The objective of the study was to find out the effect of EI and gender on job satisfaction of primary school teachers. A total of 300 (150 male and 150 female) primary school teachers were selected randomly for the study. Emotional Intelligence Scale (EIS) and Teachers’ Job Satisfaction Scale (TJSS) were used to collect the data. The study found a significant positive relationship between emotional intelligence and job satisfaction. Regression analysis showed that emotional management and emotional maturity significantly predicted the job satisfaction. The results of the two-way ANOVA showed that the interaction effect of gender and EI was not significant. Results also showed that level of EI significantly affected the job satisfaction of primary school teachers. However, there is no significant difference between male and female teachers regarding the level of job satisfaction. There are other factors which affect job satisfaction but the role of EI cannot be neglected. So the level of EI must be taken into consideration in order to select the best teachers.

Children from southern and northern Brazil have a basic knowledge of plants, which they observe during their everyday life. Children ages between 3 to 10 years old (kindergarten & primary school), but the majority of them in the age group of 4-5 (total 145) were asked to draw what they think is a plant (total sample=332). Afterwards, a equal number of boys and girls randomly chosen were interviewed individually (mix ability) to list plants they said they knew and where they had seen them. Then they were asked to give exemplars of the local plants which they had seen. These data from the exploratory study show that pupils are in touch with their environment and recognize plants that are part of it. The everyday experiences of these children in school and out of school, at home and in leisure activities with family and friends, contribute to their knowledge about plants and such knowledge is complemented in the preschool and primary school classes by appropriate teaching. Educational implications of these findings are discussed.

The purpose of the research is to evaluate pre-service preschool teachers' knowledge about environment by analyzing their drawings about it. 70 first grade, 99 second grade, 56 third grade and 44 fourth grade, with a total of 269 students have been evaluated in this research. This qualitative research was made with social structuralism vision. The data used in this research were gathered by draw and tell conversation technique, where pre-service teachers were asked to draw the first thing when they think about environment and explain it. When analyzing the data, both qualitative and quantitative techniques were used. After analyzing collected data, it is seen that most used object in drawings are tree, human, house and sun, respectively. 4 themes and 12 sub-categories under these themes are detected by pre-service teachers' drawings. The most drawn theme by pre-service teachers is Theme 3: a place which affected/designed by third persons, while the least drawn is Theme 4: a place where humans, animals and plants lives together. 10 categories have seen after analyzing explanations of the drawing. Most explanation seen in the places that supports human life category. Independent variables of the research (sex and grade level) and themes and explanations of the drawings are statically and meaningfully related to each other. The most significant result of this research is that pre-service preschool teachers have human-centric system of thought about environment.

The aim of this study was to determine mental models of 334 pre-school children concerning school. Children in the city center of Kastamonu in the Western Black Sea region of Turkey were included. Content analysis was conducted on pictures drawn by the children, and the models were split into two groups, scientific and nonscientific. The scientific group was split into three types; the nonscientific group, into four. About 40% of the children had a scientificbased school perception, while 60% were nonscientific. No significant difference was found between the mental models of females and males. Few studies have investigated mental models, so this study fills a gap, but further studies would aid the understanding of the relevant pedagogic architecture.

This study examined Programmed Instruction (PI) a panacea to students’ dwindling interest in mathematics. Descriptive research of survey design was adopted for the study. A questionnaire was designed to collect data from a sample of seven hundred and fifty (750) respondents which include 700 Students and 50 Teachers from Public and Private Secondary Schools in Ado-Ekiti Local Government Area of Ekiti State in Nigeria. The study revealed that usage of programmed instruction beef up curiosity in mathematics students and resulted to greater retention and mastery of subject matter. Also, the study revealed that lack of trained personnel to help guide students in the use of programmed books, scarcity of programmed books in the society, high cost of procuring programmed books and machine and lack of necessary infrastructural facilities have been the factors militating against the implementation of programmed instruction in schools. Based on the findings, it was recommended that curriculum experts should develop various using the programmed instruction approach. Government should release fund for the development of programmed books and school authority should encourage their teachers to attend seminars and workshops, were they could gain knowledge of how to implement programmed instruction and other pedagogical skills that will enhance the teaching and learning of mathematics. Also, there should be provision of necessary infrastructural facilities in schools for easy implementation of programmed instruction.

Primary education (1-8 Grades) Visual Arts Instruction Schedule is a program built up and constituted by a commission composed of academicians and specialist teachers in their fields within the body of Ministry of National Education in year 2006 on the basis of “constructivist approach” philosophy of education. Instruction Schedule composed by three learning fields, whichever philosophy of education they serve for, they have to be incentive and feeding the gains of three fields evenly for cognitive, affective and psychomotor learning looked for in ethically and educational sciences and be appropriate for the particularity of the course. On the other hand, instruction schedule also should consider the requirements of the era. This studyhas been structured upon the research in which the teaching program is separated into cognitive, affective and psychomotor field skills and which has been previously published in the journal of National Education, issue number 190. What is targeted in this paper is, to classify and evaluate 1-8 grade gains of just structured instruction schedule within the boundaries of learning fields in accordance to cognitive, affective and psychomotor learning conditions.

The purpose of this research is to investigate teacher candidates’ perceptions about the physical dimension of classroom management.  A hundred two 3rd year students at the Primary School Education Department of a state university were instructed to visit a primary school and to observe a classroom in terms of its physical dimensions. The students were guided both to tell about the actual classroom they observed and to tell about their dream classroom. Thus, this study aims to discover students’ perception on actual classroom and their construction of dream classroom in terms of physical characteristics. The research findings revealed that most of the teacher candidates mentioned their dream classroom according to the actual classroom and only one third of them designed the classroom according to their own dream classroom characteristics. Also teacher candidates did not mention the affective influences of physical layouts and environments on individuals.

The purpose of this study was to investigate the effect of creative drama as a teaching method on academic achievement and retention in social studies, students’ attitude towards social studies of 4th grade. The research is designed according to quasi-experimental model. The research was conducted with 4th year students in a public school in Adana in Turkey. There are 42 students in experimental group and 39 in control group. Creative drama activities were used to develop social studies achievement and attitude of students as a treatment for the experimental group. The treatment consisted of 15 hours, 40 minutes sessions that equal a class hour in school and 3 hours a week. Control groups had been taught by classroom teachers as the way they do traditionally. Data collection tools are “Attitude Towards Social Studies Scale” developed  by Gencel “Achievement Test” developed by the researchers.  Data were processed by using covariance analysis. Findings indicated that creative drama method has a significant effect on social studies achievement and students’ attitude towards social studies but not a significant effect on retention of social studies knowledge.

The general aim of this research is to try to determine the appropriateness of the visuals in the primary school Turkish workbooks for the students with low visibility in terms of visual design elements. In the realization of the work, the document review method was used. In this study, purposive sampling method was used in the selection of student workbooks. The Ministry of National Education Publications Student Workbook which has been studied in the provinces of Ankara city is determined as the document to be examined. Within the scope of the research 1. 2. 3. and 4. Class Turkish lesson, a random theme was determined among the themes in the Student Workbooks and the activities included in that theme were examined. The "Visual Design Principles Evaluation Form" has been prepared so that the necessary data can be collected after the document review for the research is decided. Within the scope of the research, color use, contrast use, font, layout use, and visual complexity are not appropriate for the low vision students. This situation gives the impression that the visual limitations, the low vision students have difficulty in, are not taken into consideration while preparing the visual activities in the Turkish textbooks. It can be said that the elementary school students who see this way out of the way are disadvantaged compared to their peers who have the normal sight power and use the same text book.

In this research, images related to national identity were examined in history textbooks. In the first stage, nationalism, the historical course of the Turkish national identity and related literature were examined, and some components of national identity were determined.  Various categories related to national identity have been formed from the elements obtained. The data about the categories were collected through document analysis.  In the second phase, 8 history textbooks taught in the years 1930-2014 were selected as samples. Content analysis was used in the examination of the mentioned textbooks, and quantitative method was chosen in data analysis. In this context, data obtained by document analysis were analyzed with SPSS 13 statistical program. Chi-square tests, Bonferroni corrections for chi-square tests and graphs were used in the analyzes. The significance level for all analyzes was taken as .05. In the research, it was determined that republic values and revolutions, national struggle and the images related to the founder leader Mustafa Kemal Atatürk be a most used in Turkish Republic Revolution History and Kemalism textbooks concerning national identity.  In addition, it has been found that the images of national symbols such as homeland maps, flag, parliament, and capital are used too much for the national identity.

Children have a basic knowledge of birds that they observe during their everyday life either in their garden, other gardens, round the house, walking in the local area or in the yard on school gardens. A total of 515 children, aged 3 to 16 (249 girls and 266 boys) enrolled in southern Brazilian public preschools, primary school and secondary schools, were invited to participate in this exploratory study. A semi-structured interview was conducted with 206 pupils asking to name which birds they knew, where they had seen these birds, which ones live around home, which they had seen further away. Additionally, they were asked which birds they knew from a list and the source of this knowledge where they had learned about the birds. They were asked to draw on a sheet of paper a representation of what the word “bird” meant to them. Results show the importance of everyday observations rather than beyond formal education in the children knowledge. Children from the earliest years notice birds in their everyday lives, and build a bank of knowledge, gradually acquiring an understanding of adaptation to a variety of habitats. Children notice birds in their lives to differing extent and sources according to the culture in which they are immersed. Experiences of seeing or finding out about birds are encapsulated for many children in the form of narratives and contribute to their mental models of birds and their habitats on which they will drew in formal science later (Biology and Environmental Education). Educational implications are discussed.

It was aimed in this study to determine the teacher candidates' views on the augmented reality applications in education. It is a descriptive study to identify the present situation. Survey model, one of the quantitative research methods, was used in the research. The sample group of the study is comprised of 220 teacher candidates who are studying in the 2nd Grade of 8 departments in Mersin University Faculty of Education. Consisting of 4 sections, 22 items and an open-ended question, a questionnaire was used as a data collection tool in the study to determine the views of teacher candidates about the augmented reality applications in education. The findings obtained from the analysis of the data were shown in frequency and percentage. Qualitative findings obtained from the open-ended question were classified into codes and themes through content analysis method, and frequency and percentages of codes were given. It was found in the study that the teacher candidates did not know well enough about the augmented reality applications and that those who knew them found these applications very entertaining, motivating and facilitating learning, and were also of the same mind to use them widely in education.

The purpose of this study was to assess the correlation and predictive relationship between self-determination and quality of life of college students with disabilities. Subjects were 145 senior college students recruited from northern Taiwan. Subjects' age ranged from 22 to 25 years and their disabilities varied, including visual impairments (n = 16), hearing impairments (n = 17), speech/language impairment (n = 6), physical disabilities (n = 40), specific learning disability (n = 26), emotional and behavior disorders (n = 5), multiple disabilities (n = 4), autism (n = 23), and health impairments (n = 8). Two measures, the Self-Determination Scale for College Students (SDSCS) and WHOQOL-BREF were used to collect data. The subjects completed the SDSCS in their senior year of college, whereas the WHOQOL-BREF data were collected one year after their graduation. The Pearson correlation and stepwise multiple regression analyses were used to assess the correlation between the SDSCS and the WHOQOL-BREF. Results showed that positive correlations were found between self-determination and quality of life. Subjects’ scores on the SDSCS subscales (Self-Realization, Psychological Empowerment, Autonomy) were able to explain between 30.3%-53.2% of the total variance of their scores on the WHOQOL-BREF domains (Psychological, Social Relationships, Environment). The results of this study re-confirmed the positive correlation between self-determination and quality of life of individuals with disabilities. Furthermore, the study highlighted that self-determination not only has an immediate impact on quality of life for people with disabilities, but it seems to have a long-lasting effect. Suggestions and implications are provided.

The aim of this study is to examine democracy perception of classroom teachers via metaphor analysis. Study group for research is formed of 253 classroom teachers. “Democracy Metaphors Questionnaire” (DMQ) has been used in collecting data. Content analysis has been used on analysis of qualitative data of research and descriptive statistics have been used on quantitative data. The metaphors that teachers developed with a total 122 metaphor different from one another about democracy are gathered under “Indispensability”, “Equality”, “Social Order”, “Freedom”, “Endeavour”, “Power”, “Variety”, “Progression”, “Conservation”, “Personal Gains” and “Nothingness”. While first three themes under which women teachers gathered being indispensability, equality and endeavour metaphors, men teachers are gathered under indispensability, social order and freedom metaphors. Family environment and upbringing, relations with friends, culture of social environment, political activities in society and news in media tools have been the effective factors in forming democracy perception that the teachers possess.

The different aspects of architectural design and music that act in support of one another have governed the inspiration and utilization of music in design education. This paper describes a Basic Design Studio assignment that involves visualizing music by organizing linear and planar units using basic design principles, with the aim of contributing to the transformation of conceptual thinking to physical formation by the integration of domain material taught in basic design courses. Dealing with music as a design tool, the study relates the perceptional and structural analogy between music and design and discusses its contribution to basic design achievements. The visual expression of the products and the manner in which it relates to appropriate basic design principles and elements qualities are evaluated in the context of organization, abstraction and uniqueness. The assignment given to the students to conduct this evaluation strengthened their ability to transform abstract thinking into physical representation, helped them to understand multidimensional thinking and how to engage in creative thinking, contributed to their architectural education and improved their study skills by giving them experience in coordinating design elements, principles and materials, all of which served to stimulate improvisation and reflection of emotions. From the results of this study, it is recommended that music, which has similar approaches and principles to those of architectural design, can be used as a tool in design and architectural education to support different phases of the creation and expression process.

This study aims to analyse the emotional intelligence scores of the special education teacher candidates for the predictor of multiple intelligences areas. This study was conducted through relational scanning model. 211 teacher candidates, 106 females and 105 males, participated in the study. Data were collected through Personal Information Form, Teele Multiple Intelligence Inventory and Schutte Emotional Intelligence Scale. Logistic regression analysis was used to find whether the gender and grade level variables, and optimism, utilization of emotions and the scores of emotion evaluation are statistically significant in defining predominant intelligence areas or not. SPSS 24.0 was used in the data analysis process. The results revealed that while the gender variable and optimism scores are significant variables predicting the determination of individuals in which predominant intelligence is both interpersonal and not, optimism and evaluation of emotions scores are significant variables predicting the determination of individuals whose predominant intelligence is both visual and not. However, the results suggested that demographic variables (gender and grade level) and emotional intelligence scores did not affect kinesthetic, musical, intrapersonal, logical and verbal intelligence areas which were found as the predominant intelligence areas of teachers.

This study considers the interaction between an e-learning system, the Blackboard system, and the students who use it in Saudi Arabia. While previous work exists, there is limited consideration of the assessment of the preferences of e-learning system usability variables based on students’ perspectives, especially in developing countries such as Saudi Arabia. This paper attempts to fill the gap by investigating the relative importance of the design criteria developed for e-learning system usability evaluation from the students’ perspective in Saudi tertiary education. Based on reviewed literature, a set of usability principles was developed that have had an influence in the students’ learning process and use of the e-learning system. The list includes system navigation, system learnability, visual design, information quality, instructional assessment and system interactivity. An exploratory study was carried out to identify the most important usability design characteristics from a student’s perspective and then evaluate the overall usability of the current e-learning system, based on this subset. A quantitative approach was adopted to weigh usability design characteristics, based on 181 learners’ perceptions. The sample consists of undergraduates who are users of a web-based e-learning system in a university in Saudi Arabia. The research instrument was tested for construct validity and reliability. The analysed results have shown that information quality is the most important dimension followed by the navigation of the e-learning system. The study has also revealed that the system learnability and visual design came third and fourth in order of importance of e-learning system usability assessment. Finally, the least important design categories that influenced the e-learning system usability assessment were instructional assessment and system interactivity. The empirical results of this study may help to provide insights for designers and evaluators leading to a more effective approach to improve the usability and uptake of the e-learning system.

In this study, it was aimed to investigate the academic motivations and academic achievements of pre-service visual arts teachers in the Division of Art Education in the Department of Fine Arts in the Faculty of Education in terms of some variables. The study group consisted of 127 (79 female/ 48 male) students in the division of art education. As the data collection tool, the “Academic Motivation Scale (AMS)”, developed by Vallerand et al. and then, translated into Turkish for university students by Karaguven, was used to find out the academic motivations of students, and the personal information form was used to get the personal information of students in the study. In the research, in which the relational screening method was used, the descriptive analysis was applied to determine the motivation levels of pre-service visual arts teachers; independent sampling t-test to compare their average scores according to gender; one-way variance analysis to test according to the class variable, and Pearson Correlation test to determine the relationship between their academic motivation and academic achievement. The findings of the study show that the intrinsic and extrinsic motivations of pre-service visual arts teachers are at a good level. It was found that the amotivation levels of pre-service visual arts teachers were at a low level. As the average scores according to gender were investigated, the meaningful difference was encountered in favour of female participants for intrinsic motivations. It was found that the intrinsic motivations of females related to the achievement were higher. An increase, from 1st year to 4th years students, was observed in terms of the academic motivation levels of pre-service visual arts teachers according to the class variable. However, no meaningful difference was encountered between the average scores of the students' academic motivations according to the class variable. It was found that the relationship between academic motivation and academic achievement was low.

This article presents an empirical study on the perceptions of university students toward the development of the teaching practicum, using the CourseSites platform as a communication and support tool for their training. The opinions of the students were collected through a questionnaire. The sample consisted of 1500 students who were registered in the degrees of Early Childhood Education, Primary Education and Pedagogy (2008-2018). A descriptive, inferential and multi-level analysis was conducted, which confirmed that future teachers had activated their professional competences, as they had the chance to share their internship experiences with their faculty members and with their own classmates.

Studies have acknowledged computational thinking (CT) as an efficient approach for problem-solving particularly required in digital workplaces. This research aims to identify indicators for a holistic CT assessment instrument for undergraduate students. A three-round fuzzy Delphi study has been conducted to gain comprehensive opinions and consensus from undergraduate lecturers of computer science disciplines and experts from the information technology industry. In round 1, the experts judged a set of predefined indicators describing CT skills and attitudes identified from the literature, while rounds 2 and 3 focused on variables selection. The consensus was achieved on holistic CT, and the indicators are teamwork, communication, spiritual intelligence, generalization, problem-solving, algorithmic thinking, evaluation, abstraction, decomposition, and debugging. Results demonstrate the importance of attitudes in the process of solving a problem and suggest higher education institutions to consider holistic CT in preparing qualified future graduates. Many CT studies focused only on the skills of CT. This study outlines the assessment indicators that consider both CT skills and attitudes, particularly at the undergraduate level.