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The purpose of this research is to determine the effect of digital stories on the listening comprehension skills of primary school 4th grade students. For this purpose, the research has carried out with a quasi-experimental design with pre-test post-test control group. The sample of the research consisted of 52 students studying in two different 4th grade branches of a public primary school in the second semester of the 2018-2019 academic year. The stories transferred to digital in the research have selected from the texts in 3 different Turkish textbooks at the 4th grade level of primary school published by the Ministry of National Education and taught to students in previous years. 8 narrative texts from the themes of "My Beautiful Country Turkey" and "Production, Consumption and Efficiency" in the textbooks have converted into digital through digital design programs. During the implementation process, the animations of 8 stories transferred to digital have watched by the students in the experimental group, and the students in the control group have read and listened to the same story texts by the teacher. The Listening Comprehension Test has used to determine the listening comprehension achievement scores of the students in the experimental and control groups at the beginning and end of the application process. As a result of the research, it has determined that there was a significant difference between the pre-test and post-test achievement scores of the students in the experimental group, where the stories have played digitally.

Today, digital technologies are used extensively in all areas of life, so education has important role to raise individuals who are researching, questioning, and constructing the knowledge. Digital storytelling; Written, visual, audio tools that work together, providing information in a digital environment is a method that allows students to learn with fun. The aim of the study is to compile the studies related with digital story (2005-2019) in Turkey. Descriptive scanning model was used in the study which is one of the qualitative research methods. The studies were examined in terms of their population, sample, years of publication, their universities, the indexes of the journals, their findings and the courses and disciplines that they are preferred most. Also, by including recommendation of the studies, the researchers aims to help teachers to shape their teaching process, experts to to improve program features, Ministery of National Education to develop projects on digital storytelling. As a result of the study, it was found that 2017 is the year that the most thesis were published whereas this situation is valid for 2018 in articles. Qualiative methods were preferred in articles generally, and in theses, researchers used quantitative methods. In sample choice, students were the most included group in the studies. When we look at the findings, the most encountered ones were "digital storytelling increases students' motivation, creative and critical thinking skills and problem-solving skills ". The recommendations of the studies were generally was "digital storytelling can be used in different areas and disciplines", "digital stories can be applied to students in different level and examine different variables". As a result, the study revealed the increasing importance of digital storytelling with the digital age. Also, it display that digital storytelling enables students learn actively by exploring, help to develop creative and critical skills, and give opportunity to learn by doing. [This study was presented as an oral presentation in 17th Primary Teacher Education Symposium.]

One requirement of realizing the aims of Turkish National Education is educating individuals that adopt the values of Turkish Nation. Families, educational institutions, and teaching materials have important roles to raise individuals who adopt social values and put them into practice. One of the important materials is written children books. In this context, the aim of the study is to determine the personal and social values dealt with in primary grade children's books. One of the qualitative methods, document analysis method was used in the study. Universe of the study was consisted of written children's books of elementary grades. Sample was consisted of children books that are sold in the city center of Kirsehir. The sample a total of 210 children from domestic and foreign authors who were selected by random sampling among the children's books belonging to different publishing house offered for sale in book stories in the city center of Kirsehir were created from the book. To collect data, "Values Control List" was developed and used by the researcher. Study findings showed that the children's books commonly include individual values are "responsibility, love, goodness, diligence, animal love and trust" and social values are "friendship, helpfulness and unity of family". The least mentioned individual values are "cleanliness, being patient, frugality, loyalty, being tactful and morality" and social values are "patriotism, peace, empathy, love of nature and freedom".

This study aims to compare the perceptions and self-efficacy skills of primary school teachers who have taken drama courses to those who have not in terms of the use of drama as a teaching technique. The sample of the study consists of prospective second and third grade teachers enrolled in the Primary School Teaching Department at Ahi Evran University in the 2015-2016 education year spring term. In the Primary School Teaching Department, drama classes are given in the fall term of the third year. Thus, the sample included students from only second and third grades. The study is descriptive, that is, it aims to reveal the current situation in total and makes use of a screening model. The data of the study was gathered using a five-point Likert scale including 40 questions. During the data analysis processes, the researcher made use of frequency, percent, arithmetic average, standard deviation and t-tests. The level of significance of the comparisons was 0.05. The study findings suggest that the prospective teachers' perspectives on using drama as a teaching method and their self-efficacy skills were moderate. Additionally, there was found to be no significant difference between teachers who have taken drama courses and those who have not in terms of self-efficacy, perceptions and gender.

Problem Statement: The aim of the first five years of primary school is to teach and help the students develop basic skills as stated in the Primary School Language Program and Guide. Creative thinking and intertextual reading are among these skills, and it is important to give these to the students during language courses. Purpose of Study: The purpose of this study is to determine the effectiveness and efficiency of an intertextual reading approach on the improvement of writing skills among primary school fifth-grade students. Methods: The "Pretest-Post-test with Control Group" experimental research model has been used. The sample for the study is comprised of fifth-grade students at Akpinar Primary School, located at Kirsehir. The "Creative Writing Rubric" has been used as the data gathering tool. The "Creative Writing Rubric" has eight subdimensions, namely "Originality of Ideas", "Fluency of Thoughts", "Flexibility of Thoughts", "Vocabulary Richness", "Sentence Structure", "Organization", and "Writing Style and Grammar". In this study, the creative writing works of the students have been examined and evaluated in terms of "Originality of Ideas" and "Vocabulary Richness". One-Way Anova has been used to analyze the relations inside test and control groups and the interrelations between them. Normal distribution of the obtained data has been analyzed in order to determine the reason for the differences between groups. "Post-hoc" has been applied, and the "Scheffe" test's results have been used. Findings and Results: At the end of the study, it was found that the "Originality of Ideas" and the "Vocabulary Richness" scores of the students from the test group, to whom the intertextual reading approach had been applied, are higher than from the students of the control group, where the courses had been conducted conventionally. This difference is statistically significant. These results show that the intertextual reading approach that has been applied to the test group is effective for improving the creative writing skills of the students in terms of "including creative and original ideas" and "word selection" (using the words appropriately and in line with the purpose of the text and making right usage choices, etc.). Conclusions and Recommendations: By using an intertextual reading approach, students' thought generation as well as their formation of relations between ideas, have improved. Thus, by using these activities during the creative writing skill development process, original idea generation can be established. Texts studied using an intertextual approach create a significant difference in the creative writing of fifth-grade students in terms of "word selection". Thus, through the higher connections made while applying intertextual reading, students learn more new words and can use them with different meanings, in the right places, and in line with their aims.

Aim of this study is to determine the effect of narrative and informative text types on Reading Comprehension levels of Primary Education 4th and 5th grade students. Application was fulfilled in 2011-2012 academic year with 134 students in a primary education school in Province Kirsehir. Reading comprehension tests prepared according to text types were used as data collection tool of the study. T-Test was used for associated samples when comparing reading comprehension marks of the students according to text types and T-test was used for unrelated samples when comparing reading comprehension marks of the students according to sex. In Comparisons, significance level is adopted as 0.05. As a result of the study it is determined that students understand narrative texts better than informative texts they read. Furthermore there is a significant difference in favour of female students between the narrative texts reading comprehension marks of male and female students for all tests except from 5th grade informative texts. (Contains 4 tables.)

This research aims to analyse the Effect of Scrolling and page by page moving Static Texts on Comprehension of Screen Reading of 4th grade students. The sample was composed of 46 students of 4th grade students of a elementary school in Kirsehir Central Province. The classrooms of the participants were selected by random sampling method and compared in the quasi experimental design. The students were assigned to experiment and control group according to the result of drawing. The achievement test for reading comprehension has been applied as a baseline test in order to understand the readiness level of the two groups. Then, 6 texts, compliant with the level of the students, (two narrative and two informative texts and a poem ) were read by the students. The students in the experiment group read the text with scrolling method and the students in the control group read the text with page by page moving method. As a post test, reading comprehension test, which composed of 30 questions, has been applied to students of both groups. Results showed that there is no significant difference between the comprehension scores of students who followed the page scrolling method and those who followed page-by-page reading method. (Contains 4 tables.)

Background/aim: In order to determine elderly people's capabilities in daily activities, we evaluated the factors that may affect their daily instrumental activities., Materials and Methods: We performed an observational, analytical, and cross-sectional study on 101 patients above 60 years of age in 2008 and 2009. We applied the Lawton Instrumental Activity of Daily Living (IADL) scale, the Standardized Mini-Mental State Examination (SMMSE), and the Geriatric Depression Scale (GDS) during one-on-one interviews with the patients. Demographic data and disability levels were also recorded. These data were used to evaluate the possible effects of factors on the IADL scale., Results: Statistical analyses indicated that total scores of instrumental activities are affected negatively by increased age, female sex, and literacy (P < 0.001, P = 0.005, and P = 0.021), whereas scores are affected positively by educational level (P = 0.047)., Conclusion: Our findings suggest that increased age, sex, literacy, and education levels influence elderly people's daily instrumental activities. Daily functional activities and factors influencing these activities should be determined in order to increase elderly people's quality of life and independence. It is important to evaluate elderly people's capabilities in daily activities.