This study aims to examine students’ views on the flipped learning model [FLM] İn chemistry teaching using an experiential learning approach. The study employs a qualitative research method, and a case study design has been selected. The research was conducted with a sample group consisting of 11th grade students, and the selection of the study group was made by using purposeful sampling. A semi-structured interview form was used as the data collection tool. The form includes 15 questions regarding the effects of the FLM on the teaching process, its benefits, technological advantages, its impact on students’ success in chemistry, a comparison with existing learning methods and opinions on the use of the model in chemistry instruction. The collected data were analyzed by using content analysis method. In the content analysis, each theme was explained in detail by the participants’ views which were supported. The findings indicate that students’ views on the FLM changed positively and their perceptions of the speed in chemical reactions, when the model was applied, were also positively affected. The results of the study reveal that the application of the FLM in chemistry lessons is an effective method for increasing students’ attitudes and achievements in the subject. These findings suggest that the FLM, as a student-centered approach, is effective in enhancing students’ interest in and success in the subject. The research offers recommendations for the widespread implementation of the model in chemistry instruction.

It is impossible to interpret the present and shape the future without understanding the past. Individuals who comprehend past social, political, and cultural events can evaluate today’s problems from a historical perspective. Therefore, fostering historical thinking skills is indispensable for creating a conscious society. This study aims to analyze the questions related to the history of the Türkiye Republic revolution history and Kemalism course in the high school entrance exams administered between 2018 and 2024 in terms of historical thinking skills. The research was conducted using the document analysis method within the qualitative research framework. The data source comprises 70 questions from the Türkiye Republic revolution history and Kemalism section of the high school entrance exams held between 2018 and 2024. The analysis revealed that most questions were associated with historical comprehension and chronological thinking skills. In contrast, the number of questions related to historical analysis and interpretation, as well as historical problem analysis and decision-making skills, was significantly lower. Furthermore, no questions were found to be associated with historical research skills. In Türkiye, where a curriculum that aims to teach skills is implemented, measurement and evaluation methods, techniques, and materials should also be geared towards measuring skills. Based on the results of the research, it was suggested that the questions to be asked in the entrance exams to secondary education should include items that can measure skills such as historical analysis and interpretation, historical problem analysis and decision-making, and historical research.

One of the measurement tools that enables the collection of data from diverse and large groups in the curriculum evaluation process is questionnaires. Within this scope, the study aimed to develop a questionnaire to evaluate curricula based on the Türkiye Century Education Model [TCEM], aligning with teachers’ opinions. During the development process, the concepts within the curricula and their meanings were organized according to the curriculum development literature. It was decided to include seven core dimensions that explain the concept of the holistic education approach in the questionnaire; learning outcomes, learning-teaching experiences, learning evidence, differentiated instruction, teacher reflections, school-based planning, and extracurricular activities. Next, an item pool was created based on the study’s objectives, scope, and the characteristics the questionnaire aims to measure. The content validity of the draft questionnaire was then reviewed by experts. In the final stage, the draft questionnaire form was administered to a group of teachers who shared characteristics similar to the study’s target population in order to examine the clarity, answerability, appropriateness to purpose, and average completion time of the items. Based on the feedback received from the teachers, the necessary revisions were made, and the final version of the questionnaire was developed. As a conclusion, a questionnaire with 23 items across seven core dimensions, designed to gather teachers’ opinions on overall evaluation and suggestions, was developed. It is recommended that the questionnaire form be adapted to the themes in the curriculum of any course intended to be evaluated based on teacher opinions.

Phonetic phenomena are one of the most challenging topics for students in Turkish language classes. Comic books are considered a genre that captures students’ attention with their illustrations and humorous language. Therefore, this study aimed to examine the effect of comic books designed and published by researchers on the teaching of phonetic phenomena. The research was conducted using a mixed-methods approach with an explanatory sequential design. A quasi-experimental design was adopted for the quantitative dimension and a phenomenological design for the qualitative dimension. The study group consisted of 76 5th-grade students. The quantitative data were obtained using a phonetic phenomena achievement test developed by the researchers, while the qualitative data were collected through a semi-structured interview form conducted with 10 volunteers in the experimental group. In the analysis of quantitative data, an independent groups t-test was performed using the SPSS program. Qualitative data were analyzed through content analysis with the MAXQDA 24 program. According to the pre-test data, no significant difference was found between the experimental and control groups, while the post-test data showed a significant difference in favor of the experimental group. Students found the comics enjoyable and helpful for reading and comprehension. They frequently expressed opinions stating that the use of comics designed by researchers in Turkish lessons was positive and effective in teaching phonics, highlighting elements such as cover design, character drawing, and plot as appealing. Based on the research findings, it is recommended that comic books be used in teaching phonics.

Understanding how young students engage with digital platforms is essential for addressing both the opportunities and risks embedded in online environments. This study examines lower secondary school students’ social media practices and their perceptions of its academic, social, psychological, and behavioural effects. The study group consisted of 20 seventh- and eighth-grade students. Using a qualitative phenomenological design, data were collected through a semi-structured interview form developed by the researchers and analysed through content analysis. The analysis yielded nine overarching themes: purposes of social media use, positive effects, negative effects, impacts on family relationships, peer interactions, academic responsibilities, psychological well-being, privacy and security concerns, and life without social media. The findings indicate that students primarily used social media for entertainment, information seeking, communication, and sharing content. Positive experiences included academic support, development of social skills, and enhanced creativity. However, students also reported negative outcomes related to distraction, disrupted time management, sleep problems, addictive tendencies, and exposure to cyberbullying. Social media was further found to influence family communication patterns, emotional well-being, and students’ perceptions of safety online. Overall, the study demonstrates that social media exerts a multifaceted influence on middle school students, providing both meaningful opportunities and notable risks. The findings underscore the need to strengthen students’ media literacy, promote digital self-regulation skills, and increase awareness of online privacy and safety. It is recommended that families adopt supportive rather than restrictive approaches to digital guidance, and that educators incorporate structured classroom activities highlighting constructive, ethical, and prosocial dimensions of social media use.

The vocal ranges of music majors who perform solfege exercises and the preferences of solfege instructors vary considerably. In solfege instruction, differences in students’ voice types, the collective nature of solfege classes, and the fact that solfege instructors are not specialists in voice training may lead to problems regarding whether instructors can select appropriate exercises that match individual vocal characteristics and whether students can adequately perform the selected solfege pieces. This study was based on the research question: “Which solfege pieces in the Solfège des Solfèges books numbered 1A, 1B, 1C, 1D, and 1E can be performed by first-year undergraduate students with alto, baritone, and bass voice types?” and aimed to identify suitable pieces. A descriptive survey model was employed, and document analysis was used as the research method. Total of 707 solfege pieces from Albert Lavignac’s widely used Solfège des Solfèges books (1A–1E) were examined by the researcher according to various music-related variables. The data were analyzed in relation to the vocal range chart prepared by the researcher for low-pitched voice first-year students and validated by experts in voice training. The findings, presented in tables, show that books 1A, 1B, and 1C contain an equal number of suitable pieces for alto, baritone, and bass voices; book 1D includes more pieces appropriate for alto and baritone voices; and book 1E contains a greater number suitable for bass voices. It is argued that selecting solfege pieces aligned with students’ voice types and vocal ranges may enhance their overall solfege performance.