual Innovation Scale adapted to Turkish by Kiliçer and Odabasi (2010). 201 special education teachers (35.8% male and 64.2% female) participated in the study. In line with the findings obtained in the study, there is no difference in the attitudes of gender, age, professional seniority and branch variables towards special education teachers' information and communication technologies. Moreover, there is positive relationship was found between ICT attitudes and IT acceptance levels. In addition, teachers expressed their opinions on the fact that information and communication technologies extend the special education students' attention span. Therefore, it is thought that the relationships between teachers 'ICT attitudes, ICT acceptance levels, and innovation levels affect the attention and focus times of special education students and will have a greater impact on students' academic success. On the other hand, it is suggested to carry out more comprehensive studies such as this study to improve the ICT attitudes, ICT acceptance and innovation levels of special education teachers. In addition, it is thought that providing in-service courses that are structured and better equipped to improve the ICT attitudes, ICT acceptance levels and innovation levels of special education teachers will be more effective for the special education field.

In this study, the effects of STEM education in the simulation-based inquiry learning (SBIL) environment on the students' scientific process skills and STEM awareness were investigated. In addition, the use of simulations in STEM education was discussed by evaluating students' views on activities. Study group of the research consists of 39 students enrolled in science teaching undergraduate program at a university in Turkey. Results of the study showed that STEM education performed in the SBIL environment has a positive effect on the development of scientific process skills and STEM awareness. The students expressed a positive opinion on the STEM education that it provided the development of scientific process skills and increased their attitude and motivation towards the course. The students stated that the simulation program used in the STEM activities provided important advantages such as designing and developing engineering products, experiments and reducing errors.

The aim of this study is to investigate the effect of twelve-week service training on self-confidence in racquet sports. The universe of the study consists of the secondary schools in the province of Van, and the sample consists of 60 students from 10 to 14 years of age in Hasan Ali Yücel Secondary School in Van and TOBB Secondary School. Self-Concept Scale developed by "Piers-Harris" (1984) and adapted to Turkish Öner (1996) to evaluate their self-confidence before and after the study. In evaluating the performances, Dewitt-Dugan Tennis Test, Target Service Test, French-Stalter Badminton Service tests were applied. After the normality test was done, Independent-Sample T test was used for binary independent variables and paired-sample T test for dependent groups. The effect of self-confidence on the hit was tested by regression analysis. Significance level (p ? 0.05) was evaluated. When the finding of the study were examined, no change was observed between pre-test and post-test of the control group, while significant changes were observed between pre-test and post-test of the experimental group. As a result of this study, that can be said that 12-week service training positively affect self-confidence of rackets sports athletes.

Millions of Syrians live under temporary protection in Turkey. However, there are some problems in their integration into the education system. For the integration of Syrian students into Turkish education system, the Ministry of National Education in Turkey (MoET) initiated a Project called "Promoting Integration of Syrian Children into Turkish Education System" (PICSTES) and "Awareness Raising Training for Administrative Staff" (ARTAS), which are supported by the European Union. The aim of this study is to determine the perceptions of the administrators who have participated in ARTAS that was held within the scope of PISCTES through metaphors. Content analysis method was used in the research. The participant group of this study consists of 297 administrators (281 males and 16 females). They work in 21 different provinces. The average working year of the participants is 10.23 and the average age is 43.99. As a result of the research, 62 metaphors were obtained after the analysis of the valid metaphors developed by the administrators regarding the "PISCTES Project: ARTAS Training". These metaphors were classified under 7 different conceptual categories. The results indicate that refugee students should not study in separate classes or schools but instead the supportive teaching courses for the students and their families should be fostered and the in-service training for administrators and teachers should be given more importance.

The aim of this study is to develop a perception scale related to the possible basic skills that can be gained through STEM. Participants of this study were 723 university students. In this study, descriptive survey study was conducted. To identify validity of the scale exploratory factor analysis, cumulative item factor, corrected correlations and item discrimination were calculated. For reliability internal consistency and stability level were calculated. Collected data were analyzed in terms of arithmetic mean, standard deviation, t and ANOVA. The scale is a 7-point likert-type scale which consists of 43 items under 3 factors. Data analysis results showed that this scale is valid and reliable for measuring students' STEM skills according to their perceptions.

The aim of this study is to determine the effect of Psycho-drama Integrated Psycho-Education Program (PIPP) on divorce adaptation and resilience scores of children of divorced families. In this study, a 2x3 design with experimental and control groups and having pre-test, post-test and follow-up measurements was used. Nonparametric statistics were used in the analysis of the obtained data. Mann Whitney U test was adopted to determine the significance of the difference between the groups and Wilcoxon Signed-Ranks Test was utilized to find the significance of the difference between the measurements. The Child's Divorce Adjustment Inventory, Child and Youth Resilience Measure and Personal Information Form were used as data collection tools. Based on the results, it was seen that the PIPP had a highly significant effect on the increase in adaptation and resilience scores of children of divorced families and this effect was long-lasting.

The increasing use of digital technology by young people has become a major concern in the 21st century. This access to technology has led to hot-button arguments surrounding the place of these technologies in our lives and the implications that they have for the future. The incorporation of multimodal and digital technologies in courses has been increasing, with documentaries, social media posts, and blogs host significant spaces for learning and coursework. These forms of knowledge and communication have started to become legitimized in the classroom setting, in addition to the traditional educational technologies such as lectures and textbooks. This paper explores the assumptions by instructors and students concerning why and how multimodal and digital technologies are incorporated into undergraduate classes by qualitative approach. Also, the actual experiences that students and instructors have in using these forms of media in an educational context are investigated via participant observation, in-depth review and open-ended questionnaire techniques along the research.

The purpose of this study was to develop a comprehensive and a generic scale to measure perceived barriers to technology integration. To this end, 511 preservice teachers for the factor structure of the scale were performed. Findings showed that the scale has 51 items and 14 factors explained 63.17% of total variance. CFA results confirmed the structure of the scale. Furthermore, convergent and divergent validity were examined, and results show that the scale has construct validity. The reliability of the scale was calculated by Cronbach's alpha co-efficiency and composite coefficient of fourteen factors show that the scale is reliable. It is thought that this instrument will be a practical guide for all pre-service teachers, teachers, teacher educators, instructors in "Supporting Technology Integration" from the field of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments, measurement and evaluation, and educational statistics which are appropriate to the scope of the journal, and may help to get a contribution and high quality studies.

In this study, it was aimed to determine the opinions of the teachers working in secondary schools about the servant leadership behaviors of the school principals. Combination (diversity) design was used in the research which was carried out by using the mixed method, a combination of both quantitative and qualitative approaches. Accordingly, the scale was applied to 392 teachers determined by simple random sampling method in center of Van and interviews were made with 13 teachers who participated in the quantitative dimension of the research. The Servant Leadership Behaviors Scale (OMHLDÖ) of School Principals developed by Ekinci (2015) was used to collect the quantitative data of the research. The qualitative data of the research was collected through a semi-structured interview form created by taking into account the dimensions in the quantitative measurement tool. In the analysis of quantitative data of the study descriptive statistics and in the analysis of qualitative data descriptive analysis method were used. As the result of the quantitative dimension of the research, the teachers stated that school principals often exhibited servant leadership behaviors in the sub-dimensions of altruistic behavior, empathy, justice, honesty and humility. However, in the qualitative dimension of the research the teachers stated that the school principals did not exhibit adequate level of servant leadership behaviors in the sub-dimensions of altruistic behavior, empathy, justice, honesty and humility. In this context, it was concluded that there is no complete parallelism between the qualitative findings and the quantitative findings. Based on the findings, it can be suggested that school principals should have a more service oriented leadership approach for teachers. [Note: The page range (565-612) shown on the PDF is incorrect. The correct page range for this article is p565-611.]

In terms of their directness and modification strategies, this study investigated how undergraduate speakers of Turkish formulate their naturally occurring requests in an academic context, in which they request things from an academic in his office. After a 4-year data collection period, the researcher analyzed 395 of the requests (hand-recorded as immediate field notes) made to him. The findings on levels of directness revealed that the strongest tendency is towards conventionally indirect strategies, while the female tendency towards them is even clearer. The dominance of conventional indirectness is in parallel also with the degree of imposition of the requests. 'Zero marking' is what dominates the findings on internal modification strategies, while some preferences, such as unfinished sentences, could suggest language or context-specific results. In light of these descriptive findings on a part of everyday language in academia, the study could in practical terms help learners and teachers of Turkish and Turkish learners/teachers of English or any other language as well. Moreover, it could contribute to the efforts towards handling the methodological concerns in pragmatics research about the extent to which elicited data can represent what people actually say in natural conversation.

Purpose: We aim with this report to provide information on how the Covid-19 pandemic affected education and citizenship education in Turkey. Design: The report is based on literature review, the analysis of social media, and the observations of the authors. We provide a general framework of Turkish education after the pandemic using sources such as official statements from government offices; social media entries were analyzed to provide different perspectives. Finally, observations of the authors based on their experiences with distance learning were included in the report. Findings: We argue that despite the efforts of the state, there are still problems in the distance learning process, mainly relating to the access to online classes and the very limited room given to Covid-19 as a topic in social studies courses. In addition, we find that social media have played a significant role in increasing citizen participation as a consequence of the pandemic.

The aim of this study is to examine the records of secondary education institutions' disciplinary committee decisions, and to put forth the reasons why high school students are punished, and which punishments are given. The distribution of these punishments in terms of students' grade, school type and gender is also explored in the study. In this qualitative case study, the data were collected through document analysis. The study group of the study consists of nine high schools located in a district of a province in the Aegean region of Turkey. The data in the study consist of 384 disciplinary cases recorded in the disciplinary board minute books and e-school between 2016-2020 years. Content analysis was performed on the data. In the 384 disciplinary cases registered in schools, the most frequent punishment is condemnation. The disciplinary punishments are mostly concentrated on male students by gender, in 9th grade students by grade level, and in vocational and technical high school types by school type.

The aim of this research is to examine the attitudes of public education center trainers to social media in terms of demographic (age, gender, education, etc.) characteristic and their self-efficacy in social networks for instructional purposes. In this study, quantitative and qualitative data were collected by using mixed method study. The study group was consisted of volunteer educators working in Suluova Public Education Center in Turkey. Results of this study showed that teachers' attitudes towards social media and their self-efficacy perceptions towards the instructional use of social media were higher. With respect to demographic characteristics, their attitudes towards social media showed differentiation in terms of gender and education, and no differentiation was observed in terms of other characteristics. There was a significant difference in the educational status and marital status characteristics of the trainers' self-efficacy for educational uses of social networks. There was a positive correlation between the attitudes of the instructors towards social media and their self-efficacy for educational uses of social networks. Perceptions of the instructors regarding social media were mostly positive. Participants stated that they used social media for communication, professional and personal development as well as follow-up, liking, sharing feelings and thoughts, personal presentation and training purposes.

The aim of this research is to examine the attitudes of public education center trainers to social media in terms of demographic (age, gender, education, etc.) characteristic and their self-efficacy in social networks for instructional purposes. In this study, quantitative and qualitative data were collected by using mixed method study. The study group was consisted of volunteer educators working in Suluova Public Education Center in Turkey. Results of this study showed that teachers' attitudes towards social media and their self-efficacy perceptions towards the instructional use of social media were higher. With respect to demographic characteristics, their attitudes towards social media showed differentiation in terms of gender and education, and no differentiation was observed in terms of other characteristics. There was a significant difference in the educational status and marital status characteristics of the trainers' self-efficacy for educational uses of social networks. There was a positive correlation between the attitudes of the instructors towards social media and their self-efficacy for educational uses of social networks. Perceptions of the instructors regarding social media were mostly positive. Participants stated that they used social media for communication, professional and personal development as well as follow-up, liking, sharing feelings and thoughts, personal presentation and training purposes.

Technology has changed the way people live, from use of the Internet to the way they communicate with text messages and e-mails. This change is also evident in the education system. This study traced how principals' leadership roles have changed in the school setting because digital natives and society, in general, have become technologically savvy. The findings for this study were generated from interviews and observations of high school principals. This qualitative research study revealed that administrators are apprehensive about social media in the classroom and that they need to become more familiar with it to better implement technology effectively in the classroom. To ease their apprehension, principals need to change their ways of thinking about social media's use. Professional development in technology skills needs to be more available and flexible for principals to become a more visionary technology leader in the 21st digital educational environment.

Respect, subjective vitality, and subjective happiness can be associated with positive psychological functioning. In this study, subjective vitality was examined as a mediator on the relationship between respect toward partner and subjective happiness on a teachers' sample. The study is a quantitative cross-sectional mediation study. The data were collected from 172 married teachers by a questionnaire package that included the Respect toward Partner Scale, the Subjective Vitality Scale, and the Subjective Happiness Scale. Findings show that subjective happiness is predicted positively by respect toward partner and subjective vitality. Subjective vitality is predicted positively by respect toward partner. Also, the relationship between respect toward partner and subjective happiness is partially mediated by subjective vitality. Understanding the role of respect within close relationships could facilitate the development of interventions to enhance communication between partners about safety attitudes and decrease partner violence. Implications and limitations have been discussed within the scope of the relevant literature.

Pragmatic competence is an indispensable dimension of overall language ability, and proper interpretation of implied meanings is a major constituent of pragmatic competence. In this regard, this study aimed to investigate the efficiency of a film-based instruction program devised to facilitate the interpretation of implied meanings in English. It was conducted with a quasi-experimental design. First, a multiple-choice discourse completion test was given to 144 English language teacher trainees with 77 people in the experimental group and 67 in the control group. After the 5-week instruction given to the experimental group, the test was administered to both groups again. The results revealed significant differences in favor of the experimental group. This makes the program a promising one as it made the participants, who were also prospective English as a Foreign Language (EFL) teachers responsible for helping their own students have pragmatic competence too, significantly more equipped about processing implied meanings as a major constituent of pragmatic competence.

This study analyzes the activities in the Turkish student workbooks in the framework of secondary school level Turkish courses based on the literature of "memory, information processing process, memory-learning relationship and the Revised Bloom's Taxonomy." It seeks to determine which activities are associated with which type of information in the parts of the long-term memory (semantic memory and episodic memory), and to identify the steps in the Revised Bloom's Taxonomy which these information are linked to. The study further presents the distribution of the activities in the books according to the Revised Bloom's Taxonomy. Based on the results, the inspection of the distribution of the activities in the books in terms of semantic and episodic information reveals that there are more activities for the semantic dimension in all grade levels. Most of the activities in the semantic dimension, which includes academic knowledge and skills, are intended for the lower-order thinking skills; in the episodic dimension, the highest number of the activities are designed at the level of create whilst the lowest number of the activities are intended for the level of analyze and evaluate in all grade levels. The inspection of the distribution of all the activities in the books according to the Revised Bloom's Taxonomy points to that there are less activities at the level of analyze, evaluate and create, which entail higher-order thinking skills, whilst there are more activities at the level of remember, understand and apply in all grade levels.