Family is one of the most important social resource that should be utilized in this course. This study aimed to draw attention to the importance of providing family involvement in the social studies course and it involved an example practice for providing family involvement within the 5th grade social studies course. This practice was carried out on the basis of the unit "Learning about our Region" in the learning field "People, Places and Environments" which has the outcome "To be able to explain the effect of the climate seen in the region where students live on human activities by giving examples from everyday life". In the study, the lesson plans, family and student guidelines for the example practice were presented. In addition, for the example practice, video commentary taken during the activity, student anecdotal records, data obtained from student interviews and family opinions in the family co-operation notebooks were directly quoted in the presentation of the findings. As a result, providing family involvement to social studies lessons can contribute to the academic achievement of students, the development of responsibility consciousness and self-confidence, the strengthening of family relations and the individual development of families.

Education is a scientific field that makes use of findings from multiple disciplines. The interaction between neuroscience and education has opened new avenues for cognitive processes. This study is designed to expand upon scientific discussions that provide insights into how the interactive discipline of education can use findings from neuroeducation, which offers a holistic approach to findings from neuroscience and specifically cognitive neuroscience. The aim thus is to contribute to the field of education in multidisciplinary studies. In this study, the question of how teachers can "apply the results of cognitive neuroscience research to class" are discussed according to the results of the researches in the fields of neuroscience and cognitive neuroscience. Neuroeducation conception is approached differently than “brain-based/adapted learning”. Although both conceptions appear alike to each other, neuroeducation covers more extensive contents. This study is based on the findings from research in neuroscience and cognitive neuroscience. The premise therefore is that the findings from neuroscience, cognitive neuroscience and education should make a coherent whole for students’ motivation, emotions, speaking, vocabulary, conceptual understanding, problem-solving skills and ability to live in the community.

In this descriptive study the relational survay model was used, aiming at examining the pedagogical competences of the teaching staff working in vocational college and science literature faculties according to self-perceptions and student opinions. Forty-five teaching staff and 88 students working at Ahi Evran University were identified purposefully through vocational colleges and vocational colleges in the relevant university, and the data were collected quantitatively. In this study, "Teacher Proficiency Perception Scale", which was formed by transforming the items collected in 13 sub-dimensions into five-point Likert type based on the teacher competency study published by the Ministry of National Education in 2006, was used as data collection tool. While analysis the data, percent (%), frequency (f), t-Test and one-way ANOVA were performed and the hypotheses indicated in the sub-objectives were tested at 0.05 level. After examining the self-perceptions of the instructors, there is no significant difference between gender, faculty, year of service, having the educational formation license and opinions about in-service training. But it has been found that there is a significant difference between the opinions of the students on the proficiency of the instructors and the self-evaluations of the instructors. On the other hand, there is no significant difference between the students regarding gender and the faculties they attend, whereas there is a significant difference in favor of those who oppose the in-service training comparing to the students claiming in-service- training courses on education. According to another finding of the study, both the students and the instructors expressed a positive opinion about organizing of in-service pedagogical formation education.

Thoughts and values that constitute the content of Life Studies course are handled under the heading of personal qualities or values in Life Studies course curriculum. One of the envisaged values to be acquired with the Life Studies course is patriotism. Patriotism is related to the commitment of an individual to his country with a strong bond, his dedication to preserve, develop, and sustain its eternal existence. The main purpose of this research is to determine how primary third graders express patriotism with written expressions and pictorial depictions. The descriptive research method is used in this study. Data collection was conducted through a form that consists of an open-ended question and a drawing related to that question. The convenience sampling method was used to select participants. 166 third graders from five elementary schools in Kaman district of Kırşehir province participated in this research study. Data was analyzed through content and visual analyses techniques. The results indicated that students described patriotism as “love of the country”, “giving one’s life for the country”, “protecting the country”, “love the country the way Atatürk did”, and “love of the nation”. On the other hand, students pictured patriotism with drawings that represented “protecting the country”, “love of our flag and singing our national anthem enthusiastically”, “giving one’s life for the country”, “love the country the way Atatürk did” and celebrating national holidays.

As the main source of life science is the life itself, life science courses are the main dynamics of socialization in primary school education. Life science’s curriculum, which was updated in 2017, was started to be implemented gradually from the 1st grade in 2017-2018. In that context, the main objective of this study is to make a comparison between the life science curricula of years 2009 and 2017. The case study method was used in the qualitatıve design for the current study.  Data was gathered via critical sampling and the life science curriculum guide of 2009 and 2017 that were approved by the Ministry of Education. Objectives, content, teaching-learning process, evaluation of life science curricula were compared according to their vision, objectives, skills, values and approaches. Both curricula have similarities in terms of vision, objectives and evaluation methods. However, it can be argued that 2017 curriculum lacks concepts like values, skills and acquisitions about Kemalism. Moreover, it adopts a unit-based approach and it lacks adequate level of explanation especially for how to implement objectives, special weeks and days. We believe that our study will provide valuable contributions to the forthcoming researches on life sciences and will support the understanding on life science studies curriculum in Turkey.

Today the changing needs necessitates some changes in education systems. When the 21st century skills are analyzed, the students are expected to graduate with many skills such as knowledge generation, problem solving, critical thinking, effective use of technology and creativity. Particularly the beliefs about definition, construction, evaluation, position and formation of the knowledge are becoming more and more influential. The individuals’ beliefs about the nature of knowledge are called epistemological beliefs. The aim of this study is to describe the epistemological beliefs of pre-service primary teachers and to analyze them according to some variables (attitude towards the science lesson, gender, class level etc.) thought to be influential on these beliefs. Survey, one of the quantitative research methods, was be used and the epistemological beliefs of pre-service teachers were be described. The sample of the research was composed of 188 pre-service class teachers who were studying at Department of Primary School Education and were randomly selected. The Epistemological Beliefs Scale developed by Deryakulu and Büyüköztürk (2002), the Attitude Scale towards Science Course developed by Taşdemir (2008) and the personal information form developed by the researchers were used to obtain the data. The results showed that while the epistemolgy belief which learning depends on the effort of pre-service primary class teachers were novice level, belief that only one thing is true and learning depends on talent were less developed. Another result of the study was that the epistemological beliefs of the pre-service primary class teachers showed a significant difference according to the gender characteristics and class levels. Also, there was a positively meaningful relationship between the epistemological beliefs of the pre-service primary class teachers and the attitudes towards science.