The purpose of the current study is to examine the effects of homework designed with a differentiated method and traditional homework on the attitudes of 4th grade primary school students towards homework in mathematics. A quasi-experimental design with a pre-test-post-test control group, one of the quantitative research methods, was used in the study. The study group consists of 25 experimental and 26 control group students continuing their education in the 4th grade at a state primary school in Kayseri province in the 2023-2024 school year. In the study, the “Attitude Scale towards Mathematics Homework” developed by Bora (2018) and a “Semi-Structured Interview Form” were used as data collection tools. Differentiated homework designed by the researcher was given to the experimental group, and traditional homework was given to the control group for 10 weeks. At the end of the study, a significant difference was found in the post-test results of the experimental and control group students in favour of the experimental group. In addition, it was determined that there was a significant difference between the within-groups post-test scores for both the control and experimental group students and this difference was higher in the experimental group. The findings obtained from the interviews also supported the quantitative findings. Within the scope of the research, changes in students’ attitudes and experiences towards homework in the transition from primary to secondary school can also be analysed.

This study, which aims to explain the expectations of families in primary education, was designed with an exploratory sequential mixed method approach. While a checklist developed by the author, whose validity and reliability has been proven, was used for quantitative data, a semi-structured interview form was used for qualitative data. The participants of the research consist of 261 parents whose children are enrolled in a public primary. According to the results, the main expectations of the parents are “national-religious values” and “moral education” within the macrosystem. The microsystem dimension, which includes individual development and academic success, is in second place. While first grade parents prioritize academic success, national-religious-moral values are expected to be taught in the upper grades. The least expected concepts are “migration” and “family structure” within the chronosystem theme. In addition, awareness and sensitivity should be increased towards disadvantaged students whose parents’ expectations and knowledge levels are lower. According to the findings obtained from the study, the ecological systems theory is an appropriate tool for explaining parents' expectations from education. In order for school-family collaboration to progress healthily and for parents to meet their expectations, it is recommended that efforts be made at both the school level and within general educational policies, based on respect for ethnic and cultural differences, with a focus on national, religious, and moral values.

This study aims to examine the impact of educational digital comics on the writing skills and writing self-efficacy of fourth-grade students in Turkish lessons. A quantitative research method, the pre-test-post-test control group quasi-experimental design, was used. The study’s participants were 70 fourth-grade students (34 experimental and 36 control groups) from a primary school in Manisa during the 2022-2023 academic year. The sample was chosen using a non-random sampling method, and groups were determined through random selection with the approval of teachers and administrators. Data were collected using the “Writing Self-Efficacy Scale” and the “Writing Skills Rubric”. The Writing Skills Rubric was used to assess students’ writing abilities, considering factors such as word choice, grammar, readability, and mechanics. The Writing Self-Efficacy Scale was applied at the beginning and end of the process to evaluate the students’ self-efficacy in writing, including their writing attitudes, independent writing, reflective writing, and resistance to writing. Data analysis was performed using Kolmogorov-Smirnov normality test, independent sample t-test, dependent sample t-test, and exploratory factor analysis with SPSS software. Results showed that the experimental group, who received instruction using educational digital comics, had higher writing skills and self-efficacy compared to the control group. The study concluded that educational digital comics are effective in improving writing skills, and suggested that such tools could be used to foster creativity and diversity in education. Additionally, it was suggested that digital comics could be used in other subjects and skills as well.

In this study, in order to determine the trends of the studies on design thinking in Türkiye published between 2014 and 2024, a total of 34 studies, 18 graduate theses and 16 articles, published in our country by using Google Scholar and National Thesis Center, were examined by document analysis method, one of the qualitative research methods. Content analysis method was used to analyze the data obtained. The analyzed studies were examined within the framework of the basic sections that should be included in an article. As a result of the examinations, it was seen that the number of studies in this field has increased in the last 5 years. It was noticed that researchers mostly adopted the qualitative method and studies on young age groups were limited. In addition, it has been determined that the variables examined are also limited and there is a need to examine many variables in this field. It is recommended that researchers who are considering working in this field should work in young age groups and support their studies with quantitative methods.

This study examines the impact of the TÜBİTAK-supported project, “Mineral Hunters: An Adventure on the Trail of Geology” on secondary school students in Eskişehir, Türkiye. The project aimed to increase students’ curiosity about the region’s underground resources, including semi-precious gemstones and minerals, and to provide hands-on experiences in geology. Conducted over six days with 41 sixth and seventh grade students, the Project works involved both theoretical and applied activities, such as workshops, field trips, and creative tasks. In the study designed with explanatory sequential design from mixed method models, pre-test and post-test were applied in order to measure the knowledge levels of the students before and after the project. Results showed a significant improvement in students’ understanding of mineralogy and geology, with seventh-grade students showing higher achievement. The majority of students reported enjoying the project, particularly the hands-on activities and creative drama workshops. However, some students expressed dissatisfaction with the trip’s conditions, such as high temperatures and poor internet connectivity. Overall, the project was effective in enhancing students’ knowledge, skills, and interest in geology, suggesting the value of experiential learning in fostering deeper engagement with scientific topics. In light of the results obtained from the study, it is recommended that similar works, which allow students to learn by doing and observe on-site, be promoted.

Many recent studies have shown that the Flipped Classroom Model [FCM] significantly benefits students’ learning processes. This study used bibliometric analysis to evaluate the existing studies on using the flipped classroom model at the primary school level from a broad perspective. According to the results of the bibliometric analysis, it was found that the most frequently used keywords in articles on the use of FCM at the primary school level were flipped classroom, flipped learning, blending learning, primary school, motivation, and academic achievement, respectively. According to the co-citation analysis, Bergman, Hwang, Zainuddin, Lo, and Bishop are the most cited authors in this field. The most cited journals were Computers & Education, Educational Technology & Society. In the content analysis, researchers include 30 articles with the highest citations among the studies on using FCM in primary school. The findings reveal that the number of studies in this field increased between 2014 and 2021 but then decreased. On the other hand, results show that FCM can improve primary school students’ academic achievement, critical thinking, motivation, self-efficacy and self-regulation skills. The data provides promising evidence that the flipped classroom model can be effective at the primary school level. This study provides a general perspective for researchers who will conduct studies on the relevant section.

It is thought that cartoons, which play an important role in children’s development processes and create different effects on them in areas such as acquiring knowledge, gaining skills, developing values and attitudes, can be used as teaching materials. In this context, the aim of the research is to determine the cartoons that can be used in teaching the subjects in the fourth grade social studies course. Document analysis, one of the qualitative research methods, was used in the study. The data source of the research consists of cartoons on TRT Çocuk’s (TRT Kids) official YouTube channel. The research data were analyzed by document analysis. According to the results obtained from the study, 28 cartoon scenes compatible with 28 of the 31 topics determined for the social studies course were reached. In the research, it was determined that cartoons named “Elif ve Arkadaşları (Elif and Her Friends), Canım Kardeşim (My Dear Sister), Nane ile Limon (Mint and Lemon), Nasreddin Hoca Zaman Yolcusu (Nasreddin Hodja Time Traveler), Erdem (Erdem), Küçük Hazerfen (Little Hezarfen), Bulmaca Kulesi (Puzzle Tower), Dijital Tayfa (Digital Crew), Rafadan Tayfa (Rafadan Crew), Pak ile Pırpır (Pak and Pırpır), Keloğlan (Kaloghlan), Dedektif Reptır (Detective Reptır), Aslan (Aslan), Siberay (Siberay), Kukla Stüdyosu (Puppet Studio), Barbaros (Barbaros), Kuzucuk (Kuzucuk), Taktik 6 (Tactic 6), Pırıl (Pırıl) and Mutlu Oyuncak Dükkanı (Happy Toy Shop)” can be used in teaching the subjects determined for the social studies course. It can be recommended to use the identified cartoons in teaching social studies course.