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It is known that gifted individuals who receive education in Science and Art Centers (BİLSEM) have problems in reaching different educations in accordance with their individual competencies. This study aimed to determine the expectations of gifted students towards distance education, to show that this training can be given with the distance education method after the courses offered through distance education, and to develop an alternative way for the future. Explanatory sequential design, one of the mixed research types in which quantitative and qualitative research designs are used together, was employed in the research. The study group of the research consisted of 40 gifted students and 40 parents of these students in three BİLSEMs. The quantitative data of the study were analyzed by using the SPSS program. Quantitative data of the study were obtained with a "10-items student online learning expectations form and 5-items parent evaluation form". Qualitative data of the study were obtained with an 8-items student self-evaluation form. In the research, 4 weeks of distance education were given to the students; "Astronomy, Thinking Skills, Teaching Mathematics with Origami, Robotic Coding, Intelligence Games and Values Education" lessons were explained, and the data obtained at the end of the application were analyzed and interpreted with the MAXQDA program. As a result, it is revealed that gifted students in BİLSEMs are quite satisfied with the distance education training within this study's scope. In addition, the present study showed that education programs can be rearranged and made suitable for distance education for the emergent transitions to distance education that emerged with the Covid-19 pandemic.

Developed countries in the world are introducing new reforms, especially in education, integrated with the 21st-century skills that many organizations have announced. In line with these goals, one of the targets set by the Ministry of National Education in our country with the 2023 Vision Document is design skill workshops. The aim of this study is to determine the criteria for establishing the Design and Skill Workshops targeted with the 2023 Vision Document in primary and secondary schools and to present a scientific study on how to create them in schools with application examples. The first stage of the study is the type of descriptive analysis. The criteria of the two workshops determined in the first stage were determined by expert opinions and the workshops were tried to be established in the school determined within the framework of these criteria. In order to achieve these aims of the research, quantitative and qualitative data were collected and analyzed. The qualitative data obtained in the research were used to explain the quantitative data and to ensure internal consistency. For this reason, "exploratory sequential design", one of the mixed research methods, was used in the research. For this reason, after the establishment of two sample workshops in Stage 2, the knowledge and skills of the students who received training from this workshop were analyzed with post-application self-evaluation forms, and the letters containing their feelings and thoughts about the workshops were analyzed with the Maxqda 2020 program. Thus, the results about the effectiveness of the workshop establishment criteria in gaining skills were revealed and evaluated. According to the findings obtained in the workshop studies; It has been seen that the students enjoy the workshops, improve their self-confidence, and contribute to the development of psychomotor, cognitive, affective and language skills. It has been seen that design and skill workshops have important contributions to students' acquisition of targeted 21st-century skills. It has been seen that the targeted gains in the modular programs developed in the workshops are gained by the students and reveal their existing skills of the students. The criteria of the workshop, which is planned to be opened according to the possibilities, should be determined by considering the interests, wishes and abilities of the students in schools, and workshops should be established in parallel with this criterion and carried out by teachers who are experts in their fields.

In this study investigated the "Educational Club Applications" which in the new primary school curriculum which Introduced from the 2005-2006 academic year. The research was carried out with teachers and school administrators which in the Samsun city center, primary schools (including the central districts and villages) who are working in the academic year 2011-2012. In the research, screening model was used in descriptive research models. The sample selection was a two-stage sample selection. Firstly is stratified sampling method, then a simple random sampling method has been used. In the study interviewed with 27 teacher and 8 school administrators. As a data collection tool used semi-structured interview form which developed by the researcher which contains to teacher 4 and school administrators 9 items. The reliability and validity of the questionnaires was conducted by researchers. The research findings are explained by content analysis separately for teachers and administrators. As a result of the research uncovered which teachers and administrators of educational practices of the club for the opinions, ideas, problems are experienced in this process in order to become more active club activities and educational recommendations. As a result of the research important findings (problems) emerged that time is not sufficient, to be unfavorable environmental conditions such works, material and inadequate physical facilities, lack of communication between stakeholders in education, the importance of the activities to be poorly understood, studies in crowded classes and not meet students' interest. Also as a solution these problems have been optained recommendations which education can only be perceived as an issue in schools as well as institutions and organizations of all these studies should provide support, explaining the importance of the educational work of the club to stakeholders of education, the projects must be enabled to stakeholders, physical conditions of schools arranged for educational club activities, and such studies which social content and educational mustn’t restricted by the boundaries of school. The data obtained in the research process are important, because issues and recommendations in their own words of teachers and school administrators.

This study aims to investigate English teachers’, students’ and parents’ opinions about the secondary schools’ intensive foreign language education program in Turkey focusing on four skills, content, learning objectives, teaching/learning process and assessment/evaluation. To this end, instruments consisting of three questionnaires and one academic test were developed by the researcher. These instruments were applied to 305 English teachers, 189 students and 288 parents. Cronbach alpha results were found above 0,80 for all the questionnaires indicating the high reliability of the data collection tools. Descriptive statistics (frequency and mean), Oneway ANOVA and post hoc tests were used to describe and compare the opinions between the groups. The results of this study show that in terms of four skills, teachers, as opposed to students and parents, think that reading and writing skills develop more than listening and speaking skills. Teachers also think that they can partially achieve learning objectives for speaking skills. Regarding the content, teachers state that the content is partially prepared with a focus on communication while students and parents have quite positive opinions. The students and parents expressed partially positive opinions about the intensive foreign language education encouraging hands-on activities during the lesson while teachers think otherwise. Briefly, parents and students have more positive opinions than teachers. Overall, the results of this study show the discrepancy between teachers, students and parents’ thoughts about intensive foreign language education, in which is worth investing.

The purpose of the research is to define the factors that negatively affect education and learning process. Descriptive content analysis, one of the non-interactive qualitative research designs, was used to analyze the data. The analyses were conducted in six stages. First, aim, subject, and research questions were determined. Literature review was done according to the inclusion and exclusion criteria, the literature was read, the literature tags were created in the form of a table, the codes, categories, themes were created inductively according to the descriptive content analysis, and finally, analysis, association, interpretation, signification, and reporting were made. To this aim, 238 research conducted between 2014 and 2018 were jointly investigated within the framework of determined criteria. Correlation between raters was determined as rp= 0.94. According to the obtained results, variables that negatively affect learning related to technology and media may be indicated as phone, tablet, computer, game, internet, cartoons, social media, television, and TV series. Private teaching institutions and central examinations that negatively affect teaching are among the variables related to exams. Negative and disruptive factors arising from the school, education system, and educational practices; assignments, disconnection from real life, discipline problems, legislation and procedures, teaching practices that do not change or be updated, and a low possibility for failing a class are educational fashions. Addiction related viruses such as drugs, technology addiction, smoking habits affect education negatively. Obesity and excessive consumption culture and unhealthy nutrition problems that are health-related problems are also observed. Violence, swearing, using slang words, peer bullying, moral collapse, noise pollution, and problems stemming from ignoring others are the problems arising from all kinds of school environments.

The fundamental parts of the educational processes are teachers and students. The study aims to determine the common mistakes done by teachers in the classrooms. The research was conducted to 278 third year students in the departments of English Language Teaching, Turkish Language Teaching, and Fine Arts Teaching in 2012-2013 academic year. The research was conducted through the descriptive model in the survey research types. "What are the most common mistakes done by teachers in classrooms?" was asked to teacher trainees in questionnaire. The analysis was done by the content analysis among the qualitative research techniques. Findings are classified in the themes of "classroom management and discipline, teaching, communication, personal qualities, ethics, measurement and assessment, and other mistakes". Hence, many problems such as "failure to establish the authority and compensating it through being harsh toward students, being much more authoritarian and disciplined, seeing himself/herself as the authority source" emerged in this perspective. Furthermore, many inadequacies such as not being positive and gentle, negative attitudes, choosing attitudes directing students in a difficult situations, anger, having peaceful mood, threatening students with bad grades, claiming that he/she is the best, reflecting psychological problems in the classroom are determined at the end of the study.

The purpose of this study is to examine the efficiency of “Educational Club Practices” that has been in Elementary School program since 20052006, by examining -the attitudes of students about “Educational Club Practices”. Sample was selected in two steps. First, stratified sampling was employed and then random sampling was employed. A total of 941 students were included in this study. For the data collection, an instrument consisting of 30 items was developed by the researchers. The data obtained from study were analyzed according to school location, type of education, grade level and gender. The results indicate that students’ attitudes towards educational club practices differ in terms of students’ school location, grade level, and type of education. However, there isn’t significant difference between male and female students in terms of attitudes towards educational club practices. As a result, overall satisfaction of students with the educational club practices is found low. 2008).

The purpose of the research is to describe the problems in the program evaluation field according to curriculum'sfour different dimensions, to search if the problems differ significantly according to students’ class level andteachers’, administrators’/inspectors’ seniority. The research used one of the quantitative research methods, the fieldsurvey model, which is descriptive research. The population of the research is Samsun city, and the target populationof the research is middle-school students, teachers of Turkish and English branches, inspectors and administratorsworking at secondary schools in Samsun city’s districts Atakum, Bafra, Canik and İlkadım. The research sampleconsists of middle-school students, teachers of Turkish and English branches, inspectors and administrators workingat middle-schools in these districts, chosen with stratified sampling, a random sampling method. In the research,“Survey of Defining Problems about Curriculum Dimensions” is completed by the students, teachers andinspectors/administrators. When the participants’ problems about the curriculum dimensions are examined, it isrevealed that the most common problems they face is the lack of adequacy of functionality, flexibility, practicality,scientificness and actuality of the dimensions of curriculum. It is concluded that students’ issues with programevaluation differ according to their class levels whereas the inspectors’/administrators’ problems with programevaluation do not differ significantly according to their seniority.

duran, volkan/0000-0003-0692-0265 WOS: 000391202400007 Thinking styles more boradly intellectual styles refers to people's partly fixed, relatively stable and innate preferences about information processing and handling with the tasks that they may confront (Zhang & Sternberg, 2005). Sternberg's (1988) introduced of the theory of mental self-government, where intellectual style specifies 13 thinking styles that fall along five dimensions of mental self-government: (a) functions, (b) forms, (c) levels, (d) scopes, and (e) leanings of government as applied to individuals (Zhang, Sternberg, Rayner, 2002: 14). Hypothetico-Creative reasoning model developed by Duran (2014) can be defined skills including logical and creative thinking skills in 12 dimensions. This study, is a descriptive study based on, relational screening model among the screening models. The purpose of this study is to investigate the relationship between learning styles proposed by Sternberg (1988) and hypothetico-creative reasoning skills proposed by Duran (2014) in the context of the characteristics of left an right brains or thinking modes emphasized by Zhang (2002). The population consists of all the second grade students (N=383) in those departments in the education period 2015-2016 in English Teaching Department, Preschool Education Department, Department of Elementary Education, The Department of Computer Education and Instruction, The Department of Psychological Counseling And Guidance. It was found thatstudents are more prone to use their right brains, that is lateralization of hepispheric specialization is thought to be in right side. Hence students perceive themselves to use Type I thinking, holistic mode of thinking styles indicating that they use right brain hence perceive themselves to be more holistic, creative and experiantial learners.

Öğretmenler deneyim sahibi oldukça sorunlarını daha kolay çözebilmektedir. Deneyimsiz öğretmenlerin sınıftaki problemler konusunda daha fazla şikâyetçi oldukları görülmektedir. Bu anlamda, mesleğe yeni başlayan öğretmenlerin sık yaptıkları bazı davranışlar ve hatalar vardır. Bu davranışlar ve hatalar belirlendiği taktirde eğitim fakültelerinin programlarında özellikle bu tür hataların giderilmesine yönelik güncellemeler yapılabilir. Bu amaçla araştırmanın amacı eğitim fakültelerinden yeni mezun olan ve mesleğinin ilk yıllarında bulunan, mesleki deneyimi az olan öğretmenlerin sınıf içerisinde sıklıkla yaptıkları davranışları saptamak ve bunların içerisinden hangilerinin öğretmen adaylarına göre hata olarak algılandığını tespit etmektir. Araştırma tarama modelinde betimsel bir çalışmadır. Bunun için ilk aşaması iki sorudan oluşan anket ikinci aşaması ise 10 kişiden oluşan öğretmen adayıyla yüz yüze görüşme şeklinde olmak üzere nitel yöntemlerle yapılmıştır. Araştırmaya katılan öğrenciler, olasılıksız örneklem seçme yöntemlerinden kolay ulaşılabilir örneklem seçme yöntemiyle seçilmiştir. Anket deneyimsiz öğretmenlerin en sık yaptığı davranış ve hatalar konusunda öğretmen adaylarının görüşlerini, iki adet açık uçlu soru ile almayı amaçlamaktadır. Araştırmada elde edilen bulgular şunlardır: Deneyimsiz öğretmenlerin sık yaptığı davranışlarda frekansı en yüksek olan tema iletişim ve öğretim süreci ile ilgili iken, sık yaptığı hatalarda frekansı en yüksek olan tema mesleğe uyum ve öğretim süreci ile ilgilidir. Diğer hatalar ise, iletişim kuramama, derse hazırlıksız gelme, aşırı sert ya da yumuşak davranma, öğrencileri sık sık uyarmak, tarafsızlığını kaybetmek, sürekli aynı yöntemle ders anlatmak, slayta ve ders kitabına bağlı kalmak gibi özetlenebilir. Teachers can easily solve problems as they become more experienced. Novice teachers are more complainant about problems in the classroom. The underlying reason is that novice teachers do not have enough experience to solve problems regarding classroom management. Teachers with adequate experience ensure problems to be solved easily in the classroom, by this means we can say that the quality of the education rises. Because, there is a significance difference between teachers’ experiences and students’ learning. To summarize, there are some behaviours and mistakes that beginner teachers do. In this respect, the aim of this research is to determine novice teachers behaviours in the classroom, and to detect which of these behaviours are perceived as mistakes among novice teachers. This research is a descriptive study in survey model. The data collection tool is developed by the researchers. Questionnaire with 2 open ended questions is aimed to detect student teachers’ views about novice teacher behaviours and mistakes. Questionnaire with two questions are asked to 10 people through face to face interview. Data analysis is done by content analysis method which is among one of the qualitative data analysis methods. First of all, views of novice teachers regarding common mistakes are analysed. 4 themes are emerged namely classroom management, teaching process, vocational adjustment and vocational commitment including sub categories. The highest frequency of novice teachers’ behaviours is in the theme of communication and teaching while the highest frequency of novice teachers’ mistakes is in the theme of vocational adjustment and teaching. Another common mistake of novice teachers are gathered in the theme of teaching with highest frequency of application sub category. The prominent statement of this subcategory is that teachers are not enough qualified for teaching competences. Classroom management is another theme of teachers’ mistakes. Objectivity is another issue which teacher trainees believe that teachers make mistakes about. Lastly, student teachers’ views about noive teachers’ mistakes are about vocational adjustment. Novice teachers’ are not very good at controlling their excitement and feelings, and they do mistakes about these issues.

This research, general scan types, an action research is descriptive. Primary 2 students complained of circuit status teachers, students and parents in line with comments made to evaluate. Research in academic year 2008-2009 of the province of Hatay Antakya district centers selected through simple random sampling method in 25 primary schools serving the 183 4 and 5 class teacher and 6 from the critical state primary schools and 60 students selected through opportunistic sample of cases and was conducted with parents of these students. Surveys as a means of data collection form was used and 2 interviews. Independent groups t test for independent variable was done. Survey item for each questions are interpreted separately by the preequency and mean. According to research results, opinions of teachers, students in the classroom frequently seen complaints about gender and vary according to type of school they did not graduate but was determined to vary according to seniority. Students in the classroom environment in the class of the most disturbing situations where excessive noise has emerged. Teachers, students complain they are acting against the understanding of families responding to the girls they were determined. According to parents of students complained about the school class is very crowded and the sink is dirty. Parents with school children, teachers and friends about the complaint as the first teachers prefer to have interviews

In our country the official curriculum is implemented, which is prepared by an administrative centre of the ministry of national education. This curriculum guides student behavior, learning-teaching activities and their evaluation. A curriculum is the most important instrument which sustains the social and cultural union and ensures sustainability. The ministry of national education has included the subjects related to our direct moral values in its newly developped curriculum in order to maintain our moral values which have been deteriorating rapidly especially in the last decades and leave a viable world to our pupils.In this framework the moral values feature especially in the curriculum of the subjects such as Religious and Moral Studies for Primary Schools, Social Studies, Knowledge of Life, Teaching Reasoning in a detailed way. In this study we have tried to expose in a comparative way the acquisition level of some universal moral values (tolerance, respect, helpfulness, protection and development of cultural values, accuracy, honesty and self-respect) included in the curriculum of Religious and Moral Studies for Primary Schools, Social Studies, Knowledge of Life in primary schools in the Province of Samsun which are different from each other in terms of socio-economic standards. The scenarios developped in accordance with the moral values studied have been carried out with the students. According to the results of the studies we have found out that the students have acquired the moral values studied in the scope of the studies, the least acquired moral value is ‘honesty’, the mostly acquired the moral value is ‘accuracy’ and ‘self respect’. When we studied the level of acquiring the moral values in terms of gender variable, we have also found out that the the highest level of acquisition is ‘accuracy’ among girls and it is ‘respect’ among boys while the least acquired moral value is ‘respect’ among girls and it is ‘self respect’ among boys. When we studied the level of acquisition of the moral values in terms of socio-economic standards` variable we can state that as the socio-economic standards are on the rise the ‘self respect’ is also on the rise, as the socio-economic standards are on the rise the level of ‘respect’ and ‘honesty’ become less. We have also found out that the level of acquisition of the moral value ‘accuracy’ among the students whose families have low income levels is higher than that of the students whose families have high income levels., Ülkemizde Milli Eğitim Bakanlığı’nın belirlediği merkezden oluşturulan resmî eğitim programları uygulanmaktadır. Bu programlar öğrencilerin davranışlarından, öğrenme-öğretme etkinliklerine ve bunların değerlendirilmesine rehberlik etmektedir. Programlar, bir ülkedeki sosyal ve kültürel bütünleşmeyi ve sürekliliği sağlayan en önemli dokümanlardır. Özellikle son onlu yıllarda hızla yok olmaya doğru giden değerlerimizi korumak, çocuklarımıza daha yaşanılabilir bir dünya bırakmak için Millî Eğitim Bakanlığı yeni geliştirdiği öğretim programlarına doğrudan değerlerimizle ilgili konuları yerleştirmiştir. Bu çerçevede, müfredat programlarında, özellikle ilköğretim Din Kültürü ve Ahlak Bilgisi, Sosyal Bilgiler, Hayat Bilgisi ve Düşünme Eğitimi derslerinde değerler ayrıntılı bir şekilde yer almaktadır. Bu çalışma ile ilköğretim Din Kültürü ve Ahlak Bilgisi, Sosyal Bilgiler ve Hayat Bilgisi programları içerisinde yer alan evrensel nitelikteki bazı değerlerin (hoşgörü, saygı, yardımseverlik, kültürel değerleri koruma ve geliştirme, doğruluk, dürüstlük ve özsaygı) Samsun İlinde sosyo-ekonomik düzey bakımından farklı ilköğretim okullarında kazanım düzeylerini karşılaştırmalı olarak ortaya koymak amaçlanmıştır. Araştırmaya konu olan değerlere ilişkin geliştirilen senaryolar öğrencilere uygulanmıştır. Yapılan çalışma sonunda elde edilen verilere göre, öğrencilerin araştırma kapsamında ele alınan değerlere yüksek seviyede sahip oldukları ve bu değerlerden en düşük düzeyde kazanılan değerin ‘dürüstlük’, en yüksek düzeyde kazanılan değerlerin ise ‘doğruluk’ ve ‘özsaygı’ olduğu görülmüştür. Değer kazanım düzeyleri cinsiyet değişkeni açısından incelendiğinde kazanım düzeyi en yüksek olan değerin kızlarda ‘doğruluk’, erkeklerde ‘saygı’, en düşük değerin ise kızlarda ‘saygı’ erkeklerde ise ‘özsaygı’ değeri olduğu görülmüştür. Değer kazanım düzeyleri sosyo-ekonomik durum değişkeni açısından incelendiğinde, sosyo-ekonomik düzey yükseldikçe ‘özsaygı’ düzeyinin de yükseldiği, sosyo-ekonomik düzey arttıkça ‘saygı’ ve ‘dürüstlük’ düzeyinin azaldığı söylenebilir. Zayıf gelirli ailelere sahip öğrencilerin ‘doğruluk’ değer kazanımı orta ve yüksek gelirli ailelerin öğrencilerinden daha yüksek olduğu bulunmuştur.

The aim of this research is to determine the level students’ acquisition of thinking skills in 4th and 5th grade social studies courses and to determine the points of views of teachers, who have been teaching social studies, about the students’ level of thinking skills acquisition. In this research, which is a descriptive study, a survey including thinking skills (Cr.?: .86) has been applied to 227 6th grade students and a survey including expressions of teachers concerning to what extend the students have these skills (Cr.?: .91) is applied to 121 4th and 5th grade teachers all of which have been chosen haphazardly from different schools in Hatay. In the survey, teachers who have been chosen have expressed their opinion about the level of students acquiring thinking skills. As a result of the analysis, while the teachers participated in the survey have perceived themselves as sufficient in skill acquisition, the students have not perceives themselves as sufficient skill acquisition., Bu araştırmanın amacı, öğrencilerin 4. ve 5. sınıf sosyal bilgiler dersinde düşünme becerilerini kazanma düzeylerini belirlemek ve ilgili dersi veren öğretmenlerin öğrencilerinin bu becerileri ne düzeyde kazandığı ile ilgili görüşlerini saptamaktır. Betimsel bir çalışma olan bu araştırmada Hatay ilinin çeşitli okullarından tesadüfî olarak seçilen 227 altıncı sınıf öğrencisine düşünme becerilerini içeren anket (Cr.?: .86) ile 121 4. ve 5. sınıf öğretmenine öğrencilerinin bu düşünme becerilerine ne kadar sahip olduğunu belirtecekleri anket (Cr.?:.91) uygulanmıştır. Yapılan analizler sonucunda ankete katılan öğretmenler belirtilen düşünme becerilerinin öğrencilere kazandırılmasında kendilerini yeterli bulurlarken, öğrenciler bu becerileri kazanmada kendilerini yeterli bulmamışlardır.

This descriptive-correlational study explores and describes the relationships between the acquisition of values and critical thinking skills addressed in social studies curriculum, and the performance of 6th grade students. The study was conducted with 159 6th grade students who were accessed using convenient sampling (snowball sampling) in five elementary schools in Hatay, Turkey. Two batteries, Cronbach ?: 0.93 to test critical thinking skills acquisition and Cronbach ?: 0.85 to test acquisition of values, were developed by the researchers and utilised. Data were analysed using descriptive statistics, correlation and variance analysis. Results indicate that there is a high correlation (r = 070) between the acquisition of values and students' critical thinking skills. The variance analysis reveals a meaningful variance (p = 0.000) in students' reported grades (performance) and critical thinking skills scores. The post hoc tests indicate that students who performed better (got grades 4 or 5 based on a grading scale of 5) were more effective in acquiring critical thinking skills and that students who have better performance (better grades) were more effective in acquiring the addressed values. © 2013 Copyright ASPE.