The purpose of this research is to investigate the level of Empathetic Tendency and Critical Thinking skills of students who were placed/enrolled in the 9th grade after the 2021 High School Entrance Exam (LGS) in the central district of Tokat province and to reveal the relationship between these two variables. In the research, the scanning model was used to reveal the existing situation as it is, and in addition, the relational model was used to determine the relations between the variables examined in the study. The study group consisted of 408 students. It was found that the empathetic tendency levels of 9th-grade students were slightly above average, while their critical thinking skills were below average. Empathetic tendency levels showed a significant difference according to the gender variable, but it did not show a significant difference according to the mother-father attitude variable, it was found that there was no significant relationship between empathetic tendency levels and academic achievement, but there was a negative and low-level significant relationship between empathetic tendency levels and critical thinking skills.

The purpose of this study is to determine the effect levels of experimental studies in which the effects of learning styles on academic achievement are examined and to synthesize the findings of there search. Forth is purpose, experimental studies related to learning styles were examined and 18 studies that employed the learning-style based instruction and provided the data required for meta-analysis were included in the study. According to the fixed effect model of the studies, the overall effect size of the studies is d = 779, the Standard error value is SE = 0.056. In homogeneity tests, Q =110,686 was found. The absence hypothesis of homogeneity was rejected because the Q value exceeds its equivalent in the X2 table. I2 statistic value (83.738) was found to indicate high level of heterogeneity. By looking at the combined effect size value according to the random effects model (E ++ = 0.926), it is seen that the learning-style based instruction has a positive effect on academic achievement.

This research aims to determine employers' views on the problems experienced by mentally disabled individuals in the workplace. The study was conducted with ten employers who employed individuals with intellectual disabilities in a Western Black Sea Region province. The research data, which was conducted as a case study from qualitative research method designs, were collected through face-to-face interviews with semi-structured interview questions. The obtained data were analysed by content analysis. At the end of the data obtained, the findings of the research were gathered under a main theme and six categories. These categories are shift system, rest time, harmony and communication with colleagues, like the job, hygiene and cleaning, and tools and machines used in the workplace. According to the research findings, employers stated that individuals with intellectual disabilities have problems keeping up with the shift system and rest periods. In addition, employers stated that individuals with intellectual disabilities have problems liking their work and fulfilling the task. Employers pointed out that these problems stemmed from their inadequacies. They reported that they had problems in cleaning and hygiene, especially in the food sector. The study's findings were discussed concerning the relevant literature, and suggestions for future research were included.

The aim of this study is to examine views of preschool teachers on values education. Face to face interviews were conducted to get preschool teacher’s views on values education during 2021-2022 Academic year. Teachers were asked for their opinions about the difficulties they encountered in the field of values education, the types of activities they used for values education, and the most difficult and easiest value rankings, why they need a preschool education program in the field of values education. Moreover, they are asked to list 10 values that need to be included in the MoNE's list of values. According to the findings of this study, it was determined that teachers need a values education program “to prevent moral corruption.” The top 10 values that teachers want to be included in MoNE's preschool education program are as follows: Love, respect, honesty, patriotism, responsibility, justice, sharing, empathy, self-esteem and cooperation. It was found that preschool teachers mostly prefer drama, Turkish language and art activities for values education. Preschool teachers stated that the first 3 values that can be easily gained by children are “love, sharing, responsibility” values while the most difficult 3 values are “empathy, justice and cooperation.” The difficulties faced by preschool teachers in the field of values education were determined as follows: the absence of a values education program, difficulties in explaining children some values due to the fact that they are too abstract for children to comprehend, lack of related resources and inadequate parent-teacher cooperation in this regard.

The purpose of this study is to determine the perceptions of the 5th grade students regarding April 23 National Sovereignty and Children's Day celebrations through their drawings. The study was prepared by using a phenomenology design within the qualitative research model. The study group of the research consists of 77 fifth grade students studying in village schools. The drawing technique was used to collect the data, and the content analysis was used in the analysis process. In this context, the drawings of the 5th grade students were analyzed under 5 conceptual categories in total. These categories are as follow; “April 23 demonstrations, April 23 competitions, April 23 slogans/decorations, World Children’s Day and Independence War”. The result of the study reveals that the 5th grade students associate April 23 National Sovereignty and Children's Day with demonstrations, activities and competitions and perceive April 23 as a holiday gift to all children around the world. This research can also be prepared for other national holidays such as October 29 Republic Day and May 19 Commemoration of Atatürk, Youth and Sports Day with different participant groups.

The purpose of this study is to investigate lifelong learning competencies and individual innovativeness levels of elementary teachers and teachers in various fields applying a comparative analysis. Teachers’ lifelong learning competencies and individual innovativeness levels have also been examined in terms of gender, marital status and seniority variables. The study is conducted in a city from five different districts in Turkey and the study is a survey model. The sample consists of 718 teachers, 350 classroom teachers and 368 teachers in other realms. The data of the research have been collected by using the "Key Competencies Scale in Lifelong Learning" and the "Individual Innovation Scale". The data of the research have been collected through using the "Key Competencies Scale in Lifelong Learning" and the "Individual Innovation Scale". SPSS program has been used for the analysis of the data collected in the study. The findings show that the lifelong learning competency perceptions of all teachers are above the average and at a sufficient level, and both groups are in the moderately innovative and early majority category. It is concluded that there was no significant difference between the individual innovativeness levels and lifelong learning competencies regarding all teachers.

This research aims to examine the lifelong learning levels of prospective pecial education teachers in means of various variables. 132 prospective special education teachers, 82 females and 50 males studying at Bolu Abant İzzet Baysal University joined the research. The study has been designed with a single survey model and data were gathered with the Lifelong Learning Scale. To decide on the tests to analyze the lifelong learning characteristics of the participants, the kurtosis and skewness values and the normalcy of the scale scores were examined with the Kolmogorov-Smirnov Test. As a conclusion, participants’ scores were found to be high in general. No significant differences were observed in participants’ scores by gender, secondary school graduated and the grade level.  However lifelong learning levels of the participants diverged significantly by their age and the age had a wide effect on the prospective special education teachers’ lifelong learning levels. The lifelong learning level of those aged 18-22 is more than those aged 28-32 and those aged 33 and over. Suggestions for practice and further research were included.

Today, where the amount of consumption is increasing rapidly, waste management, which gains importance as recycling, recovery and reuse, is important how it is evaluated by the individuals who make up the social structure. Based on this idea, it was aimed to determine the attitudes of individuals from different sociocultural and socioeconomic levels towards solid waste and recycling in terms of various variables and to bring a social perspective to this issue. Scanning model was used in the research. “Attitude Scale Towards Solid Waste and Recycling” was used as a data collection tool. The sample of the research consists of 558 participants from different socioeconomic and sociocultural structures in line with the principle of voluntary participation. As a result of the research, it is seen that the attitudes of the participants towards solid waste and recycling are at a high level. In addition, it has been determined that various variables have an effect on the attitudes of the participants towards solid waste and recycling. Solid waste and recycling are subjects related to every aspect of life. From this point of view, it should be ensured that all individuals in the society develop their knowledge, behaviors and attitudes about solid waste and recycling.

Technological developments have also been effective in the diversification of educational environments. Along with traditional face-to-face education, distance education methods have also started to become widespread with the Information Revolution. Especially during the Covid 19 epidemic, education and training continued through online platforms. Until this date, distance education applications were used in a limited number of private primary and secondary education institutions. For this reason, the number of teachers who had previous knowledge and experience in distance education practices remained extremely low. Therefore, the majority of teachers met with distance education during the pandemic process. This historical pedagogical transformation process is one of the most important breaking points in the history of Turkish and world education. In this research, it will be tried to reveal the opinions of teachers about distance education applications during the Covid 19 pandemic. For this purpose, 10 open-ended questions were asked to the teachers in the study, which was carried out with the phenomenology pattern, which is one of the qualitative research methods. In these questions, teachers were asked about the online platforms used, the educational applications preferred to make the lessons more efficient, their advantages and disadvantages, and whether they meet their learning needs. At the end of the research, most of the teachers stated that face-to-face education is more effective especially in reaching students, but these applications and platforms provide a great advantage especially in order not to interrupt education during the pandemic process.

The primary aim of this study was to investigate the relationship between teachers' levels of digital literacy and their attitudes towards distance education. Teachers' perceptions of distance education and their digital literacy levels were also compared in terms of gender, major, age, professional experience and the time they spend online daily. The sample of this survey study consisted of 919 teachers with 10 different majors working in state schools in the 2020-2021 academic year. The data were gathered through the digital literacy scale and the distance education attitude scale. In data analysis, regression and Pearson correlation, independent samples t-test, one-way ANOVA and Post Hoc tests were employed. The results showed that the teachers had a good level of digital literacy and their attitudes towards distance education were at moderate level. Significant differences were observed in their attitudes towards distance education and digital literacy levels in terms of gender, age, major and the time they spend online daily. In addition, a positive and moderately significant relationship was found between the teachers' levels of digital literacy and their attitudes towards distance education, and it was concluded that their digital literacy levels were a statistically significant predictor of their attitudes towards distance education attitude.

In this study, the effect of OpenDyslexic font on increasing the reading fluency and reading comprehension skills of students with dyslexia was investigated. For this purpose, the effect of OpenDyslexic font on increasing the reading speed, reading accuracy, prosodic reading levels, reading levels and reading comprehension levels of students with reading difficulties was examined. Three students with a diagnosis of "Learning Disability" and a subdiagnosis of "Mixed-Type Disorder in Scholastic Skills" participated in the study. Participants are 10 years old and fourth grade level. In the study, "Inter-Subject Multiple Probe Model", one of the single-subject research designs, was used. In order to collect the research data, texts suitable for the fourth grade level were used. At the beginning level of the research, the texts in the font used in the textbooks were studied, and in the application phase, the texts were converted to OpenDyslexic font. Research results show that OpenDyslexic font is effective in increasing reading fluency and reading comprehension level in all three students. There was an increase in participants' reading speed, reading accuracy, prosodic reading and reading comprehension skills. It is recommended to include texts prepared with OpenDyslexic font in school textbooks.

In COVID-19 pandemic process, teachers paid effort to use Web 2.0 tools to make their classes interactive and more interesting in distance education. Central institutions have also planned and implemented various in-service trainings to support usage of technology by teachers. In the 2021-2022 academic year, distance education was terminated and face-to-face education was readopted. It can be argued that it is not acceptable to return to learning-teaching process in the classrooms without technology after two years of technology-based progress experienced with all the stakeholders of education. For this reason, it is important to make effective use of various web 2.0 tools in face-to-face education in order for students to experience and internalize technology as a teaching tool. In this context, the aim of this study is to reveal the opinions of social studies pre-service teachers as regards the Plickers application that they experienced with secondary school students. Document analysis was used in the study. In this context, the reflective texts were used as a data source where 24 pre- service teachers shared their application experiences in the portfolios they prepared in the Information Technologies in Social Studies course. The obtained data were analyzed by document analysis consisting of review, detailed examination and interpretation steps. As a result of the study, it was determined that the preparation and application processes of Plickers were experienced as “easy” and that its advantages outnumber disadvantages.

Interest, attitudes and motivation regarding a field have been shown to be one of the factors that influence success. Ensuring a positive interest, attitude and motivation can only be possible by determining these affective states. This study aimed at examining elementary fourth graders' attitudes towards the science course in terms of various variables. The participants were 155 fourth graders studying at an elementary school located in the Nevşehir province in the 2021-2022 academic year. The study was conducted in accordance with the survey method, a qualitative research method. The data were gathered through the Scale of Attitudes Towards the Science and Technology Course developed by Kenar and Balcı (2012). The scale included 12 items rated on a 5-point Likert scale. Paired samples t-test and one-way ANOVA were used in the data analysis. The findings showed that the fourth graders had positive attitudes towards the science course. The students' attitudes towards the science course did not show a significant difference based on gender, and parents' educational level. As a result, students' having positive towards the science course can contribute to the analysis of factors affecting success in this course in further studies.

This study aimed to analyze the learning outcomes in the 2018 secondary school mathematics curriculum according to TIMSS-2019 cognitive domain skills by using qualitative research method and document analysis. The study evaluated a total of 215 learning outcome statements in the Secondary School (5th, 6th, 7th, 8th Grades) Mathematics Curriculum published by the Board of Education and Discipline according to learning domains and grade level, taking into account TIMSS cognitive domain skills. Since some of the learning outcome statements in the curriculum contain more than one level, 268 outcome statements were categorized. According to the findings obtained from the research, approximately 28% of all learning outcome are in knowing, 48% in applying, and 24% in reasoning cognitive domains. The cognitive domain of knowing is mostly observed in the 5th grade learning outcomes. The applying domain is mostly observed in the 7th grade. The reasoning domain is observed at the highest rate in the 8th grade while it is observed with the lowest rate in the 5th grade. Remarkably, the applying cognitive domain is included the most in all learning domains in the distribution of the cognitive characteristics of the learning outcomes based on the learning domains. While the cognitive domain of reasoning takes place in the data processing learning domain at the highest rate; the cognitive domain of knowing is mostly located in the learning domain of numbers and operations.