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The widespread availability of internet access in daily life has resulted in a greater acceptance of online assessment methods. E-assessment platforms offer various features such as randomizing questions and answers, utilizing extensive question banks, setting time limits, and managing access during online exams. Electronic assessment enables real-time monitoring, customization, and scalability of feedback, benefiting students, academic staff, and administrative personnel. However, students encounter specific challenges in the electronic assessment environments. These challenges include limited control over test settings and the isolated nature of taking exams without peers. Furthermore, the technological proficiency of both instructors and students, along with resource constraints (computers, mobile devices, internet), can impede the effective utilization of these assessment tools. Technical issues like slow internet connection or disconnections can have significant consequences, especially in online exams, posing difficulties for corrections. The main goal of this study is to develop a Likert-type scale capable of measuring anxiety related to technical issues, social isolation, and the test interface experienced in e-assessment contexts. The study consists of two separate groups: the first group comprising 359 participants and the second group consisting of 356 participants. Both groups include undergraduate and pedagogical formation certificate program students from a university in the Eastern Anatolia Region of Turkiye. Construct validity was assessed through exploratory and confirmatory factor analyses. Item parameters were examined using item analysis based on classical test theory. As a result of the study, a two-factor scale structure comprising 21 items measuring social and technical anxiety was developed. These two dimensions account for 59.89% of the total variance. The Cronbach's alpha coefficient for the entire scale was 0.93, the McDonald's omega coefficient was 0.93, and the construct reliability was 0.99.

The teaching profession is a profession that must be practiced at a professional level as predicted by new education and training technologies and human psychology. It is necessary to look at the competency areas that make the teaching profession different from other professional fields. These competence areas are: 1- It must be top-level and updatable field information. As it is known, humanity has not yet reached the knowledge of the immutable absolute truth of yesterday, today and tomorrow in the name of positive sciences. Knowledge is relative and constantly changing. 2- Teaching profession knowledge: Pedagogical formation knowledge is meant here. 3- Knowledge of general and local culture: The teacher must be a communication expert at a professional level. For this purpose, healthy communication with the student is expected. The tool to be used here is knowledge of general and local culture. Guidance to students depends on this. 4- Teachers must devote themselves to their work and develop a sense of belonging, and they must enjoy and be satisfied with this professional process. Here is this dimension; It is essentially the spirit of amateurism, aspiring to burn in order to enlighten. In this study, teachers' opinions on the current situation regarding the teaching profession were evaluated within the framework of these competencies. For this purpose, this study was designed descriptively; the "Teacher Self-Evaluation Survey" was used as a data collection tool. This survey; in the annex of the MEB Teacher Performance Evaluation and Candidate Teacher Work and Procedures Regulation (Draft) is a "Teacher Self-Evaluation Survey" and was used because it is available for public use. The survey consists of 50 items and options such as 1- Very little, 2- Little, 3- Medium, 4- Good and 5- Very good. The same survey was also used by teachers to evaluate teachers by adapting the expressions and comparisons were made. The data obtained through the survey was evaluated with arithmetic mean, standard deviation and "t" test for independent samples, and generalizations and appropriate comments were made.

The aim of this study was to investigate the effect of therapeutic play training on physical health in 10-12 year old children with back muscle weakness. Experimental research model was used in the study. According to the results of the Functional Movement Screening test, 16 children (8 Study, 8 Control) with back muscle weakness were included in the study as participants. According to the pre-test analysis results, children with weak back muscles were given therapeutic play training with 7 different games adapted to increase healthy posture and physical development for 8 weeks and 3 days a week. At the end of the therapeutic game education application process, the FMS test (post-test) was administered to the children again and the results were recorded. The groups were homogeneously distributed, independent sample t-test was used to determine the difference between the research and control groups, and paired sample t-test was used to compare the data within groups. All statistical values obtained were evaluated at 95% confidence interval and significance was evaluated at p<0.05 level. According to the findings obtained from the study, a statistically significant difference was found when the FMS pre-test-post-test results of the children in the study group, in which therapeutic games were applied, were analyzed (p<0.05). As a result of the FMS pre-test before the education program was started, it was determined that 7 of the 8 participants, who could not reach a sufficient score and whose back muscles were found to be weak, reached a sufficient score according to the FMS post-test results after the applications, and only 1 participant showed positive development although he could not get a sufficient score. When the FMS pre-post test results applied to the control group were examined, it was determined that there was no statistically significant difference p>0.05.

As a result of human beings' activities to dominate nature and transform it for their own benefit as they continue to advance in science and technology, environmental problems such as climate change have become the biggest threat faced by the biosphere in the current century. One of the biggest problems of humanity today is the scarcity of water resources. It is important to reveal the meanings attributed to the concept of water in biology textbooks in order to identify and eliminate the deficiencies or gaps between the concepts related to the subject. The main purpose of this study is to analyze how the concept of water is presented in secondary school biology textbooks. In line with this purpose, answers to the following questions were sought: What biological concepts is water associated with in biology textbooks and how often is it used? Under which categories can the concept of water be classified in biology textbooks? In the study, document analysis was conducted on four biology textbooks published by the Ministry of National Education to be taught in high schools in the 2023-2024 academic year. A qualitative methodology based on inductive logic was used to analyze the data. How water is emphasized in biology textbooks was discussed, and categories were developed to conceptualize explanations about water. These categories were: water as a substance in the structure of organisms, water as a habitat for organisms, water as a substance involved in chemical reactions, water as a human health factor, water as an essential requirement for organisms, water as an environmental problem factor and water as a scarcity factor. According to the results of the textbook content analysis, it was seen that the relationships between water and health concepts in the category of water as a human health factor were well structured. In the study, it was seen that the concept of water was presented in accordance with the target achievements in line with the secondary school biology course curriculum and that the key concepts were given literally. However, it was revealed that the concept of water in textbooks should be structured according to the principles of the systems thinking approach.

The objective of the study was to evaluate the effects of fathers' participation in the Father Support Education Programme on their perception of their role as fathers and the development of play skills in their children. The study sample comprised 40 fathers whose children, aged 5 and 6, were enrolled in independent pre-schools located in the city centre of Bartin. The experimental design of pre-test and post-test control group was adopted to facilitate the study. All technical terms were defined when first used. The study comprised 20 fathers, who were divided into control and study groups. Fathers in the study group received the Father Support Education Program over a period of 10 weeks, while no education program was provided to the control group. Information was collected using the "Personal Information Form," "Father Role Perception Scale (FRPS)," and "Game Skills Assessment Scale (PSAS)." The research's quantitative data was analysed using the SPSS (Statistical Package for Social Sciences) programme for Windows 22.0. To compare continuous data between two independent groups, the t-test was employed. The analysis established that following the educational programme, fathers in the study group exhibited a significant difference between their pre-test and post-test mean scores for their roles in their children's play skills. It was found that the Father Support Education Programme had a positive impact on fathers' roles and the development of children's play skills.

It is well known that a quality teacher education is necessary for qualified education. Teachers must be well-trained in multiple areas and have an open-minded structure. They must develop strategies based on the lesson and students, which needs effective material development and use. The materials to be used could be prepared by others and can be incorporated into the classroom setting or teachers could design and present them to students, which is essential for the quality of instruction. When a teacher creates and effectively employs instructional materials, his/her self-confidence will increase and teaching will be enriched and made easier. Comics is one of those materials enriching classroom. This study seeks to elucidate the perspectives and experiences of teachers who took course "The Use of Comics in Social Studies Education" on generating comics as educational materials. The instructor of the relevant course designed and implemented it for the first time in 2019. This is the first and only course of its kind in Turkey. It is an elective graduate course at Yildiz Technical University Faculty of Education, Istanbul, Turkey. The purpose of the courses is to introduce comics, explain the use of comics as an educational resource, and enhance the professional skills and competencies of teachers and teacher candidates. In this study, teachers who completed the course at the master's level were examined. The study group consisted of twelve social studies teachers who took the course between 2019 and 2022, when it was offered for the first time. As a qualitative study, interviews were utilised to collect the data, then analysed through content analysis. The research revealed that the course "The Use of Comics in Social Studies Education" contributed positively to the academic and professional experiences of teachers. It has been determined that comics, as a medium, had positive effects on the professional experience of the participants, such as increasing student motivation, enabling learning while having fun, facilitating permanent learning, contributing to the development of empathy skills, and encouraging the formation of reading habits.

Recently, Virtual reality (VR) technologies have started to be used increasingly in the field of education, as in many other fields. With the widespread use of virtual reality applications, there is a need to investigate the effects of virtual reality applications in the field of education. The results obtained from these researches can contribute to the creation of effective and efficient virtual reality-supported learning environments. VR applications, one of the technology-supported learning environments, come to the forefront to help students learn concepts more easily and permanently. Since VR is very new and not a common practice in classrooms yet, it is necessary and important to investigate how VR can be used in science lessons and students' views on these practices. The main goals of this study were to develop the Virtual Reality Solar System Model (VRSSM) for the unit "Sun System and Eclipses" for the 6th grade students and to find out what the students think about using virtual reality applications in science classes. This is a qualitative study and 16 students participated in this study and used the VRSSM. The semi-structured interview form was used as a data collection tool. The data was analyzed using content and descriptive analysis. The results of this research revealed that the students want VR to be used not only in science lessons but also in other lessons, they think that the knowledge they have gained is permanent and that they believe that this application can increase their science achievement. Additionally, students think that the application increases their interest in science lessons and affects their learning positively. Therefore, it is expected that the results of this research will lead to the creation and implementation of three-dimensional virtual reality learning environments related to various subjects and levels of science teaching.

This study aims to investigate the relationship between some protective factors and the academic achievements in science and mathematics classes of socioeconomically disadvantaged eighth-grade students. The quantitative research method and relational screening model were employed in the research. The sample of the study consisted of 250 students between the ages of 12 to 13, who were at the eighth-grade level, from a small province in Eastern Anatolia. Research data were collected from the seventh-grade science and mathematics achievement scores of the students to whom the school attachment, cognitive flexibility, and social support scales were applied. As a result of the analysis consisting of the Pearson Correlation Coefficient; there was a positive significant relationship between school attachment, social support, and cognitive flexibility protective factors and students' science and mathematics achievement scores. It has been observed that the results of this study are compatible with the results of the studies conducted on similar subjects in the literature.

In the present study, the effects of the body language of physical education, Turkish, Mathematics, Physics, Chemistry, Biology, Music and Art teachers, which is one of the most determining dimensions among communication skills on students' attitudes towards the lesson were examined. The study was applied to 371 students, 244 of whom were female and 127 male, in 9th, 10th, 11th, and 12th grades, studying at four different high schools in the Palandöken County of Erzurum City center in the 2018-2019 academic year. The group that was selected as the sampling of the study consisted of these students. It is considered that this study will contribute to the accurate interaction between the teacher and the student with the dimension of communication skills and to the studies to be conducted in this field. As it was understood from this study that high school students responded "I like it a lot" to item 9, "She/he mostly smiles while teaching"; and "I like it" to items 2, 3, 27, 28 and 31. The response "I do not like it at all" did not affect the average score. Among the remaining 29 items, 15 responded as "I am indecisive", and 14 as "I do not like it". When the results of the present study are evaluated, it is seen that the teacher, who manages the teaching and learning experiences and guides the learning of students actively and participative, manages the process much more effectively, not only via communication with the language but also via the communication and interaction of the beyond-the-language communication arguments and body language. At the same time intonation of voice, and translingual communication arguments are also important.

The primary aim of the research is to examine the attitudes and behaviors of teachers toward educational researches. The research was carried out using mixed methods and an explanatory sequential design. The quantitative study group for the research consists of teachers working in public or public schools affiliated with the Istanbul Provincial Directorate of National Education in the 2021-2022 academic year. The quantitative study group for the research--the convenience sampling method--was determined, and 532 teachers participated in the research. Quantitative data were collected with the "Teacher Attitude Scale Towards Educational Researches (TAASS)" and independent groups were analyzed by t-test and ANOVA analysis. In the qualitative phase, data were collected from 20 teachers determined using the maximum diversity method. "Semi-Structured Interview Form" was used to collect qualitative data, and the content analysis method was analyzed. According to the results, teachers think that educational research is necessary at a "high level". They stated that educational research would contribute to the professional development of teachers in the fields of "teacher training and development", "learning and teaching strategies", "Management and leadership", "curriculum", "assessment-evaluation criteria", "technology use". They also stated that educational research in the fields of "Learning and Teaching Strategies", "Equal Opportunity and Opportunity," and "Family Factor" will contribute to the academic development of students. In this way, the necessity of educational research has been categorized under the themes of "professional development and student academic development".

Students' readiness for e-learning is necessary in order to make the e-learning process more effective. Readiness for e-learning refers to the degree of having pre-knowledge and skills, and affective characteristics such as the necessary attitude and motivation to experience this process most effectively. Academic orientations of the students also contribute to their perception of the quality of the learning process in online learning environments. Furthermore, elearning creates a learner-centered learning approach that might be contrived to personal goal orientations. Hence this study aims to identify the relationship between achievement goal orientations and the e-learning readiness level of the students. Data were collected from 457 university students enrolled in a public university in Turkey. The University Students' E-learning readiness Scale and 2X2 achievement goal orientation scale were used as the data collection tools. A canonical correlation analysis (CCA) was performed to analyze the data. This study revealed that there is a statistically significant relationship between e-learning readiness and achievement goal orientations of the students. Three of the four canonical correlations were statistically significant which indicates that variables' linear combinations were related.

The purpose of this study was to explore the topic selection tendencies of university students among a given topic list and to reveal what reasons students had in deciding on the topic to write about. The study was designed as a case study. 37 students studying at a state university in Konya Province, Turkey were determined as a study group. The findings obtained from the interviews were analyzed by content analysis method. The students were given six different essay topics each week, three of which were about their field while the rest was related to general writing topics. The obtained findings showed that some of the students preferred writing about general topics while some others preferred to write about a topic that was related to their field. Students stated that prior knowledge, difficulty of the topic, lack of sufficient knowledge on the topic were among the reasons affecting topic selection process. Students stated that writing about self-selected topics were effective in terms of improving English vocabulary knowledge, grammar knowledge, developing English thinking skill, affective development, and field knowledge development. Furthermore, they indicated that this writing process enabled them to learn English essay types better, improved their organization skill in writing, helped them write in English in a shorter time, helped them produce more comprehensive English sentences, express their opinions better by writing, writing thesis statement and writing different introduction sentences. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]

In order to socialize, get rid of stress and the routine of daily life, relax, and return to work more efficiently, people plan their vacation time in advance, work for this plan, save money and even go into debt. In this regard, this study aims to examine the relationship between the planned behavior levels of university students who tend to tourism activities as a leisure behavior and their motivation to participate in tourism activities and to examine which independent variables affect these two variables and how. Within the scope of the study, a face-to-face survey was conducted with 603 university students studying at state universities in Ankara, Eskisehir, and Izmir. In the first part of the study, the theory of planned behavior is introduced and explained with its sub-dimensions. In the second part, the concepts of motivation and satisfaction in tourism are discussed. As a result of the analysis, it was determined that planned behavior in tourism is affected by gender and income variables, especially in terms of perceived behavior control, and also, planned behavior positively affects the motivation for participation in tourism. As a result of the research, the fact that we have to plan and design every activity we will do in advance, due to both Turkey's socio-economic situation and the fact that the working population is in the majority, directs us to more accessible and cheaper activities. Since recreational activities are more easily accessible in this regard, participation of both university students and their parents in such activities will cause both the budget and more activities to be intertwined, not only tourism-oriented but also every month of the year, they will be able to relax, develop and rest with a certain quality and inexpensive activities. In this regard, certain stereotypes of our society should be helped to break down, and their participation in recreational activities should be provided more intensely. [Paper presented at the Future Trends in Leisure and Recreation (FTLRC22) Congress (Online, January 20-21, 2022). Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]

The aim of this study was to compare the number of Professional Development (PD) activities the teachers attended, compare them by demographic variables, and investigate the relationship between these activities and teacher leadership and life satisfaction. The study sample was determined by the simple random sampling method and consisted of 821 teachers working in various provinces in Turkey. The results of the study are summarized as follows: A significant weak positive correlation was found between the teachers' beliefs regarding the function and importance of PD activities and the total number of PD activities they attended in 2020. It was found that the teachers' monthly income and the PD activities they attended per week and per year had a significant positive effect on their leadership behavior and that the leadership behaviors of teachers had a significant positive effect on their life satisfaction.

The aim of this study was to investigate the effect of the genre-based writing method in distance education courses. In this study, where action research was chosen as a research method, the researcher examined the use of the genre-based writing method in writing lessons of 8 foreign students at the B2 level who took a Turkish course over a 7-week period. For the data collection tools; the lessons' videorecordings (observation), semi-structured interviews (interview) and the writings of the participants (document analysis) were examined. Thematic analysis was used in this study with both deductive and inductive processes. As a result, it was observed that genre-based writing method increased students' writing skills considerably in distance Turkish writing lessons. Another major finding was that the participants' characteristics affected their success. However, in some sub-headings of this study, because of distance education's nature, the implementation of the genre-based writing method did not show the expected successes. Finally, large-scale experimental studies containing genre-based writing method implementation and studies on self-regulation strategies in online writing lessons were suggested.

This study aims to investigate the effect of robotics design with Arduino on students' attitudes towards ICT courses and STEM. In this context, robotics design activities with Arduino were conducted with an experimental group, while the current IT curriculum was applied to a control group. The study lasted for a period of 12 weeks and was conducted with 53 middle school students. The Information & Communication Technologies Course Attitude Scale (ICTCAS) and STEM Attitude Scale (SAS) were used as data collection tools. The study's findings revealed that robotics design activities with Arduino increased the students' attitudes towards engineering and technology in the context of STEM and ICT courses. Additionally, the participating students supported the use of robotics activities in their ICT course, and they reportedly found the activities to be fun, interesting, different, difficult, complex, and time-consuming. During the first weeks of the study, the students were excited, very curious, interested, enthusiastic, worried, and hesitant to participate in the activities and avoided them. However, in the subsequent weeks, they gained practical experience related to the activities and took on a more active role in the class.

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.

Classroom teachers' awareness of the characteristics of students with mathematics learning difficulties is important for the planning and implementation of individualized intervention programs for students. This study aims to examine classroom teachers' awareness of students with mathematics learning difficulties, as well as the mathematics teaching strategies they apply according to their professional knowledge and experience and their approaches towards these children. Case study design, one of the qualitative research methods, was used in the study. The study was conducted with 5 classroom teachers working in 5 different provinces in Turkey in the 2021-2022 academic year. A semi-structured interview form was used to collect the data. The participants of the study were determined by the easily accessible sampling method. The interviews were recorded on a voice recorder with the permission of the classroom teachers, and the data obtained were analyzed by content analysis method. The results of the study show that the knowledge of classroom teachers about the concept of mathematics learning disabilities varies according to the experience and working time of the teachers, the majority of the teachers do not have sufficient knowledge, they do not receive special training about this situation in their undergraduate education and in the institutions where they work, their knowledge about the process of referring students with mathematics learning disabilities to the necessary institutions when they encounter students with mathematics learning disabilities is insufficient, and teachers feel themselves inadequate in the education of these students.

The purpose of this study is to reveal the current status of the work-life balance of individuals working as classroom teachers, Turkish teachers and administrators in Turkey and Northern Cyprus and to examine them according to various demographic and professional characteristics. The study was carried out in relational screening model. The research population consists of people who work as primary school teachers, Turkish language teachers and administrators in Turkey and Northern Cyprus in the 2021-2022 academic year. The sample consisted of a total of 1059 people, 836 of whom were teachers and 223 of whom were administrators, selected using random sampling method. The data of the study were collected through an online questionnaire that included the Personal Information Form and the Work-Life Balance Scale. The data collected within the scope of the study were evaluated with quantitative analysis methods using the SPSS-26 software. In this context, frequency analysis, descriptive statistics methods, independent groups t-test, one-way analysis of variance (ANOVA) and Tukey HSD test were used. As a result of the study, it was observed that the participants were able to maintain work-life balance at a moderate level. In general, work-life balance does not differ significantly according to gender, marital status, having children and status (p>0.05), but the participants aged 51 and above have a significantly higher work-life balance than the participants aged 22-30 (p<0.05), and, results according to sub-dimensions are presented in the study.

The aim of this study is to investigate the effects of Project-Based Learning (PBL) and Flipped Classroom Model (FCM) supported by PBL on sixth grade students' academic achievement, retention of knowledge, and individual innovation competence. A quasi-experimental design with a pre-test and post-test control group was used in the study. While the PBL method was applied to the first experimental group, FCM-supported PBL was applied to the second experimental group. In the control group, teaching was carried out according to the science curriculum. The study was conducted with 80 sixth grade students from three classes during the 2021-2022 school year at a public middle school in Mugla, a province in Turkey. The Matter and Heat Achievement Test (MHAT) and the Individual Innovation Competence Scale (IICS) were used as pre- and post-test measurements. The results revealed that the students who participated in the PBL group and FCM-supported PBL achieved significantly higher post-test scores than those in the control group, indicating increased academic achievement. However, no significant difference was found between the groups in terms of individual innovation competence. It was also observed that the PBL group had significantly higher retention scores than the control group. Investigating the long-term effects of these instructional approaches across different subjects and grade levels would be beneficial.

Students in the field of painting work long hours and in inappropriate postures. In this qualitative study, it was aimed to evaluate the experience and awareness of art education teacher candidates about performance-based musculoskeletal disorders and their views on preparatory physical exercises. Semi-structured interviews were conducted with 22 senior students studying at Trakya University, Department of Art Education. As a result of the thematic analysis, twelve sub-themes emerged under five major themes (i.e. "Exercise experience", "Physical pains", "Effects of exercise", "Breath awareness/Breath hold, "Spent time"). Complaints of neck, low back pain, and then backache and holding breath are common among art education teacher candidates. More research is needed to raise awareness of musculoskeletal pain of students in the field of painting, as well as to prevent such disorders, and to plan and implement ergonomic processes.

Musicians who play instruments may suffer from some musculoskeletal disorders due to intense and long working processes, wrong posture-holding, insufficient bodily awareness. Preparatory physical exercises can be used to prevent or alleviate these disorders. These are aimed at warming up, opening-stretching, strengthening the joints and muscles and maintaining the correct posture in order to prepare the body for playing. In this study, it was aimed to reveal the pre-service music teacher candidates' physical exercises for instrument practice. A qualitative method was used in the research; a semi-structured interview form was applied to the study group. In the analysis of the data, the thematic analysis technique was used. As a result of the analysis, 4 main themes including "exercise experience", "breath awareness", "physical pains" and "effects of exercise" and 9 sub themes and 49 codes depending on these themes were revealed. As a result of the research, it was concluded that music teacher candidates did not do regular exercise work for instrument study, they experienced physical pain due to instrument study, their breath awareness was not at a sufficient level, and exercise had physical and psychological effects on instrument performance. In addition to medical treatments for musician injuries related to instrument playing, physical awareness and exercise training that prevent these disorders play an extremely important role. In instrument education, besides technical and musical concepts, it is necessary to research and apply ways to bring physical awareness to students. [Paper presented at the International Conference on New Horizons in Education (INTE) (July 28-29, 2022).]

In this study, we aimed to determine the quality indicators in separate special education schools that only educate individuals with special needs from the perspectives of teachers. We collected data from 82 special education teachers included by maximum diversity sampling using a semi-structured interview form. We conducted a content analysis using the MAXQDA qualitative data analysis program. As a result of the study, we identified six main themes as quality indicators in separate special education schools. These were teacher and administrator qualifications, school environment (social and physical), curriculum and educational process, family interest and attitude, policies and practices, and child-related factors. Moreover, several factors such as teachers with degrees in special education, materials, social perspective, evidence-based practices, family support, and individualised education programs were found to play an important role as quality indicators in separate special education schools. Improvements in quality indicators in separate special education schools can contribute to student outcomes.

The aim of this study was to examine the number sense performance of 8th-grade Turkish students. In this study, the students' performances on number sense were also examined in terms of gender, school location, parents' education level, maths achievement, perceived student satisfaction with the maths teacher, perceived importance of maths and perceived parental support for maths. Participants of this study consisted of 306 eighth-grade students (13- to 14-year-olds) from the western part of Anatolia in Turkey. The data were collected via the 'Number Sense Test (NST)' consisting of 38 multiple-choice questions and six number sense components. Data were analysed by using the Statistical Package for Social Sciences (SPSS) 17.0. The results from this study revealed that most of the students performed poorly on the number sense test and its components. No significant difference was found between female and male performances in number sense, but their performances significantly differed according to school location and parents' education level. The results of this study also indicated that a significant positive correlation was between the number sense performances of students and their maths achievement, perceived student satisfaction with maths teachers, perceived importance of maths and perceived parental support for maths.

Research has shown that social media can provide valuable tools for L2 teaching and learning, particularly for developing learners' informal learning of nonacademic interactional registers, socio-pragmatics, culture, and multiliteracies. However, the fact that their benefits are more pronounced in informal contexts due to their quotidian nature poses a challenge for incorporating them into formal language instruction settings. In response, we designed social media-enhanced instruction for 12 intermediate-level learners of Turkish as a foreign language at a large public American university. Learners were required to post tweets in Turkish and engage with both their colleagues and native speakers of Turkish on Twitter each week, writing biweekly journal entries about their experiences. A mixture of quantitative and qualitative data, consisting of learners' journal entries, tweets, and the projects they developed as part of the instruction, were collected before, during, and after instruction and then analyzed using grounded qualitative techniques. The findings provide insight into how Turkish learners can engage in various social media literacy practices, developing awareness of everyday Turkish cultural discourses and language uses. The findings highlight the potential of social media-enhanced language learning as a means to engage in digital participatory culture.

The aim of this study is to examine the effects of high school students' perceptions of computational thinking skills and perceptions of logical and mathematical intelligence on their programming self-efficacy. Descriptive survey model as a quantitative research design was used in the research. The data were collected face to face on a voluntary basis from 506 students aged 14-16 studying at various high schools in Türkiye. Thirteen incorrect or missing data items were removed. The remaining 496 data items were analyzed. Three scales were completed by the students: "Computational Thinking Scale," "Logical and Mathematical Intelligence Perception Scale" and "Programming Self-Efficacy Scale." Structural equation modeling was used to test the relationship between the variables. The results indicate that high school students' computational thinking skills and mathematical and logical thinking skills have an effect on their programming self-efficacy. In addition, students' mathematical and logical thinking skills predicted their computational thinking skills.

The purpose of this study was to compare the concept images and hierarchical classification skills of students at different educational levels (middle school, high school, and university) regarding parallelograms. In this study, a cross-sectional research design was utilized. The study group consisted of a total of 357 students from middle school (5th-grade, n = 80; 8th-grade, n = 73), high school (9th-grade, n = 49; 12th-grade, n = 49), and university (freshmen preservice mathematics teachers (PMTs), n = 54; senior PMTs, n = 52). Data were collected through a diagnostic test consisting of two separate forms, which required drawing different parallelogram shapes and classifying the parallelograms among the provided shapes. Data were analyzed using descriptive content analysis. It was indicated from the results that most middle and high school students classified the quadrilaterals based on their prototype parallelogram concept images, and some also had missing definitions as well as misconceptions regarding parallelograms. Additionally, it was revealed that although the majority of pre-service teachers classified the parallelograms hierarchically, some were deficient in their concept images of parallelograms.

The main objective of this study is to define the relationship between preservice elementary school teachers' professionalism levels and competences of using/creating digital pedagogical tools. In line with this objective, the research was carried out using descriptive and relational survey model from quantitative research methods. Sample of the research is formed of 3rd and 4th grade preservice teachers studying classroom teaching in the 2019-2020 educational year. Descriptive and relational survey model was used, and instant measurement with sectioning method was preferred during the research. "Preservice Teachers' Professionalism Scale" consisting of four sub-dimensions, and "Preservice Teachers' Pedagogical Digital Competence Scale" consisting of three sub-dimensions were used as data collection tool. For the data collected within this period, SPSS 20 package software, Simple Linear Regression Analysis and Pearson Product-Moment Correlation Analysis were used. With the collected data at the end of the process, preservice elementary school teachers' professionalism levels and competences of using/creating digital pedagogical tools were also analyzed in terms of variables such as gender, class level, age, time of computer and internet use. As a result, it was concluded that preservice elementary school teachers' pedagogical digital competences are meaningful predictors of their professionalism levels.

In this research, participation in professional development (PD) activities, perceptions of PD needs and barriers for PD, and differences in terms of seniority were examined in Turkey sample based on the Teaching and Learning International Survey (TALIS) 2018 data. A total of 15,498 teachers, including 3,204 primary school teachers, 3,952 secondary school teachers and 8,342 high school teachers, were included in the sample of the study. The results of the research show that teachers participate more in-service trainings within the scope of mandatory PD policies. Peer observation, coaching, and observation visits to workplaces, public institutions or non-governmental organizations and other schools are the least PD activities that teachers participate. Teachers need PD more in the field of teaching students with special needs and in multicultural or multilingual environments. According to teachers, the biggest barriers to PD are the lack of any incentives and support to participate in PD, incompatibility with the work schedule and the lack of appropriate PD activity. In addition, PD activities that teachers participate in, PD needs and barriers to PD are significantly different in terms of seniority. The results were discussed in terms of PD literature and Turkey context and suggestions have been made based on the results. [Note: The page range (523-544) shown on the PDF is incorrect. The correct page range for this article is p523-543.]

This study examines influence of online text-based discussions for secondary school students. It aims to analyze students' shares and views with the goal of exploring the implications of online synchronous text-based discussions held in the Information Technology and Software lessons. It was carried out as a case study in which 10 discussion sessions were held involving 26 students enrolled in a state secondary school. The case study was chosen because it makes it possible to examine a situation in detail and in depth. The findings were discussed in relation with the "Community of Inquiry" (CoI). It was found that with online synchronous text-based discussions, the students experienced building of meaning or collaboratively verified mutual understanding in line with the predetermined objectives. Online text-based discussions helped achieve a meaningful learning experience through development of social, cognitive and teaching presence. Student-student interactions in formal educational environments facilitated the formation of social presence in the online learning environment. Peer reviews concerning the discussion topics, shared contents and the teacher feedback contributed to the development of the students' views on the subject. Off-topic or irrelevant shares in the discussion sessions might cause a negative impact on the students.

The main goal of the current study is to develop a reliable instrument to measure programming anxiety in university students. A pool of 33 items based on extensive literature review and experts' opinions were created by researchers. The draft scale comprised three factors applied to 392 university students from two different universities in Turkey for exploratory factor analysis. The number and character of the underlying components in the scale were determined using exploratory factor analysis. After exploratory factor analysis, confirmatory factor analysis was conducted on the draft scale using a sample of 295 university students. Confirmatory factor analysis was carried out to ensure that the data fit the retrieved factor structure. The internal consistency coefficient (Cronbach's alpha) was calculated for the full scale and each dimension for reliability analysis. For convergent validity, the factor loading of the indicator, the average variance extracted, composite reliability, and maximum share variance values were calculated. Additionally, convergent validity was tested through (1) comparison of mean values of factors and total programming anxiety depending on gender and (2) correlation analysis of factors, total programming anxiety, and course grade of students. The Fornell & Larcker criterion and the Heterotrait-Monotrait correlation ratio were utilized to assess discriminant validity. According to analysis results, the Programing Anxiety Scale (PAS) comprised 11 items in two factors: classmates and self-confidence. Similarly, results revealed that The PAS has good psychometric properties and can be used to assess the programming anxiety of university students.

The ongoing debate about if students' lives are either positively or negatively affected by parental involvement in terms of support or pressure for their children academic success is still important. This study aims to determine the relationships between secondary school students' gender, parents' income, grade, parental pressure or support for students' academic success, educational stress they experience, and their level of school happiness, and to examine the effect of parental pressure or support for academic success on the level of school happiness. The study was carried out with 1051 secondary school students in Düzce, Turkey. To collect data, three separate scales were used, and the data were analyzed using path analysis. The results revealed that happiness at school decreases as hopelessness versus expectation, workload, work pressure increase. On the other hand, happiness at school increases when the parental support for academic success increases. Female students are happier at school than male students. Educational stress leads the parents to put more pressure on their children for their academic success, which makes the school happiness lower. Although the parents support their children for their academic success, the level of happiness at school may decrease if they are under stress. Work pressure sustains the positive effect of parental support for academic success and has a positive impact on school happiness.

The purpose of this study is to examine the attitudes, social acceptance, and rejection levels of students towards refugee students studying at different education levels. The research was carried out in descriptive research design. It was determined that the students were not accepted by their peers, and as the education level increased, the social acceptance scores of the refugee students decreased and the social rejection scores increased. It was determined that refugee students were accepted mostly by primary school students, followed by secondary school and least high school students. It has been determined that especially high school students have lower social acceptance towards refugee students and higher rejection scores. It has been determined that there was a significant relationships relationship between students' social acceptance and rejection scores and their academic achievement and attitude scores.

The aim of this research is to determine the technostress levels experienced by academicians who carry out distance education activities during the COVID-19 process and to examine the relationship between this stress level and job satisfaction. The research is a relational comparison type of research. The participants of the research consisted of 1450 academicians working in different disciplines, determined according to the purposeful sampling method. Technostress scale, job satisfaction scale and open-ended question form were used as data collection tools in the research. Descriptive statistics, multiple linear regression, MANOVA and inductive content analysis were used in the analysis of the data. According to the research findings, it was determined that academicians were exposed to intense technology use in distance education during the COVID-19 process, their workload increased, and this situation negatively affected the private lives, work performance and job satisfaction of academicians. It has been determined that the job satisfaction of academics with higher seniority and title, working at public universities that provide distance education during the COVID-19 process, was higher. In the study, it was determined that gender, type of institution in which academicians work, title and seniority from the main effects, and their interaction made a significant difference on the level of technostress of academicians. According to the results of the research, it has been determined that distance education negatively affects private life in the COVID-19 period, however, it has some useful aspects with difficulties in practice. Based on the results of the research, it is recommended to improve the online learning and technology literacy skills of academicians, to run some of the courses in universities with distance education to be ready for online and emergency distance education, and to improve the employment conditions of academicians working in private universities.

Twitter, a microblogging and social networking platform, has become a center of information and communication that allows us to stay connected in times of crisis. Twitter is a social media tool that can be used for educational purposes, especially in a crisis. Twitter allows users to share ideas and information via text messages called tweets, limited to 280 characters. This research is designed to reveal which authorities more widely inform areas of the public as part of the COVID-19 pandemia process. Snowball sampling method was used and tweets sent between March 11 and May 4 2020 by real and legal accounts in Turkey in health, education and utilities related to COVID-19 were analysed for this study. 4042 tweets sent from 800 different real and legal accounts, and content analyses were carried out. Information tweets sent by experts in health, education, and public fields were categorized in 10 different topics: science-health, vigilante activities, education, isolation, protection, economics, aid, hygiene, psychology, and culture & arts activities. As a result of the analysis, information tweets made in the areas of protection and isolation were found to be the most informed areas and the least informed areas in cultural arts and illegal activities.

The aim of this study was to find out about the perceptions of prospective teachers on professional and personal characteristics which make perfect teachers successful. Phenomenological research design which is one of the qualitative research methods was used in the study and the study group was comprised of the prospective teachers attending faculty of education of a public university during 2020-2021 academic year. An interview form was used as the instrument for data collection. The collected data was analyzed using content analysis method. Besides, cogency and transmissibility for validity of the study; consistency and verifiability criteria were used for reliability. According to the results of the analysis; the teachers' behaviors performed in the classroom and their characteristics were classified under two themes as "professional attitudes and values" and "professional qualifications and skills" based on the perceptions of the prospective teachers who were trained by these teachers during elementary or secondary education. Professional attitudes and values theme was consisted of subthemes such as; caring for each student, allocating time for students outside regular course time and being fair, having professional values and being a positive person. As for professional qualifications and skills, it contained subthemes as; being expert in the subject, managing classroom effectively, being talented to teach in an enjoyable way, using original approaches for teaching and learning process, using teaching materials effectively, using measurement and evaluation in a process driven way. It was suggested based on the finding of the study that policies should be developed in order to increase teacher's performance and success, educational contents related with professional attitudes and values should be improved during pre-service and in-service training.

The human life process includes a great consumption cycle. In order to survive, to learn, to shelter and to live within the framework of a standard, people are in a constant state of consumption. Undoubtedly, human beings, who are also productive beings, have to pay attention to their consumption in order to leave the world they live in in a more livable condition for future generations. Otherwise, the deterioration of the vital balance of the earth brings with it the deterioration of ecology, the environment and human health. The concept of sustainability refers to the efforts to provide the ability to be continuous in the world we live in as well as the material produced. In addition to being a concept that should be the basic philosophy in many fields and disciplines, the common denominator of these fields is the sustainability of the world we live in. One of the fields that play the most active role in the construction of a sustainable world is the field of design. The field of design has a wide framework. In this study, the subject of sustainability in graphic design, which is one of the branches of the design field has been investigated. Sustainable design with its simple definition is the process of designing economic, ecological, sustainable objects and materials. In today's world where consumption is very fast, almost everything is consumed rapidly, outdated and information is getting old quickly, design has a major responsibility in the name of sustainability, but on the other hand, technological developments make sustainable designs possible. Sustainable designs enable the designer to create solutions that create value not only for today but also for the future by making the design process long-term.

In this study, it was aimed to remediate the reading difficulties of a fifth-grade student having no physical or mental problem but experiencing reading difficulties and to develop his skills of reading fluency. For this purpose, the repeated reading, paired reading, and word repetition techniques were used in the research process. In addition, the meaning analysis, word map and vocabulary notebook techniques were also used due to the positive effect of rich vocabulary knowledge in remediating reading difficulties and improving skills of reading fluency. This study was designed as action research, one of the qualitative research designs, and it was carried out with a fifth-grade primary school student in Sivas in the spring term of 2018-2019. The Error Analysis Inventory was used to determine reading errors. In the case study to determine the levels of reading and comprehension, it was found that the participant was at the level of frustration in the fifth, fourth and third grade texts, and at the instructional level in the second-grade text. As a result of the reading, comprehension and vocabulary development activities, the student's reading motivation, desire and self-confidence increased, and he started to detect and correct reading aloud mistakes by himself. It was observed that the participant, who was at the second-grade instructional level at the beginning, reached the independent level in the text of the third grade and the instructional level in the text of the fourth grade at the end of the study lasted for 31 class hours.

The STEM learning approach, which integrates science, technology, engineering, and mathematics disciplines, is increasing its popularity in all countries. Countries are trying to ensure that students develop their cognitive, affective, and scientific process skills by integrating the STEM learning approach into their education systems. In this context, it is considered important to prepare course contents suitable for the STEM learning to approach within the scope of the curriculum, and design-based activities are included. It is thought that the number of guide applications on how teachers can use the STEM learning approach in their lessons to teach their subjects by following per under the STEM learning approach is insufficient. In this study, the literature was searched using the traditional compilation method, and a lesson content suitable for the STEM learning approach was produced by blending my smart greenhouse activity, which was developed for the 7th-grade environmental education lesson outcomes, with the 5E teaching model. It is aimed to increase the diversity of guide resources that teachers can use in their lessons by giving the produced course content together with the application stages.

The aim of the current study is to conduct the validity and reliability studies of the Academic Inertia Scale for Adolescents (AAIS). Inertia is that occurs from not adapting to the current situation, lack of motivation, insufficient self-control and lack of socializing. It has been stated that living in inertia is a result of the individual's preferences. Increasing academic expectations from adolescents causes fatigue in this process. In order for the adolescents to receive effective psychological support, this state of exhaustion and neglect must be first detected, evaluated, and necessary support provided. Based on the relevant knowledge in the literature, this situation is to be first evaluated and then inertia considered. However, in the literature, to our best knowledge, there is no valid and reliable measurement tool to determine inertia in adolescents. The development of the academic inertia scale will be effective in identifying and evaluating the adolescents' situation and making more research on this subject. The study group of the current research is composed of a total of 410 students (234 females and 176 males) attending high school in Konya in 2019-2020 school year and selected through the convenience sampling method. The factor structure of the scale was investigated with explanatory and confirmatory factor analyses and a five-dimensional construct explaining 46.96% of the total variance was obtained and the fit of this construct was found to be good. In order to determine the reliability of the scale, internal consistency and test-retest reliability analyses were run and acceptable values showing that the scale is reliable were obtained. The findings of the current study was concluded that the Academic Inertia Scale for Adolescents is a reliable and valid scale that can be used in the process of determining the academic inertia level of high school students.

Certain personality traits have been associated with effective teacher behavior for many years. In addition, in recent years, there has been a growing interest in the discussion of the evaluation of personality traits as criteria in the selection of teacher candidates. However, researchbased evidence was needed on how personality traits affect teacher candidates. This study examined the relationship between teacher candidates' personality traits and their self-efficacy perceptions and their alienation from school. The research was designed in the correlational research design. The participants of the study consisted of 516 teacher candidates studying at two universities, one is in the West and the other is in the East of Turkey. Descriptive statistics and multiple linear regression analysis were used to analyze the data. The results of the research showed that the personality traits of the teacher candidates significantly predicted their self-efficacy perceptions and their alienation from the school when gender and department selection decision were controlled. Extraversion, openness, conscientiousness, and agreeableness positively predicted teachers' self-efficacy, whereas neuroticism predicted negatively. Unexpectedly, extraversion positively predicted the normlessness dimension of alienation from school. The results were discussed in the context of the evaluation of personality traits in the selection of teacher candidates and the teacher training process.

The main purpose of this study is to examine the effects of exercise on the individual to preserve and improve the current state of both mental and physical health that women convicts need during the prison process and after release in social life. Beck Hopelessness Scale, Happiness Level Scale, Psychological Resilience Scale, State Anxiety Scale, and demographic information form were used to collect the study's data. A pilates exercise test was applied to female convicts in prison in the study, and measurements were made before and after the experiment. The study was tested using the one-way analysis of variance (OneWay ANOVA) and independent single sample test (T-test). The research population consists of 16 women. Pearson Correlation analysis was used to examine the relationship between continuous variables. SPSS 24.0 statistical package program was used for data analysis, and the statistical significance level was accepted as 0.05. The study results showed a positive change in the scores obtained from the psychological scales applied with the pre-study anthropometric measurements of the female prisoners in the Closed Penitentiary Institution, but when the pre-test and post-test averages were compared, it was observed that there was no significant change.

With the advent of smartphone technologies, connections to other people, information, and services have transcended everyday norms. However, together with the evolving technologies, unprecedented changes in the behaviors of individuals are emerging. Among these changes is phubbing, the practice of ignoring those in the immediate surroundings during real conversations in favor of smartphones. In light of this, the aim of the present study was to determine if there is a relationship between smartphone addiction and phubbing in international students and if mindfulness is a moderator of this relationship. A cross-sectional survey with snowball sampling was adopted, and a total of 294 international students volunteered to complete self-report measures. In this study, while there was a significant positive relationship between smartphone addiction and phubbing, no such significant association was determined for mindfulness in its relationship with smartphone addiction and phubbing. The moderation analysis revealed that mindfulness significantly moderated the relationship between smartphone addiction and phubbing; however, high mindfulness did not serve as a protective factor against the effects of smartphone addiction on phubbing.

This research focuses on teachers' professional learning. In this context, the purpose of the research is to determine the informal learning resources, motivations and barriers in the learning process from the teachers' perspective. In the research, one of the qualitative methods, basic qualitative research design was used. Participants of the study consisted of 21 teachers who were determined with maximum diversity sampling. Research data were collected through face-to-face interviews with the participants. The semi-structured interview form prepared by the researchers was used in the interviews. The data obtained as a result of the interviews were transferred to the computer program and analyzed by content analysis method. Three themes were determined as a result of the analysis. These are informal learning resources, learning motivation and professional learning barriers. Teachers' informal learning resources are divided into two sub-themes as interactive and personal, while learning motivation is divided into two subthemes as intrinsic and extrinsic sources of motivation. The barriers to the learning process are divided into four sub-themes. These are personal barriers, school-related barriers, work-related barriers, and barriers caused by central policies. Since teachers have different kinds of learning methods, creating the sources that support these methods, linking the teachers' professional developments with their career progressions and averting the dilemmas caused by work and family perceptions and transforming the schools into learning environments are the main suggestions made as a result of the research.

The aim of this study was to examine the relationships between teacher candidates' academic motivations, engagements, burnouts and academic achievements with structural equation modelling. The participants of the research consisted of teacher candidates studying in the faculty of education at a state university in Eastern Turkey (n=861). The model, which was set within the research, was confirmed. 5 out of 6 hypotheses were accepted, while 1 of them was rejected. In the consequence of the research, it was determined that academic motivation predicted burnout directly and negatively; academic motivation predicted student engagement directly and positively; burnout predicted student engagement directly and negatively; burnout predicted academic achievement directly and negatively; student engagement predicted academic achievement directly and positively, on a significant level statistically. Moreover, burnout had a mediation role in the relationship between academic motivation and student engagement; student engagement had a mediation role in the relationship between burnout and academic achievement; both student engagement and burnout had a mediation role in the relationship between academic motivation and academic achievement. Academic motivation explained nearly 31% of the variance in burnout; academic motivation and burnout together explained nearly 44% of the variance in student engagement; and the confirmed model explained nearly 13% of the variance in academic achievement. Further implications of these findings for practical use and further research are discussed.

In this study, it was aimed to determine the relationship between team cohesion and prosocial and antisocial behaviors of football player candidates taking groundwork training in the professional football team of Kayserispor. The population of the study consisted of 172 football player candidates getting regular football training for at least 1 year in the Kayserispor football team and were in competition status, and the sample consisted of 104 volunteers. As data collection tools, "Personal Information Form", "Youth Sport Environment Questionnaire" and "Prosocial and Antisocial Sports Participation Motives" were used. The data obtained in the study were analyzed in computer environment. Number, percentage, mean, standard deviation were used as descriptive statistical methods in the evaluation of the data. Pearson's correlation was applied between the continuous variables of the study.Among the subtitles of youth athlete team cohesion; among the subtitles of task dimension and pro-social and anti-social behaviors, a moderate positive relationship between pro-social behavior towards teammate and a low level positive relationship between pro-social behavior against the opponent were detected. While a moderate negative relationship was detected between social behavior, there was no relationship between pro-social behavior to the opponent and anti-social behavior to the opponent, one of the subtitles of social dimension and pro-social and anti-social behavior. A low-level negative correlation was found between anti-social behavior towards teammate As a result, in Kayserispor football team, it has been observed that athletes who take groundwork training have a high level of cohesion both in terms of their duties and social aspects, they have positive attitudes and behaviors towards their teammates and the opponent both in or outside of the training or competition, regardless of the situation of the training or the competition, they think that they should stay away from humiliating and disabling attitudes and behaviors. It is thought that this is due to the strong emotional relationship among the team members and the high level of closeness to each other, and the respect they have for the opponent team players who are moving towards the same goal as themselves.

The purpose of this research is to determine the opinions of teachers for inclusive education interventions in Turkey. In the research, a holistic single case study pattern, which is one of the qualitative research methods, was employed. The study group of the research consists of twenty-eight teachers selected according to the maximum variation sampling method in the 2018-2019 academic year. In the research, teacher opinions were collected through a semi-structured interview form, whose validity and reliability were tested with a pilot study, created by the researcher and content analysis method was utilized to analyze the data. According to the research findings, most of the teachers have negative views on inclusive education due to the current conditions. In inclusive education, it was been discovered that there are problems such as professional deficiencies of teachers, insufficient support services, insufficient cooperation among partners, crowded classes, unqualified schools in terms of physical infrastructure, lack of expert support and leaving all responsibility to teachers during interventions. It was determined that the desired efficiency could not be obtained from inclusive education interventions due to the existing problems. Therefore, it was stated in this research that in order to ensure the quality of inclusive education interventions, it is necessary to include awareness-raising studies, strengthen physical infrastructure and human resources, and enable cooperation mechanisms. Based on the findings of the research, improving professional competencies of teachers, strengthening human resources in special education services, increasing the number of staff, enriching the content of special education courses in undergraduate programs and preparing the infrastructure of schools for inclusive education interventions was proposed.

The aim of the study was to test the effect of teachers' professional development upon students' mathematics academic achievement levels with the help of lesson study. In this manner, the study aimed at increasing students' mathematics learning levels via lesson study. Action research was used as research method in the study. The sample of the study was consisted of 32 6th- grade students who were studying at the school having lower academic success. Four different learning outcomes about "natural numbers activities" were tried to develop in the process of implementation of the study. The achievement test called as "the achievement test about natural numbers activities" was used as data collection instrument which was developed by the researchers. According to the findings of the study, there was significant difference between academic successes of the students. Lesson study is designed to support students' learning by choosing a lesson, a subject and an aim. According to the study's findings and results, it was seen that the lesson plan, research lesson, new teaching strategies and materials, which were prepared with different views altogether, made the students' learning levels and qualities increase and also develop reasoning.

The quality of the preservice education received by teachers is an important factor in determining their competence in the profession. The objective of this study was to reveal the thoughts and interpretations of teachers about their faculties in the first five years of their profession. The study was designed as a narrative qualitative research. The study group consisted of 25 teachers selected using the criterion sampling method. Results showed that teachers have great difficulties in their teaching life because preservice education they received is insufficient in terms of gaining teaching skills and information they acquire within the framework of theoretically weighted courses at the faculty does not help them in their future teaching life. Results also indicated that school experience/teaching practice courses are insufficient in terms of both time allocated and efficiency; teachers have problems in the education of disadvantaged students, refugee students, and students in multigrade classes, they also have problems related to classroom management skills as well as with competencies regarding managerial work and operations in school. In the study, it was determined that the prospective teachers in the faculty gained the awareness that every child is valued and should constantly be prioritized, education faculties should contribute to the professional development of teachers who are still on duty, and teachers and graduates of education faculties are respected in the society. Based on the study results, review of the missions and teacher development programs of the faculties of education is recommended.

The purpose of this research is to determine perceptions of refugee middle school students in Turkey about history subjects taught in social studies classes. Accordingly, the study was designed in the phenomenology model, a qualitative research method. The sample included 58 middle school 7th and 8th grade Syrian students (28 female, 30 male) legally registered in Gaziantep province of Turkey in 2019-2020. Convenience sampling method was used to select the schools, and criterion sampling, a purposive sampling method, was used to select the sample from students in these schools. Research data were collected with a questionnaire form containing open-ended questions created by the researcher, and subjected to descriptive analysis. Considering the results of the research, one can say that the students could remember the history subjects they learned, and found Ottoman history subjects more interesting. However, they found history lessons boring, and studying history subjects was not effective in creating patriotic perceptions.