Salih Murat Uzdilek is one of the leading educators and scientists of the early years of the Republic of Türkiye. After his military service in the Ottoman Empire, he worked as a physics and mathematics teacher in different educational institutions during the Republican years and as an academic at the Higher School of Engineering (today’s Istanbul Technical University) for over 40 years. While a faculty member at the Higher School of Engineering, he went to Europe to conduct research and returned home at the end of March 1931. Salih Murat Bey was assigned by the Higher School of Engineering and the Ministry of Nafia and traveled to some European countries, where he visited technical schools, universities and some high schools and made observations. Salih Murat Bey wrote a technical report on his impressions and findings and submitted it to the relevant authorities. The report is in the Presidency of the Republic of Türkiye, Directorate of State Archives. It is registered in the Republican Archives of the Presidency under the Prime Ministry General Directorate of Offical Affairs Fond (30-10-0-0) with the sequence number 141-10-5. The report, which is the subject of this study, is about the general education system, the technical education system and especially mathematics and physics education in Türkiye. He identified the developments in the field of science in the world at the time he wrote the report and discussed in detail Türkiye's shortcomings in this field and what needed to be done to correct them.

The aim of this study is to examine the value of respect for differences in the fourth grade human rights, citizenship and democracy textbook. Qualitative research method was used in the study and document analysis technique was used. The data collection tool is the Respect for Differences Textbook Review Criteria, which was developed byr researchers. The data of the research; gender, disability, family and social structure and cultural structure dimensions were obtained through descriptive analysis. As a result of the analysis, in the gender dimension; it has been seen that males are given more space than females in line with the distribution of genders, gender distribution of occupations, gender distribution in games, and gender distribution of subjects. In the dimension of disability; in line with the distribution of disability representation, the distribution of disabled people in social life and the distribution of different disability situations, only orthopedically disabled individuals were included, and the representations emphasized the participation of disabled individuals in life. In the dimension of family and social structure; it has been seen that the nuclear family representation regarding the distribution of different family types and their distribution according to the rural-urban living area is included, and urban representations are included as the living space. All books taught at primary school level, especially life sciences, can be examined in terms of respect for differences.

In this study, the English language learning autonomy perception and foreign language learning anxiety levels of 7th grade students and the predictive power of this anxiety level on their autonomy perception were examined. 515 students participated in the study designed as the correlational design. The data were collected with the "Autonomy Perception Scale", "Foreign Language Learning Anxiety Scale" and "Demographic Information Form". In examining the autonomy perception levels of 7th grade students learning English as a foreign language, arithmetic mean and standard deviation values of the scores obtained from the scales, t-test, one-way variance, regression and correlation analyzes were used. According to the results of the research, the autonomy perceptions of 7th grade students in English class were at a medium level. 7th grade students' autonomy perceptions show significant differences according to class types and gender. Also it was determined that female students had higher levels of autonomy perception. It was concluded that students studying in foreign language-oriented classes had higher autonomy perceptions, and as a result of the analysis, it was determined that there was a significant relationship between 7th grade students' autonomy perception in English class and foreign language learning anxiety. It is possible to say that foreign language learning anxiety explains the perception of autonomy.

This research was conducted to determine the levels of primary school students' exposure to peer bullying at school and to examine their levels of exposure to bullying in terms of gender, grade level, television watching time, tablet and mobile phone usage time. Descriptive scanning method was used in the research. The study group of the research consists of 282 primary school students studying in a province in the Aegean Region in the 2022-2023 academic year. A personal information form prepared by the researchers and a scale called "Violence/Bullying in Schools" was used as a data collection tools. When the findings were examined, it was seen that 41% of the students were exposed to bullying at school, and the type of bullying behavior they encountered most was verbal bullying. According to the results, in the physical bullying category, pushing, hair and ear pulling; name-calling and teasing in the verbal bullying category; In the emotional bullying category, exclusion and humiliation from the group were found to be more common behaviors among peers. In all types of bullying, male students are more exposed to peer bullying than female students and 4th grade students are more exposed to peer bullying than other grade levels. While no significant relationship could be detected between the time spent watching television and types of bullying, high positive relationships were detected between the time spent on mobile phones-tablets and types of bullying.

In this study, the effects of IMPROVE and Fermi problems on the development of reading comprehension skills and reasoning skills of primary school students were investigated in order to improve reading comprehension skills, deep reading strategy was preferred and informative and narrative texts were selected and used from the PIRLS exam texts. In order to develop mathematical reasoning skills, IMPROVE teaching method was preferred and TIMSS exam questions were selected and used in Fermi problems and reasoning. The study group of the research included a total of 17 students in a primary school in Bingöl city center in the second semester of the 2020-2021 academic year. The study was designed with action research, one of the qualitative research methods. The collected data were analyzed using the document analysis method of qualitative research and the statistical method of quantitative research. According to the research findings, it was concluded that the deep reading strategy applied for the development of reading comprehension skills of primary school students and IMPROVE and Fermi problems applied for the development of reasoning skills had a positive effect on students' reading comprehension and reasoning skills. It is suggested that reading comprehension and mathematical reasoning strategies should be taught to teachers.

This study aims to make a bibliometric analysis of educational research in which the oral history method is used and scanned in the Web of Science [WoS] database. In the research in which descriptive and bibliometric analysis methods were used, the studies were limited according to certain criteria and downloaded as "ciw" files from the WoS database. The data were mapped with the VOSviewer program. 381 articles with open-access data published between 1980-2022 were analysed. When the studies were analysed in terms of the number of publications, it was found that the highest increase was experienced in 2010, while the increase in the number of publications and citations was irregular. The most cited educational research on oral history was Bernal's (1998) article, while the most co-cited authors were Thompson, Freire, Alberti, Faucault, and Portelli, respectively. The countries with the highest number of publications on oral history are the United States of America, Brazil, Canada and the United Kingdom. In terms of country citation analysis, the most cited country was the United States of America, and in terms of institution citation analysis, the most cited institutions were California Davis University, the University of Missouri and Virginia Commonwealth University. It was concluded that the most commonly used keywords in the published studies were oral history, history, memory, education, teacher training, gender, history of education, teachers, teaching and women. At the end of the research, researchers may be advised to conduct studies on oral history from different databases.

The aim of this study is to examine the lifelong learning levels of social studies teacher candidates. Descriptive survey model, one of the quantitative research methods, was used in the study. The study group of the research consists of 226 social studies teacher candidates studying at Afyon Kocatepe University Faculty of Education in the 2020-2021 academic year. While determining the study group, the convenient sampling method, which is one of the non-random sampling methods, was used. In the research, "Lifelong Learning Scale" was used as a data collection tool. The obtained data were analyzed with the statistical package program. In the data analysis process, descriptive statistics t-test and one-way analysis of variance (ANOVA) were used. As a result of the study, it was determined that the lifelong learning levels of teacher candidates are high. It was observed that the lifelong learning levels of social studies teacher candidates did not differ significantly in terms of gender, grade level and tendency to graduate education. It has been revealed that the lifelong learning levels of social studies teacher candidates differ significantly according to the school achievement score variable. In line with the results obtained from the research, some suggestions were made such as the lifelong learning levels of students at different educational levels and branches can be measured and educational policies can be developed in line with the results obtained.