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Physics and mathematics represent closely intertwined fields, wherein physicists employ mathematical modeling to address intricate problems. A challenge encountered by physicists involves bridging conceptual understanding with mathematical equations, a task that educators can facilitate by supporting students in navigating these two realms of comprehension. Mathematical modeling has exhibited potential in assisting students in recognizing that the domains of physics and mathematics are not insurmountably complex. The present study investigated the capability of science preservice teachers (PSTs) enrolled in an introductory physics course to resolve real-life physics problems by adhering to the stages of mathematical modeling. Data were gathered through the Interdisciplinary Modeling Eliciting Activity, allowing students to collaboratively discuss problems and devise solutions. Analysis was executed utilizing the interdisciplinary mathematical modeling (IMM) framework. The activity provided an inclusive platform for all students, including those who typically remained reticent during classes, to actively participate in group discussions and articulate their ideas. Despite the successful navigation of the problem with the guidance of the IMM framework, groups encountered challenges in certain tasks such as parsing/grouping and generating a context. Overall, the study demonstrated promise in augmenting PSTs' enthusiasm for physics and enhancing their comprehension of mathematical models within the discipline.

This research was conducted to determine the attitudes of university students with different socio-economic structures towards information and communication technologies, using information and communication technologies (ICT), which are increasingly used in our daily life, by using a descriptive survey model and survey method. Günbatar (2014) and analyzed for validity and reliability, was used to determine the level of use of information and communication technologies by university students receiving Physical Education and Sports Education. The universe of the research consists of students studying at universities that provide sports education in Turkey. The sample consists of 166 students from Kafkas University, 172 students from Igdir University and 164 students from Ardahan University, students studying in Physical Education and Sports Teaching, Coaching Education and Sports Management departments of Physical Education and Sports Schools of universities located in the Eastern Anatolia Region of Turkey. This study aims to determine the beliefs, opinions, perceptions and attitudes of university students who receive Physical Education and Sports education toward the integration of technology into physical education with students who are currently studying in higher education. A literature review of information and communication technologies was made in the first part of the investigation. In the second part, the attitude scale was used. The data obtained were evaluated in the SPSS 22.0 package program. Kaiser-MeyerOlkin (KMO) test and Barlett test were conducted to evaluate the suitability of the attitudes of university students who receive sports education towards information and communication technologies for factor analysis. Analysis of Variance in the comparison of multiple groups (LSD was used in cases where variances were homogeneous, Dunnet C was used in cases where they were not). Internal Validity With Cronbach a coefficient, normality distribution of data with Kurtosis and Skewness coefficients, frequency, percentage, mean, standard deviation, one-way data analysis Anova and t-test were used for independent groups. The significance level of the statistical analysis was accepted as p < 0.05. The difference in the mean score of the General ICT Tendency sub-dimension according to the university of education was found to be statistically significant (p < 0.05). It was observed that there were significant differences in the dimensions of communication in the virtual environment between universities (p < 0.05). The difference in the Software Use sub-dimension mean score according to the university of education was statistically significant (p < 0.05). The difference in the mean score of the Virtual Environment Information Access subdimension according to the departments was statistically significant (p < 0.05). It is thought that this research will create a gain in terms of determining the attitudes of university students who receive sports education toward information and communication technologies.

This research aims to draw a picture of chemistry lessons based on students' opinions in Hakkari, Turkey. The research design is a case study. An open-ended qualitative questionnaire consisting of 15 questions was used. The questionnaire was applied to 463 tenth- and eleventh-grade students studying at high schools in Hakkari. The data obtained were analyzed using qualitative and quantitative methods: content analysis, correlation tests, and chi-square tests. As a result, two categories were found: the factors affecting chemistry teaching and the effect of chemistry on students' daily and future lives. According to this, students' interest in chemistry is a factor in learning chemistry, the teaching method used by the teacher is an essential factor for chemistry, and having enough knowledge of chemistry affects achievement in other courses. A significant difference was found between female and male students choosing chemistry in their future careers, and the results were in favor of male students. On the contrary, female students thought that chemistry would be more permanent than males thought in their lives. The activities used in chemistry lessons, teachers' attitudes in the classroom, and the use of chemistry examples in daily life are effective for learning chemistry and choosing chemistry for a future career.

The purpose of this study is to compare Turkish novice teacher induction system with China, New Zealand, and Germany in terms of assignment to teaching, duration of induction, and opportunities provided in programs. Those countries selected are known to have the best practices for induction training. Despite their differing policies regarding novice teacher training, they provide novice teachers with many exemplary aspects of support. The comparison shows that collaboration activities are formalized in three countries, except Türkiye. While novice teachers in Türkiye have the same workload as experienced teachers, novices in the other three countries have a reduced workload and have more free time for education. A mentoring program is being conducted in all countries, including Türkiye. Türkiye has weekly seminars on liberal education topics, while the other three countries have mostly branch-specific seminars. The paper concludes with a discussion of the educational implications of the induction programs.

Teaching model preferences of university students and the factors explaining these preferences may give ideas to educators and decision-makers to design future innovative higher education systems. For this reason, this study aims to examine how some factors affect university students' teaching model preferences (face-to-face, online and hybrid) in detail. The factors of the study were gender, opinions about the complexity of the learning management system, sufficiency of digital materials, knowing how to solve problems during online learning, course participation preferences, online teaching methods preferences (synchronous, asynchronous or both), and finally community of inquiry elements (teaching, social and cognitive presence levels). 5504 university students participated in the study and the data were collected by an online questionnaire. Two-way contingency table analyses using Pearson X^2 method and a multinomial logistic regression model (MLR) were applied to determine the factors affecting the teaching model preferences. The results revealed that 71.2% of students preferred to use online supported models (online and hybrid) while only 28.8% of them preferred a wholly face-to-face model. Interestingly, more than half of the females preferred face-to-face and hybrid, while more than half of the males preferred online education. The tendency to prefer online education was related to students' problem solving competencies in the online environment and the learning management system not being complicated for them. This study indicated the relationship of the teaching model preferences with the other factors and community of inquiry elements.

This research was conducted to determine the perceptions of pre-service teachers and middle school students towards mathematics teachers. For this purpose, the perceptions of both the pre-service teachers and students regarding six mathematics teachers were discussed comparatively. The research method is case study. The data of this study were collected through reflective letters of pre-service teachers (f=35) and students of these teachers (f=105) to six middle school mathematics teachers. The collected data were analyzed in the MAXQDA qualitative data analysis program. As a result of the analysis, it was determined that pre-service teachers and middle school students had positive and negative perceptions towards the mentor teacher in the categories of designing the learning-teaching process, attitude and classroom management. When the perceptions of middle school students towards their teachers were examined, it was seen that the positive attitude towards the teacher standed out. While the students mentioned less about classroom management, it was seen that pre-service teachers talked more about and they were able to evaluate teachers from different perspectives in the context of classroom management. However, it has seen that both pre-service teachers and students have more negative perceptions about the design of the learning-teaching process than positive perceptions. In addition, it was determined that the negative perceptions of the preservice teachers about the mentor teachers standed out, while the students' perceptions of their teachers were more positive. [This paper was presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) symposium, 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.

The aim of this study is to examine the effect of the learning environment designed based on different approaches on the change in pre-service teachers' approach preferences and geometry achievement in geometry problems. Twenty pre-service mathematics teachers were involved in geometry lessons for 10 weeks in a learning environment designed based on Analytic Approach (AA), Synthetic Approach (SA) and Vectorial Approach (VA). There were six geometry problems in the pre-test and post-test administered before and after the implementation, respectively. The solutions of the problems in these tests were evaluated by means of a rubric. Then, two pre-service teachers with "high," "medium," and "low" achievement levels were identified based on the scores obtained from these tests and clinical interviews were conducted with them. As a result of the study, it was determined that the most preferred approach before and after the implementation was SA. However, it was determined that AA and VA, which were less preferred before the implementation, were preferred more after the implementation. In addition, the designed learning environment contributed positively to pre-service teachers' geometry achievement. It was determined that the success of the pre-service teachers in the post-test solutions increased considerably compared to the pre-test. It is thought that it is important to design other courses in the university, for example; Analytic Geometry course should be supported with SA and VA or the Algebra course should be supported with AA and VA and presented to prospective teachers in a new structure.

This study aims to reveal science teachers' performances in designing TPACK-based argumentation practices for teaching geology. This study used a holistic single case study design where thirty-two science teachers participated in a professional development program. All materials such as videos, etc. used by the teachers and the Pedagogical Reasoning Assessment Form (PRAF) were used as data collection tools. Descriptive analysis was conducted through the scoring rubric for lesson plans and content analysis for PRAF. Findings indicated that teachers successfully used TPACK indicators in their lessons. Findings also revealed that although teachers thought that formative assessment could be improved by learning from professional development programs, they did not use technology for assessment in their lesson plans. Related to the argumentation process, teachers tended to construct their arguments with one rebuttal, and they could not use warrants. Moreover, although teachers had high scores in the quality of claim, rebuttal, and backing respectively, they had some problems in presenting data and warrant for the claim. PRAF findings indicated that the TPACK-based Argumentation Practices Professional Development Program (TPACK-bAP PDP) enriched their lesson plans in some aspects.

The main purpose of this study was to determine the predictive role of dyadic adjustment and perceived social support in explaining psychological help-seeking attitudes of married individuals. A total of 320 married individuals participated in the study. According to the results, the adjustment on the origin family relationships sub-dimension of dyadic adjustment had a negative effect, while the perceived family support sub-dimension of perceived social support had a positive effect on the attitudes of married individuals towards psychological help-seeking. Thus, the results suggested that married individuals who have low dyadic adjustment on the origin family relationships, combined with high perceived family support have positive attitudes towards psychological help-seeking; whereas married individuals who have high dyadic adjustment on the origin family relationships, combined with low perceived family support have negative psychological help-seeking attitudes. Findings are discussed regarding relevant literature and suggestions for future academic studies and practice are presented.

The aim of this study was to investigate the effect of a Father Training Program (FTP) on the social skills of pre-school children. The study was carried out in two preschools in the central province of Kilis in Turkey. A pretest-posttest control group experimental design was implemented in this study. Both the study group and the control group consisted of 40 preschool children and their fathers from different preschools. The FTP was implemented with fathers in the experimental group for twelve weeks, but the FTP was not applied to the fathers in the control group. In this study, Social Skills Assessment Scale (SSAS) was used. Data were collected by preschool teachers before and after FTP. Covariant analysis with one factor (ANCOVA) and t test were used to analyze the data. At the end of the FTP, it was observed that there were statistically significant differences between the children in the control group and experimental group in terms of their level of social skills (p<0.01). It was observed that the difference between the mean scores of post-test and retention tests of the children in the experimental group was insignificant and the effect of the FTP was continuing. This shows that training program including fathers has an effect on children's social skills.

With the confirmation of the coronavirus epidemic as a global pandemic, and with the suspension of face-to-face teaching and learning activities for all educational institutions, the concept of emergency remote teaching has come into prominence. As a process that affects a large number of students, the effective management of emergency remote teaching process has important effects on ensuring the sustainability of learning and students' well-being. It becomes an important issue to examine teachers' evaluations about their emergency remote teaching experiences. The purpose of this study was to examine the evaluations of mathematics teachers' emergency remote teaching experiences. The case study method was used and the participants consisted of 10 middle school mathematics teachers. The data were collected by semi-structured interviews. In the data analysis process content analysis method was used. As a result, it was seen that participating teachers' current understanding of the concept of distance education has influenced the way they conduct their online lessons. It was revealed that participating teachers carried out emergency remote teaching period in ways that they could transfer the face-to-face learning environment to online environment. Again, it was seen that mathematics teachers pointed to their lack of knowledge and skill about online learning.

The present study aimed to determine the estimation skills of elementary education pre-service mathematics teachers and the strategies they adopt in estimation. The case study methodology was employed in the study, and the participants included 37 volunteering students attending the fourth grade in the Primary Education Mathematics Instruction Department at a university located in the Central Anatolia Region in Turkey. The study data were collected with an 8-item Estimation Strategy Test developed by the authors. The test included numerosity, computational, and measurement estimation questions. In addition to making estimations, the students were asked to write the reasons behind their estimations. The descriptive analysis technique was employed to analyze the study data, and the data were coded based on the estimation strategies adopted by the pre-service teachers and similarity of their estimations with the actual values. The data are presented as MAXQDA maps, and excerpts from student responses are also presented. The study findings demonstrated that the responses of most pre-service teachers were similar to the actual value in computational estimations; however, numerosity or measurement estimations were not similar. Furthermore, certain pre-service teachers inclined to conduct the actual operation instead of estimating the results during computational estimation, and directly counted the results in numerosity estimation. Also, it was determined that a significant number of pre-service teachers made computational errors in numerosity and computational estimation. [This work was presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) symposium.]

This research aims to give an idea of the approach of mathematics teaching in primary schools in the early years of Republic of Turkey and compare it with the current approach of teaching within the context of Mathematics Teaching Knowledge (MTK). Therefore, the sample of the study was the article entitled "Arithmetic (Mathematics) Courses in Primary Schools" published in 1927 in one of the most influential education journals of Atatürk period -- "Education Journal". In the study, document analysis method was adapted. In the data collection process, initially, the article was translated from Ottoman Turkish to modern Turkish language. Later, the article was analysed through descriptive and content analysis in relation to the components of MTK. The results revealed that teachers were provided with recommendations referring to MTK components, namely association of mathematics with everyday life, use of materials, knowledge of conceptual relationships, level-appropriate teaching, and active student learning. It was also determined that the article put forward some other recommendations to primary school teachers addressing to the importance of improving advanced-level of thinking skills among students.

Health-related internet sources should contain accurate, reliable and updated information, and their usability should be high to enable people to navigate successfully. This study aimed to develop interactive Online Infertility Prevention Training (OIPT) and to reveal design principles by evaluating the online training. The development, design, and redesign processes of this study included four iterations: (1) needs analysis; (2) implementation as a usability test; (3) implementation with the target group in a class; and (4) comparison of iteration II and III, and decision; and two outputs. The research process included the participation of the target audience in the design process and there were continuous corrections to the design. In the study, a design-based research approach was used. In the qualitative dimension, the data was collected with "User Information Form", "System Usability Observation Form", and the system usability interview form, and task cards. In the quantitative dimension, Infertility Knowledge Test, System Usability Scale, and also database records were used. The data obtained from tools were analyzed descriptively and predictively. As a result, this research claimed that design, development, and evaluation belong to health-related sources on the Internet should include field design principles and techniques and specific methods, although designers use prevalent techniques. The results indicated that gender's effect on media and material design, the importance of the use of expert authority in the presentation of content knowledge that system usability significantly increased from iteration two to three. Therefore, gender differences in media and material preferences except for content knowledge and also expert views may be considered in the design of health-related online training. In addition, while teaching concrete parts of the human body, interactive animations and visuals may be useful to motivate and increase engagement students to use the content again and again. Furthermore, the results of this study show that feedback design is crucial in the navigation of online learning environments. Overall, this study strengthens the idea that while designing online education environments, it is important to determine users' needs and expectations at first, afterwards conducting usability tests to specify the design challenges.

The present study focuses on the assessment of summer robotics camp designed for 7th grade students who were supposed to work on a STEM-related problem through modeling and design activities. It was exclusively investigated the effects of these activities on the STEM-related career interests and knowledge structures of students. The students were expected to develop basic robotics and design skills in the camp, and to use them in project design in the context of problem solving processes. The camp activities were designed in the alignment of P3 Task Taxonomy. A mixed design method was adapted in this study as it focused both on the effects of an experimental intervention and identification of the students' conceptual constructs. Accordingly, simultaneous and sequential data collection techniques were used to provide satisfactory responses to the research questions. The results showed that the students the students' career interest in engineering increased more significantly than the other STEM fields. Furthermore, word association tests that were applied before and after the camp, in order to assess the change in the students' knowledge structures with the keywords Coding, Design, Problem, Modeling, Space, and Robot showed that the number of terms associated with these keywords were increased. In a nutshell, the education activity provided in the context of this study reinforced the students' career interests in engineering in particular, and facilitated the development of their knowledge structures, and ability to define associations between terms.

This study aimed to investigate the influence of Project-Based Learning STEM (PjbLSTEM) Applications involving the use of waste materials on the 21st-century skills of 10th-grade students. In line with the purpose of the study, the pre-experimental design was used. The sample consisted of 24 students in total. The 21st-Century Skills Usage Scale, structured and semi-structured interview forms, were used as the data collection tools. During the applications, PjbL-STEM activities were carried out. The data collected were analyzed using the Wilcoxon Signed Ranks Test and the thematic analysis technique. The data analysis revealed a significant increase in the students' 21st-century skills, such as their levels of use of autonomy and cooperation skills and their levels of environmental sensitiveness. The students also reported that the activities had positive effects on many of their 21st-century skills such as communication, and collaboration, problem-solving, creativity, critical thinking, responsibility, environmental awareness, and information-technology literacy. Based on the findings, the following suggestions were put forward: PjbL-STEM activities could be carried out more in educational institutions belonging to the Ministry of National Education. Teacher-training activities could be carried out, and in-service training could be organized to support the application of innovative methods.

The main purpose of this research is to examine the effectiveness of the CUES+CC strategy in improving the note-taking performance of students with learning disabilities. Within the scope of this purpose, the effect of the CUES+CC strategy on students' note-taking and exam performances and maintenance of the performance was investigated. Moreover, the students' level of generalizing of their note-taking performance to Turkish lesson was also examined. Three students who were diagnosed with learning disabilities in the study. 'Multiple Probe Design Across Subjects,' one of the single subject designs, was used in this study. The students' note-taking percentages and exam performance were used to score the data. The findings revealed that the CUES+CC strategy is effective on note-taking and exam performance of students with disabilities and upon learning the strategy, the students displayed the same improved performance on note-taking after one, three, and five weeks, and they extended this performance to a different course as well. The findings of the research were discussed within the framework of the relevant literature and theoretical opinions, and suggestions were made to researchers working in the field for future research.

In this study, pre-service teachers' views on inclusive education were evaluated from a quantitative research perspective. The survey model, one of the quantitative research designs, was used. The sample of the study consists of 482 prospective teachers studying at the same state university. The "Opinions Related to Mainstreaming Scale" was used to evaluate the views of pre-service teachers about inclusion. In the study, frequency and percentage values for each item were calculated for the data obtained from the study. In addition, Pearson correlation coefficient was calculated to determine whether there was a relationship between the sub-dimensions of the scale depending on the data collected. Although the results of the research are generally positive, the opinions of the pre-service teachers about inclusive education are inconsistent with each other, indicating that the knowledge and skill levels of the pre-service teachers about students with special needs are insufficient. It is important for a qualified inclusive education that teacher candidates who will start working in schools in the future develop positive attitudes towards inclusive education and have high levels of knowledge and skills.

The aim of this study is to develop a scale to determine the scientist image of high school students and their perceptions of scientist's gender and the risks they have. Descriptive survey model, one of the quantitative research techniques, was used in the study. 760 10th grade students participated in the study. The study was conducted in the spring semester of 2018-2019 academic years. In data collection, item pools were created for the following draft scales developed by researches: (1) "Scientist in Images Scale (ImSca)" to determine students' images of scientists; (2) "Scale for the Perception of Scientist's Gender (GenSca)" to determine students' perceptions of scientist's gender; and (3) "Scale for the Perception of the Risks that Scientist has (RiskSca)" to determine students' perceptions about the risks that scientists have. The construct validity of the scales was determined by using exploratory factor analysis on the data obtained from the scales and reliability of the scales was determined through internal consistency coefficients. As a result of the data analysis, the following structures were formed: ImSca has a 26-item structure with 8 factors, GenSca has a 23-item structure with 3 factors, and RiskSca has a 27-item structure with 6 factors. According to the results of confirmatory factor analyses, the structure of all three scales formed within the scope of the study was confirmed.

The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers' lack of subject knowledge and socio-economic and cultural-based issues. As student-based barriers, lack of prior knowledge, students' attention span, and interest; and regarding teachers-based barriers, teachers' lack of class management and communication skills, and lack of student-centered methods found as similar barriers. Language and socio-economical problems were also shared barriers for both cities. In addition to those barriers, political and family-based issues which hindered educational attainment found as the main barriers by science and mathematics teachers in Hakkari.

Purpose: This study aims to understand the eHealth literacy skills of chronic patients and to explore the relations, patterns between eHealth literacy skills and different factors such as demographics, search strategies and health information sources and to explain their effects on eHealth literacy in Turkey in Izmir in COVID-19 outbreak. Design/methodology/approach: A quantitative method was used in the study including a questionnaire. A total of 604 chronic patients responded to the questionnaire who applied the five popularly identified hospitals in Izmir in Turkey. CHAID analysis method was implemented to explore the strongest correlation between eHealth literacy and independent variables. Findings: Using different social media types were correlated with patients' eHealth literacy scores. Using Facebook, Twitter were the supportive predictors for the eHealth literacy scores. However, digital literacy was highly important for eHealth literacy. Originality/value: This study shows that the social media channels which provides much more information such as Facebook and Twitter for the chronic patient. This could be beneficial for the eHealth tools and social media content developers in terms of the supply of health information. Moreover, the study gives ideas about the effect of digital literacy and the importance of health information provided.

The aim of the present study, in which Project and game techniques are used together, is to examine the impact of project-based learning games on students' physics achievement. Participants of the study consist of 34 9th grade students (N = 34). The data were collected using achievement tests and a questionnaire. Throughout the applications, the physics teacher taught the course to the experimental group using activities involving games with the project-based learning method while processing the control group students according to traditional method. Data obtained at the end of the study were analyzed using independent, dependent groups t-test and Mann-Whitney U test, content analysis and descriptive analysis methods. At the end of the study, it was found that the mean of the concept achievement post-test scores of the students in the experimental group differ significantly. Moreover, students in the experimental group indicated that they had enjoyed the implementation of the activities. And they thought that this method should be applied in all physics classes because it had positively affected their attitudes toward the subject and were motivating. The self-assessment forms completed by the participants in the experimental group also revealed a range of opinions regarding the applications, both positive and negative.

Previous studies investigated relationships between mobbing and increased workplace and interpersonal conflict at institutional settings, social-economic-cultural variables of the work environment, and job content, along with the economic and health outcomes of mobbing. Our mixed method research particularly focuses on mobbing in both public and private higher education institutions in the light of two consecutive studies in Turkey: a descriptive quantitative research based on survey data (N = 481) followed by a deeper qualitative analysis of case narratives collected from a smaller sample (N = 19). Exploring the interrelations between mobbing/mobber behavior, mobbee responses, and witness support based on multi-criteria frameworks of mobbing, our study revealed the superior level of mobbing at public settings compared to private, and the prevalence of affiliation related to mobbing. The analysis of case narratives revealed how favoritism, personal hostility, differences in political/religious thoughts were the main causes of mobbing while most of the mobbing came from superiors. Narratives also confirmed the descriptive study on witness support since we observed it playing an overall significant role in the mobbing behavior, mobbee responses and the work environment.

This study is an explanatory study, which follows a qualitative methodology and aims to reveal the explanations of prospective mathematics teachers for the potential misconceptions of secondary school students in relation to the concept of symmetry and the correction of such misconceptions. The study group consisted of a total of 26 prospective middle school mathematics teachers, who were senior students. The data of the study were obtained from the open-ended test prepared by the researchers. Following the data analysis, it was found out that the majority of the participants failed to identify the mistakes of students and suggested the ways to "letter the corners of the shape and measure the distance based on the axis of symmetry" in order to correct these mistakes. Moreover, the study notably observed that the participants adopted practical solutions such as the use of a mirror, paper folding, and the use of unit squares more in teaching the concept of symmetry. It may be stated that the prospective teachers, in this way, overlooked the development of conceptual knowledge in students.

This study aims to design of the two activities "introducing an innovation" and "role playing" in Second Life (SL) and to evaluate qualitatively Turkish foreign language learner's roles and outputs before, while, and after the implementation of the activities. The study used community of inquiry model consisting of cognitive presence and social presence as a theoretical frame to discuss the roles and outputs. The participants were twelve students and two English teachers from two different high schools. Teaching and learning in SL took six weeks. The first activity "introducing an innovation" let students develop an innovation and introduce it in English at a congress hall. The second activity "role playing" had four different scenarios in which students would be involved in; travel agency, get permission from family to go out, restaurant, and renting a car. It was found that the two activities in Second Life had various requirements in terms of the teacher, the student and the social environment and that they differed in pre-activity, while-activity and post-activity phases in terms of outputs. When the learning contexts created in this study are considered in terms of cognitive presence, the outcomes of the interaction effect between the teacher, the student, and the social environment were higher in the role-playing activity than in the second activity. Written preparations done before the activity in both teaching activities had positive effects on students' performance during the activity. The fact that students responded to the questions spontaneously without following the scenario and that they found the correct answer through discussion affected their cognitive presence positively. For social presence, the role-play activity resulted in higher social presence than introducing an innovation since the students studied individually in the introduction of an innovation.

In this study it was aimed to reveal impact of the Father Training Program applied to the fathers with children attending the Pre-school education on the father-child relations. The father of the children who were showing a normal developmental phase attending the kindergartens run by the Ministry of National Education in the centre of Kilis Province in Turkey have been included in this study (40 experimental and 40 control, totally 80 fathers). The study was conducted in experimental design with pre-test, post-test-retentivity control group. The fathers in experimental group received the Father Training Program once a week for twelve weeks. The fathers in control group were not given any training program at all. In the study, the scale called "The Scale for Parents-Child Relations--Father Form" adapted into Turkish by Uzun and Baran was used. Covariant analysis with one factor (ANCOVA) and t test are used to analyse the data. After the study, as a result of the educational program given, it was observed that there is statistically significant differences between the father's level of relations with their children in experimental group and the fathers in control group (p<0.01). It is seen that the difference between average point of the pre-test-post-test-retentivity of the fathers in experimental group (p>0.01) is insignificant and that the effects of Father Training Program is still going on

The present study aimed at determining and examining high school first, second, third and fourth class grade students' attitudes towards context based learning approach with respect to the variables of gender, class grade and school. The study was carried out with a total of 5325 high school students in Turkey (n1(first class grade) = 1509, n2(second class grade)1265, n3(third class grade) = 1140, n4(fourth class grade) = 544; none: 867 Female: 2450, Male: 2866; none:9). In the study, Student Context based Approach Attitude Scale made up of 18 items, whose reliability and validity were calculated, was used as data collection tool. The data collected were analyzed using descriptive analysis, independent samples t-test and ANOVA found in the package software of SPSS 16. The results revealed that the students' general attitude mean score was 3.01 out of 5. The results obtained in the study are thought to be important as they not only help determine high school students' attitudes towards context based learning approach and identify the influence of certain variables on their attitudes but also cover but also cover all the class grades of high school. Moreover, it should be determined to how context based learning approach is applied in educational institutions by the governments.

The aim of this study was to develop a scale to measure the attitudes of the university academic and administrative staff and students toward sexual harassment and assault, and examine its psychometric properties. After the development of the item pool and examination of the content validity of the intended items, Exploratory Factor Analysis (EFA) and parallel analysis was conducted and Cronbach's alpha reliability coefficient was calculated collecting data from 150 participants (54.7% of female and 45.3% of male) for the initial version (comprised of 12 items) of the Attitudes Toward Sexual Harassment and Assault Scale (ATSHAS). In the second phase, Confirmatory Factor Analysis (CFA) was conducted with 354 participants (54% of female and 46% of male) for the revised version (10 items) of the ATSHAS. Additionally, Cronbach's alpha reliability coefficient was calculated with second sample. After developing the item pool, the completion of the first phase of the study took 5 months, and the second phase took 4 months. The final version of the ATSHAS consisting of nine items demonstrated sufficient psychometric properties for measuring attitudes toward sexual harassment and assault in the university environment.

The purpose of this study was to investigate eighth grade students' mathematical communication competency, affective characteristics, and the differentiation in affective characteristics across their communication competency levels. The mixed method sequential explanatory design was used. The quantitative data were collected from 140 students through Mathematical Communication Competency Measurement Tool and Affective Domain Scale. The qualitative data were collected from 31 students, who represent students across all competency levels, through semi-structured and clinical interviews. The results showed that main difficulties of students, whose competency was level-0 or below, were making sense of statements/questions, explaining ideas about the problem. The students, whose competency level was level-1 and level weighted-1, had challenges in explaining a mathematical result or presenting a verbal/written justification. Finally, self-efficacy, anxiety and openness to problem solving of students, whose competency was level-0 or below, differed significantly from other students.

This qualitative case study aimed to examine faculty members' perceived behaviour regarding the use of technology in their classrooms. The behavior was examined within the framework of the decomposed theory of planned behavior. The theory states that technology integration behaviour is directly related to intention and perceived behaviour control and indirectly related to attitude, subjective norms and perceived behaviour control. Data sources included semi-structured interviews conducted with 17 faculty members who participated in a faculty technology mentoring programme implemented at a large public university in Turkey over a semester of 4 months' duration. The data analysis revealed that the factors affecting faculty members' planned technology integration behaviour were related to their intentions, attitude, subjective norms and perceived behaviour control, as explained in the theory. Faculty members identified a number of student-related, faculty-related and context-related challenges in technology integration. The recommendations arising from the study are to support and sustain faculty members' technology integration in higher education classrooms.

The purpose of this study was to investigate not only the applicability of the method of Problem-Based Learning (PBL) to the lesson subject of "Gasses" within the scope of the 9th grade course of Chemistry in Hakkari Gazi High School but also the influence of this method on the students' achievement levels in chemistry and on their motivation and attitudes towards chemistry. For this purpose, the mixed method, which involves both quantitative and qualitative designs, was applied. In the study, the embedded design, one of the mixed methods of research, was used. The research sample included 56 students taking the course of Chemistry in Hakkâri Gazi High School. In the study, the students were divided into two groups: experimental group (n=27) and control group (n= 29). The PBL method was applied to the experimental group. The application was carried out in the Spring Term of the academic year of 2014-2015. Before and after the application, an achievement test to measure the students' levels of success in the lesson subject of "Gasses", attitude scale towards chemistry, motivation scale for chemistry, scenario, reports and observation forms were used. As the study dominantly had a quantitative design, quantitative data collection tools were used. In order to support the quantitative data collection tools and to gather more detailed data, the observation method was also used as a data collection tool. For the analysis of the quantitative data, package software of SPSS 18 was used. As for the analysis of the observation data, content analysis was conducted. The results revealed a significant difference between the achievement levels of the experimental and control groups. However, no significant difference was found between the experimental and control groups regarding their motivation and attitudes. In the light of the observations recorded, it could be stated that the PBL method increased the students' intragroup and intergroup communication skills, their self-confidence and their skills in making presentations and reporting.

This study was carried out to determine high school students' perceptions of the courses of Physics and the factors influential on their perceptions with respect to gender. The research sample included 154 high school students (F:78; M:76). In the study, as the data collection tool, a structured interview form was used. The data collected in the study were analyzed with frequency analysis, Chi-square and content analysis. As a result of the study, it was found that the male students were found themselves more successful in the courses of physics and that they experienced less difficulty with the courses. It was also revealed that there were no differences between female and male students' views related to physics entertaining, importance and permanency yet difficult in terms of mathematical calculations. In general, the students had bias regarding physics and stated that the current course of physics was not efficient and that interactive and practical methods should be put into practice. According to the results, the male students demonstrated more positive attitudes than the female students. In the light of the findings obtained, it could be stated that current high school applications in the courses of physics should be revised by authorities.

Recent reports call for reformed education policies in Turkey in accordance with the need to develop students' knowledge and skills about STEM education and improving STEM workforce in the country. This research implemented an integrated out-of-school STEM education program for 6th grade students who come from disadvantaged areas in a large urban city in Turkey. The study investigated students' perceptions about the STEM activities implemented in the program. Forty 6th grade students (15 female) studying in public schools participated in the study. The data source used in this study was the activity evaluation forms completed by the students at the end of each activity. The evaluation forms were qualitatively analyzed to identify students' perceptions on the content and skills gained, the challenges and limitations faced and suggestions for improvement. The results present recommendations on the implementation of integrated out-of-school STEM education programs.

The purpose of this study was to determine teachers' reasons for choosing the profession of teaching and their level of job satisfaction and to investigate the effects of certain variables on their job satisfaction. The research data were collected via a questionnaire form to determine the demographic backgrounds of the participants and a Job Satisfaction Scale made up of 32 items in five parts. For the analysis of the data, descriptive statistics, t-test and Scheffe test were used. Of all the participants, 34.8% of them preferred to be a teacher just because they wanted to do the profession of teaching; 20.8% of them reported that they incidentally became a teacher; 16.8% of them stated they became a teacher as it was easy to get employed after graduation; and only 0.7% of them believed the salary was satisfactory. The mean score of the participating teachers' overall responses to the scale was calculated as 66.5, which demonstrated that the teachers had a moderate level of satisfaction with their jobs. Moreover, it was seen that the teachers' levels of job satisfaction differed significantly with respect to their gender, age and fields of teaching.

The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and the TPACK-practical scale. The strategies investigated in the SQD-model included: using teacher educators as role models; reflecting on the role of technology in education; learning how to use technology by design; collaboration with peers; scaffolding authentic technology experiences; and providing continuous feedback. The linear regression analysis revealed a positive relation between teacher education strategies and preservice teachers' TPACK. Reflection and teacher educators' as role models were the most frequently used teacher education strategies in teacher education programs included in this study. Results provided recommendations for further research on the connection between the teacher education strategies and the development of preservice teachers' TPACK in teacher education programs.

The purpose of this study was to investigate eighth grade students' skills in different problem-posing situations. Problem-posing situations include free, semi-structured and structured problem-posing situations. The study was conducted using case study methodology, which is within the scope of descriptive research. The study was conducted with 166 eighth grade students (ages 13-15). The Problem-Posing Test was used as a data collection tool. In the analysis of the data, an analytical rubric developed by the researchers was used. The problem-posing assessment criteria were mathematical expression, language, suitability for acquisitions, quantity and quality of data, solvability, originality and presence of the solution. The data were analysed descriptively with a qualitative approach. It was observed that the students had generally low success in different problem-posing activities. In this research, the students were found to be more successful in semi-structured problem-posing situation than free and structured problem-posing situations when each problem-posing situation was examined separately. It was found that the majority of the problems the students posed were routine problems. It was determined that the students mostly used "writing an equation" and "drawing a shape" strategies for the solutions of the problems they posed in different problem-posing situations.

The purpose of this study was to investigate the influence of the technology and project-supported Thinking Journey on 11th grade high school students' achievements in the subject of electricity units. The participants were 68 high school 11th grade students from two different science classes. Control and experimental groups were selected at random. The data collection tools were the Electricity Achievement Test consisting of 39 multiple-choice questions and a semi-structured interview form. In the study, the experimental group was taught using the technology and project-supported Thinking Journey while the control group was taught using teacher-centered teaching methods. The Electricity Achievement Test was applied as pre-test and post-test to both experimental and control groups. The data were analyzed with independent group t-tests. Findings suggest that a significant difference was found between the experimental and control group students' Electricity Achievement post-test mean scores in favor of the experimental group with respect to sub-dimensions of Bloom's taxonomy. According to the analysis of the interviews, the experimental group students reported their satisfaction with the applications in the study. (Contains 2 figures and 3 tables.)

Faculty members in higher education institutions which technology produced in and used actively try to overcome simultaneous one more works because of their intensive works and responsibilities. This study associated simultaneously doing one more academic works to multitasking. Multitasking may have a detrimental effect on academic works since it is not possible to handle one more works at one time. The purpose of this study was to examine the effect of multitasking on academic works. Four different multitasks are using the Internet, talking with phone, watching TV or listening music, which are not a part of an academic work while doing this academic work. This study used correlational research method. 1033 faculty members from 70 different universities located in various geographical regions of Turkey participated to the study. The data collection tool was a survey which includes question related to demographics, frequency of multitasking and frequency of academic delay. The data were analyzed with frequencies, two way contingency table analysis using crosstabs applying Pearson chi[superscript 2] and logistic regression. Finally, the study indicated that using the Internet, talking on the phone and watching TV while doing an academic work had a detrimental effect on academic works. However, listening music while doing a work did not result in academic delay. Title and age of faculty members were related with academic delay. These results were discussed in the framework of Mayer's theory of multimedia learning.

This study aims to reveal Second Life (SL) residents' profiles, first hand experiences, opinions about SL and its potential as an educational environment. The members of 14 Turkish Island in SL answered a questionnaire including Likert-type, open ended and multiple-choice items and participated in interview sessions. Researchers collected 118 questionnaires and interviewed with 10 users. The results showed a general picture about the Turkish SL user profile. They agree on SL potential about providing better communication with people. Also, they keep their SL character in line with the one they have in real life, while changing their physical appearances. Many active SL users in this study do not have an apparent thought about the applicability of SL in education and most of them are not willing to participate in its educational applications in SL. This study concludes by offering suggestions to practitioners about how to use SL in e-learning. (Contains 3 tables and 1 figure.)

This study focused on educational research papers published from 2005-2009 in journals listed in SSCI and the ULAKBIM database in Turkey. Study types, research methods, investigated specific topics, used data collection tools, employed data analysis methods, and utilized types of samples and sampling methods were analyzed. A total of 2115 papers published in 19 Turkish educational research journals (5 of them listed in SSCI and 14 listed in ULAKBIM) were subjected to content analysis by using the "Educational Research Papers Classification Form (ERPCF)". The results showed that most of the studies belonged to the disciplines of instructional technology, science education, guidance and counselling, and mathematics education. Regarding the research methods, it was found out that quantitative studies predominated within educational research. Turkish educational researchers commonly used quantitative data collection tools and descriptive analysis methods. The most frequently studied samples participants were undergraduate students and teachers. The comparative results for the papers published in the journals listed in SSCI and ULAKBIM showed that there was no significant difference in terms of either the research methods employed or the data analysis methods used between the two indices.

Creativity is defined as a totality of processes and a way of attitude and behavior which exists in every child to a different extent. Every child is creative owing to their nature and their perspective on life. Offering children creative environments, especially during early childhood education, affects their mathematical abilities and supports their creative thinking. The aim of this study is to investigate whether children's creativity and mathematical abilities vary with respect to their gender and whether there is a relationship between creativity and mathematical ability. The study population includes six-year-old children attending independent kindergartens affiliated with the Ministry of Education in Ankara city center. The sampling consists of 80 six-year-old children in total, attending Sevgi Kindergarten, which was chosen randomly from among the kindergartens in the population. Data were gathered by using several instruments. These included a "General Information Form" prepared by the researchers to gather information about the children, "Torrance Test of Creative Thinking-Figural Form A" to assess children's creativity, and the "Test of Early Mathematics Ability-3 (TEMA-3)" to assess children's mathematical ability. While t-test was used to determine whether children's creativity and mathematics scores differed with respect to gender, Pearson Product-Moment Correlation Coefficient was used to analyze whether there was a relationship between creativity and mathematical ability. The results showed that children's creativity scores differed significantly with respect to gender, but not their mathematics scores. Also, it has been found that there is no relationship between the creativity and mathematical ability of children.

The aim of this study is to reveal opinions and experiences of two Computer Education and Instructional Technologies Departments' students about case study discussion method after they discussed in online asynchronous environment about Instructional Design (ID). Totally, 80 second year students, 40 from Dokuz Eylul University and 40 from Karadeniz Technical University, participated in the study. Communication among students was managed "via" discussion lists. The data were collected with questionnaire, written reports, observations and interviews. The findings indicated that this learning environment made a positive effect on ID knowledge of students. In addition, students stated limitations and positive results of discussing in asynchronous learning environment. Lastly, students suggested some opinions to make this environment more efficient and effective. (Contains 1 figure, 5 tables, and 1 footnote.)

This study presents the results of a survey implemented to investigate Turkish university students' technology use profile and their thoughts about distance education. The sample of the study is 6504 students from four universities in Turkey. The results of the study are reported in five main sections: 1) demographic information of the students, 2) students' Internet and computer-use opportunities, 3) students' computer skills, 4) studying styles of the students, and 5) thoughts concerning Internet-based distance education. The results of this study show that 38% of the students have home computer with an Internet connection, and 64%, 53%, and 30% of the students connect to the Internet for communication, newsgroups, and web searches, respectively. In addition, the findings show that the students prefer to access the Internet from either Internet cafes or their homes. Blended learning is the most favorite learning environment among these students. (Contains 9 tables.)

This study aims to investigate the applicability of context- and problem-based learning (C-PBL) into teaching thermodynamics and to examine its influence on the students' achievements in chemistry, retention of knowledge, students' attitudes, motivation and interest towards chemistry. The embedded mixed method design was utilized with a group of 13 chemistry students in a 2-year program of "Medical Laboratory and Techniques" at a state university in an underdeveloped city at the southeastern region of Turkey. The research data were collected via questionnaires regarding the students' attitudes, motivation and interest in chemistry, an achievement test on "thermodynamics" and interviews utilized to find out the applicability of C-PBL into thermodynamics. The findings demonstrated that C-PBL led a statistically significant increase in the students' achievement in thermodynamics and their interest in chemistry, while no statistically significant difference was observed in the students' attitudes and motivation towards chemistry before and after the intervention. The interviews revealed that C-PBL developed not only the students' communication skills but also their skills in using time effectively, making presentations, reporting research results and using technology. It was also found to increase their self-confidence together with the positive attitudes towards C-PBL and being able to associate chemistry with daily life. In light of these findings, it could be stated that it will be beneficial to increase the use of C-PBL in teaching chemistry.

Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this article is to investigate the integration of mobile technologies into teacher observation. Using a case study method, the authors compare the traditional narrative paper-pen, mobile app-supported, and video observation methods. Participants included 2 experienced teachers of English as a Foreign Language who were selected as the observers and observees in a higher education institutional context. The data was collected in three different teaching sessions over 4 weeks. Data sources included lesson observation notes and semi structured interviews conducted with teachers after each session. Results suggest recommendations for the integration of mobile and video based observation tools into teacher professional development programs, pre-service and in-service teacher education programs, as well as teacher certificate programs.

Research on teachers' professional development is gaining popularity among educators since changes in society require teachers to improve their skills and knowledge. Rather than transmitting information to teachers, knowledge sharing through emerging tacit knowledge among them has gained more importance. Because of new information and communication technologies, knowledge sharing among educators is becoming easier. This article examines the relationship among three important topics; teachers' professional development, knowledge management and online communities of practice. Furthermore, some online learning communities of practice environments are introduced.