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At the basic education level, content related to disasters is included in the scope of courses such as Life Sciences, Science, and Social Studies. Studies reveal that teachers and pre-service teachers who conduct these courses are not equipped with the necessary technological and pedagogical skills. It is predicted that integrating disasters and disaster education, which have an interdisciplinary structure, with Web 2.0 technologies, one of today's digital learning tools, will make significant contributions to making disaster education effective. In this framework, the study aimed to design a "Digital Disaster Education Program" in an online learning environment for pre-service primary school, science and social sciences teachers. The study consists of three main parts: designing, implementing, and evaluating the Digital Disaster Education Program. Taba (Grassroots Rationale) model was used in the design of the program. The program, which had a five-day implementation period in the online environment, was repeated three times on different dates and with different participants within a year. In each implementation, 24 pre-service social studies, 24 pre-service science, and 24 pre-service primary school teachers (72 pre-service teachers in total) from across Turkey participated voluntarily. The digital disaster education materials developed by the participants during the program were evaluated with an analytical rubric. As a result, an example of Web 2.0 supported online disaster education programme based on Taba Model has emerged. After the evaluation process, some of the participant products were entitled to receive support by being projected toThe Scientific and Technological Research Council of Türkiye (TÜBITAK), which is one of the reflections of the positive results of the process. At the end of the study, suggestions were presented for the acquisition of disaster education and digital teaching skills in the pre-service process.

Porcelain gallbladder is an extremely rare variant of chronic cholecystitis. Previous studies have shown that the incidence of gallbladder cancer has reached 60% in patients with porcelain gallbladder, but in more recent studies, this incidence has been proven to be around 6%. Therefore, surgical intervention is not recommended for every patient. Although laparoscopic surgery is the preferred method of treatment, It is recommended that open surgery should be preferred in some publications because of high complication rates and technical difficulties of laparoscopic approach.

This case study compared preservice primary school teachers' and primary school teachers' experiences with multi-grade teaching in the 2018--2019 academic year. The sample consisted of 17 fourth-year students in the department of primary school teaching education of a public university and 14 multigrade teachers from 12 schools in Turkey. The preservice teachers and multi-grade primary school teachers developed similar lesson plans and executed similar learning processes. Although the multigrade teachers claimed that they used different methods (brainstorming, drama, observation, etc.), the preservice teachers observed them mostly use Q&A and direct instruction techniques. The preservice teachers did not use multidisciplinary teaching activities but instead showed students videos and slides and designed textbook-based activities. They did not use different methods to plan a multi-grade lecture. Multi-grade teaching training offered by the faculties of education should be interdisciplinary and encourage collaboration among teachers from other branches (e.g., teacher agency). [Paper presented at the European Conference on Educational Research (Online, Sep 6-9, 2021).]

Number-recognition tasks, such as the how-many task, involve set-to-word mapping, and number-creation tasks, such as the give-n task, entail word-to-set mapping. The present study involved comparing sixty 3-year-olds' performance on the two tasks with collections of one to three items over three time points about 3 weeks apart. Inconsistent with the sparse evidence indicating equivalent task performance, an omnibus test indicated that success differed significantly by task (and set size but not by time). A follow-up analysis indicated that the hypothesis that success emerges first on the how-many task was, in general, significantly superior to the hypothesis of simultaneous development. It further indicated the how-many-first hypothesis was superior to a give-n-first hypothesis for sets of three. A theoretical implication is that set-to-word mapping appears to develop before word-to-set mapping, especially in the case of three. A methodological implication is that the give-n task may underestimate a key aspect of children's cardinal understanding of small numbers. Another is that the traditional give-n task, which requires checking an initial response by one-to-one counting, confounds pre-counting and counting competencies.

The aim of this study is to investigate the causes of reading problems experienced by third-grade students because of the instructional malpractices in education and develop a modeling with artificial neural networks. It was carried out according to the exploratory sequential model and consisted of two stages. In the qualitative part, a data pool with 35 items is created for the shortcomings caused by educational practices that underlie the reading problems experienced by the students through the opinions of 47 classroom teachers participating in this study. The second part is where the checklist designed based on the data obtained in the first part is administered to 174 classroom teachers who lecture the third graders. The numerical values are processed into MATLAB, and two different models, forecast and classification models, are developed for the shortcomings caused by educational practices that underlie the reading problems experienced by the students through artificial neural networks. In this regard, this study intends to identify solutions to the potential reading problems that students may experience due to the shortcomings caused by educational practices before they arise, and to develop preventive actions.

Technology may lead to many new problems, especially for students at high school level. The ease of using and accessing technology increases the risk of the younger pupils' addiction to technology. Problematic uses of technology, especially among high school students, include internet use, instant messaging, online gaming, social networking and computer use. Given the large young population in Turkey, it is important to evaluate the internet-based technologies' potentially positive effects as well as their undesirable effects. For this reason, the technology addiction levels of high school students before and after the pandemic and the change in technology addiction based on demographic characteristics (owning a computer, socio-economic level, time spent on social networks, grade level) were investigated. The cross-sectional survey method, one of the descriptive research designs, was used in the research. Participants consisted of 304 high school students selected via random sampling method. "Technology Addiction Scale" was used in the research. The data of the study was compared with the data of another study conducted with the same measurement tool and a similar sample before the pandemic. As a result of the research, when the addiction levels of adolescents before and after the pandemic are compared, it is seen that the students in the low-risk group move towards the risky and the addicted groups. In addition, it was determined that the percentage of highly-addicted students increased. It was observed that the students' highest addiction levels were in instant messaging, website use, social network use and online gaming, respectively. While the addiction levels of the participants varied based on the time spent on social networks and online gaming, the interaction effect between owning a computer and the family socioeconomic level also caused significant differences.

Sixty (35 girls) ninth graders were assessed on measures of algebraic reasoning and usage of visual and symbolic representations (with a prompt for visual use) to solve equations and inequalities. The study grouped visual representations into two categories: arithmetic-visual, which entailed the use of real-world objects to represent specific values of variables, and algebraic-visual, which involved formal representations like the number line and the coordinate plane. Symbolic representations, on the other hand, encompassed the use of standard algorithms to solve equations, such as changing the place of terms in an equation. The results reveal that the use of algebraic visuals, as opposed to arithmetic visuals, was associated with enhanced algebraic reasoning. Further, although the students initially relied on standard algorithms to explain equations and inequalities, they could produce accurate algebraic-visual representations when prompted. These findings suggest that students have multiple representations of equations and inequalities but only express visual representations when asked to do so. In keeping with the general relationship between visuospatial abilities and mathematics, self-generated algebraic-visual representations partially mediated the relation between overall mathematics achievement and algebraic reasoning.

This study investigated the change in preservice teachers' (PSTs) mathematics teaching self-efficacy through a mathematics methods course and revealed the best practices that helped the PSTs develop a higher self-efficacy and a growth mindset for teaching mathematics. We collected data through a scaled-response questionnaire to measure PSTs' mathematics teaching self-efficacy, and an open-response survey to explain what, in the methods course, facilitated the development of PSTs' (N = 92) self-efficacy and mindset for teaching mathematics. We conducted paired samples "t"-tests and descriptive analysis to examine the scaled-response questionnaire data and used an open coding process to analyse the open-response survey data. We found that the PSTs significantly improved their mathematics teaching self-efficacy throughout the methods course; and identified five practices that contributed most to the development of self-efficacy and growth mindset in teaching mathematics, which included inductive teaching, differentiation, supporting productive struggle, problem solving, and probing thinking questions. This study sheds light on how to strengthen teacher education programs to better prepare PSTs in teaching mathematics to elementary and middle school students.

Co-written by bachelor students and their lecturer, this commentary is a critical reflection on the Materiality and Urban Politics (SOC387) course taught at Boğaziçi University in Istanbul in the summer of 2022. The course unfolded during a time of political unrest at Boğaziçi following the appointment of a new president, which brought the campus under a state of police siege. In this context, SOC387 explored relations between the material and the urban/political through democratic and inclusive pedagogical approaches. Bringing together reflections on the sociopolitical context in which the course took place, classroom pedagogies, and students’ commentaries, we reflect on how the course helped participants redefine their sense of belonging to, and engagement with, Istanbul’s urban/political environment during a time of perceived disempowerment and “crisis of democracy” in Turkey. By exploring the productive tensions between urban space, politics, and democratic pedagogy, this commentary argues that teaching and learning in and about the city can be cathartic in reinforcing participants’ will to act on and contribute to urban politics.

The overarching goal of this design-based research was to explore WhatsApp's potential for facilitating and supporting speaking and pronunciation instruction in an EFL large-class speaking course. More specifically, this paper explored the perceived learning outcomes of WhatsApp-supported pedagogy in large English-speaking classes. Ninety-nine English students practiced their English by recording themselves, listening to the recordings, and comparing their recordings to native speakers' pronunciation. When satisfied with the quality, they sent their own recordings to a five-member WhatsApp group made up of their classmates. The recordings involved "speed reading, singing a song or reading the lyrics aloud, tongue twisters," and "making a video summary." Students listened to the recordings of the other four group members and provided feedback on pronunciation. The data were collected via an open-ended survey and individual and focus-group interviews. Qualitative content analysis of the data indicated that the vast majority of the participants reacted positively and mentioned the following major contributions to large speaking classes: (1) educational affordances for pronunciation, speaking, motivation, vocabulary, and reading; and (2) technological affordances, i.e. ease of use and accessibility. The adopted approach supported speaking and pronunciation instruction, specifically through instructor and peer feedback, speed reading, and ease of access. The paper concludes that it is rewarding to unravel WhatsApp's potential as a mobile instant messaging (MIM) tool in large-classes.

There is an urgent need in the educational community to explore the potential impact of advanced language models powered by artificial intelligence, such as ChatGPT, on thinking skills and creativity. These models hold significant promise for enhancing teaching and learning, but it is crucial to investigate their potential effects on these critical areas of cognitive development. This study employs a narrative inquiry approach, utilising weekly written narratives and qualitative interviews for analysis, to explore and understand student teachers' experiences, perceptions, and reflections on using ChatGPT in their teaching practices. Exploring the experiences and perspectives of 12 English student teachers, this research scrutinises the influence of ChatGPT on the development of thinking skills and creativity during the practicum part of a teacher education programme. Through narratives and interviews the study uncovers the benefits, challenges, and strategies for optimising the use of ChatGPT in pre-service language teacher education. Key findings reveal the importance of human-computer co-creation, engaging in critical analysis, and fostering collaboration to maximise the educational benefits of ChatGPT. These insights contribute to the ongoing discourse on the effective integration of AI in teacher education and offer practical recommendations for educators and students navigating the complex interplay between AI tools and independent thinking.

Objective: The aim of this study is to determine the frequency of bicycle helmet use among college students and health beliefs about bicycle helmet attitude. Participants: Turkish university students (n = 799). Methods: This descriptive and cross-sectional study was conducted over the period 2019. A sociodemographic and cycling related questionnaire form and the Bicycle Helmet Attitudes Scale were used in the data collection. Descriptive statistics, t-test, Anova and Kruskal Wallis tests were used in the statistical analysis. Results: Only 10.4% of students wear a bicycle helmet. Students who using bicycle helmets had higher benefit health belief scores compared to those who didn't, while barrier health belief scores were lower. There is a significant relationship between health belief scores for bicycle helmet attitude and gender, obeying traffic rules, thinking about helmet (unnecessary/disturbing/expensive/ridiculous) and helmet use. Conclusion: In this study, the frequency of using bicycle helmets is very low.

Technological Pedagogical Content Knowledge (TPACK) is defined as the teacher knowledge needed for effective technology integration. This study aimed to investigate preservice elementary mathematics teachers' TPACK development. TPACK survey was administered to 33 preservice teachers (PSTs), and six of them were selected via maximum variation sampling to represent as different cases as possible based on their mathematical knowledge and technological self-assessment. These six PSTs implemented four technology-based lessons (two microteaching sessions in the mathematics teaching method course and two lessons in the student teaching). Participants' TPACK levels were examined based on the development model proposed by Niess, M. L., Sadri, P., & Lee, K. (2007, April). Dynamic spreadsheets as learning technology tools: Developing teachers' technology pedagogical content knowledge (TPCK). Paper presented at the meeting of the American Educational Research Association Annual Conference, Chicago, IL. Results showed that participants had not used technology effectively and efficiently in their microteaching sessions and the first lessons in their student teaching. After evaluating their first lessons in schools, PSTs improved their teaching considerably. We suggest giving more opportunities for PSTs to teach with technology in classrooms and to assess their teaching practices reflectively.