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.

This study aims to review the impact of the interactive story reading method on 48-72 month children’s vocabulary based on receptive and expressive language. The study group is 52 children in the 48-72 months age group at the nurseries of primary schools at Ankara province. The research employed a combined pattern analyzing both quantitative and qualitative data. The data were collected via "General Information Form" ,"Expressive and Receptive Language Test in Turkish (TIFALDI)" developed under the leadership of Gul Guven and Berument The "Teacher Observation Form", the "Teacher Interview Form" and the "Family Interview Form". In conclusion of the study, a significant difference in favor of the experiment group in the posttest was observed with respect to average posttest scores of experiment and control groups, following the implementation of the Interactive Story Reading Program. The comparison of the follow-up test and pretest score averages revealed a significantly high value in favor of the total for the follow-up test for the children in the experiment group. The agreement among the forms filled out by two observers with reference to the results of the observation and video analysis regarding the implementation of the "Interactive Story Reading Method" by the teachers, was assessed to be good/very good agreement. In the light of these results it can be said that the interactive story reading method have a fundamental impact on receptive and expressive vocabulary knowledge of 48-72 months old children.

The aim of this study was to explore the degree to which a professional development (PD) program designed using GeoGebra influences a group of Turkish middle school teachers’ beliefs in relation to mathematics and role of GeoGebra in mathematics education. In order to collect the required data, the PD course was established to provide six teachers with an opportunity to obtain practical experiences with and necessary knowledge about the use of GeoGebra in mathematics education. In this context, a multiple case study approach was utilized, in which mathematics teachers were observed and interviewed using a variety of procedures to expose qualitative data about their beliefs and the dynamics of their beliefs changes during the course. The main findings illustrated that teachers’ beliefs were transformed to some extent in favour of the use of GeoGebra, as well as using constructivist ideas in their mathematics teaching and learning can be attained through the GeoGebra based PD course. In fact, the relationship amongst stated beliefs and intended teaching practice is complex and the social issues were very influential on teachers’ pedagogical decisions. This research also introduces some suggestions for researchers who focus on professional development of mathematics teachers relative to their beliefs..

The present study aims to investigate information literacy and curriculum literacy levels of teacher candidates and to identify the relationship between them through their course of study at Faculty of Education. The research model was designed as quantitative one and general screening model was employed. The study group is 895 students, who were reached out of teacher candidates, attending the third and fourth grade in the Classroom Education, Preschool Education, Science Education and Social Sciences Education Departments of Pamukkale University and Sinop University in the 2017-2018 academic year. To achieve the goal of this research study, “Information Literacy Scale” and “Curriculum Literacy Scale” were used. In light of results obtained from the study, it is observable that there are meaningful differences between information literacy and curriculum literacy of teacher candidates in terms of the variables identified. Further, the mean of items measuring teacher candidates’ levels of information and curriculum literacy were examined and their levels of “frequency” and “agree” were determined. Ultimately, correlation analysis was performed between information literacy and curriculum literacy and positive relationship was determined at the low, medium and high levels. Also, predictive power of the level of information literacy on the level of curriculum literacy was tested. Aforesaid these four variables together explain 34% of the change in curriculum literacy levels.

This study aims to explain the extent to which prospective physics teachers’ views and practices are consistent with the constructivist framework. A case study design was employed as the research approach. The study was conducted with 11 prospective physics teachers attending a state university in Turkey. Data was collected through semi-structured interviews, observation notes and lesson plans. The interview guide consisted of questions which allowed the interviewer to probe participants’ views of constructivism based on 5E learning model. Such questions as “how do you plan your teaching?” (introducing new topics, continuing the lecture, types of questions to ask, evaluating students’ understanding etc.) were included in the interview. Following the analysis of the interview data, participants’ profiles were classified into three categories: traditional, transition and constructivist under the dimensions “beginning of a lesson,” “learning process,” “learning environment” and “assessment.” Observations were carried out using an observation checklist consisting of 24 items based on 5E learning model. Another checklist developed by the researchers was used to evaluate participants’ teaching qualifications. Interview results showed that seven participants had transitional, three had constructivist and one had traditional views. However, none of the participants were observed to exhibit constructivist teaching styles. Moreover, observation and interview results were consistent only for six participants, indicating that almost half of the participants had difficulty putting their views into practice.

The purpose of this study was to investigate the effect of lessons conducted in out-of-school learning settings on 5th graders science achievement within the scope of a guidance material that was prepared to be used in out-of-school learning settings in accordance with the “Let’s Solve the Riddle of Our Body” chapter objectives. The pretest / posttest equalized control group design, which is one of the quasi-experimental designs, was used in this study. The sample of this study was composed of a total of 31 5th grade students (15 were in experimental group, 16 were in control group) that were selected from secondary schools in the first semester of the 2015-2016 academic year in Tokat Province. Let’s Solve the Riddle of Our Body Chapter Achievement Test (LeSROBAT) was administered before and after the implementation of the guidance material to measure the students’ achievements and retention. The lessons were conducted as suggested by the current curriculum in the control group. The data were analyzed using independent samples t-test and covariance analysis (ANCOVA). As a result of the analyses, it was found that the LeSROBAT post-test scores of experimental group were significantly higher than the control group. Within this context, it was concluded that the out-of-school learning settings positively contributed to academic achievement and the guidance material that was developed within the scope of this study was effective. The results of retention test analyses didn’t reveal any significant difference between the posttest and retention test scores of experimental and control groups. When the LeSROBAT retention test scores were examined, it was observed that the scores of experimental group was higher than the control group.

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.

Within the scope of restructuring the secondary education efforts of the Ministry of National Education, it has been decided to abrogate the secondary school level teachers' schools. The purpose of this study is to evaluate Turkey's teacher education practices and the quest for qualified teacher education through the perceptions of the graduates of these high schools. The study is a phenomenological research based on interpretation. Data were obtained through interviews. The data obtained were analyzed in the vetting of candidate teachers, the curriculum to be used in the education process and its accreditation, and whom to be certified as teachers. The main results of this study, conducted with participants from the secondary school level teachers schools’ graduates, show that, in terms of teacher education, teachers' high schools present various opportunities by enrolling successful candidates, educating them as leaders, preparing them for multi-cultural environments. In order to educate qualified teachers, the participants suggest teacher education programs should include individual and group activities, involve training, arts, basic science, and values education courses. In the selection and approval of tenure teacher, besides academic achievement and diploma, advanced communication skills, patience, confidence, and patriotism should be sought in the candidates.

The aim of this study is to determine the problem solving skills and science process skills of six year-old children who attended kindergarten and whether or not there is a difference in problem solving skills and science process skills of children receiving and not receiving the education with GEMS program. In the study using the experimental model with pre-test, post-test and control group, the sample group consisted of a total of 25 children including 11 children in experimental group and 14 children in control group who attended the preschool education. The “GEMS Program” was applied throughout a school year after applying pre-test to the children in the experimental group. In the scope of the study, “General Information Form” to obtain the data about the children and their families, “Parental Evaluation Form” including the evaluation of the parents about their children, “Problem Solving Scale in Science Education (PSSSE)” to determine the problem solving skills of the children and “Science Processes Observation Form (SPOF)” to measure the science process skills of the children were used. According to the results of the study, while a statistically significant difference was observed between the Problem Solving Scale in Science Education mean scores of the children in the experimental group who participated in the GEMS Education Program and of the children in control group, no statistically significant difference was observed between the mean scores obtained by the children in the experimental group from Science Processes Observation Form and the mean scores of the children in the control group.

This study aims to evaluate elementary school math teachers' self-efficacy beliefs about classroom management. With the aim of investigating elementary school math teachers' self-efficacy beliefs about classroom management, a classroom management self-efficacy scale was developed.  The 5 point likert scale is composed of 46 items. The scale was applied to 142 math teachers working at elementary schools in Diyarbakir central district. Data were analyzed in terms of gender, seniority, classroom population and weekly course load. To analyze the data, t-test, one way variance analysis (ANOVA), Scheffe and LSD tests were used. The results showed that the math teachers have a positive self-efficacy belief of classroom management and that male teachers are better at maintaining discipline in class. In addition, the research shows that teachers with more experience are better at course design and classroom management and that classroom population has an effect on math teachers' self-efficacy beliefs about classroom management.

The aim of the study is to determine views of principals regarding assignment procedure. Data were gathered with the implementation of semi-structured interview forms from 14 administrators in the center of Konya according to ‘Purposive sampling’ method. The data were analyzed by content analysis and the following findings have been reached. There should be criteria such as an examination (written and verbal), developing projects related with the school, receiving academic or in-service training in administration, having experience as assistant principal, preparation of evaluation forms aiming at objectivity and improvement, election of the assistant principal by the principal without any intervention among the successful ones from the written exams, appointment of administrators instead of assignment, acceptance of school administration as a profession, regulations respecting of the objectivity, justice and equality. It is recommended that similar studies be conducted through quantitative research.

This study was designed as a case study. Participants were 12 senior pre-service science teachers (PSTs), who took theoretical and practical courses about STEM education and socio-scientific issues (SSIs) during their education at a state university. For the study, in the first 4 weeks, theoretical courses on SSIs and STEM education were carried out. Afterwards, PSTs were asked to choose a SSI and configure this issue as a problem statement to perform a STEM activity. Participants were given a total of 3 weeks to determine the issue and prepare the STEM activity, and the researchers of the study gave systematic feedback during this period. Then, starting from the fifth week of the study, groups started to implement their STEM activities in the class, where their peers were assigned as their students. The activity plans they prepare, the field notes taken by the researchers during the implementation of the activities and the semi-structured interviews about the opinions of the PSTs on the use of SSI in STEM education were the data sources of the study. Findings revealed that PSTs found establishing STEM problem situations over SSIs suitable since they provide features such as conformity to real life, having multiple criteria and providing compatibility with other disciplines. Moreover, after their practices, they pointed out that the activities enabled both the teaching of the SSI and the integrated teaching to be carried out. As a conclusion, it is recommended to use socio-scientific problem situations to perform STEM education.

This study aims to assess the effects of teaching programming with mBlock on self-efficacy perceptions and attitudes considering programming. Particularly, this study tries to research whether there is a gender difference in middle school students or not. The study was conducted in pre-test/post-test quasi experimental design. The participants of the study which was completed in twelve weeks were 82 middle school students. The data were collected through “Educational Computer Games Assisted Learning Coding Attitude Scale” and “Computer Programming Self-efficacy Scale”. The results of the research indicate that although the self-efficacy perceptions of boys towards programming were higher than the girls’ at the beginning of the research, this difference was closed at the end of the research. The results also show that teaching programming with mBlock to middle school students did not cause gender differences in self-efficacy perceptions and attitudes regarding programming. Although girls’ attitudes regarding programming were slightly higher than boys’, the difference was not considered to be significant. In addition, it was found that programming with mBlock significantly increased students' self-efficacy perceptions and attitudes towards programming. As a result, teaching programming with mBlock can provide similar possibilities for both genders in self-efficacy perceptions and attitudes regarding programming.

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.

Technology is an indispensable part of the educational curriculum, and large budgets have been allocated to provide technological infrastructure in secondary education institutions in Turkey. It is important that teachers have the technological pedagogical content knowledge (TPCK) to successfully integrate technology into their courses. The aim of this study is to examine the development of the TPCK of a mathematics teacher who participated in in-service training course organized for the use of Geogebra software in geometry teaching. The in-service training is designed in accordance with the Technology Integration Model stages, and Geogebra software is used taking into account the learning outcomes of 9th and 10th grade secondary school geometry. The case study method has been employed, and data was collected through interviews, observation, self-assessment forms, and field notes. The findings show that the in-service training helped the maths teacher integrate technology in the teaching and developed the knowledge of curriculum, students’ understandings and learnings, and instructional strategies and methods. With regard to research recommendations and results, professional development programs that will provide TPCK development can be organized so that teachers can use the ever-evolving technologies in their classes along with the appropriate pedagogical approaches.

This research study aims to evaluate the graduate theses and articles conducted on the concept of instructional leadership over the period between 2002 and 2017 in Turkey by means of methodological and statistical analysis techniques. In the study, which is configured by using the case study design as one of the qualitative research methods, the related theses are obtained from the database of the Council of Higher Education Thesis Center in Turkey, whereas the related articles are provided through article archives of the National Academic Network and Google Scholar website. The data collected via the academic publication evaluation form are evaluated by frequency analysis using. In the study, 104 postgraduate theses and 35 articles on instructional leadership are conducted, many of which using scales as data collection tools. Lack of due diligence in validity and reliability studies, selection of mostly teachers for sampling, and usage of descriptive t-test and one-way ANOVA techniques in data analyses are detected. As a result, it is shown that similar studies using similar datasets and the same data collection tools have been carried out on instructional leadership. Mixed research and scale development studies in which qualitative and quantitative methods can be used collocation.

The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective pre-school teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the research included a total of 46 prospective pre-school teachers who have studied in the Education Faculty of Kafkas University in 2016-2017 academic year. The applications were carried out in the "science education" which is one of the third-grade 5th-semester courses of the pre-primary education program. The application process was completed in 4 hours a week for a total of 40 hours. In the analysis of the quantitative data collected by Scientific Creativity Test, percentage calculation and t-test were used. Explanatory and inferential codes were used in the analysis of qualitative data obtained from the in-class observations. As a result of the research, it was seen that the course activities in which different techniques were used positively influenced the scientific creativity levels of the prospective teachers. Prospective teachers' level of skills involved in creative trait, creative process, and creative product sub-dimensions also developed. It has been suggested in the direction of these results that different techniques should be used together to develop scientific creativity.

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 purpose of the current study is to determine pre-service teachers’ opinions about 21st century learner and teacher skills. The study group of the current research is comprised of 391 senior students from an education faculty. As the data collection tool, the 21st century Learner Skills Use Questionnaire and 21st Century Teacher Skills Use Questionnaire were employed. In the analysis of the collected data, frequencies, percentages, arithmetic means, independent samples t-Test, One-Way Anova, Correlation, Mann Whitney-U, Kruskal Wallis techniques were used. The findings of the study revealed that the pre-service teachers’ opinions about 21st century learner and teacher skills vary significantly depending on the variables of gender, department attended, academic achievement, experience of private tutoring and practicum teaching (doing practicum teaching at elementary and secondary schools). As a result, it was concluded that the pre-service teachers are ready for using 21st century learner skills (cognitive skills, autonomous skills, collaboration and flexibility skills, innovativeness skills) and teacher skills (administrative skills, technopedagogical skills, affirmative skills, flexible teaching skills, generative skills). However, it was also found that the pre-service teachers were not able to make enough use of learner and teacher skills during their practicum teaching at schools. Moreover, a positive, medium and significant correlation was found between 21st century learner skills and 21st century teacher skills.

The present study aims to explore the experiences of prospective physical education teachers on active gaming. The study, which used qualitative case study design enrolled 2 prospective physical education teachers (1 male, 1 female) who were included in extracurricular activities and physical education classes in 2015-2016 academic year. For data collection, semi-structured interview forms, diaries and extended field notes were used. For data analysis, the content analysis method was used: following the transcription process, coding was performed in two categories and themes and sub-themes were created that reflect common codes. The findings have revealed that according to prospective teachers, active gaming ensures active participation of students and facilitates classroom management in physical education classes, which, in turn contributes to the learning environment where every student can participate. It also has been found that active gaming in the extracurricular activities contributes to the arousal of the initial participation desire in students, and establishment of an environment suitable for the improvement of physical competence. According to prospective teachers, active gaming should be used not in every part, but in certain parts of classes or of extracurricular activities.