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In this study, graduate theses on teachers’ burnout are evaluated methodologically. In this context, acedemicians who will study in the field will be supported by revealing the current state related studies which were done on the subject . This study has the quality of the pioneer in terms of giving direction to the new researches that will be done in the field later. In the research in Turkey it has been looked for the answers to the questions on which methodology, design, validity and reliability,sample type, data analyses techniques are used along with distribution according to universities and years in the graduate theses that were published on teachers’ burnout between the years 2010 and 2019. In the research, it has been determined that there are 160 master theses and 4 doctoral theses which have been published from 2010 to 2019. It has been seen that most of the theses were written in 2009 with 44 theses. Generally, it isn’t stated any methodology published 109 theses about the subject. Quantiative method is used in the 43 theses of the rest of 55 theses. It is mostly used relational design and descriptive design and preferred simple random sample selection method on teachers’ burnout theses. it has been seen that correlation data analysis method is mostly used as a data analysis method published theses on the subject.

WOS: 000450202100001, The purpose of this study was to investigate the relationship between critical thinking dispositions and democratic values among pre-service teachers. Accordingly, we examined whether pre-service teachers' critical thinking dispositions predicted the presence of democratic values. We emphasized the role of critical consciousness in the development of an understanding of democracy with respect to individual educational experiences with the assumption that people who think critically are more likely to have democratic values. The study group consisted of pre-service teachers from six departments within the Faculty of Education at a public university in Turkey. The data were collected using the Critical Thinking Dispositions Instrument, which was developed by researchers; the Pre-Service Teachers Democratic Values assessment, which was developed by Selvi (2006) and a Personal Information Form. The data were analyzed using descriptive statistics, Product-Moment Correlations and Multiple Regression Analysis Techniques. The findings indicated a significant correlation between critical thinking dispositions and democratic values among pre-service teachers. In addition, the critical dispositions of pre-service teachers predicted democratic values. Therefore, it may be useful for pre-service teachers to engage in activities that enhance critical thinking and awareness of democratic values.

ATEE Conference -- AUG 25-27, 2014 -- Braga, PORTUGAL, WOS: 000395049200006, The aim of this research is to determine the functions that future primary schools will adopt based on the opinions of primary school teachers. Accordingly, the functions of instruction, socialization, and qualification that schools fulfill were assessed in accordance with the literature and teachers' opinions. Designed in a descriptive survey model, this study employed a parallel mixed design utilizing both qualitative and quantitative data collection instruments. Two questionnaire forms one for demographic information and one for teachers' opinions were used for the quantitative data and semi-structured focus group interviews were conducted for the qualitative data set. As for research findings, teachers think that schools pay more attention to the function of socialization than instruction and qualification and that this function should not be only under their responsibility, rather be completed through cooperation with families. Furthermore, findings also point out that children should be equipped with meaningful daily life information, they should be encouraged to make career plans that will make them happy based on a "self-get to know" process, and they should be prepared for the next educational level., ATEE, Social Sciences and Humanities Research Council of Canada [611-2012-0307]; Anadolu University [1306E238], The study was supported by Social Sciences and Humanities Research Council of Canada under the grant no: 611-2012-0307 and Anadolu University Scientific Research Projects under the grant no: 1306E238. The quantitative findings of the study were orally presented as the paper entitled "Teacher Perceptions on Primary Schools: A quantitative study in Turkey" at the ATEE Conference held in Braga, Portugal on August 25th-27th, 2014 and the abstract was published in the conference proceedings.

Bu çalışma, 04-08 Şubat 2010 tarihleri arasında İstanbul[Türkiye]’da düzenlenen 2. World Conference on Educational Sciences (WCES-2010)’da bildiri olarak sunulmuştur. The purpose of this study is to analyze the self-efficacy beliefs of the teacher candidates towards developing educational software by some variables such as gender and grade and to investigate the correlation between self-efficacy beliefs and academic achievement. Sixty students participated to this study. Education Software Development Self-Efficacy Perception Scale was used as instrument. No significant difference was found between self-efficacy perceptions according to gender. Data analysis showed that fourth grade teacher candidates trust themselves more than third grade teacher candidates in terms of developing educational software. Also there was weak relationship between self-efficacy perception and academic achievement.

WOS: 000387849300009, This research aims to study the change observed in self-efficacy beliefs and possible selves of teacher candidates regarding their first year in the profession after the completion of teaching practice. The research has a mix design method utilizing both qualitative and quantitative data collection tools. The quantitative part of the research has been prepared in accordance with pretest/posttest model with single group. In this context, 70 teacher candidates have been administered both "Teacher's Sense of Efficacy Scale" and "New Teacher Possible Selves Questionnaire" at the beginning and end of the term as pretest and posttest in order to identify the change caused by teaching practice. With respect to the qualitative part of the research, ten volunteered candidates have been interviewed through semi-structured interviews following the termination of teaching practice. Joint interpretation of both quantitative and qualitative findings of this research indicates that teaching practice has an influence over self-efficacy beliefs and teacher possible selves of teacher candidates. In this research, overall self-efficacy beliefs of teacher candidates have been identified to improve after teaching practice. With respect to the dimensions of self-efficacy beliefs, the findings of this research point that teaching practice hasn't produced any positive effects over self-efficacy beliefs of teacher candidates regarding class management, but levels of self-efficacy beliefs concerning student engagement and teaching strategies have improved after teaching practice. On the other hand, united evaluation of both quantitative and qualitative findings of this study shows that not much has changed regarding expected teacher possible selves, but not feared teacher possible selves of teacher candidates.

WOS: 000391649700011, The purpose of this study is to create a class supported by advanced technological tools (e.g. tablet computer, interactive boards) in a special education middle school for students with intellectual disability; conduct technology-based instructional activities; determine the problems likely to emerge in this process and solve these problems; and improve students' competencies in the Science and Technology course. This study, which is an action research, was conducted in three stages: "Determining the Situation", "Implementation"; and "Monitoring". This paper presents the implementation and monitoring stages of the study. The research participants are 11 sixth grade students with mild intellectual disability receiving education at an official special education middle school, their parents, two classroom teachers of the intellectually-disabled, validity committee members, dissertation supervision committee members, and the researcher. The research data were obtained from video-recordings, field notes, the researcher's diary, daily lesson plans, validity committee meeting decisions, decisions taken in the reflection and planning meetings with the teachers, semi-structured interviews, artifacts, criterion-referenced test, check-lists, and official documents. The data obtained during and at the end of the research process were subjected to content analysis via Nvivo 10. The findings indicated that identifying student needs in the integration process, providing and developing electronic contents according to these needs, and planning instruction activities by taking these needs into consideration are important. In addition, the research provided very detailed data concerning the problems likely to be encountered in the integration of technology into a natural teaching environment. It was stressed that the problems encountered during the use of technology in instruction activities may lead to new behavioral problems, and teachers have to take measures against these situations. The integration of technology into the Science and Technology course curriculum improved the students' academic performance. It also contributed to the teachers. The findings were discussed in the light of other studies in the literature, and recommendations were put forward for practice and further studies., Anadolu University Scientific Research Projects Commission [1402E032], This study was supported by Anadolu University Scientific Research Projects Commission under the grant no:1402E032.

WOS: 000391393300001, For science teachers using the discourse of socioscientific issues (SSI), it is important to make a decision as to whether when and how to disclose their own positions. The existing limited literature shows that science teachers prefer one of four roles during SSI discourse: sticker to facts, imposer, democracy advocator, and committed impartialist. The purpose of the present research is to understand the nature of preservice science teachers' (PST) beliefs underlying such selection. Based on existing literature, we developed a teacher's belief questionnaire including vignettes representing four teacher's roles in discussion of genetically modified (GM) foods. Three hundred twenty-four (324) PSTs from a Turkish context experiencing SSI-based reforms completed these questionnaires, selected one of the teacher's roles, and justified their selection by writing reasons. Content analysis procedures were used in data analysis of this qualitative study. The results show that most PSTs selected dialogical roles (democracy advocators and committed impartialists). Looking at their beliefs, epistemologies and teaching goals work together in PSTs' selection of their preferred role. In addition, we argue that there is no desired alignment between teachers' existing beliefs and expectations of SSI reforms. We conclude by indicating certain implications that may enhance such alignment.

Academic writing block is a psychology-based writing problem that has a productivity-lowering effect on the publishing process. This study aimed to develop a valid and reliable assessment tool to measure academic writing block. To this end, during the pre-trial and trial applications, academicians were interviewed face to face. The main application was realized through the online form. A pre-reliability test, exploratory factor analysis (EFA) and total item correlation were conducted in the trial application. In the main application, reliability test, confirmatory factor analysis (CFA) and total item correlation were performed for construct validity. After the trial application, it was determined that the scale has a four-factor structure consisting of 23 items. Cronbach Alpha values were calculated to determine the preliminary reliability of the scale. CFA was conducted to test the construct validity of the Academic Writing Block Scale (AWBS). It was observed that the structure with four implicit variables determined in CFA was confirmed by the remaining 18 items in the scale. Besides, the total item correlation was used to test construct validity. Cronbach Alpha values were calculated to determine the reliability of AWBS. According to these values, it can be said that AWBS is a valid and reliable assessment instrument that can be used to measure academic writing block.

WOS: 000369917000010, Scientific literacy is a principle objective of education almost in every country. It is mostly underlined in science education. Science education helps students become more productive individuals with the knowledge they acquire by promoting their thinking and learning skills and these skills help individuals to improve their scientific literacy. This research aims to determine the needs and problems in teaching science & technology course in a special education middle school, attended by students with mild intellectual disability. This is a case study based on collecting and analyzing qualitative data. Semi-structured interviews, conducted with two teachers, 11 students, and their parents, researcher's diary, in class artifacts, field notes, and video recordings were used to depict the situation in the science & technology course mentioned above. The data were analyzed through content analysis via Nvivo 10. Research findings display that the school in which this research study took place must be enriched with high technological tools; special education teachers' attitudes towards the necessity of the science & technology course for students with special needs must be improved; and teachers must be provided with knowledge and skills of differentiation and adaptation techniques to provide science & technology activities in order for the science & technology course to be taught in a more inclusive manner., Anadolu University Scientific Research Projects Commission [1402E032], This research is a product of the project no. 1402E032 supported by Anadolu University Scientific Research Projects Commission.

WOS: 000367987000010, This study aimed to determine and interpret norms of the Preschool Social Skills Rating Scale (PSSRS) teacher form. The sample included 224 independent preschools and 169 primary schools. The schools are distributed among 48 provinces and 3324 children were included. Data were obtained from the PSSRS teacher form. The validity and reliability evidence was re-obtained from the norm sample, and it was concluded that the sample preserved the structure comprising 4 factors and 49 items. The alpha coefficient obtained from the PSSRS for the whole norm sample was determined at 0.96. PSSRS norm values were obtained for four factors and the total scale at each age. Children's social development skills are interpreted in accordance with the percentile norms pie charts, which include the total scores from the full scale score and sub-scales. Findings obtained with regard to the validity and reliability of PSSRS scores indicated that the scale can be used as an auxiliary tool in determining children's social skill levels. Consequently, children's PSSRS scores should be recorded and compared to future results, and the degree of improvement should be assessed. Furthermore, each child should be evaluated individually. It is important to consider children's ages and other developmental characteristics when interpreting the results of the scale., TUBITAK KAMAG project [109G047], This study is a part of TUBITAK KAMAG project (project number 109G047) and project coordinator is Prof. Esra Omeroglu.

WOS: 000327852300014, The aim of the present study was to understand the nature of teaching efficacy beliefs related to a socioscientific issue (SSI). We investigated Turkish preservice science teachers' teaching efficacy beliefs about genetically modified (GM) foods using a belief system approach. We assumed that preservice teachers' beliefs about GM foods (content knowledge, risk perceptions, moral beliefs, and religious beliefs) and their teaching efficacy beliefs about this topic constitute a belief system, and these beliefs are interrelated due to core educational beliefs. We used an exploratory mixed design to test this model. We developed and administered specific questionnaires to probe the belief system model. The sample for the quantitative part of this study included 441 preservice science teachers from eight universities. We randomly selected eight participants in this group for follow-up interviews. The results showed that preservice science teachers held moderately high teaching efficacy beliefs. Learning and teaching experiences, communication skills, vicarious experiences, emotional states, and interest in the topic were sources of this efficacy. In addition, content knowledge and risk perceptions were predictors of teaching efficacy. We believe that epistemologies based on traditional teaching and the values attached to science teaching are the core beliefs that affect the relationship between predictor variables and teaching efficacy.

CALL- and MALL-enhanced learning applications have dominated the field of second language (L2) learning recently. This study aims to investigate the effect of applying a CALL-enhanced L2 vocabulary learning software program on the L2 vocabulary development of English as Foreign Language (EFL) students. 76 preintermediate EFL students registered at a foreign language school were chosen from a total of 156 students after running an Oxford Quick Placement Test (OQPT). The participants were randomly assigned to two groups: the experimental group (EG = 38) and the control group (CG = 38). A vocabulary test as pretest was administered to all the participants before the treatment. During the treatment, the EG learners were requested to utilize a computer-enhanced flashcard software program on their laptops, mobile phones, or other mobile devices at their discretion. By using the program, they could access and utilize a variety of flashcards on many subject matters such as languages, geography, math, and science as well as construct their own flashcards for multiple practices. The CG, on the other hand, was taught through traditional teaching without any CALL tools available. At the termination of the intervention, the vocabulary test was employed as a posttest to both groups to assess the learners’ vocabulary enhancement. The EG outperformed the CG. Findings have led to the reasonable interpretation that L2 vocabulary learning was more productive when the CALL-enhanced flashcard program was utilized for the learning processes.

4th World Conference on Educational Sciences (WCES) -- FEB 02-05, 2012 -- Univ Barcelona, Barcelona, SPAIN WOS: 000314465902107 The purpose of this study is to investigate the assessment and evaluation approach reflected on 7th grade textbooks prepared according to Science and Technology teaching programs. Some techniques used in textbooks for the first time (Structured Grid (SG), Diagnostic Tree (DT), Concept Maps (CM), Word Association Test (WAT)) were examined to investigate whether they obtained the required features. The sample of this study consisted of the textbooks written for periods of 2009-2010 educational year and after by a commission selected by the Head Council of Education and Training. Document review, a qualitative data collection method, was used in the study. SG, DT, CM and WAT techniques found in the textbooks were examined individually to see whether they carried the required characteristics. The results show that some of the techniques used in textbooks are entirely suitable however some techniques do not obtain or partially obtain some technical features. Assessment and evaluation approach reflected in the textbooks were discussed according to the findings. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu Acad World Educ & Res Ctr, Near E Univ, Bahcesehir Univ, Ankara Univ, Hacettepe Univ, Cyprus Educ Sci Assoc

Bu araştırmanın amacı, katı cisimlerin öğretiminde Google SketchUp (GSU) ve somut model (SM) destekli uygulamaların uzamsal yetenek kapsamındaki farklı becerilere etkisini ve uygulamalara ilişkin öğretmen adayı görüşlerini belirlemektir. Araştırma, 2009-2010 öğretim yılı içinde Eskişehir Osmangazi Üniversitesi'ndeki 72 ilköğretim matematik öğretmeni adayı ile yürütülmüştür. Araştırmada deneysel yöntem ve durum çalışması birlikte kullanılmış olup deneysel çalışmadan toplanan verilerinin yorumlanmasında nitel verilerden yararlanılmıştır. Kontrol gruplu ön test son test modelinin kullanıldığı çalışmada iki deney grubu yer almıştır. Deney gruplarından birisinin öğretiminde GSU, diğerinde ise SM destekli uygulamalar yapılmıştır. Kontrol grubuna ise düzlemsel tasvirler üzerinde uygulamalar yapılmıştır. Uzamsal yeteneğin ölçülmesinde ?cisimlerin arakesit yüzeylerini zihinde canlandırma? becerisini ölçen Santa Barbara Solids Test (SBST) ve Purdue Spatial Visualization Test (PSVT) kullanılmıştır. PSVT'nin ?Açılımlar?, ?Döndürme? ve ?Görünümler? bölümleri sırasıyla ?yüzey açılımı verilen cismi zihinde oluşturma?, ?cisimleri zihinde döndürme? ve ?cisimlerin farklı yönlerden görünümünü zihinde canlandırma? becerilerini ölçmektedir. Çalışmanın sonunda, GSU kullanan grubun tüm testlere ilişkin puanlarının; SM kullanan grubun SBST ve ?Açılımlar? bölümü puanlarının; kontrol grubunun ise sadece ?Açılımlar? bölümü puanlarının anlamlı düzeyde yükseldiği belirlenmiştir. Ayrıca, GSU kullanan grubun ?Görünümler? bölümü son test ortalamasının kontrol grubundan anlamlı düzeyde yüksek olduğu görülmüştür. Öğretmen adaylarının ise, uzamsal yeteneğin geliştirilmesinde ve katı cisimlerin öğrenilmesinde en fazla GSU destekli uygulamaların etkili olduğuna inanıldıklarını belirtmektedirler. The purpose of this research is to determine effects of Google SketchUp and concrete models (CM) supported applications, regarding solids, on various skills within spatial ability and pre-service elementary mathematics teachers? views about these applications. The study was carried out with 72 pre-service elementary mathematics teachers from Eskişehir Osmangazi University in 2009-2010 academic year. Both experimental method and case study were used in this study and qualitative data were utilized in order to analyze data, obtained from experimental study. There were two experimental groups in the study, model of which was pre-test and pos-test with control group design. GSU supported activities were applied to one of the experimental groups while CM was used by other one. Also control group made activities on plane descriptions. Santa Barbara Solids Test (SBST) which measures skills of ?inferring cross-sections of solids in mind? and Purdue Spatial Visualization Test (PSVT) were used in order to measure spatial ability. Sections of PSVT which are ?Developments?, ?Rotations? and ?Views? measure skills of ?visualizing solids based on their surface developments?, ?rotating solids mentally? and ?visualizing views of a solid from different positions?, respectively. According to the results of the study; all test averages of GSU group; SBST and ?Developments? averages of CM group; only ?Developments? average of control group increased significantly after applications. On the other hand, it was found that GSU group?s post-test average of ?Views? was significantly higher than control group. Analyze results of pre-service teachers? views showed that GSU based applications were believed as the most effective trainings to develop skills regarding spatial ability and solids learning. 189

Bu araştırmanın amacı, 2011-2021 yılları arasında Türkiye’de matematik eğitimi alanında teknoloji destekli uygulama içeriklerine sahip lisansüstü tezleri incelemektir. Bu kapsamda, matematik eğitimi alanında belirlenen kriterlere uygun çalışmalara YÖK Ulusal Tez Merkezi veri tabanından erişilmiştir. Araştırmada, 154’ü yüksek lisans ve 53’ü doktora tezi olmak üzere 207 tez incelenmiştir. Çalışmaların analizinde betimsel içerik analizi kullanılmıştır. Çalışmalar; öğrenme araçlarına ve içeriklerine, yayımlanma yıllarına ve türlerine, araştırmacı cinsiyetlerine, yapıldıkları üniversitelere, danışman unvanına, amaçlarına, ölçtüğü özelliklere, yaklaşımlarına, yaklaşım açıklamalarına, örneklem düzeylerine, örneklem seçimlerine, veri toplama araçlarına ve veri analiz açıklamalarına göre incelenmiştir. Bulgulara göre, çalışmalarda yazılım içeriklerine ve dinamik matematik yazılımlarına daha fazla yer verilmiştir. En fazla tez 2019 yılında, en az tez 2011 ve 2012 yıllarında yayımlanmıştır. Gazi ve Dokuz Eylül bünyesinde daha fazla çalışma yapılmıştır. Başarı ile tutum değişkeni daha çok yer almış ve nitel yaklaşımlar daha fazla tercih edilmiştir. Ortaokul öğrencilerine yönelik daha fazla çalışma yapılmıştır. Veri toplama araçları olarak dokümanlar ve görüşmeler, analizde ise içerik, ortalama ve t-testi sıklıkla kullanılmıştır. Bulgular ışığında, bazı öneriler sunulmuştur. The purpose of this research is to examine the postgraduate thesis with technology-supported application contents in the field of mathematics education in Turkey between the years 2011-2021. In this context, studies in accordance with the criteria determined in the field of mathematics education were accessed from the Council of Higher Education Thesis Center database. In the study, 207 theses, 154 of which were master's and 53 were doctoral dissertations, were examined. Descriptive content analysis was used in the analysis of the studies. The studies were examined according to their learning tools and their contents, publication years and types, researcher genders, universities where research is conducted, advisor titles, purposes, measure properties, approach and approach explanation, sample, sampling type, data collection tools, and data analysis explanations. According to the findings, software contents and dynamic mathematics software were given more in the studies. While the most thesis studies were published in 2019, the least in 2011 and 2012. More studies have been carried out in Gazi and Dokuz Eylül. Success and attitude variable were included more, and qualitative approaches were preferred more. More studies were conducted with middle school students. Documents and interviews were used as data collection tools, and content, mean and t-test were frequently used in analysis. In the light of findings some suggestions were presented.

Bu çalışma, 04-08 Şubat 2010 tarihleri arasında İstanbul[Türkiye]’da düzenlenen 2nd World Conference on Educational Sciences (WCES-2010)'da bildiri olarak sunulmuştur. The human, who has always needed other humans to continue his survival from past to present, is social. And the most important one of the means which makes living together possible is communication. For this reason, communication is natural and inevitable like eating to exist and live. The aim of this study made by moving from this importance is to examine the communications of teachers working in schools at different socio-economic statuses with their students and other teachers. Teachers directed to raising an information society individual to be healthy, their ways of setting up communication with their students and other teachers are important as well.

The study aims to investigate the effect of the pre-service teachers’ dominant learning styles on their sketchnotes designs prepared for science topics as well as determining their reasons for the visual and written elements used in these sketchnotes. The study was designed following descriptive correlational survey model. The participants consisted of 44 teacher pre-service of science teaching at grades two and three studying at Alanya Alaaddin Keykubat University. The quantitative data for the study was obtained through “Verbal and Visual Dominant Learning Style Scale” developed by Akgün et al. (2014) while the qualitative data was gathered from the participants’ sketchnotes prepared for various science topics in the secondary school science curriculum. The findings indicate that the majority of the participants had visual dominant learning style. As the participants with visual dominant learning style gave prominence to visuals by using drawings and various writing styles frequently in their sketchnotes, the ones with verbal dominant learning styles used more words and sentences along with frequent textual detailed explanations. It was also found that the participants with visual dominant learning style placed more importance to process building, grouping, and listing and the ones with verbal dominant learning styles placed more emphasize on explanations. The findings of the study are meant to introduce sketchnotes to teachers and to promote the use of them in their teaching practices., Araştırmanın amacı öğretmen adaylarının baskın öğrenme stillerinin fen konularında hazırladıkları şematik notlara etkisini belirlemek ve şematik notlarda kullandıkları görsel ve yazılı öğelerin kullanım amaçlarını tespit etmektir. Araştırma betimsel ilişkisel tarama modeli esas alınarak yürütülmüştür. Araştırmaya bir devlet üniversitesinde öğrenim gören 44 fen bilgisi öğretmen adayı katılmıştır. Elde edilen sonuçlara göre katılımcıların çoğunluğunun baskın öğrenme stili görseldir. Görsel öğrenme stili baskın olanlar şematik notlarında sıklıkla çizim ve farklı yazı stilleri ile görselliği ön plana çıkarırken, sözel öğrenme stili baskın olanlar kelime ve cümleleri daha fazla tercih ederek detaylı açıklama yapmayı tercih etmişlerdir. Görsel öğrenme stili baskın olanların süreç oluşturma, gruplama ve listelemeye, sözel öğrenme stili baskın olanların açıklamaya daha fazla önem verdikleri tespit edilmiştir. Sonuçlar ışığında şematik notların öğretmenlere tanıtılması, öğrenme ve öğretme sürecinde kullanılması önerilmektedir.

Numerous studies have been conducted to date on the effectiveness of the flipped classroom. However, the results of studies reporting on the model are generally inconsistent. The aim of this research was to evaluate the results of these primary studies in a comprehensive manner, and to obtain general results to document the effectiveness of flipped classroom, also expose the impact of various study characteristics on this effect. To this end, a meta-analysis of primary studies examining the impact of flipped classroom on academic achievement, learning retention and attitude towards course was conducted. 177 studies for the academic achievement, 9 studies for the learning retention and 17 studies for the attitude towards course variables that meet the inclusion criteria were coded and analyzed. Additionally, moderator analyses were conducted for 8 possible moderator variables. The results of the analysis indicated a moderate main effect size for the effectiveness of flipped classroom on academic achievement (g = 0.764) and learning retention (g = 0.601) also a modest main effect size on attitude towards course (g = 0.406). Through to this meta-analysis we have learned that in terms of academic achievement the flipped classroom phenomenon; (a) has been implemented more effectively in small classes, (b) has been applied most effectively in primary schools, (c) its effectiveness has decreased as the duration of implementation extends, (d) has been implemented effectively in almost all domain subjects, (e) also in terms of attitude towards course and learning retention it has been more effective than traditional lecture-based instruction.

World Conference on Educational Sciences -- FEB 04-07, 2009 -- Nicosia, CYPRUS, WOS: 000275580400023, The purpose of this research is to determine the differences of attitudes of students, who played the educational computer games developed for this research, towards both mathematics course and educational computer games. For this reason, researchers developed two educational computer games, Proportional Tetris and Proportional Clown, which are about ratio and proportion topic in mathematics education. Researchers used a survey including a demographic data form and two likert-like scales about both mathematics course and educational computer games. Educational computer games and the survey were applied to 176 students in two primary schools in Balikesir, Turkey. Whether educational computer games affected the students' attitudes towards both mathematics course and educational computer games was tested with Paired Samples t test. Whether there is a meaningful relationship between students' attitudes towards mathematics course and students' attitudes towards educational computer games was tested with Pearson Correlation test. As a result, students' attitudes towards both mathematics course and educational computer games became positive. But there wasn't any change in attitudes of students who played Proportional Tetris and Proportional Clown

The main purpose of this study is to examine the effect of the planned writing model on the writing anxiety, self-efficacy and Turkish course achievement of those learning Turkish as a foreign language. For this purpose, a 6-week planned writing model was applied in the research. The study group of the research consisted of 32 students studying at a public university in Ankara and taking a B2 level Turkish education course for foreigners. The data of the study were collected through the "Writing Anxiety Scale for Those Learning Turkish as a Foreign Language" developed by ªen and Boylu (2017) and the "Writing Skill Self-Efficacy Scale for Foreigners Learning Turkish as a Second Language" developed by Buÿükikiz (2012). According to the findings, there was a significant difference in writing anxiety and writing skills self-efficacy scores by gender variable, while no difference was found by regular reading in native language. In addition, it was observed that the planned writing model had a positive effect on students' writing anxiety, writing skills self-efficacy and level achievement in favour of the post-test.

In studies on the use of robotic in science education, students are generally expected to design and program robots in specially designed robotic laboratories and during extracurricular activities. Although researchers claim that the student-centered approach and active student participation is more effective, teachers generally have to apply traditional teaching strategies in the field of science education due to the high number of students, a lack of materials, insufficient time and lack of professional teaching skills. Robotics activities can be performed in a traditional classroom environment and within a teacher-centered lesson structure. The aim of this study was to investigate the effect of teacher-centered robotics activities performed in science lessons on students' motivation, to determine their satisfaction with the activities and to collect their opinions about the activities. A parallel mixed-methods design was used for data collection. The results of the study indicated that teacher-centered robotics activities increased the motivation of students to participate in science lessons. Moreover, when the interviews with the students were examined, all of them commented that engaging in robotics activities improved their science skills. In addition, the majority of students were satisfied with the robotics activities and had positive feelings about them, believing that they helped them to learn and were enjoyable and interesting.&nbsp

A skill-based approach prevails in the 2019 Turkish Course Curriculum (TLC) which was prepared on the basis of a thematic approach. To that end, a recommendation was made to implement activities in the teaching-learning process to achieve the pre-determined goals and outcomes in the curriculum. Students’ acquiring comprehension and narrative skills is possible through activity-based exercises in Turkish language classes. In order to improve students’ speaking and writing skills which are considered to be a part of narrative skills, it is necessary to use certain strategies effectively in the teaching-learning process. The purpose of this study is to determine the distribution of speaking and writing strategy activities in the Turkish language course books prepared according to the 2019 Turkish Language Curriculum in terms of grade levels and publishers. The document analysis method was used in this study which is qualitative by design. In the study, fourteen grades 1-8 Turkish language course books that were used in the 2019-2020 academic year were examined. The data were analyzed using the descriptive frequency and percentage analysis techniques. The results showed that speaking and writing strategy activities in the TLC were not sufficiently included in the textbooks and that the use of strategies was not balanced in the textbooks either.

Flipped learning is considered an increasingly common strategy along with some drawbacks. Gamification has the significant potential to deal with the drawbacks. This study presents a systematic literature review on the use of gamification in flipped learning research. To demonstrate its effectiveness clearly, the only empirical research was covered related to this topic. The Web of Science, Scopus, Wiley Online Library, ERIC and Science Direct databases were surveyed and a total of twenty two articles were selected for the review. The findings reveal that adding game elements into a flipped classroom yields higher motivation, participation and better learning performance. Yet there is insufficient evidence to generalize the results. It is also found that the platforms, Moodle and Kahoot, are the most preferred platforms and points, badges and leaderboards are the most used game elements for gamification.

WOS:000565232500018 In this study, it was aimed to reveal pre-service middle school mathematics teachers' understandings about the concept of distribution and related concepts. It was adopted, the phenomenographic research method, one of the qualitative research designs, was employed on 66 third-year pre-service teachers. Through the activities developed on the basis of the study conducted by Lee and Meletiou-Mavrotheris (2003), interviews were conducted. The collected data were analyzed within the context of the knowledge and skills intended to be measured. The findings have revealed that the pre-service teachers were more successful in naming histogram axes complying with the context than constructing distribution graphs. They were not able to evaluate real life situations on the basis of the distribution. They had difficulties in establishing connections between the given graphical display of distribution and variation. When they were asked to work on different contexts, it was observed that the pre-service teachers even arrived at correct answers through incorrect reasoning. Thus, it was suggested that pre-service teachers should be engaged in activities helping them recognize the relationships between the concept of distribution and related concepts and should discuss about these concepts

This study aims to reveal the trends in the related field by examining the researches evaluating the measurement invariance in education and psychology between 2008-2019. Accordingly, 99 articles published in three journals that were selected using the purposive sampling method among the journals indexed on Social Sciences Citation Index (SSCI)were analyzed within the scope of the study. As a result of the content analysis, in the studies investigating the measurement invariance, typical response tests were observed to be the most frequently employed tests, sample sizes often included 1501 or greater number of subjects, and data were mostly collected from students. The measurement invariance of the tests was mostly analyzed in terms of the gender variable. According to the results of the bibliometric analysis, on the other hand, only Multi-Group Confirmatory Factor Analysis was mostly conducted on the Mplus software package. In the studies, the most cited article was "Cheung and Rensvold (2002)", the author was "Cheung, G. W.", and the journal was "Structural Equation Modeling: A Multidisciplinary Journal". According to the results of the analysis, studies, references, and keywords including factor analysis were among the most commonly used group, which denotes that factor analysis has a crucial role in invariance measurement analyses.

The aim of this study is to determine the effects of a Process-Based Writing Modular Instructional Program (PBWMIP), supported with graphic organizers and formative assessment, on second-grade primary school students' writing compositions and attitudes toward writing. This quasi-experimental research design study was conducted with 40 second graders who were chosen for either the experimental group or the control group. Data was gathered through written texts and attitude scales related to writing. Pretest and posttest scores of the experimental and control group were analyzed with a two-factor ANOVA test. The results indicate that while there was a statistically significant difference between the groups in terms of the quality of writing compositions in favor of experimental group, there was not a significant difference between the groups in terms of the students' attitudes toward writing.

Bu araştırmanın amacı, okumada güçlük çeken iki öğrencinin akıcı okuma becerilerinin geliştirilmesinde pratik stratejilerle erken okuryazarlığa yardım (HELPS) programının uygulama sürecini izelemektir. Araştırmaya 2. sınıf düzeyine göre akıcı okumada geri olan iki öğrenci katılmıştır. Nitel araştırma desenlerinden biri olan durum çalışması deseninde yürütülen bu araştırma, 2018-2019 eğitim öğretim yılının bahar döneminde gerçekleştirilmiştir. Veriler, sürece ilişkin program tabanlı ölçme sonuçlarından ve öğrencilerin sınıf öğretmenleriyle gerçekleştirilen görüşmeden elde edilmiştir. Araştırma sonuçlarına göre katılımcı öğrencilerin araştırma kapsamında uygulanan program sonucunda okuma becerilerinden kelime tanıma ve okuma hızında olumlu yönde artışların yaşandığı tespit edilmiştir. Ayrıca katılımcı öğrencilerin Pratik Stratejilerle Erken Okuryazarlığa Yardım (HELPS) programı sürecinde okuma niteliğindeki değişimde, ders dışı okumayı sürdürmede ve derse katılımlarında olumlu artışların olduğu görülmüştür. Elde edilen sonuçlar ilgili literatüre dayalı olarak yorumlanmıştır., The aim of this study is to investigate the effects of the Helping Early Literacy with Practice Strategies (HELPS) program on the improvement of fluent reading skills of two 2nd-grade students identified as having difficulties in reading. The current qualitative case study was conducted in the spring semester of the 2018-2019 academic year. The data were obtained from the program-based measurement results related to the process and the (semi-structured) interviews with the classroom teachers of the students. According to the results of the present study, it was found out that there was an increase in word recognition and reading speed as a part of reading skills of the participant students thanks to the HELPS program implemented in the study. Additionally, there was a positive change in terms of the quality of reading and the level of engagement in extra-curricular reading and active participation in class increased for the participant students in the process of the Helping Early Literacy with Practice Strategies (HELPS) program. The results obtained were interpreted under the light of the relevant literature.

Twenty-first century teachers are expected to have the ability to benefit from collaboration, problem solving, creative and innovative thinking, information and communication technology (ICT) applications. Teachers need to know various pedagogical approaches and appropriate ways to use ICT to support the development of twenty-first century skills of their students. The framework of technological pedagogical content knowledge (TPACK) provides a theoretical model for studying the way teachers use ICT in education. The purpose of this study is to reveal the relationships of the components that constitute the TPACK-21 scale. The data were collected from 254 teacher candidates at a state university in Turkey from the science and math departments in the academic year of 2017-2018. For this purpose, the relationships between the components/factors that constitute the TPACK-21 scale were examined with a model. Relational survey model was used in the research. In the research, the scale developed by Valtonen et al. (2017) determining prospective teachers’ 21st century skills of TPACK-21 was used. The data obtained in the study were analyzed by structural equation modeling. The direct and positive effects of Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK21) and Pedagogical Content Knowledge (PCK21) from external variables consisting of binary knowledge fields of the research are seen on TPACK-21. These variables explain 74% of the change in TPACK-21. TCK is the variable that affects TPACK-21 the most. Another important result reached in this study is that teachers' content knowledge (CK) directly and positively affect TCK and PCK21 and this effect is greater than the effect of technological knowledge (TK) and pedagogical knowledge (PK21). When the results of this research are evaluated, a gradual model including CK and PCK21 can be proposed instead of a direct technology-based approach to professional development programs developed to increase 21st century competencies of teachers’ TPACK-21s.

In this study, the relationship between sixth grade students' mathematics learnig approaches and perceived teacher constructive affective support and mathematics achievements was examined. 416 sixth grade students participated in the study. 54.3% (n=226) of the students participating in the research are girls and 45.7% (n=190) are boys. In the study, Perceived Teacher Constructive Affective Support and Mathematics Learning Approaches scales were used as data collection tools. Mathematics grade point averages were used to determine the mathematics achievement of the students. In analyzing the data, Pearson moments multiplication correlation coefficient and multiple linear regression were used. According to the findings, significant relationships were found between sixth grade students' mathematics achievements and perceived teacher constructive affective support, deep learning approach, surface learning approach and strategic learning approach. According to multiple regression analysis results, mathematics learning approaches and perceived teacher constructive affective support explained 26% of the variance in mathematics achievement. In addition, perceived teacher constructive affective support and learning approaches have been significant predictors of mathematics achievement. In the light of the findings, some suggestions were made.

Purpose: To raise authentically creative individuals, it is compulsory to employ contemporary reading methods. Although critical reading, which is the main medium for accessing the right knowledge, is defined as a sub-category for creative reading in which high cognitive processes are involved, the connection between these has not been clearly put forward. This study aimed at examining the effect of critical reading skills of 5th grade learners on their evaluation skills of creative reading process, and the role of gender in this effect through structural equation modelling. Research Methods: The study was supported by relational screening model. The study group was formed by simple random sampling and composed of 265 5th grade learners. The data were collected through the Scale for the Evaluation of Creative Reading Process and the Critical Reading Scale. SPSS 23, AMOS 22.0, and structural equation modeling were utilized for data analysis. Maximum Likelihood method was selected in the estimation of parameters related to models which were formed for examining the effect of critical reading skills on the evaluation of creative reading process and the role of gender. To this end, fit indices (?2/df, CFI, GFI, TLI, NFI, IFI, RMSEA, and SRMR) were used. Findings: The study demonstrated that all hypotheses models were valid; critical reading skills explained the evaluation skills of creative reading process by 57%, and that they had a direct and strong impact on the evaluation skills of the critical reading process. In the femalelearner model, critical reading skills affected the evaluation skills by 43%, whereas the malelearner model explained this effect by 67%. In addition, both models bear a direct and strong impact. Implications for Research and Practice: The results of the study reveal that critical reading skill is a significant predictor for the evaluation of the creative reading process. It can be stated that the evaluation skills of the creative reading process may improve in conjunction with the development of critical reading skills.

Being a cognitive strategy instruction model called 'Solve It!' involves cognitive and metacognitive elements. The model was developed by Montague (1992) as one of the process-based teaching strategies. The purpose of 'Solve It!' strategy is to teach the following seven cognitive strategy steps: read, paraphrase, visualize, hypothesize, predict, calculate, and check. Each cognitive strategy step has the following three metacognitive steps: ask, say, and check. 'Solve It!' strategy has been used to teach students with special needs on how to solve word problems. This study aimed to evaluate the studies using 'Solve It!' strategies. Therefore, this study reviewed studies by examining electronic databases, journal indexes, and references part of relevant studies. A total of 48 studies were found. These studies were reviewed in terms of inclusion and exclusion criteria, and 12 of them were used for descriptive analysis. The findings of the study revealed that 'Solve It!' was effective in teaching mathematical problem-solving skills for students with special needs. The findings were discussed in line with relevant literature, and some suggestions for future research, and practitioners were presented at the end of the paper.

The aim of this study is to determine the trend of studies in the laboratory and put the current situation in Turkey. For this purpose, document analysis technique, one of the qualitative research methods, was used in the research. The data group of the research consists of thesis studies on laboratories in our country between 1999-2017. Theses in the fields of science, physics, chemistry, and biology have been determined and themes and sub-themes have been created through the keywords of these theses. Then, frequency tables were created according to the themes and sub-themes created. According to the findings obtained, it was seen that the traditional laboratory approach and inquiry-based laboratory approaches are compared in the studies. It was determined that the studies were done on physics subjects and it was determined that complementary measurement and evaluation studies performed for performance evaluation were used in very few numbers. In addition, it was concluded that the keywords did not give enough information about the studies. In this context, it can be suggested to examine the effectiveness of these approaches according to each other and experiment types by examining the approaches in which students can be more active in laboratories.

Individual Innovativeness is one of the most appreciated attributes of 21st century skills needed in every field of daily life. Because of this appreciation, a lot of effort has been spent toward prompting individual innovativeness levels of both students and teachers in a teaching and learning environment via innovative practices. So this study aims to examine the relationship between prospective teachers' learning beliefs and their individual innovativeness state. The correlational survey method was used in this study and the sample of the study is comprised of 515 prospective teachers. The data of the study was collected via “Belief Scale toward Learning” developed by Bay et al. (2012) and “Individual Innovativeness Scale” developed by Hurt, Joseph, and Cook (1977) and adapted to Turkish by Kilicer and Odabasi (2010). The data of this study were analyzed with the help of the SPSS package program. Test of normality, descriptive statistics, correlational analysis and partial linear regression analysis techniques were used to analyze the data obtained. The results of the analysis showed that prospective teachers have a high level of constructivist and a moderate level of traditional learning beliefs while their individual innovativeness state was determined to be in the category of interrogators. Besides, prospective teachers' beliefs in constructivist learning were determined to be a significant predictor of their individual innovativeness state. Write an abstract of 100-150 words, giving a brief account of the most relevant aspects of the paper. It should address all of the following elements: Purpose of the article, methods, results, conclusions, and recommendations/future directions (as applicable). Avoid cited, abbreviations and formulae where possible. Write an abstract of 100-150 words, giving a brief account of the most relevant aspects of the paper. It should address all of the following elements: Purpose of the article, methods, results, conclusions, and recommendations/future directions (as applicable). Avoid cited, abbreviations and formulae where possible. Write an abstract of 100-150 words, giving a brief account of the most relevant aspects of the paper. It should address all of the following elements: Purpose of the article, methods, results, conclusions, and recommendations/future directions (as applicable). Avoid cited, abbreviations and formulae where possible.

The purpose of this study is to explore the relationship between the misbehaviors of instructors and undergraduate students’ alienation. A rational model, quantitative research method, was used in the present study. The participant of this study was randomly chosen from 347 undergraduate students enrolling in different faculty of Siirt University during the summer semester of the 2017-2018 academic year. The collected data for the investigation were gathered thought two different questionnaires included a demographic section. The findings of the study were analyzed with SPSS-22 Packet Program. Findings of the study revealed that the instructor performs misbehaviors moderately, meanwhile perception of undergraduate students to alienation was measured as moderate. Furthermore, results showed that instructor misbehaviors have a positive and significant correlation with student alienation. Finally, the most significant contribution of this study is that instructor misbehaviors play a mediating role in student alienation., Bu çalışmanın amacı öğretim elemanları tarafından sergilenenistenmeyen davranışlar ile üniversite öğrencilerinin yabancılaşma düzeyleriarasındaki ilişkiyi incelemektir. Çalışma nicel araştırma yöntemlerindenilişkisel tarama modelinde tasarlanmıştır. Araştırmanın örneklemini 2017-2018akademik yılında Siirt Üniversitesinin faklı fakültlerinde öğrenim gören 347öğrenciden oluşmaktadır. Araştırma kapsamında kullanılan verilerin toplanmasındaDemografik Bilgi Formu, Öğretim Elemanları istenmeyen Davranışlar Ölçeği veÖğrenci Yabancılaşma Ölçeği kullanılmıştır. Elde edilen veriler analizinde SPSS-22 Packet Programı kullanılmıştır. Araştırma sonucunda öğretimelemanlarının orta düzeyde istenmeyen davranışlar sergiledikler ve üniversiteöğrencilerinin orta düzeyde yabancılaşma yaşadıkları görülmüştür. Araştırmadaelde edilen bir diğer bulguya göre öğretim elemanlarının istenmeyendavranışları ile üniversite öğrencilerinin yabancılaşma düzeyleri arasındapozitif yönde anlamlı bir ilişkiye rastlanmıştır Araştırmanın en önemli sonucuise öğretim elemanı kaynaklı istenmeyen davranışların yabancılaşmaya aracılıkettiği olgusudur. Bulgular literatür çerçevesindetartışılrmış ve ileriye dönük bazı önerilerde bulunulmuştur.

There are many schools of multigrade classes in many cities in Turkey due to the fact that there are various reasons, from a lack of financial budget to a harsh geographic demographic condition. Nevertheless, what should not be forgotten that this schooling is neither good nor bad, or is it neutral. Rather what the important is how they are utilized and how they came to be in the present practices in order to provide particular suggestions to authorities. To achieve the desired educational outcome of effectiveness and efficiency in these schools, the teachers' perception of these schooling is one of the crucial influencers. Therefore, this study aims to investigate how candidates of classroom teachers perceive the educational practices, in particular after visiting several of multigrade classes' schools through a participatory research approach. This study actually introduces the notions of education and sociology; particularly personalized learning in which the aim of progressive education approach ought to devalue political relativism and educational centralization and to revalue educational subjectivism and humanitarian utilitarianism. Particularly, this study aims to clarify the issue of responsibility and accountability in this schooling, and why and how this personalization of progressive education would be approached by whom.

Mesci, Gunkut/0000-0003-0319-5993 WOS: 000524624000001 The purpose of this paper is to investigate the effectiveness of pedagogical content knowledge (PCK)-based nature of science (NOS) teaching on pre-service science teachers' (PSTs) NOS views. The study is grounded by conceptual change and experiential learning theory. It is also framed by the teacher professional knowledge and skill (TPK&S) PCK model. This is an exploratory case study of PSTs' developments during a 14-week course to teach about NOS. Each participant's views of NOS and changes on these views were investigated as a multiple comparative case study. Thirty-nine PSTs participated. Multiple data collection includes open-ended questionnaires, interviews, classroom observations, lesson plans, and reflective essays. Questionnaire responses and interview transcriptions were analyzed using the NOS views continuum scale. The remaining data including lesson plans and reflective essays were analyzed using content analysis. According to the analyses, most of the PSTs started the course with naive views about the NOS aspects at the beginning of the study. After attending the PCK-based NOS instruction, almost all of the PSTs dramatically developed their understandings of NOS, and they maintained their informed views a year later. The results of show that PCK-based NOS teaching was very effective and successful for improving PSTs' NOS understandings and maintaining these views in the long term. The findings have the potential to translate as practical advice for teachers, science educators, and future researchers.

In this study, probabilities of preservice middle school mathematics teachers’ possession of four fundamental cognitive skills required for learning and teaching statistics and probability topics were examined by using the log-linear cognitive diagnostic model, which is one of the cognitive diagnostic models. Moreover, the probabilities of preservice teachers’ possession of these skills were investigated according to gender, university ranking, and grade level variables. Hence, it was examined whether there was a significant relationship between the probabilities of having each skill and these variables. A Statistical Reasoning Test, which was developed by Arican and Kuzu in 2019, measured preservice teachers’ possession of four critical skills was used in collecting the data. These four skills included representing and interpreting data, drawing inferences about populations based on samples, selecting and using appropriate statistical methods to analyze data, and understanding and applying basic concepts of probability. In the 2016-2017 academic year, the test was applied to 456 preservice teachers selected from four different universities in Turkey, and probabilities of their possession of each attribute were calculated. Later, the relationship between the preservice teachers’ test scores and gender was examined by using the Mann-Whitney U test, and the relationship between their test scores and ranking of the attended university and grade level were examined using the Kruskal Wallis-H test. Although probabilities of the preservice teachers’ possession of these four skills did not significantly differ according to gender, some significant differences were detected for university ranking and grade level variables.

WOS: 000517375600001 Three iterative, 18-episode design experiments were conducted after school with groups of 6-9 middle school students to understand how to differentiate mathematics instruction. Prior research on differentiating instruction (DI) and hypothetical learning trajectories guided the instruction. As the experiments proceeded, this definition of DI emerged: proactively tailoring instruction to students' mathematical thinking while developing a cohesive classroom community. Analysis of 10 episodes across experiments yielded five teaching practices that facilitated DI: using research-based knowledge of students' mathematical thinking, providing purposeful choices and different pathways, inquiring responsively during group work, attending to small group functioning, and conducting whole class discussions across different thinkers. The latter three practices, at times, impeded DI. This study is a case of using second-order models of students' mathematical thinking to differentiate instruction, and it reveals that inquiring into research-based knowledge and inquiring responsively into students' thinking are at the heart of differentiating mathematics instruction. National Science FoundationNational Science Foundation (NSF) [DRL-1252575] The research reported in this manuscript was supported by the National Science Foundation (grant no. DRL-1252575). The findings and statements in the paper do not represent the views of the National Science Foundation.

Determining preservice teachers' competence in proportional reasoning is a very complex task, and existing research methods do not provide effective tools in doing that. This study describes an interview structure and application of it in determining preservice teachers' competence in proportional reasoning. The interview structure consists of in-depth questioning and cognitive conflicts and is situated in the knowledge-in-pieces epistemological perspective. The preservice teachers' competence in proportional reasoning was determined by examining the knowledge resources that they drew upon when reasoning about proportional and nonproportional situations. Semi-structured interviews were conducted with six preservice teachers to demonstrate the effectiveness of the interview structure. The case analysis indicated the preservice teachers' attention to the various fine-grained knowledge resources. However, they mostly drew upon the qualitative relationships, cross-multiplication, and across-multiplication. The preservice teachers' over-attention to these three knowledge resources hindered their ability to distinguish proportional relationships from nonproportional relationships. Furthermore, the productivity of knowledge resources was easily influenced by the relationships presented in problems and participants' past learning experiences. Implications of the application of the interview structure in teacher education programs and further research suggestions are discussed.

Pala, Ferhat Kadir ( Aksaray, Yazar ), The purpose of this study is to develop a standardized measurement tool that can be used to determine the participation styles of individuals participating in online instructional discussions. The scale consists of two dimensions called ‘Why’ and ‘How.’ The Why dimension comprises the main motivators of the participants’ participation in online instructional environments, whereas the How dimension comprises items expressing participation behaviors or forms. Two separate datasets were used for exploratory factor analysis (450 participants) and confirmatory factor analysis (693 participants), and the scale was applied to both undergraduate and graduate students. The scale consisted of eight factors, with four in the Why dimension and four in the How dimension. The results of confirmatory factor analysis showed that the scale was able to identify four different patterns of participation. Expressed as participation styles, these patterns are To Socialize/Connective, To Get Information/Analytical, To Discuss/Innovative, and To Fulfill Requirements/Practical. According to these results, the Participation Style Scale for Online Instructional Discussions was assumed to be a valid and a reliable measurement tool for determining the participation styles of participants of online instructional discussions. These four styles are thought to contribute to the instructors, the researchers, and the learners who want to benefit from effective learning in online environments. Instructors and researchers can determine learners’ participation styles before organizing discussion environments, and learners who think and gain awareness about their own participation styles can manage their discussion and learning processes more effectively.

This study examines how preservice elementary mathematics teachers create patterns, write pattern problems, and prepare and apply lesson plans on this topic. In this context, five preservice elementary mathematics teachers who were in the final semester of their undergraduate education volunteered to participate in this research. The study was carried out within the scope of an elective course which lasted eleven weeks and in which patterns were discussed. Data were collected through interview, observation and document analysis. The results show that besides the complexity and originality criteria of written problems, preservice teachers have difficulty in writing quadratic growing pattern problems. In addition, some preservice teachers adopt a teacher-centered approach in planning and implementing their lesson plans. Most of the preservice teachers did not make connections between patterns and daily life and most of them did not use concrete materials in their lesson plans or lessons.

The present study is a mixed methods research in which qualitative and quantitative data are collected at the same time. In this study, in which the metaphorical perceptions of teachers and individuals in different professions towards the concept of teacher were revealed, 263 participants were reached. The quantitative data in the study were collected by using Teacher Metaphor Scale. Teacher Metaphor Scale is a 5-likert type scale which has 19 items and three factors. In the qualita-tive part of the study, a form was developed by the researchers in order to collect data through metaphors. Data was collected online. According to the qualitative data, it was determined that the images of teachers regarding their metaphorical perception towards the concept of teacher were collected in different and more categories than individuals working in other professions. It has been revealed that the metaphorical perceptions of teachers as individuals from the profession are richer. Individuals working in other professions have developed less metaphorical images towards the concept of teacher. When the quantitative findings are examined, it has been revealed that the metaphorical perception levels of the teachers regarding the meanings they attribute to teachers are higher than the individuals working in other professions., Bu çalışma nitel ve nicel verilerin aynı zamanda toplandığı bir karma yöntem araştırmasıdır. Bu çalışmada Türkiye’de, öğretmen olarak ve diğer mesleklerde çalışan bireylere ulaşılmıştır. Öğretmenlerin ve farklı mesleklerdeki bireylerin öğretmen kavramına yönelik metaforik algılarının ortaya konduğu bu çalışmada 263 katılımcıya ulaşılmıştır. Çalışmanın nicel verileri Aktaş ve Tunca (2018) tarafından geliştirilen öğretmen metaphor ölçeği ile toplanmıştır. Öğretmen metaforu ölçeği, beşli likert tipinde 19 madddeden ve üç faktörden oluşmaktadır. Metafor ölçeği online olarak gönderilmiştir. Çalışmanın nitel kısmı için nitel veri toplama yöntemi olan mecazlar yoluyla verilerin toplanması için nitel veri toplama aracı olarak araştırmacılar tarafından bir form geliştirilmiştir. Nitel verilere göre öğretmenlerin öğretmen kavramına yönelik metaforik algılının diğer mesleklerde çalışan bireylerden farklı ve daha fazla kategoride toplandığı belirlenmiştir. Meslekten birer birey olarak öğretmenlerin metaforik algılarının daha zengin olduğu ortaya çıkmıştır. Diğer mesleklerde çalışan bireyler, öğretmen kavramına yönelik daha az metaforik imgeler geliştirmiştir. Nicel bulgular incelendiğinde öğretmenlerin öğretmenlere yükledikleri anlamlara ilişkin metaforik algılarının diğer mesleklerde çalışan bireylere göre daha yüksek olduğu ortaya çıkmıştır.

The aim of this research is to demonstrate the effect of various mind games, played by students identified as gifted in the elementary school age, on their analytical thinking, critical thinking and decision making skills. To fulfill this aim, the research made use of experimental research pattern and used single group, pre/post-test experimental pattern, which counts among weak experimental patterns. The study group of the research consists of 22 students in a private school located in Çankaya, Ankara in the academic year of 2016-2017. While the inclusion of the private school to the research involved the usage of the convenience sampling method, the inclusion of the gifted students to the research was done through purposive sampling methodology. In this research, various tests: “ACD test” and “Kakuro test” for gifted students were prepared by researchers and used in the research to measure high-level thinking skills of gifted students. In the process, various games: “Rat a Tat Cat” and “Sleeping Queens” were played and effects of these games on students' analytical thinking, critical thinking and decision-making skills were examined. Research outcomes demonstrated improvement in the analytical thinking, critical thinking and decision-making skills of the gifted students as a result of the various mind games they played.

Eğitim ailede başlar ve okuldaki profesyoneller olan öğretmenlerin rehberliğinde devam eder. Okullaşmanın hedefi olan öğrenme karmaşık bir süreçtir. Ancak bilişsel yöntemleri izleyip kavram haritaları gibi son gelişmeleri sınıfta uygulamanın öneminin ayırdında olan nitelikli öğretmenler vasıtasıyla etkin bir öğrenme sağlanabilir. Eleştirel ve mantıklı düşünme becerileri geliştirmenin bir yolu olan Kavram Haritaları bağlantılar aracılığıyla öğrencilere bireysel fikirlerden bütünselliğe nasıl geçebilecekleri konusunda yardımcı olur. Çoğunlukça bilindiği gibi, anlamlı öğrenme yeni kavramların mevcut bilişsel yapıya asimile edilmesi mümkündür. Geleceğin liderlerinin yönlendiricileri olan profesyoneller günümüz yükseköğrenim kurumlarında yetiştirilirken bu gereksinim göz önüne alınarak yetiştirilmelidir. Bu makalede yazar bir eğitim fakültesinde verdiği “Sınıf Yönetimi” dersinde uygulanmış olan ve Kavram Haritaları eğitimine odaklı iki atölye çalışmasının amaçlarını, adımlarını ve sonuçlarını paylaşmaktadır. Ayrıca atölyeye katılan öğrencilerin bazılarının yansımaları da makalede yer almaktadır., Education starts in the family and goes on under the guidance of school professionals, teachers. Learning, which is the goal of schooling, is a complex process. It can only be effective through qualified teachers who are aware of the significance of knowing and applying recent cognitive methodologies such as concept maps. Concept maps are a way to develop critical and logical thinking study skills by revealing connections and helping students see how individual ideas form a larger whole. As is known by many, meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures. Professionals, as the leading forces of future leaders, need to be trained based upon the satisfaction of the above-mentioned needs during the university years. In this article, the author will share the goals, steps and outcomes of two “Concept-Mapping” workshops conducted at “Classroom Management” course at a Faculty of Education. The readers will also find reflections of the teacher-trainees impressive.

This study examined pre-service language teachers’ attitudes towards social networking site (SNS) use for language learning, their SNS practices for improving their target languages, and the relationship between them. 279 English and German language teacher candidates participated in the surveys designed for the present study. The statistical analyses of the data revealed that pre-service language teachers had positive perceptions towards SNS use for the purpose of language development and they took advantage of SNSs to improve their target languages. It was also found that variables such as participants’ departments, years of study, and self-reported SNS literacies significantly affected their attitudes towards SNS use and their SNS practices. Finally, the quantitative data obtained confirmed a significant correlation between teacher candidates’ attitudes and their SNS practices for language learning in general and for particular skills. The results are discussed within the context of relevant scholarship, and the study is concluded with recommendations for future research.

Fractions are a crucial mathematical topic, which is known as being challenging for both students, pre- and in-service teachers. The current study attempted to explore the extent of pre-service middle level mathematics teachers’ knowledge for teaching fractions. Fifty-one senior pre-service teachers took part in the study. The Knowledge for Teaching Fractions Test, which includes almost all characteristics of fractions, was employed to measure participants’ knowledge for teaching fractions. The Pre-service Teachers’ Mathematics Knowledge for Teaching Framework was used to conceptualize participants’ responses to the tasks in the Knowledge for Teaching Fractions Test. The findings showed that participants’ mathematical knowledge for teaching fractions was not satisfactory. Meanwhile, while they had sound common content knowledge for teaching fractions, their specialized content knowledge for teaching this topic was very poor. The implications for teaching fractions are discussed in the context of pre-service middle level teacher preparation.

The purpose of this study was to investigate the effect of inquiry-based experiments on pre-service science teachers’ science process skills. The study group consisted of 60 pre-service teachers in total, enrolled in the undergraduate program of Science Teacher Education, Faculty of Education at a state university. The study which used randomized quasi-experimental design with pre-test – post-test and control group, designed as a mixed method study. Experimental practices were performed within a 10- week period. Science Process Skills Observation Form, developed by the researchers, was used as data collection tool in the study. IBM SPSS Statistics software was used for the analysis of quantitative data and content analysis was employed for analyzing the qualitative data. As a result of the analyses, inquiry-based experiments were more successful than confirmatory ones in terms of improving the science process skills of pre-service teachers. It is estimated that the results of this study will significantly contribute to the planning processes of teacher education programs as well as to the future studies on inquiry-based learning.

Developingscientific literacy for all students is the most often stated purpose ofcontemporary science education. Nature of science (NOS) is seen as an importantcomponent of scientific literacy. There are various perceptions of NOS in thescience education community and NOS itself is an ever-changing construct. Thismakes it challenging to develop instruments for measuring understanding of NOSat different levels. Many instruments have been developed and are beingdeveloped to assess NOS learning, which indicates the importance attributed tothis subject. In this study, we developed a multiple-choice test to measure NOSunderstanding of middle school students. The instrument was applied to 1397middle school students. The 24 item multiple-choice test had KR-20 reliabilitycoefficient of 0.74. A 12 item multiple-choice test created as a subset of the24 items of the original test. This test was easier and had higherdiscrimination, which can provide useful measurement data about students’understanding of NOS for diagnostic or formative purposes., Developing scientific literacy for all students is the most often stated purpose of contemporary science education. Nature of science (NOS) is seen as an important component of scientific literacy. There are various perceptions of NOS in the science education community and NOS itself is an ever-changing construct. This makes it challenging to develop instruments for measuring understanding of NOS at different levels. Many instruments have been developed and are being developed to assess NOS learning, which indicates the importance attributed to this subject. In this study, we developed a multiple-choice test to measure NOS understanding of middle school students. The instrument was applied to 1397 middle school students. The 24 item multiple-choice test had KR-20 reliability coefficient of 0.74. A 12 item multiple-choice test created as a subset of the 24 items of the original test. This test was easier and had higher discrimination, which can provide useful measurement data about students’ understanding of NOS for diagnostic or formative purposes.

The development of language skills is important at both the individual and social levels. Writing, which is one of these skills, enables individuals to express themselves both aesthetically and permanently. This importance of writing requires special attention to the training for its development. In this research, screening model which is one of the quantitative research methods was used. How the texts written by university students were influenced by the instructions used in written forms was the subject of this research. The students of Aksaray University, Faculty of Education Department of Turkish Education participated in the study. These students were divided into two groups as experimental and control groups. As a result of the research, it was seen that the instructions were effective in terms of number of words and connection expressions. In terms of compliance with spelling and punctuation rules, it was determined that the instructions had no effect on these groups.

Saçkes, Mesut (Balikesir Author), The purpose of this study was to examine the effect of the Primrose Balanced Learning Curriculum on young children's science performances. The sample of this study included 158 children attending two private preschools. The study utilized a single group pre-post-test design. The children were tested before and immediately after the implementation of the Primrose Balanced Learning Curriculum to assess their science performances. Children's interest in learning science was assessed before the implementation of the curriculum. The results demonstrated that the observed change in children's science scores from pre to post assessment was substantial, corresponding to about a medium effect size. Although both sexes made progress in their science performance, the girls made greater gains. Boys and girls did not differ in their interest in learning science, but prekindergartners regardless of their sex were more likely to demonstrate higher interest in learning science than their younger peers. The preliminary findings of this curriculum development effort suggest that the systematic instructional framework based on a balanced learning view has potential to promote young children's learning of science.