This study examines the metaphorical perceptions of students enrolled in higher education programs that admit candidates through special talent exams, focusing on the 800 thousand success ranking threshold and pedagogical formation. Conducted as a qualitative case study, the research involved 83 students from Fine Arts Education, Faculty of Fine Arts, Conservatory, and Sports Sciences departments. Each participant produced one metaphor for each topic, resulting in 166 expressions. Data were analyzed using content analysis and categorized as positive or negative. Regarding the 800 thousand threshold, 43 positive and 40 negative metaphors were identified. Positive metaphors emphasized themes like “distinctiveness” and “difficulty,” suggesting the threshold serves as a legitimate quality filter for teacher selection. Negative metaphors focused on “injustice,” “worthlessness,” and “obstruction,” especially from students in talent-based fields who felt disadvantaged by standardized exams. For pedagogical formation, 24 positive and 59 negative metaphors were recorded. Positive metaphors portrayed it as a “necessity,” a path to “experience,” and a means to “realizing dreams.” In contrast, negative metaphors described it as “inadequate,” “unfair,” and “lacking value,” often seen as a shortcut undermining formal teacher training. Overall, students viewed the 800 thousand threshold more positively than pedagogical formation. While the threshold was seen as necessary for teacher quality, formation drew criticism for its perceived unfairness and weak legitimacy. The study recommends aligning teacher education curricula with threshold standards, encouraging Basic Proficiency Test [TYT] preparation, and restructuring pedagogical formation to ensure fairness and higher quality.

Magazines play an important role in children’s development in many areas, especially cognitive development. It is also possible to utilize this function of magazines for educational purposes. The aim of study was to determine which topics within the social studies curriculum the content of Meraklı Minik magazine could be related to. In this context, a qualitative research approach was adopted in the study. The study examined the Meraklı Minik magazine in detail through document review. The data source for the study consists of thirteen issues of Meraklı Minik magazine published during the first week of each month from February 2024 to February 2025. In the analysis of the data obtained in the study, the document analysis method was used. For the validity of the study, expert opinions were obtained regarding the categories created. To ensure the reliability of the study, the categories and codes created by the researcher were compared with the expert opinions. The research found that Meraklı Minik magazine covers a variety of topics in the categories of history, geography, sociology, economy, folklore, art, and citizenship. Geography was the category with the most topics, with thirty four. There were fourteen topics in the arts category, six in history, four in economy, two in folklore, one in sociology, and one in citizenship. According to this study, it is observed that the topics in Meraklı Minik magazine appear mostly in the category of geography, followed by art. It is recommended that Meraklı Minik magazine be used in social studies course.

It is believed that story writing, an important skill that enables children to express their feelings, thoughts, and imagination, may be related to students' attitudes toward writing. The aim of this study is to examine the relationship between writing attitudes and story writing skills of primary school students. The research, in which the relational survey model was used, was conducted in Keçiören district of Ankara. In study, which involved 379 elementary school students in the fourth grade, “Student Personal Information Form, Writing Attitude Scale, Free Story Writing Form, Story Completion Form, Story Writing with Story Map Form and Story Writing Evaluation Rubric” were used as data collection tools. Independent groups t-test, one-way analysis of variance test [ANOVA], Kruskal-Wallis H test, Pearson correlation analysis were applied to the data obtained. As a result of the study, it was determined that fourth grade primary school students’ attitudes towards writing were positive, while their skills in free story writing, story completion and story writing with story map were weak. It was found that the students’ attitudes towards writing did not differ significantly according to gender, whereas the skills of free story writing, completing story and writing a story with a story map differed significantly in favour of female students. The study revealed a meaningful, positive, and low-level relationship between the writing attitudes of the participating students and their skills in free story writing, story completion, and writing a story with story map. Writing activities can be made enjoyable for students, thereby developing their attitude toward writing.

It is known that autism spectrum disorder [ASD], which is diagnosed in early childhood and is characterized by inadequate social interaction and repetitive behaviors, is rapidly increasing all over the world. Teachers’ attitudes in early childhood directly affect the development of children with autism. The primary aim of this study is to reveal the attitudes of teachers despite this remarkable increase. The target group of this study consists of teachers of children with ASD A total of 283 participants responded to the questionnaires, 95% of whom are female teachers and 5% are male teachers. Relational survey model is preferred in the study. Teachers’ attitudes towards inclusive education of children with autism showed a significant difference in terms of variables such as age, education level, professional seniority and seminar attendance. In the present study, the Personal Information Form, developed by the researcher, was employed as a data collection instrument. To assess teachers’ attitudes, the “Attitude Scale Toward the Inclusion of Children with Autism,” adapted by Demir and Aydın (2012), was utilized. According to the results of this study, having experience working with children with ASD is directly related to these attitudes. Preschool teachers have a positive attitude towards children with autism. Low attitudes are mainly characterized by lack of training and lack of teaching experience children with ASD. This finding is expected to provide a valuable perspective for future research and policymakers.

This study aimed to evaluate the effect of the Science, Technology, Engineering, Arts, Mathematics [STEAM] approach in music lesson activities on students’ critical thinking dispositions. Qualitative and quantitative data were collected and analyzed using a mixed method with a nested design. The study group consisted of 37 tenth grade students in an Anatolian high school and six STEAM field experts (physics, biology, mathematics, music, visual arts, information technologies) from school teachers. The implementation period lasted eight weeks in total. The study’s quantitative data were obtained through the pre-test-post-test comparison of the UF/EMI Critical Thinking Disposition Scale forms. The quantitative findings revealed that students made significant progress in their critical thinking dispositions, as reflected in the positive changes between the pre-test and post-test scores. The qualitative data obtained from the teacher and student interviews of this study support the critical thinking skills of students in the STEAM approach in music lesson activities. In line with the quantitative and qualitative findings, it was suggested to provide better time management in the activities, increase diversity, give more freedom and responsibility to students, encourage group work, increase the richness of materials, and develop new measurement tools. The originality of this research lies in its comprehensive evaluation of the impact of STEAM-integrated music education on critical thinking, contributing valuable insights to the existing literature, particularly regarding the integration of art-based disciplines like music. These findings not only emphasize the effectiveness of the STEAM approach in fostering critical thinking but also highlight the importance of interdisciplinary practices in nurturing 21st century skills.

The current study aims to examine the relationship between pre-service classroom teachers’ attitudes toward immigrant students and their pre-professional competencies in terms of various demographic dimensions. The study group included 303 third- and fourth-year pre-service classroom teachers from various universities. A descriptive survey design was employed in the study, and data were collected through Google Forms. The study group was selected using the criterion sampling method. During the data collection, a demographic information form, the Pre-service Teacher Professional Competence Scale, and the Attitudes Toward Syrians Scale were presented to participants. Correlation analysis was used to examine the relationships between the main variables, professional competence, Attitudes Towards Syrians and their sub-dimensions. Subsequently, independent samples t-tests were conducted to assess whether the main variables differed based on demographic characteristics. According to the findings, no significant differences were found in attitudes toward immigrants based on year of study, place of residence, or whether participants had taken a course on teaching foreign students. However, significant differences emerged based on gender and international experience. Specifically, female were found to possess more negative attitudes compared to male while those with international experience (i.e., going abroad) had more positive attitudes than those without experience. In terms of professional competence, no significant differences were found based on gender, year of study, place of residence, international experience, or coursework related to foreign students. Considering the current findings, practical implications and future research suggestions were discussed.