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The purpose of this study is to examine the relationship between pre-service teachers' digital instructional material development self-efficacy, digital literacy skills and critical thinking dispositions. The data were collected using the Digital Instructional Material Development Self-Efficacy Scale, Digital Literacy Scale and Critical Thinking Disposition Scale. Descriptive statistics, correlation analysis and regression analysis were used to analyze the data obtained from the study. According to the results of the study, digital literacy and critical thinking disposition are significant predictors of pre-service teachers' self-efficacy in developing digital teaching materials. In addition, the technical sub-dimension of digital literacy and the cognitive maturity sub-dimension of critical thinking disposition were found to be significant predictors of pre-service teachers' self-efficacy in developing digital teaching materials.

The objective of this research was to investigate the influence of both unplugged and plugged coding activities on the computational thinking skills of secondary school students. Using an experimental design with a pretest-posttest control group, the study indicated that students enhanced their computational thinking skills through engagement in coding activities. Specifically, students in the experimental group, participating in unplugged coding activities (Tospaa unplugged coding activities), exhibited heightened perception and improved performance in computational thinking skills in the post-test compared to the pre-test. Conversely, the control group, involved in plugged coding activities (Scratch block-based coding), did not show a significant change in perception of computational thinking skills in the post-test compared to the pretest. However, their performance in computational thinking skills improved significantly in the post-test compared to the pre-test. Furthermore, no significant differences were observed in terms of the perception of computational thinking skills between the unplugged coding group and the plugged coding group, and similarly, no significant differences were found in terms of the computational thinking skills performance between unplugged and plugged groups. In conclusion, the study also shows a high alignment between students' perceptions of computational thinking and their actual performance in computational thinking.

This study aimed at designing instructional material named Biotechnology Instruction Module (BIM) which is enriched with active learning methods to enhance the 8th grade students' learning of the topic. The development of the teaching materials proceeded within the stages of the ADDIE instructional design model. The final form of the instructional module comprised active learning materials of DNA Isolation Experiment, Bulletin Boards, 4x2 Biotechnology Learning Station, Case Studies Text, and "What Would You Do If You Were…?" activities. Instructional module covers the topics such as genetically modified organisms (GMO), gene therapy, cloning and bioremediation. The "Biotechnology Instruction Module" is expected to help students to learn in a meaningful way the rapidly changing and renewed biotechnology issues, to foster knowledge and understanding of key issues, to promote socioscientific discourse in class, and to encourage higher order thinking skills. All the data show that the instructional module applied in the real classroom environment is successful in realizing the learning objectives of the subject of biotechnology.

Fine arts high schools are schools that form the basis for vocational music education given in higher education institutions. These schools form the basis for higher institutions; therefore, it is of great importance that the contents of their curriculum be of a quality that will prepare them for higher education institutions. Based on this purpose, in this study, eight music department programs that have been reached in the fine arts high school music departments from their establishment to the present day were examined comparatively. Document analysis method was used in the data collection process of this case study model research, one of the qualitative research methods, was used. The data obtained by document analysis were analyzed by content analysis. When the findings obtained from the research were examined, it was found that the most striking results were that the biggest change at the first and second-grade level was in the foreign language course, as a result of the separation of high schools as "Music" department, "Turkish Folk Music" department and "Turkish Art Music" department in 2016, the piano course at the third-grade level was only included in the third and fourth grades of the music curriculum, and the course, which was under the name of "choir" until 2005, was divided into "Western Music Choir" and "Turkish Music Choir" after 2005. Suggestions were given in line with the results of the research.

Today, the use of technology not only affects social relations, but also affects the relations of family members who are part of the society. Technology can negatively affect especially adolescent parent relationships within the family. In this study, it was aimed to examine the roles of social media and digital game addictions, which are technology-based addiction types, in the conflicts in adolescent parent relationships. The sample of the study consists of 686 high school students studying at various high schools in Eskisehir. In the study, personal information form, adolescent-parent conflict scale, social media addiction scale for adolescents and game addiction scale for adolescents were used in order to obtain data. The predictive correlational research design, one of the relational models, was used in the study. According to the results of the study, it was found that both social media addiction and game addiction were positively and statistically significantly correlated with adolescent parent conflict. According to the results of the regression analysis, it was found that social media and game addictions significantly predicted adolescent parent conflict. The findings and results were discussed in the light of the relevant literature and suggestions for future studies were presented.

The coronavirus pandemic has caused intense anxiety in people and has brought many changes in daily life. Emerging adults, one of the groups experiencing anxiety, also turned to social media tools in order to socialize with others and follow the agenda, and overuse brought an increase in social media addiction. Considering that life satisfaction is a mediating variable in coping with the anxiety experienced during the pandemic and in the use of social media, it is aimed to examine the mediating role of life satisfaction in the relationship between COVID-19 anxiety and social media addiction. It has been observed that there is a moderately positive relationship between coronavirus anxiety and social media addiction, high negative relationship between coronavirus anxiety and life satisfaction, and high negative relationship between social media addiction and life satisfaction. As a result of the mediation analysis, while coronavirus anxiety had positive effect on social media addiction, the indirect effect of coronavirus anxiety on social media addiction was also found to be significant, and life satisfaction partially mediated the effect of coronavirus anxiety on social media addiction. Coronavirus anxiety and life satisfaction explained 41% of the change in social media addiction. As a result of the bootstrapping process, it can be said that life satisfaction has a partial mediating role in the relationship between coronavirus anxiety and social media addiction in emerging adults.

Early childhood education is the first step of education in which children have their initial experiences with school and learning. Thus, early childhood education (ECE) teachers are expected to be qualified in pedagogy and teaching to have permanent and effective learning among children. With the changing world, technology and the web are becoming an inevitable necessity for children in early childhood, especially during the pandemic in which the web has become the only way to continue teaching via distance education. Therefore, web pedagogical content knowledge of teachers and other professionals related to ECE who will directly or indirectly affect previous experiences with children gains importance to provide meaningful experiences. As a result, the current study aims to explore ECE teachers, pre-service teachers, and academicians' web pedagogical knowledge. To reach this aim, the researchers use case study, one of the qualitative research designs. An interview protocol was applied to participants, and their web pedagogical content knowledge was explored via semi-structured questions. Data analysis was made by NVivo software and two researchers. After the data analysis, it was found that participants generally are not familiar with the WPCK. Still, they use the web in their classroom such as to find new activities in their classroom. Also, most participants argue that the pandemic contributes them to develop their experiences while distance education. As a result, the findings were discussed with the related literature.

This study focuses on the impact of managerial competencies upon employee performance within the context of managing technology incubators and science parks in Iran, Western Asia. Set during the pandemic in Iran, it contributes to management studies by exploring the mediating role of entrepreneurship and social capital. Data were collected by survey and analyzed using Amos software. Findings show that, firstly, managerial attention to macro issues (including systems approach, strategic management, participatory management, and resource management) has considerable impact on organizational performance. Secondly, that social capital plays a prominent role in improving the performance of the organization. Third, that disruption in intra-organizational relationships reduces the quality and efficiency of the organization, and has the effect of weakening the organization in times of crisis or in the face of forced unprecedented changes that are out of control, including the pandemic. This research serves as a reminder to alert managers of the importance of employee participation and creativity in teamwork. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]

The effectiveness of professional development programs for teachers in Turkey is limited because the programs are not designed to meet individual teacher needs. Although teachers are implementers who perform classroom practices, they are in the role of students in these programs. The project supported by The Scientific and Technological Research Institution of Turkey (TUBITAK) 1001-Grant 220K080 entitled "Designing and Evaluation of the Effectiveness of Scientific Inquiry Supported by Online Mentoring (e-scaffolding) in In-service Teacher Training" aims to examine and evaluate a professional development model. The project involves various strategies, such as mentorship, coaching, peer learning, and collaboration, for prioritizing teachers' ideas and expectations. This study intends to reveal the readiness of the stakeholders (participating teachers and mentors) in the online mentoring model supported by scientific inquiry as part of the professional development process of teachers. The prominent results of the research are that teachers have positive opinions about the importance of scientific inquiry-based learning and teaching, teachers' expectations from professional development programs vary by their levels of experience. In conclusion, this study is important in terms of making teachers' voices heard and designing professional development programs in line with their expectations.

In brief, paid teaching is the recruitment of teachers for a temporary period. Teacher self-efficacy, on the other hand, is thought to be important in order to maximize the expected benefit from the educational system. The purpose of this research is to reveal the self-efficacy beliefs of paid teachers in Turkey. The participants consist of 906 paid teachers, from various branches and regions of Turkey, determined using the convenient sampling method. The findings indicate that there are statistically significant differences in some factors according to many of the variables. The self-efficacy beliefs of the participants statistically differ according to gender in the intellectual self-efficacy factor and in the whole scale. There are also statistically significant differences between senior paid teachers and inexperienced paid teachers in all factors of the self-efficacy belief scale in favor of paid teachers as far as teaching in the public sector variable is concerned. While some of the participants have positive expectations from the 2023 educational vision, others are completely hopeless. At the end of the research, taking the research findings into account, some recommendations have also been made. [Note: The issue number (2) shown in the citation on the PDF is incorrect. The correct issue number is 1.]

Today, all 50 states have adopted some form of a tiered support system. Different levels of adaption were observed as a result of diverse considerations from state education agencies. We adopted the secondary research approach and carefully reviewed the information presented on each state's DOE Website. Through this research, we developed the first comprehensive list of the most up-to-date analyses of each state's RTI/MTSS model and its implementation support. The present study also extended the research on several significant factors contributing to building a concrete RTI/MTSS model but hasn't been given sufficient attention. The findings reflected states' efforts in advancing the RTI/MTSS framework to address all students' diverse needs in one comprehensive tiered support system. We outline all the existing methods, tools, and strategies to support education agencies in developing, advancing, or sustaining their tiered support models. [Note: The issue number (2) shown in the citation on the PDF is incorrect. The correct issue number is 1.]

In this study, it is aimed to examine the predictive effect of the meaning in life on psychological wellbeing and happiness in university students. In the study, it was also investigated whether there was a significant difference between the meaning in life, psychological well-being and happiness scores in terms of gender. The study population of the research consists of students studying at Hatay Mustafa Kemal University Faculty of Education in the fall semester of the 2021-2022 academic year. The study group consisted of a total of 323 students, 236 (73.1%) g rls and 87 (26.9%) boys, aged between 20 and 26 (x 21.62), selected w th the conven ence sampl ng method, one of the non-random sampling methods. In the study personal information form, Short form of Oxford Happiness Questionnaire, Psychological Well-Being Scale and Meaning in Life Questionnaire were used as data collection tools. According to the findings obtained from the study, the meaning in life predicted students' psychological well-being at a significant level; it was seen that the meaning in life explained about 30% of the total variance in students' psychological well-being scores. In addition, the meaning in life predicted the happiness level of students at a significant level; it was seen that the meaning in life explained about 23% of the total variance in the happiness scores of the students in a meaningful way. Finally, it was found that there was no significant difference between the meaning in life, happiness and psychological well-being scores of the students according to their gender.

The special education teaching program in Turkey was united under a single roof with the decision taken by the Council of Higher Education in 2016. With this decision, the programs for teachers of the hearing impaired, the mentally disabled, the visually impaired and the gifted/special talented were organized as a new and single undergraduate program under the name of "Special Education Teaching." This research aimed to enhance the teaching practice process within the new special education program. For this purpose, the study was designed as action research. The research was conducted in a special education department in a province with a medium-sized population in Central Anatolia. The research participants included 19 faculty members, 24 undergraduate students, 12 special education teachers, one Ministry of National Education official, and one Directorate of National Education official. Semi-structured interviews, participant information forms, video recordings, documents, and a researcher diary were used for data collection. The data obtained from the research were analyzed using a systematic analysis approach. As a result of the research, arrangements were made in the new special education teacher training program in the areas needed in the teacher training process. Steps such as reorganizing the evaluation criteria and creating guidelines to determine the responsibilities of stakeholders are among these arrangements. With the COVID-19 pandemic, activities were carried out for material design and use in distance education and transfer of theoretical knowledge to the online teaching practice environment.

This study aims to determine the predictive effect of attitudes toward digital technologies, gender, grade level, and internet usage time on project based virtual learning qualifications (PBVLQ) of secondary school students. The research design is a predictive correlational study. The sample of the research was 703 6th, 7th and 8th grade students in a small town in the southeastern region of Anatolia in Turkey which was selected with the convenience sampling method. In order to collect data, Project Based Virtual Learning Qualifications Scale, and Digital Technology Attitude Scale were used. The data were analyzed by structural equation modeling. According to the results, it was determined that students' attitudes towards digital technology significantly predicted PBVLQ in large effect. In addition, according to other results, it was determined that gender and internet usage time directly predicted the attitude toward digital technology, and indirectly predicted project-based learning virtual qualifications through attitude towards digital technology. In line with the data obtained from the research, it can be suggested to provide learning environments that will increase the attitudes of secondary school students toward digital technology and to increase the PBVLQ.

This study aims to develop a measurement tool to determine the socio-technical pedagogical usability of mobile applications that can be used in an educational context. The study group consists of a total of 1012 students who are studying at a higher education institution in Turkey in the fall semester of the 2021-2022 academic year. A draft scale of 24 items was prepared by the researcher following a literature review. After taking expert opinions within the scope of content validity studies, it was reduced to 20 items. While performing the data analysis, firstly exploratory factor analysis was applied on the first data set (N=604). Confirmatory factor analysis was performed on the second data set (N=408). Within the scope of validity and reliability studies of the scale, content and construct validity were examined and internal consistency coefficient, item-total correlation analysis, composite reliability, and average variance extracted analyses were performed. As a result of the exploratory factor analysis, the final scale consisting of 17 items and three dimensions was obtained. The total variance explained was 74.75 % and the Cronbach's Alpha reliability coefficient for the whole scale was .946. The model fit indices obtained as a result of CFA were found as: X[superscript 2]/df=2.870<3, NFI=0.951, CFI=0.968, TLI=0.961, GFI=0.915, AGFI=0.885, RMSEA=0.068, which verified the resulting structure. In line with the data obtained, it was concluded that the socio-technical pedagogical usability scale is a valid and reliable measurement tool with three factors and 17 items. Thanks to the developed scale, the socio-technical pedagogical usability of mobile applications and software that can be used in education processes can be revealed.

Purpose: This study explores the relationships between the cognitive demands of the questions asked by a teacher educator (TE) and prospective teachers' (PT) capacity for critical thinking (CT). Design/Approach/Methods: Participants comprised a TE and 32 PTs. The cognitive demands of the TE's questions and PTs' CT were analyzed using a systematic observation approach. Findings: Results indicate that there are tangible connections between the increasing mental demand of TE questions and PTs' higher-order cognitive processing. The PTs achieved higher-order CT when the TE asked more cognitively demanding questions. For instance, when the TE's questions were pitched at the cognitive demand levels--namely, the analyze, evaluate, and/or create levels--the PT answers were longer and reflected higher CT, such as inductive reasoning, suggesting new ways of thinking, or legitimating the arguments of others. Accordingly, results suggest that intentionally subjecting PTs to sustained higher cognitive demands via questions may help them reach their optimal CT capacity. Originality/Value: Although proposed teaching strategies have been invaluable in proposing content-specific interventions for fostering the CT of university students, how lecturers should use their questions to conduct such interventions has been overlooked. This study addresses this gap.

This study aimed to create and validate a scale for early childhood educators that reflects the cultural sensitivity of educators in classrooms. We collected data from 403 early childhood educators in Adiyaman, Turkey. Experts' assessments were consulted for content validity, and EFA and CFA were done for the reliability and validity of the scale. The internal consistency coefficient was calculated based on the reliability of the study. The result of scale development was a 29-item, 3-factor scale that shows evidence of reliability, validity, and practical usability for further research. The three factors of the Cultural Sensitivity Scale for Early Childhood Educators consist of "acceptance of cultural differences," "adaptation of cultural differences," and "rejecting cultural differences." The relationship among subscales was tested and it was seen that the sub-dimensions of 'Acceptance of Cultural Differences' and 'Adaptation to Cultural Differences' were positively related to each other and that these two sub-dimensions were negatively and significantly related to the sub-dimension of 'Rejecting Cultural Differences'. Confirmatory factor analysis (CFA) also confirmed the results of EFA. Factor analysis results showed that the scale had three factor and Cronbach a was 0.743.

The aim of this study is to present the implementation steps of an engineering design process-based activity. The activity was implemented with 6th-grade students; 21 students were involved. Various visuals were used to attract the students' attention during the introduction of the activity, and discussions were held about engineers and engineering. In the design process, students were asked to design a thermos that meets the criteria and limitations of the problem by following the eight-step engineering design process. The students researched the problem through information cards, suggested different solutions, and chose the one that solved the problem best among the alternatives. The activity continued with constructing and testing the thermos, sharing solutions, and determining the thermos design with the least temperature change. The students were asked to make suggestions to improve their thermos designs. The activity was evaluated by using the diagnostic tree, analytical rubric, and Draw an Engineer Test.