In this study, it was aimed to examine the effect of creative dance on spatial thinking of secondary school students. The research was designed in accordance with mixed methods research, and quantitative and qualitative data collection techniques were used together. The sample of the research consisted of students attending the 7th grade of a private school in the city center of Çanakkale in the 2018-2019 academic year. One of the five classes in the school was chosen as the experimental group and the other as the control group, using the simple random sampling technique. Before and after the application, the MRTA Rotation Test and group interviews with the students were made to the study group. The instructional design was prepared with an interdisciplinary approach. The application lasted for 6 weeks, 4 hours a week. According to the analysis of the data, while the scores of the students were similar at the beginning of the experiment, there was a significant increase in the spatial skills of the experimental group at the end of the experiment.

The aim of this study is to examine the impact of conceptual change texts in teaching the concepts that are challenging and often misunderstood in the field of active citizenship learning contained in the 6th grade social studies course. A total of 67 sixth graders studying in two different classrooms at the same secondary school participated in this study, in which a quasi-experimental design was used as one of the quantitative research approaches. The experimental group was instructed through conceptual change texts during the implementation, while the control group was taught with the existing curriculum. Data were collected with a concept comprehension test and a concept-related academic achievement test. Descriptive and predictive analytics were used for analysing the data. The students in the experimental and control groups were found to have limited understanding to the extent of not understanding the related concepts. After the activities, it was observed that the final knowledge level of the students in the control group as regards concept comprehension did not show a significant change when compared to their prior level of knowledge, while that of the experimental group showed a considerable increase. A statistical significance was found between the scores of the experimental and control groups in favour of the experimental group in the concept-related academic achievement. In this sense, it can be argued that the use of conceptual change texts to teach the concepts determined in the field of active citizenship learning enables students to learn such concepts more easily and is effective in eliminating students’ misconceptions.

In this research, it is aimed to develop a “Digital Security Self-Efficacy Inventory” to determine the digital security self-efficacy levels of secondary school 7th students. First of all, a 52-item article pool was created by scanning the Social Studies Curriculum and Information Technologies and Software Course and related literature. As a result of expert opinions, necessary arrangements were made, and 7 items were excluded from the scope, and a 45-item inventory consisting of 5 subscales of the five-Likert type was developed. The sub-scales consisted of technical, psychosocial, online shopping, rights and responsibilities, and health sub-scales, respectively. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed for the validity and reliability studies of the inventory, and for these studies, data were collected from 1174 secondary school 7th grade students in total. As a result of the EFA, 5 items from the technical sub-scale were removed from the scale, and a structure consisting of 15 items and 2 factors explaining 32.86% of the total variance was revealed. Psychosocial sub-40,33 percent of the total variance in the scale that explains the 8-point one-factor structure, online shopping sub-5 percent of the total variance in the scale that explains 49,79-item, single-factor structure, rights and responsibilities of the sub-44,32 percent of the total variance in the scale that explains a 7-point single-factor structure and health sub-scale of the total variance in 49,81 5% that explained the single-point-factor structure was revealed. As a result of the CFA, the model fit indices obtained for the subscales are at an acceptable level, and the structure is theoretically and statistically confirmed. As a result of the reliability studies, Cronbach's Alpha reliability coefficients were calculated as 0.85 on the technical sub-scale, 0.77 on the psychosocial sub-scale, 0.78 on the online shopping sub-scale, 0.78 on the rights and responsibilities sub-scale, and 0.75 on the health sub-scale. According to the results of the analyzes, the digital security self-efficacy inventory, which consists of 40 items and 5 subscales developed for secondary school 7th grade students, has proven to be a valid and reliable measurement tool.

In this research, it is aimed to examine how the pre-service classroom teachers apply the STEM approach applications based on model eliciting activities that they designed themselves in primary school 4th grade mathematics course. In the research, the basic qualitative research design was used. The research was carried out in a public primary school in a province in the Aegean region within the scope of Teaching Practice I course in the fall semester of the 2019-2020 academic year. 4 of the 8 participants took part in the research as event practitioners and the other 4 as observers. Practitioner participants designed and implemented 3 STEM approach applications based on model eliciting activities implementation plans. At the end of each activity, semi-structured interviews were held with the practitioners, and when all the activities were finished, with the observer participants, and written opinions of 4th grade primary school students were obtained through structured forms. As a result of the analysis of the observations and interviews, it is seen that the participants completed the STEM approach applications based on model eliciting activities in 6 stages, each stage has a flexible structure that can be switched between each other, they have the motivation to implement the activities despite their lack of experience, and in general, each participant completes the process. When only the opinions of the participants was analyzed, it was concluded that despite the difficulties they experienced, they were willing to apply the STEM approach based on model eliciting activities in their professional lives, and that the students' interest and motivation towards the applications increased, and that, apart from some other skills, students gained cooperation, communication, creativity, and critical thinking skills.

The purpose of this study is to develop a measurement tool to measure the attitudes of teacher candidates towards the core values education. For this purpose, an item pool was created by reviewing the related literature and receiving support from area experts. The 5-Point Likert scale has been created with the obtained data from 458 teacher candidates who continue their education in different classes and branches at the faculty of education and the faculty of sports sciences in a state university from Ankara in the spring term of the academic year 2020/21. Conducted at the measurement development stage, the results of the Confirmatory Factor Analysis (CFA) have shown that the scale structure unites under 5 factors that are “acquisition of core values,” “interest in core values,” “core values for individuals,” “necessity of core values” and “core values in terms of course and student” while the structure consists 34 items and factor loadings are varying between .40 and .88. The correlation analysis of the scale has indicated that the correlation coefficients of the items in the scale factors are higher than .20. Moreover, a positive correlation among the factors of the scale was found. Besides, the developed scale is explained 55.89% of the total variance and Cronbach's Alpha value for the whole scale is .93. The present study shows that the developed measurement tool has a valid and reliable structure that might be utilized to measure the attitudes of teacher candidates towards the core values education.

The aim of this study is to analyse the inclusion of the global citizenship education paradigm (GCED) developed by UNESCO in social studies textbooks. For this purpose, the case study model, which is one of the qualitative research designs, was used in the research. The data source of the study consists of 4th, 5th, 6th and 7th grade social studies textbooks prepared according to the 2018 curriculum. The fields related to global citizenship education in the textbooks have been determined under the guidance of the Global Citizenship Education Paradigm (GCED) developed by UNESCO. The “Global Citizenship Education Review Form” was prepared by the researcher with reference to the publication titled “Global Citizenship Education: Topics and Learning Objectives”, which is the first pedagogical guide of the GCED paradigm. As a result of the research, it has seen that social studies textbooks do not directly include the concepts of "global citizen", "global citizenship", "global citizenship education". It has been determined that social studies textbooks support the cognitive and socio-emotional dimensions of UNESCO's understanding of global citizenship education, but do not sufficiently support the behavioral dimension. Therefore, the goal of raising individuals who feel the responsibility of others and turn this responsibility into action has not been adequately achieved in the textbooks. Anothert result of the research is that the information that guides the actions of individuals in social studies textbooks is conveyed without prompting students to think critically.

Bu çalışmada, çevrimiçi öğrenme ortamlarında yeni nesil sorulara dayalı fen öğretimi yaklaşımına ilişkin öğrenci görüşlerinin belirlenmesi amaçlanmıştır. Bu amaçla ortaokul 7. sınıfta öğrenim gören 18 öğrenci ile “Işığın Madde ile Etkileşimi” ünitesine yönelik çevrimiçi etkileşimle dersler gerçekleştirilmiş ve takip eden süreçte geleneksel sorulara ek olarak yeni nesil sorular çözülmüştür. Uygulama yaklaşık 6 hafta sürmüştür. Çalışmada nitel araştırma yöntemlerinden tarama (survey) deseni kullanılmaktadır. Uygulama sürecinde maksimum çeşitlilik örneklemesine uygun olarak test başarısı yüksek ve test başarısı düşük olan öğrenciler içerisinden 4’er kişi seçilerek yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Araştırmadan elde edilen nitel bulgulara göre öğrencilerin yeni nesil sorulara alışık olmadığı, soruların uzun ve düşünmeye yönelik olduğu bu nedenle zorlandıkları sonucuna ulaşılmıştır.

The current study aimed to investigate the correlation between media and digital literacy levels of pre-service social studies teachers. The study was designed with mixed methodology. The study group was determined with the convenience sampling method, a purposive sampling technique. In the analysis of the quantitative data of the study, arithmetic mean, standard deviation, Kolmogorov-Smirnov test, Spearman's rho test and correlation test were used. In the analysis of qualitative data, content analysis was performed. The study findings revealed a positive very high-level and significant correlation between media and digital literacy levels of pre-service social studies teachers. According to the research, it was concluded that the pre-service teachers had the dimensions of media literacy the most after evaluation, respectively, of communication, of access, and of analysis the least. In addition, in the qualitative dimension results of the research, the views of the pre-service teachers were reached in the categories of the most skill development, then the goal and the least tool.

Bu çalışmanın amacı, sosyal bilgiler dersi içerinde yer alan afetler ve çevre sorunları konularının öğretiminde öğrenme amaçlı yazma pedagojisinin etkisini incelemektir. Karma araştırma yaklaşımı benimsenerek dizayn edilen bu çalışma, beşinci sınıf sosyal bilgiler dersinde toplam 51 öğrencinin katılımı ile gerçekleştirilmiştir. Uygulama sürecinde hem bilişsel hem de duyuşsal öğrenmelere fırsat tanıyan farklı öğrenme amaçlı yazma etkinliklerine (Röportaj, şiir, günlük, mektup, köşe yazısı, gazete haberi yazma) yer verilmiştir. Yapılan etkinlikler süreç içerinde değerlendirilmiş, öğrencilere geri bildirimler sağlanmıştır. Araştırma verileri akademik başarı testi, öz değerlendirme formu, yarı yapılandırılmış görüşme formu, yapılandırılmış sınıf içi gözlem formu aracılığıyla toplanmıştır. Elde edilen nicel veriler betimsel ve kestirimsel istatistikler yoluyla analiz edilirken nitel veriler içerik analizi ile çözümlenmiştir. Araştırma bulguları afetler ve çevre sorunları konusunun öğretiminde öğrenme amaçlı yazma etkinlikleriyle desteklenmiş deney grubu öğrencileri lehine anlamlı bir sonuç ortaya çıkarmıştır. Bu sonuçtan hareketle öğrenme sürecine dahil edilen öğrenme amaçlı yazma etkinlikleri öğrencilerin öğrenmelerinde bir kaldıraç görevi üstlenip onların öğrenme yükünü hafifletmiştir. Öğrenme amaçlı yazma etkinliklerinde öğrenilen konu üzerine düşünme, düşündüklerini kendine özgü sosyal bilgiler diliyle muhatabına aktarma, öğrenilen konuyu farklı bir forma çevirmede zihinsel bir çaba harcama, yapılan geri bildirimler ile kendi öğrenme düzeyinin farkına varma ve eksiklerini tamamlama ortaya çıkan bilişsel ve duyuşsal farkın kaynağını oluşturmaktadır. Bu farkı öğrenme ortamlarına taşımak gayesinde olan sosyal bilgiler eğitimcileri, öğrenme amaçlı yazma pedagojisi üzerinden etkili bir öğretim süreci inşa edebilirler.

The changing paradigm from teaching to learning in higher education brings out university-wide reforms like active learning. Faculty members are one of essential stakeholders in designing and conducting active learning efficiently. As a result, their perspectives based on their experiences are critical in directing faculty members individually and universities willing to implement active learning, and future research on the subject. The study aims to determine the faculty members’ views about active learning based on their own experiences. In the qualitative study conducting as a holistic single case study, the data were collected through online interviews and analysed by content analysis. Some of the findings show that the faculty members had mainly positive feelings about active learning. They believed active learning supported their students’ enhancement of the 21st century skills and other qualifications like self-confidence, social skills. Moreover, they explained some problems related to students, faculty members, and learning environment. In relation to these, they also presented some suggestions about active learning. Finally, some suggestions based on the study findings were presented for the faculty members, universities, and future research.

Bu çalışmanın amacı; 2018 Ortaöğretim İngilizce Dersi (9, 10, 11 ve 12. Sınıflar) Öğretim Programında öğrenen özerkliğinin ne düzeyde olduğunu belirlemektir. Bu çalışma 2020-2021 eğitim öğretim yılında gerçekleştirilmiş olup durum çalışması modelinde nitel bir çalışmadır. Veri toplama yöntemi olarak doküman incelemesi kullanılmıştır. Bu araştırmanın çalışma grubu/konusunu "2018 Ortaöğretim İngilizce Dersi (9, 10, 11 ve 12. Sınıflar) Öğretim Programı" oluşturmaktadır. Araştırmanın amacı doğrultusunda yapılan alan yazın taraması sonucunda programın değerlendirilmesi için değerlendirme kriterleri formu oluşturulmuştur. Öğretim programını inceleme sürecinde ihtiyaçların belirlenmesi, amaçların belirlenmesi, eğitim öğretim durumları, değerlendirme, öğretmenin rolü, öğrencinin rolü ve kazanımlar boyutlarında ele alınmıştır. Program değerlendirmesinden elde edilen veriler betimsel analiz yöntemi ile analiz edilmiştir. 2018 Ortaöğretim İngilizce Dersi Öğretim Programının analizinden elde edilen bulgulara göre söz konusu programda ihtiyaçların belirlenmesi, amaçların belirlenmesi, eğitim öğretim durumları, değerlendirme, öğretmenin rolü, öğrencinin rolü boyutlarında ve kazanımlarda öğrenen özerkliği uygulamalarına yer verdiğini göstermektedir.

Bu araştırmada ortaokul öğrencilerinin yapılandırmacı yaklaşım yöntemi ile işlenen bilişim teknolojileri dersinin bilgisayarca düşünme, problem çözme becerileri ile araştırma sorgulamaya yönelik tutumlarının incelenmesi amaçlanmaktadır. Araştırma 2018-2019 eğitim ve öğretim yılı ikinci yarıyılda Kırşehir ili merkezinde bir devlet ortaokulunda 5. sınıfta öğrenim gören 14 kız ve 8 erkek öğrenci ile 7 hafta boyunca süren etkinlikler tek grup öntest - sontest deneysel desenine uygun olarak gerçekleştirilmiş ve çalışma kapsamında “Problem Çözme Envanteri”, “Bilgisayarca Düşünme Becerisi Ölçeği” ve “Araştırma-Sorgulamaya Dönük Tutum Ölçeği” uygulamanın başında ve sonunda kullanılmıştır. Çalışma sonucunda ortaokul öğrencilerinin problem çözme becerilerine ait “kaçınma” faktörü ile problem çözme beceri ölçeğinden alınan toplam puanda son test puanları yönünde anlamlı farklılık olduğunu görülmüştür. Ayrıca çalışmada öğrencilerin araştırma-sorgulamaya yönelik tutum ölçeğinden aldıkları toplam puan ile merak, değer ve kaçınma tutumu faktörleri arasında elde edilen anlamlı farkın da son test puanı yönünde olduğu görülmektedir.

Bu araştırmanın amacı 1968’den günümüze Sosyal Bilgiler Öğretim Programlarında inşa edilmek istenilen kimliği ve süreç içerisindeki ideolojilerden hareketle kimlik inşasında meydana gelen değişimi ortaya koymaktır. Araştırmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Araştırmanın veri kaynaklarını 1968’den günümüze kadar olan Sosyal Bilgiler ve Vatandaşlık dersi öğretim programları oluşturmaktadır. Araştırma verileri içerik analizi yöntemi ile analiz edilmiştir. Araştırma sonucunda, 1968’den günümüze Sosyal Bilgiler Öğretim Programlarından elde edilen veriler ışığında oluşturulan sekiz farklı kimlik türünün programlarda yer aldığı tespit edilmiştir. Bu kimlikler arasında ağırlıklı olarak milli, toplumsal ve bireysel kimliklere yer verildiği görülmüştür. 1968’den günümüze Sosyal Bilgiler Öğretim Programlarında milli kimlik inşası tarih, coğrafya ve milli değerler aracılığıyla ideolojik temelde oluşturulmak istenildiği, toplumsal kimlik için birlikte yaşam vurgusu yapıldığı ve bireysel kimliğin ise 2005 ve sonrası dönemde artış göstererek bireyin hak ve sorumluluklarının bilincinde olması temelinde gerçekleştiği tespit edilmiştir. Ayrıca 2005 ve sonrası dönemde; Sosyal Bilgiler Öğretim programlarının küresel ve dijital kimlik oluşumunu desteklediği tespit edilmiştir.

Social justice is generally defined as the fair and equitable distribution of power, resources, responsibilities in society to all people, regardless of race, ethnicity, age, gender, ability, sexual orientation and religious or spiritual background (Van den Bos 2003). The key principles underlying this definition include the values of inclusion, cooperation and solidarity, as well as equal access and equal opportunity. These values are also the foundation of a democratic and egalitarian society (Sue 2001). Therefore, the phenomenon of social justice should be available in all institutions of the society. However, educational institutions in particular, have a significant role in the establishment of social justice. When the education system does not offer equal opportunities and is privileged only for a certain group, it negatively affects a society both culturally and economically. The effort to achieve social justice in education also includes the effort to correct some inequalities in education. In this context, the aim of this research is to try to reveal the social justice/injustice experiences of social studies teacher candidates and to make predictions for social justice education based on these experiences.