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Coding tools that use blocks to create programs are popular among kids and play a key role in learning how to code. The effectiveness of the coding courses that are available nowadays depends on how well the tools match the students' needs. The aim of this study is to reveal the impact of digital game design-supported coding education with Scratch on gifted students' Scratch academic achievement and self-efficacy. The research was conducted with a one-group pre-test and post-test experimental design. The sample of the study consists of 40 gifted 3rd grade students studying at a Science and Art Center in Türkiye. The Scratch achievement test and the Scratch self-efficacy scale were used as pre- and post-tests before and after the training. The data from the study were analyzed with a dependent group t-test. The post-test scores of the students obtained from the Scratch achievement and self-efficacy scale showed statistically significant increases compared to the pre-test scores. It was revealed that digital game design-supported education contributed positively to students' scratch achievement and self-efficacy in coding.

Instructional leadership has begun to be examined as an essential factor in school development research. It has received considerable attention, especially in developing countries, in recent years. This study examined the relationship between school principals' instructional leadership and teacher instructional practices and the mediating role of teacher professional learning. A cross-sectional survey design was adopted in the study, and the participants were 385 elementary and middle school teachers working in a city in western Türkiye. The data were analysed through structural equation modelling. Findings demonstrated that instructional leadership significantly predicted teacher instructional practices and teacher professional learning. Findings also highlighted teacher professional learning as a significant mediator between instructional leadership and teacher instructional practices. This study confirmed that instructional leadership can strengthen teacher instructional practice and professional learning in a centralized education system.

This study investigates the effect of 5E learning model enriched with coding (5EC), gender and their interaction on 4th grade students' mathematics achievements and permanence of their learning. It also examines the effect of the 5EC on participants' attitudes towards mathematics. The study group consists of 119 students. Mathematics achievement test and mathematics attitude scale were used as measuring tools. Experimental group was treated with the 5EC and the control group was instructed with traditional instruction. MANCOVA results showed that the 5EC had a statistically significant effect on the collective dependent variables of the mathematics achievement post-test and mathematics retention test scores. ANCOVA results indicated that although the effect of the 5EC on mathematics achievement post-test scores is significant, it was found as insignificant on mathematics retention test scores. t-test analysis showed that a significant difference was found between students' post-attitude scores on behalf of the experimental group.

This article is the first in a series of three that describes the development and delivery of the Environmental Health and Land Reuse (EHLR) Basic Training and the first pilot of the EHLR Immersion Training. The EHLR Basic Training is based on the 5-step Land Reuse Model from the Agency for Toxic Substances and Disease Registry (ATSDR). Through a collaboration with the National Environmental Health Association (NEHA), we developed the EHLR Basic Training in two modalities: virtual/live (maintained by ATSDR) and online/asynchronous (maintained by NEHA). The modules include: 1) Engaging With Your Community, 2) Evaluating Environmental and Health Risks, 3) Communicating Environmental and Health Risks, 4) Redesigning With Health in Mind, and 5) Measuring Success: Evaluating Environmental and Health Change. From June 2019-August 2022, ATSDR and NEHA delivered 10 EHLR Classroom Basic Trainings, launched the EHLR Online Basic Training, and developed the EHLR Immersion Training. We piloted the EHLR Immersion Training in July 2022, March 2023, and July 2023. Our participants included science, technology, engineering, and mathematics (STEM) students from Dine College who were in a Summer Intern Program; tribal environmental professionals; NEHA members in environmental health careers; and environmental professionals, students, and community members who were engaged in environmental work or environmental justice. We have learned that individual training modules can be used for specific learning needs among our participants. Perhaps more importantly, we have learned that undergraduate students and community members can and should be engaged in EHLR Training. The results of the evaluation and long-term follow-up of the EHLR Training will be presented in the second and third articles in this series. Keywords: brownfields, Navajo Nation, environmental health, land reuse, environmental training, tribal ecosystem knowledge, Background The definition of brownfields from the U.S. Congress (2002) refers to property of which the expansion, redevelopment, or reuse can be complicated by the presence or potential presence of [...]

This study analyzed studies done in Turkey in the context of curriculum evaluation (CE) by asking, "How is it made? The study was carried out in two stages. In the first stage, the document analysis method used 215 theses written between 1991 and 2020 on CE were analyzed according to the "thesis review form." In the second stage, depth analysis was made through semi-structured interviews with the authors (students) and the field experts (supervisors of the authors) of the theses to make the results of the first stage more understandable. Interviews were conducted with 32 participants. A maximum sampling method was used to determine the participants. The data analysis calculated percentage and frequency values for the data obtained in the first stage. In the second stage, descriptive analysis and content analysis were carried out with the MAXQDA 2020 qualitative data analysis program. The majority of theses did not employ a CE model as a consequence of the research, and the CIPP model was the most popular CE model. Many of the theses were not justified in using the CE model. Model usage increased as time passed to the present day. Many theses used quantitative models but did not explicitly state the sampling technique. Teachers were mainly used in this research as a source for data gathering, and participant numbers ranged from 10 to 50. Additionally, most studies used questionnaires and interviews as the primary data-gathering tools. All of these findings suggest that CE studies have several flaws.

The aim of this study is to make a systematic review of the articles published in Web of Science, ERIC and Google Scholar on the teaching methods used in the Social Studies course between 2019-2022. For this purpose, the studies included in the study were determined according to certain keywords. Studies were determined by using the keywords "social studies", "social studies teaching" together with "teaching methods" and "teaching techniques" in Web of Science, ERIC and Google Academic databases in accordance with the purpose of the research. As a result of the research, it was seen that drama and cooperative learning were used more among the methods and techniques used as teaching methods in the social studies course between 2019-2022. In addition, it has been determined that a significant part of the teaching methods used in other publications consists of methods that are taught through technological tools (Web 2nd tools, Teaching with digital stories, Digital game-based teaching). After examining the relevant databases, a total of 22 studies, which were in the area of interest of the research, were reached. It is seen that the research method used in the majority of these studies is the quantitative research method (13), the remaining studies are mixed research methods (6) and qualitative research methods (3). According to the results of the studies, it was seen that positive results were achieved for all of the teaching methods and techniques employed in the social studies course between the years 2019-2022. These observed learning losses have been found to occur in a variety of subjects, grade levels, and geographic regions.

This study aimed to examine the relationship between adolescents' psychological resilience and attachment styles. This research was designed according to the correlational design, which is one of the quantitative research methods. The population of the research consists of high school students studying in Sahinbey District of Gaziantep. The sample of the research is 570 students in 3 Anatolian High Schools, 2 Vocational and Technical Anatolian High Schools, and 1 Imam Hatip High School, determined randomly by the stratified sampling method, 2n done class in each of the 9, 10, 11 and 12 grades determined by the random cluster sampling method. The Adolescent Resilience Scale was used to measure the level of resilience, and the Three-Dimensional Attachment Styles Scale was used to measure attachment styles. In the study, the relationship between family support, peer support, school support, adaptation, empathy, and struggle determination, which are the sub-dimensions of the Adolescent Psychological Resilience Scale, and the sub-dimensions of the Three-Dimensional Attachment Styles Scale, between the secure, avoidant, and anxious-indecisive attachment data sets, were examined with canonical correlation analysis. As a result of the canonical correlation analysis, a significant relationship was found between psychological resilience and attachment styles, and the common variance shared between data sets was found to be 44.1%.

The aim of this research is to determine the perceptions of classroom teachers about the concept of technology and the effect of the technological infrastructure of the schools on the education process. For this purpose, interviews were held with 88 primary teachers working in primary schools affiliated to Elazig and Diyarbakir Provincial National Education in the 2021-2022 academic year. For this purpose, the study was based on the phenomenology pattern, which is included in qualitative studies. While forming the study group of the research, cluster sampling method was preferred in line with the purpose of the research. In this study, in which the phenomenology design, which is one of the qualitative research methods, was used, the study group was formed with the cluster sampling method. The data obtained from the study group were collected with a semistructured interview form developed by the researcher. The obtained data were analyzed by subjecting them to content analysis. The findings were tabulated and brought to a high level of clarity. As a result of the analysis of the data obtained, it was concluded that the definitions of the majority of the primary teachers regarding the concept of technology were partially correct. It has been determined that 82 of the teachers who make a partially correct definition of technology actively use technology in daily life. According to the data obtained from the primary teachers, it was concluded that the technology used to support education in the education-teaching process is in a close relationship with education. In addition, according to the opinions of the classroom teachers in their opinions, technology contributes positively to the education process. To the question of how adequate the technology, which has a high impact on the education process, is in the infrastructure of the schools, nearly half of the primary teachers stated that the technological infrastructure of their schools is sufficient, while another majority stated that the technological infrastructure is at a medium level. According to the data obtained from the opinion's primary teachers, it has been concluded that the technological infrastructure of the schools is close to the desired level.

Online trolling is online behavior in which the troll provokes, harms, and pretends to be someone else to achieve their goals. The purpose of trolls may be to harm the other person, but they can also be for entertainment purposes. Online trolling, for whatever purpose, can have significant psychological effects on individuals and people who are socially exposed. In addition, online trolling is becoming more common every day. However, there are very few studies on trolling. Therefore, the study aims to examine the mediating role of empathy in the relationship between dark triad personality traits and levels of online trolling. For this purpose, structural equation modeling and bootstrapping method was used. The participants comprised 516 (%71.6 females; %28.4 males) undergraduates. The ages of the participants ranged from 18 to 31 ([X-bar]= 21.09). The measures used included the Online Trolling Scale, Dirty Dozen Scale, and Toronto Empathy Questionnaire. In the study, it was found that there were significant relationships between the dark triad, online trolling, and empathy. Also, the results of the structural equation model showed that the effect of the dark triad on online trolling was mediated by empathy. This result was found to be significant with bootstrapping.

The purpose of this research is to examine the effect of drama activities on the achievements of primary school fourth grade students in Social Studies Lesson and the permanence of knowledge. For this purpose, exploratory sequential design, one of the mixed research methods, was used. The research was carried out in a primary school affiliated to the Elazig Provincial Directorate of National Education. In order to obtain quantitative data in the research, the "Social Studies Course Achievement Test" was applied to the students. In order to obtain the quantitative data of the research, the pretest-posttest control group design was used. In order to obtain qualitative data, the data for the secondary data source of the exploratory sequential design were obtained by taking the opinions of the experimental group students through a semi-structured interview form as a result of the application. In the research, students' teaching Social Studies Lesson with drama method; As a result of the analyzes made, there was a significant difference in favor of the experimental group in the pre-test and post-test mean scores of the groups in the achievement mean scores of the Social Studies Course. In addition, there was a significant difference in favor of the experimental group in the mean scores of the measurement results for the permanence of the information in the Social Studies Course. However, the results obtained from the qualitative findings also overlap with the quantitative results.