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Bu araştırma, 2014-2021 yılları arasında matematik öğretiminde zekâ oyunları alanında yapılmış, bilimsel araştırmaların incelenmesini amaçlamaktadır. Bu araştırma kapsamında Ulusal Tez Merkezinde yer alan 11 yüksek lisans ve 2 doktora tezi; Google Akademik arama motorundan 5 makale, Web of Science (WoS) ve Education Resources Information Center (ERIC) veri tabanlarından 2 makale olmak üzere 20 bilimsel yayına ulaşılmıştır. Çalışmalar bilimsel araştırmaların sahip olduğu tüm bölümler dikkate alınarak incelenmiştir. Eğitim bilimleri enstitüsü, eğitim bilimleri anabilim dalı, eğitim programları ve öğretim bilim dalının en çok tez üretilen alanlar olduğu sonucuna ulaşılmıştır. Bu araştırmalar içinde nicel araştırmaların yoğunlukta olduğu, deneysel modeldeki bilimsel çalışmaların bilim insanları tarafınca daha fazla kullanıldığı tespit edilmiştir. Bununla birlikte araştırmacıların çalışmalarında öğrenci, öğretmen, öğretmen adayı gibi çoklu yönlü veri kaynaklarını tercih ettikleri tespit edilmiştir. Bu sonuçlar bir bütün olarak ele alınarak literatüre ilişkin öneriler getirilmiştir

The game is an important tool that provides motivation for the individual at almost any age while entertaining it, as well as providing achievements to the individual and socially. The use of this tool as an educational tool or material can help increase the success of learning-teaching processes. For this reason, the aim of this research was to develop a measurement tool that could be used to efficiently collect data or diagnose the preparation, planning, implementation, and evaluation processes of education and training processes. The sample size of this study, in which the validity and reliability of the scale were carried out, consists of 677 people who have different levels of learning. In this study, Kaiser-Meyer-Olkin, Barlett's Sphericity Test, Explanatory Factor Analysis, Cronbach's Alpha, substance total correlation, and Confirmatory Factor Analysis were performed to ensure the validity and reliability of the game and educational material use scale. At the end of these statistical operations, GaEMUS consisted of 22 items. An Exploratory Factor Analysis was performed on this structural condition. It was determined that the scale provided a four-factor scale structure: The Cognitive Process Dimension, The Psychological Dimension, The Psychomotor Development Dimension, and The Social Dimension.

Program dışı etkinliklerin; öğrencilerin akademik başarısını desteklediği, onların toplumsal ve kişisel gelişimlerine katkı sağladığı, okula ve okulun çevresine uyumlarını kolaylaştırdığı, akran ilişkilerini geliştirdiği, kendi ilgi ve yeteneklerinin farkına varmalarını sağladığı ve problem davranışlarını azalttığı düşünülmektedir. Bu sebeple bu kavram hem ülkemizde hem de dünyada popülaritesini ve önemini giderek arttıran bir kavram olarak karşımıza çıkmaktadır. Program dışı etkinliklerin öğrencilerin akademik, sosyal, duygusal ve kişisel anlamda çok yönlü gelişimlerine katkılarını incelemeyi amaçlayan bu makale sistematik olmayan bir derleme olarak desenlenmiştir. Literatürdeki deneysel çalışmalara özel önem verilerek program dışı etkinliklerin öğrenci gelişimine etkisinin incelendiği 14 çalışmanın sonuçları derlenmiştir. Bu derleme ile program dışı etkinlik uygulamalarının öğrencilerin akademik başarılarını, kişilerarası ilişkilerini, uyum sağlama kapasitelerini, öğrenme becerilerini olumlu yönde etkilediği öte yandan bu olumlu etkilerin sağlanabilmesi adına öğrenci özellikleri ve zaman yönetiminin dikkate alınması gerektiği, etkinliklere katılma noktasında; ülkeler, okullar ve bireyler arasında fırsat ve imkân eşitsizliği yaşandığı sonuçlarına ulaşılmış olup bu sonuçlar ışığında bazı öneriler sunulmuştur.

It is axiomatic to think of teaching, especially in a foreign language classroom context, without having moments to verify the extent to which the teaching is being successful or not. Teacher’s input is no guarantee that intake and output are taking place. Therefore, there is a constant need to check for understanding which is done usually by the means of questioning. However, the efficiency and the type of questions to be asked are crucial to assure the effectiveness of the check for understanding. Teachers, and language teachers in particular, should have a repertoire of means to check for understanding, there should be a variation not only in the types of questions to ask, but also in the use some alternatives which may bring variety and joy. Concept Questions (CQs) have been proven to be an effective means to check for understanding, they are easy, quick and simple which can make checks for understanding more efficient for teachers and students, but they should be well planned and asked depending very much on the stage of the lesson and what is being checked. The purpose of this article is to discuss how CQs are to be prepared, illustrate the way they can be successfully used in a language lesson, having a of Presentation Practice and Production (PPP) lesson as an example, and present new alternatives for check for understanding in a language classroom.

Critical thinking is an important skill type. It has become a growing focus of attention. Based on the growing interest in critical thinking skills, this research examines the relationship of critical thinking with cognitive competence. Data on sub-questions were collected taking into account the main purpose of the research. This study, which is an educational science study, examines the correlational relationship. In this context, 323 school counsellors participated in the research. The data collected using the data tools used in the research (CC and CT) was examined and the results were reached. Research results show that cognitive competence is an important variable in terms of critical thinking ability. It has been concluded that cognitive competence is an important variable for the ability to think critically. The participants had no significant effect on critical thinking and cognitive competence of gender variables with the classroom. Taking into account this result, recommendations have been developed for the more efficient use of cognitive competence in critical thinking.

Okul dışı öğrenmenin eğitim-öğretim hizmetlerine olan katkısı gün geçtikçe artmakla birlikte bu hizmetler zaman içerisinde daha fazla ilgi odağı olmaya başlamıştır. Türkiye’de, Türkçe ve Türk Dili Edebiyatı öğretiminde okul dışı öğrenmenin etkili olması için öğretmenlerin okul dışı öğrenmeye ilişkin mesleki yeterliklerinin ve farkındalıklarının olması gerekmektedir. Bu araştırmanın amacı Türkçe ve Türk Dili ve Edebiyatı öğretmenlerinin okul dışı öğrenme ve okul dışı öğrenmeyi düzenleme ile ilgili görüşlerini belirlemektir. Nicel veri analizine dayanan bu araştırmada ilişkisel tarama yöntemi kullanılmıştır. Bu amaç bağlamında araştırmaya 92 öğretmen katılmıştır. Katılımcılardan veri toplamak için Okul Dışı Öğrenmeyi Düzenleme Ölçeği (ODÖDÖ) kullanılarak bazı değişkenler yardımıyla onların bu konu hakkındaki görüşleri tespit edilmiştir. Araştırma sonuçları dikkate alındığında katılımcıların okul dışı öğrenmenin bilgi, planlama ve değerlendirme boyutlarına ilişkin yeterlikleri yüksek iken, uygulama boyutunda daha düşük yeterliğe sahip oldukları sonucuna varılmıştır. Katılımcıların ODÖDÖ yeterlikleri cinsiyet, branş türü ve görev yapılan okul türüne göre farklılaşmadığı tespit edilmiştir. Araştırmadan elde edilen sonuçlara göre alana ilişkin bazı öneriler sunulmuştur.

Bu çalışmanın amacı, 20219 ve 2021 yılları arasında Türkiye’de Mesleki İngilizce Öğretimi üzerine yapılan lisansüstü tez araştırmalarının güncel durumunu analiz etmektir. Yapılan araştırma çerçevesinde, YÖK Ulusal Tez Merkezi taranarak 23 akademik tez araştırmasına ulaşılmıştır. 23 akademik tez araştırmalarından 21’i yüksek lisans tezi ve 2’si doktora tezidir. Konu bağlamında, son üç yılda en fazla araştırmanın 2020 yılında yapıldığı bilgisine ulaşılmıştır. Bununla birlikte araştırmalarda yer alan bütün bölümler, dikkate alınmış ve incelenmiştir. Araştırmalardan 6’sının alan uzmanı, 11’inin öğrenen, 9’unun öğretim programı, 10’unun öğretim strateji-yöntem-teknik üzerine temellendirildiği sonucuna ulaşılmıştır. Araştırmaların temellendirildikleri boyutlar dikkate alındığında, araştırmaların veri kaynağının çok yönlü olduğu sonucuna ulaşılmıştır. 23 akademik tez araştırması incelenirken araştırma boyutları arasından en çok kullanılan veri kaynağının öğrenen boyutu olduğu belirlenmiştir. Buna rağmen yapılan araştırmaların analizi çerçevesinde, öğretimi ölçme ve değerlendirme, hizmet içi eğitim ve öğretim sürecinde karşılaşılan sorunlar üzerine temellendirilen araştırmanın olmadığı sonucuna ulaşılmıştır. Bu çalışmanın sonunda, 23 lisansüstü tezlerden elde edilen veriler ışığında öneriler sunulmuştur.

In this study, there were 3,335 football players from four continents from around the world formed a study universe in which the causes of athlete aggression. Also, the factors affecting athlete aggression were investigated with different variables. It has been observed that the levels of aggression of footballers are different according to the positions they play. As the number of matches that players participate in increases, aggression levels increase among the important results. A correlation was found between the ages of the footballers and their levels of aggression, but it was concluded that athletes born in December were more aggressive. Those born in January and those born in winter have shown minimal levels of aggression compared to other footballers. It has been interpreted as having higher levels of aggression, with football players born in December and winter receiving more penalties than other participants. In the continents where football players were born, the highest number of athlete aggression was observed in the participating football players from the continent of Europe, while the aggression of athletes born in the continent of Africa and Asia was found to be lower. Taking into account the data obtained from the research, it was concluded that the athlete's position, age, month, and season of birth and continent of birth are factors affecting athlete aggression.

The main purpose of this research was to reveal the opinions of prospective teachers of special education teacher education program about special education schools and the special education field. This study was used the phenomenological designed. It involved 14 special education teachers of Harbiye Selman Nasir Eskicak Secondary School. The collected data were subjected to data mining by content analysis. Some results had been obtained regarding the dreams and problems and solutions proposed by prospective teachers in a special education institution and special education. It had been found out that prospective teachers design student-centered and differentiate the disability differences among individuals-oriented design when designing special education schools. In addition, they pointed out that there were some problems related to teachers, teaching environment, curriculum, legislation and parents in the field of special education. It had been seen that prospective teachers who produce solutions to these problems have awareness about the field. With the help of the results obtained from the study, suggestions about the special education field were developed.

In the study, a mixed research method was used combining quantitative and qualitative data. The study group consisted of 302 school directors and deputy directors working in different schools within Hatay Province of Turkey. A data collection tool, developed according to the official standards of state schools, was used to collect quantitative and qualitative data together. In the quantitative dimention, we concluded that school administrators think that the music and fine arts classrooms, worship sections, sport fields, science laboratories, computer and technology laboratories were highly insufficient. The qualitative results also supported these findings. The participants stated that they wanted to expand the sport areas by adding indoor sports hall, football, basketball, volleyball and swimming pools. The participants also expressed that the physical deficiencies hinder the lessons being efficient, especially the lack of school gym, workshop and laboratory; moreover they stated that this situation turns the courses into more theoretical base than the practice, which are delimited between four walls of the classrooms. However, we have also observed some inconsistent findings between quantitative and qualitative dimensions of the study, as the results related to classrooms, heating and insulation were observed to be inconsistent when the qualitative and quantitative dimensions were compared.

This study examines the occupational problems of educational branch managers in local educational directorates as well as their expectations and suggestions on these problems. The study aims to reveal the problems of the branch managers regarding their occupational rights, assignments and duty place changes, roles and status, and their rise in their career steps based on the participants’ opinions and suggestions. In the study, a phenomenological model was used, and qualitative data was collected via standardized open-ended interviews. The working group, determined by snow ball sampling, was composed of 61 branch managers working in 30 different provinces and seven different regions across Turkey. The findings of the study revealed that the branch managers working in local directorates think that their salaries are lower than other educational managerial positions; their workload is quite heavy; they don’t have enough authority, although they have too many responsibilities. The participants also made suggestions for increasing branch managers’ salaries and wages by granting seniority, authority and special service compensation; raising additional indicators for retirement; and having more in-service, postgraduate and doctoral training opportunities. More than 2000 branch managers work in local educational directorates in Turkey however no scientific research about the problems of this local staff has been carried out so far. This study is likely to be the first specific research entirely carried out for local educational branch managers. By means of the study, it is also expected that the occupational problems of this managerial position will be better noticed in local educational management system.

Despite technological developments, and rapid information sharing, brought forth by information age, books still keep their power for acquisition of knowledge. In this regard, although textbooks and supplementary work books are learning tools by which information is given to i

Teaching programs are the basic elements and guides of the education-teaching processes. The correct understanding of the content of the teaching programs reveals the concept of the educational program literacy. The aim of this research is to study to identify the competencies of the educational program literacy of the pre-service teachers studying in the education faculties by arithmetic mean of the answers given to the scale items by department type, class level demographic variables and gender. In accordance with this purpose; a Teaching Program Literacy scale consisting of 29 items, developed by Bolat (2017) was used in the reading and writing dimensions about education programs and teaching literacy in order to collect data. In addition to the descriptive statistics of the collected data with the Education Program Literacy Scale, analyzes such as t-test, Tukey and Anova were also conducted. In the study, the general scanning model, which is one of the descriptive scanning methods, was used. The universe of the research is composed of all the pre-service teachers who are studying in different programs of Mustafa Kemal University Faculty of Education, the sample of the research constitutes a total of 785 pre-service teachers studying in Turkish Teaching, English Language Teaching, Science Education and Classroom Teaching programs of Mustafa Kemal University Faculty of Education. As a result of the research, the curriculum of the pre-service teachers has been differentiated in favor of female pre-service teachers in terms of literacy of writing by gender. However, gender change, from the general angle of the scale, did not cause any statistical differentiation. It has also been found that the opinions of pre-service teachers are close to each other on program literacy, depending on the program they are studying. It has been determined that there are statistically significant differences in favor of pre-service teachersstudying at the upper class among the class levels in which the pre-service teachers have studied. In addition, the results of the study showed that the pre-service teachers felt themselves sufficient in terms of understanding, interpreting and evaluation in terms of program literacy and felt themselves inadequate in terms of goals. Key words: Teaching program, teaching program literacy, teacher training.

Bu arastirma, 4. sinif trafik guvenligi dersinin cocuk trafik egitim parki kullanimi ile ogretiminin, ogrenci basarisi uzerine etkisini ortaya koymayi amaclamaktadir. Arastirmada ogrenci basari duzeyinin ortaya konmasinda on test-son test kontrol gruplu yari deneysel arastirma modeli kullanilmistir. Sekiz haftalik bir sure boyunca deney grubu ile yapilan trafik guvenligi dersi, belirlenen kazanimlar dikkate alinarak cocuk trafik egitim parkinda yapilmistir. Kontrol grubunda ise ayni kazanimlarin ayni surede sinif ortaminda ogretimi yapilmistir. Arastirmada, veri toplama araclari olarak, arastirmaci tarafindan gelistirilmis 16 maddelik “4. Sinif Trafik Guvenligi Dersi Kazanim Degerlendirme Sinavi” kullanilmistir. Deney ve kontrol gruplarinda, arastirmaya baslamadan once, es zamanli olarak on test uygulanmis, arastirma kazanimlarinin ogretiminin bitimiyle birlikte son test uygulanmistir. Arastirmada toplanan nicel veriler iliskisiz t testi ve iliskili t testi hesaplanarak analiz edilmistir. Arastirmadan elde edilen bulgular dikkate alindiginda deney grubu son test verileri ile kontrol grubu son test verileri arasinda, deney grubu son test verileri lehine istatistiksel olarak anlamli bir farkliligin oldugu belirlendiginden trafik guvenligi dersleri icin “cocuk trafik egitim parki kullanimin” ogrenci basarisina katki sagladigi sonucuna ulasilmistir.

Eğitim programı, toplumun en değerli gördüğü şeyleri çocuklara aktarmak için kullanılan geniş sosyal ve toplumsal anlaşmayı yansıtan politika beyanı olan resmi olarak onaylanmış teknik bir belgedir. Eğitim programı, eğitim faaliyetlerini düzenleyen temel bir eğitimsel kılavuz olmakla birlikte bir eğitim programı okuryazarı olmak öğretmen ya da öğretmen adaylarının temel becerileri arasında yer almaktadır. Öğretmen adaylarının aldıkları eğitim içerikleri onların birer eğitim programı okuryazarı olmasını sağlamalıdır. Bu çalışmanın amacı eğitim programı okuryazarlığı kavramına açıklık getirmek ve Eğitim Programı Okuryazarlığı Ölçeği'ni (EPOÖ) geliştirmektir. Araştırmanın çalışma grubunu Mustafa Kemal Üniversitesi Eğitim Fakültesi'nde öğrenim gören 313 lisans öğrencisi oluşturmaktadır. Çalışma grubundan elde edilen verilerle ölçeğin faktör analizi için uygunluğunun test edilebilmesi için Kaiser-Meyer-Olkin katsayısı hesaplanmış ve Barlett's Küresellik testi uygulanmıştır. Ölçek üzerinde yapılan Açımlayıcı Faktör Analizi (AFA) sonucunda ölçeğin iki faktörden oluştuğu anlaşılmıştır. Bu faktörler "okuma" ve "yazma" olarak adlandırılmıştır. Okuma faktörü 15 maddeden meydana gelirken yazma faktörü 14 madden oluşmaktadır. Ölçeğin tamamının Cronbach's Alpha içtutarlılık katsayısı ise 0,94'dür. Ölçeğin bu haliyle yapılan ikinci uygulamaya 215 öğrenci katılmıştır. Bu uygulamadan elde edilen yapılan Doğrulayıcı Faktör Analizi (DFA) sonuçlarına göre ölçek için belirlenen iki farklı yapının doğru olduğu tespit edilmiştir. Ayrıca ölçeğin iki faktörlü yapısının toplamda 29 maddeden meydana geldiği doğrulanarak ölçeğin geçerli ve güvenirliği sağlanmıştır, A curriculum is an officially approved technical document that is used to convey the knowledge, regarded most valuable by society, to children, and that reflects the broad social and social consensus, and that with policy statement. As well as a curriculum is a basic training manual that arranges training activities; being a literate of a curriculum is among the basic skills of teachers or teacher candidates. The content of the training, received by teacher candidates, should ensure them to be a curriculum literate. The purpose of this study is to clarify the concept of curriculum literacy, and improve Curriculum Literacy Scale (CLS). The study group of the research was consisted of 313 undergraduate students studying at Faculty of Education of Mustafa Kemal University. The Kaiser-Meyer-Olkin coefficient was calculated and the Barlett's Sphericity test was applied so that the appropriateness of the scale for the factor analysis could be tested through the data obtained from the study group. As a result of the exploratory factor analysis (EFA) of the scale, the scale was understood to consist of two factors. These factors were called as “reading” and “writing”. As well as the reading factor is composed of 15 items, the writing factor is composed of 14 items as well. The Cronbach's Alpha internal consistency coefficient of the whole scale is 0.94. 215 students participated in the second application, performed with current state of the scale. According to the Confirmatory Factor Analysis (CFA) results obtained from this application, it was determined that two different structures determined for the scale were correct. Besides, the validity and reliability of the scale was approved by verifying that the scale is composed of 29 items in total

Learner centered activities take an important place in modern learning approaches. These activities are both setting the student to work and increasing the teacher’s guiding properties in learning environment. Moreover the classes which have classically learning environment turn into training workshops. Reflection of technological improvements to education have an important place for being this approach is successful. In the reversed classes which have learner centered, there are accessorily used computer, printer, internet and internet based networks for providing students self-access. In Turkey, Education Information Network (EIN) which is developed by MEB contributes high for this issue to educators and students. But, there is a lack of knowledge in educators about filipped classrooms. And therefore, this research is that flipped classrooms and flipped learning on information while Education Information Network (EBA) provides location-based usage. This study is a qualitative research in education based on literature review. In this study was conducted literature review with the help of keywords. Sources achieved by this method was used to support the research and concluded. ÖzetModern öğrenme yaklaşımlarında öğrenen merkezli eğitim faaliyetleri önemli bir yer tutmaktadır. Bu faaliyetler öğrenciyi aktif olarak işe koştuğu gibi öğretmenin öğrenme ortamındaki rehberlik etme özelliklerini artırmaktadır. Ayrıca klasik anlamda öğrenme ortamı olan sınıflar, eğitim atölyesine dönüşmektedir. Bu yaklaşımın başarılı olabilmesinde ise teknolojik gelişmelerin eğitim alanına yansımaları önemli bir yer tutmaktadır. Öğrenen merkezli anlayışa sahip ters yüz edilmiş sınıflarda öğrencinin bireysel öğrenmesini sağlamak için; bilgisayar, yazıcı, internet ve internet tabanlı ağlar yardımcı olarak kullanılmaktadır. Türkiye’de MEB tarafından geliştirilen Eğitim Bilişim Ağı (EBA) bu konuda eğitimcilere ve öğrencilere önemli katkılar sağlamaktadır. Ancak ters yüz edilmiş sınıflar ve ters yüz öğrenme hakkında eğitimcilerde bir bilgi eksikliği bulunmaktadır. Bu nedenle bu araştırma ters yüz öğrenme ve ters yüz sınıflar hakkında bilgi vermeyi amaçlarken ters yüz edilmiş sınıfların Eğitim Bilişim Ağı (EBA) tabanlı kullanımına yer vermektedir. Literatür taramasına dayanan nitel bir eğitim araştırması olan bu çalışmada anahtar kelime yardımıyla literatür taraması yapılmıştır. Bu yöntemle ulaşılan kaynaklar, araştırmanın desteklenmesi ve sonuca ulaşmasında kullanılmıştır.

The purpose of this study is to adapt Digital Educational Games Usage Scale (DEGUS) that was developed byBonanno & Kommers (2008) to Turkish with the companion of a group of university students studying in departmentof English Teaching. In order for scale items to be the same in terms of language, firstly the translations of the itemswere carried out both from English to Turkish and Turkish to English, afterwards examining the forms gathered fromthe students, significant and positive correlations were detected among the data. Exploratory and confirmatory factoranalyses revealed that the scale had four dimensions. In item total correlation calculation of the scale it was observedthat all the items were above .40, item factor loads varied between .51 and .68, Cronbach Alpha internal consistencycoefficient was .78 and test retest correlation was .88. Significant relations were in the calculations regarding thecorrelation analyses of the scale.

It was aimed at this research to determine the student and teacher opinions relating to the monitorability of educational videos. The study group includes 202 teachers and 486 high school students who are studying totally 688 people at public school in the province center of Hatay in 2017-2018 academic years. The questionnaire form about the monitorability of education videos that was created by the investigators was used as the data collection tool. The answers for the items such as gender, age group, branch, time of the educational video were analyzed for the teachers. The answers for the items like gender, class, time of the educational video were analyzed for the students. Descriptive analysis technique was used in the analysis of the data. Moreover, percentage (%), frequency (f) values were also utilized. Teacher and students have generally mentioned that the items belong to personal characteristics, duties of video narrator and the specifications of the video are effective on the monitorability of the educational videos. According to another opinion, the time of the video should be between 5 and 10 minutes.

While philosophy has confronted us as a concept that has taken place in every age of the thinking adventure of the humankind, philosophical considerations have been influential on all elements of human creation. One of these influence areas is education studies. Education has been influenced by the philosophy of education, which has occurred more specifically than philosophy. Educational leaders and pre-service teachers should notice the availability of using this influence and the educational philosophy as a tool. This research was conducted in order to determine the perception of educational philosophy in the industrial age 4.0 and to find the educational philosophy productivity of pre-service teachers. The study group includes 111 pre-service teachers who take the training philosophy course in the 2nd class level in the Faculty of Education of Mustafa Kemal University in Turkey. 72 of these pre-service teachers are female, and 39 are male. This research where quantitative and qualitative data are used together is a mixed educational research. In the study, a 25-question test developed by the researcher and a semi-structured interview form consisting of 3 questions has been used to collect data. While the pre-test and post-test studies were conducted with the test which is the data collection tool, the data were analyzed by using the descriptive analysis and the content analysis of the data obtained from the interview form. When the findings of the study were taken into consideration, it was found that there was a significant difference between pre-test scores and post-test scores of the pre-service teachers participating in the research. The teaching process of the training philosophy course given has been found to be successful. It has been concluded that pre-service teachers have expressed the philosophy and education relationship with human-based views. It has been found that pre-service teachers prefer the "progressive training philosophy" if they want to make a new educational design. However, it has been determined that pre-service teachers did not have an idea about technology and technological developments in the industrial age 4.0.

Social media networks are the most important product of the development of computer and communicationtechnologies that affect social life. Social media networks have become a driving force in social and culturaldevelopment, while providing social contact for people. This force has improved its sphere of influence oversocieties in many fields such as health, defense, banking, commerce, marketing and entertainment, especially ineducation, which sometimes have no relationship with each other. This study is a qualitative educational researchbased on content analysis of teacher candidates' research on using social media networks. The study's population iscomposed of 552 teacher candidates who are reached with the help of social media networks. A data collection tooldeveloped by the researcher in order to collect data was used in the research. A personal information sectioncontaining information on the participants and their use of social media networks was used in the first part of the datacollection tool while a form consisting of 7 semi-structured questions was used in the second part. Data wereanalyzed by using descriptive analysis and content analysis for the data obtained from data collection tool. Given thefindings of the study, it is concluded that more than half of teacher candidates participating in the research use socialmedia networks more than once every day; more than half of these candidates use social media networks for 2 to 4hours a day; they mostly use mobile instant messaging tools; the most popular social media networks teachercandidates are Instagram and Facebook; they mostly use social media networks in order to communicate with theirfriends; they attribute different meanings to social media networks and they regard social media tools as apedagogical value.

The aim of this study is to define the points of view of the schools directors on administratorship CPD training course organized by local educational directorates. A mixed model was used in this study and related data was evaluated both at quantitative and qualitative dimensions. The sample group was formed by 174 participants among 567 school directors who participated to the administratorship CPD training course organized by Şanlıurfa Local Educational Directorate in Bozova, Haliliye, Siverek and Viranşehir districts in educational year of 2015 and 2016, and study group was formed by 149 school directors who participated the CPD training course in the same educational districts. Data was collected via a survey in quantitative dimension and by phenomenological interviewing technic in qualitative dimension. In the study, it was concluded that CPD course led the participants acquire new knowledge and skills, and have new perspective and understanding related to school management, the content of training course and qualification of the instructors were efficient enough according to the participant school managers, the CPD course was sufficient in terms of educational tools and equipment, school managers pay more attention to self-learning and find the CPD course sufficient enough in terms of self-learning opportunities, participants are concerned about the teaching methodology of the training course and they demand to have teaching methods which will depend on practical and operative activities rather than theoretical and academic information, the participants were not satisfied with the facilities supplied by the CPD organization, the timing of the CPD course was not welcomed and many participants stated their negative concern about the timing of the CPD course as it was held within educational year and as they had to manage their school simultaneously.

Bu araştırma mesleki ve teknik eğitim alanında eğitim-öğretim faaliyetlerini yerine getirecek olan öğretmenlerin Türkiye, Almanya, Amerika Birleşik Devletleri, Avustralya, Fransa, İngiltere ve Japonya’da nasıl yetiştirildiklerini ortaya koymaktadır. Bu araştırma, nitel bir araştırma olup doküman analizine dayanan bir karşılaştırmalı eğitim araştırmasıdır. Araştırma evrenini Türkiye, Almanya, Amerika Birleşik Devletleri, Fransa, İngiltere ve Japonya ülkeleri oluşturmaktır. Araştırma evrenini oluşturan ülkelerin mesleki ve teknik eğitimlerine ilişkin ulaşılan yazılı, görsel, basılı ya da sanal ortamdaki kaynakların doküman incelemesi yapılarak veri toplanması yapılmıştır. Bu araştırmada seçilen ülkelerdeki bu alana ilişkin öğretmen yetiştirme kurumları, eğitim alınan okullar, öğretmen akreditasyonu, mesleki sınavlar ve yeterlilikler ile ilgili bilgiler ve karşılaştırmalar verilmektedir. Araştırmadan elde edilen bulgular dikkate alındığında araştırma kapsamındaki ülkelerin tamamında alana ilişkin bir öğretmen yetiştirme faaliyetleri bulunmasına karşın farklı okul yapıları ve eğitim türleriyle mesleki ve teknik eğitime öğretmen yetiştirildiği görülmektedir. Türkiye dışındaki ülkelerde bu alana ilişkin olarak öğretmen yetiştirmede nasıl bir yol izleneceği açıkça belirlenmesine rağmen Türkiye’de mesleki ve teknik eğitim fakültelerinin kapatılmasıyla bu alana nasıl öğretmen yetiştirileceği netlik kazanmamıştır. Ayrıca mesleki ve teknik eğitime öğretmen yetiştirmede ülkelerin öğretmen yetiştirme okulları ile sertifika yeterliğine dayanan modelleri uyguladığı tespiti yapılmıştır., The purpose of this research is to reveal how the teachers, who will fulfill their educational activities in the field of vocational and technical education field, is trained in Turkey, Germany, the United States, Australia, France, England and Japan. This research is a qualitative and comparative educational research, based on document analysis. The countries consisting of the universe of the research are Turkey, Germany, the United States, Australia, France, England and Japan. Data were collected by document review of the vocational and technical educational resources of the countries consisting of the universe of the research, being reached in written, visual, printed or virtual environments. Information and comparisons, regarding this field in the countries selected, for teacher training institutions, schools from which education have been received, and teacher accreditation, occupational exams and proficiencies have been given in this research. Considering findings from the research, although all countries in the scope of the research have had teacher training domains of any branch, teachers have been trained for vocational and technical education, with different types of school structure and training in these countries. Although the way to be followed in teacher training of this field has been defined clearly in the countries other than Turkey, it is still not clear how teachers will be trained for this field because of closure of vocational and technical faculties of education in Turkey. Also it was determined that these countries have applied models based on certificate of competence apart from teacher training schools in teacher training for vocational and technical education.

Bu calismanin amaci gelistirilen Cok Boyutlu Sosyal Degerler Olcegi icin yapilan olcek gelistirme, gecerlilik ve guvenirlik ile ilgili calismalari ve bu calismalardan elde edilen veriler isiginda ortaya cikan olcme aracini tanitmaktir. Arastirmadan elde edilen nicel verilerin analizinde betimsel istatistiklerin incelenmesinin yani sira, faktor analizi, korelasyon, guvenirlik, t testi, varyans, frekans, standart sapma, Bartlett Kuresellik Testi, Kaiser-Meyer-Olkin analizleri kullanilmistir. Olcme aracinin uygulanmasi ile elde edilen veriler isiginda yapilan hesaplamalarla aracin gecerlik ve guvenirlik test degerleri kabul edilebilir duzeyde oldugu gorulmustur. Bu arastirmada elde edilen bulgular, CBSDO’nin sosyal degerleri olcmede gecerli ve guvenilir bir arac oldugunu gostermektedir. 5’li likert tipinde hazirlanan olcme aracinda 42 adet sosyal degerler ifadesi yer almaktadir. Bu sosyal degerler olceginde 6 sosyal deger boyutu yer almaktadir.

Toplumu oluşturan bireylerin inanç, tutum ve davranışları sonucu ortaya çıkan ve onları birbirine yaklaştıran değerlerler kişinin ait sağlamaktadır. Değerlerin aktarımında en önemli görev aile kurumuna ait olsa da asıl görev eğitim kurumlarına ve eğitimcilere düşmektedir. Ailede başlayan ve özellikle okulda devam eden değerlerin benimsenmesi sürecinde bireyin davranışlarını istenilen yönde değiştirebilmesini sağlayacak olan temel öğe de öğretmendir. Sosyal değerlerin özümsenmesinde bilhassa önemli olan Sosyal Bilgiler öğretmenlerinin sosyal değerleri ne derece benimsediği büyük önem arz etmektedir. Bu çalışmanın amacı Sosyal Bilgiler öğretmeni adaylarının sosyal değerlere ilişkin görüşlerinin incelenmesidir. Çalışma, 2013-2014 eğitim-öğretim yılı güz yarıyılında Gazi Üniversitesi ve Ağrı İbrahim Çeçen Üniversitesi Eğitim Fakültesi Sosyal Bilgiler Öğretmenliği Bölümünde öğrenim gören toplam 517 öğretmen adayı ile yapılmıştır. Bu çalışmada genel tarama modeli kullanılmıştır. Araştırmanın verileri "Bir Değer Ölçme Aracı: Çok Boyutlu Sosyal Değerler Ölçeği" ve "Demografik Özellikler Anketi" ile toplanmıştır. Çalışma sonuçlarına göre öğretmen adaylarının sosyal değerlere ilişkin görüşlerinin cinsiyetleri ile sosyo-ekonomik statü [SES]lerine göre değiştiği görülmüştür. Farklılıkların hangi alt boyutlarda olduğunu belirlemek amacıyla Follow-Up Pairwise testi yapılmıştır. Bu test sonuçlarına göre öğretmen adaylarının cinsiyete göre politik değerler arasında istatistiksel olarak bir farklılık olduğu belirlenmiştir. Ayrıca SES'e göre politik değerler ve bilimsel değerler arasında da istatistiksel olarak bir farklılık olduğu belirlenmiştir, Values, which are results of beliefs, attitudes and behaviors of individuals that form society, and which adduct individuals, assures that a person lives according to the norms of the society he belongs. Transmission of values is primarily a task of the family. In fact, however, the task is laid on education facilities and educators. In the process of adoption of values, which start in the family and continues especially at schools, teacher is the basic element that will ensure the individual will change his actions in a desired way. Therefore it is very important to what extent social sciences teachers, who are especially important in adoption of social values, adopt social values. The aim of this study is investigation of social sciences teacher candidates’ opinions involving social values. The study was conducted during fall semester of 2013-2014 education year with a total of 517 students in Social Sciences Teaching Departments of Gazi University and Agri Ibrahim Cecen University. General screening model was utilized in the study. Study data were collected through “a value estimation tool: multi-dimensional social values scale” and “demographical properties survey”. The results suggest that teacher candidates’ opinions on social values change with relation to gender and socio-economical status (SES). To determine what sub-dimensions these differences belong, follow-up pairwise test was used. According to results of this test, there is a statistically significant difference between political values with relation to gender. In addition, there is a statistically significant difference between political and scientific values with relation to SES

The main points in reading education read it to understand. Learning happen in case of no meaningful reading is not possible. History lesson of reading skills must be improved in order to achieve success. The purpose of this study Turkish culture is the history lessons to improve reading comprehension skills by utilizing the basic resources. History of reading skills form the basis of the course is to provide education and training in the use effectively. In doing so our main source read in the past is to try to learn in light of our own resources. Pretest-posttest control group quasi-experimental research model is used in this study because of the purpose of evaluating the effect of teaching method based on the primary sources of Turkish culture on student success. In this study, the teaching based on the primary sources of Turkish culture is used as the independent variable, student success is used as dependent variable. Pretest and post test results applying the experimental and control groups were obtained. The experimental group subjects Kutadgu Bilig according to the results of teaching with the reading of selected sections has been found to be a significant difference in the final test. ÖzetEğitim-öğretimde en temel husus okuma, okuduğunu anlamadır. Anlamlı bir okuma yapılmadığı takdirde öğrenmenin gerçekleşmesi mümkün değildir. Tarih derslerinde başarı elde edebilmek için okuma becerisinin geliştirilmiş olması gerekir. Bu çalışmanın amacı; tarih derslerinde Türk kültürünün temel kaynaklarından yararlanarak okuma-anlama becerilerini geliştirmektir. Eğitim-öğretimin temelini oluşturan okuma becerisinin tarih derslerinde etkili bir şekilde kullanılmasını sağlamaktır. Bunu gerçekleştirirken de temel kaynaklarımızın okunmasını, geçmişi kendi kaynaklarımızın ışığında öğrenmeye çalışmaktadır. Bu araştırmada, Türk Kültürünün temel kaynaklarına dayalı öğretim yönteminin öğrenci başarısına etkisinin incelenmesi amaçlandığı için ön test-son test kontrol gruplu yarı deneysel araştırma modeli kulla­nılmıştır. Araştırmada, Türk kültürünün temel kaynaklarına dayalı öğretim bağımsız değişken, öğrenci başarısı bağımlı değişken olarak kullanılmıştır. Deney ve kontrol gruplarına ön test ve son test uygulanarak bazı bulgular elde edilmiştir. Deney grubuna Kutadgu Bilig’den ders konusuna uygun olarak seçilen bölümlerin okunması ile gerçekleştirilen öğretim sonucu son testte anlamlı bir farklılık olduğu tespit edilmiştir.

Ogrenci gorusleri yardimiyla okulun ortuk programinin belirlenmeye calisildigi bu arastirma, 2012-2013 egitim-ogretim yilinda Ankara Ili Cubuk Ilcesi sinirlari icinde yer alan bir ilkokulun dorduncu siniflarindan rastlantisal olarak secilen bir siniftaki ogrencilerin gorusleri alinarak yapilmistir. Arastirmaci tarafindan daha onceden belirlenen gorusme sorulari, gorusme ortaminda ogrencilere yoneltilmis ve ogrencilerin bu sorulara verdikleri cevaplarin icerik analizleri yapilarak bulgular ve yorumlar yapilmistir. Bu calisma ile ogretmen kisilik ozellikleri, ogretmen ogrenci iliskileri, ogretmen mesleki bilgisi ozellikleri, sinif ortami ve bu ortamda uygulanan odul ve cezalara iliskin bazi sonuclara ulasilmistir.