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.

Grammar; while originating from the natural structure of the language also is the system which makes it possible for different language functions meet within the body of common rules especially communication. Having command of the language used, speaking and writing it correctly require strong grammar knowledge actually. However only knowing the rules cannot be the indicator of using the language correctly and effectively. For the individual, who learns the rules of the language but cannot transform it to daily life, grammar teaching can be difficult and boring. Instead of considering grammar teaching as an independent and abstract lesson, realizing it through integrating with other learning fields will increase the effect and level of success in grammar teaching. The purpose of this research is to determine the views of first language teachers regarding teaching grammar. The study group of the research consist of 10 Turkish language teachers who work in a city in Turkey (Elazig). Within this research, which was carried out with qualitative pattern, the data was gathered with one on one interview technique using semi structured interview form, which consisted of 10 questions. The data gathered was analyzed with content analysis and interpreted being categorized. Regarding the findings frequency distributions were given and interpreted. As a result of the study it was seen that teaching grammar differs in terms of teachers’ views, in addition in some matters they were under expectations.

The purpose of the present study is to test a hypothetical model in order to examine the association between students’ sense of classroom belonging along with four other university class-level variables including faculty-student relationships, connected classroom climate referring peer relationships, loneliness and classroom identity. It is intended to draw attention of teacher educators to the importance of creating sense of community at classroom level through this study in order to improve the quality of teacher education. With this aim, pre-service teachers attending the faculty of education were selected as sample of the study (N= 1425). Each measures used in this study was adapted for college-level students through confirmatory factor analysis in order to test specific predictions concerning each measure’s structure and the results revealed that  all measures have adequate psychometric properties. The model examined with structural equation modeling was an excellent fit with the data, and the results indicated that the fitted model explained 50% of the variance in classroom identity; 47% of the variance in sense of classroom belonging; 14% of the variance in classroom climate; and 9% of the variance in loneliness. Results and implications are discussed.

The aim of the present study was to figure out whether university students’ learning approaches were shaped via their achievement goal orientations, academic self-efficacy and hope or not. The other objective was to examine if these psychological constructs varied in accordance with the demographic variables including gender, age and class level. 332 undergraduates from two different universities who were in the year of junior and senior participated in the study. The Achievement Goal Orientations Scale, the Academic Self-Efficacy Scale, the Dispositional Hope Scale and the Demographic Form were utilized to reveal the predictive power of these constructs on their learning attitudes measured by the Revised Two-Factor Study Process Questionnaire. Multiple linear regression analysis indicated that learning goal orientation was a pivotal predictor of both deep and surface approach to learning. Academic self-efficacy and hope were the crucial precursors of deep approach while performance-avoidance goal inclination was a considerable predictor of surface approach. Independent samples t-test analysis displayed that the female undergraduates were superior to the male ones in terms of the learning goal tendency. And the students (20 to 22 aged) demonstrated higher scores on the same variable than the other ones (23 to 25 aged). On the basis of class level, there were no significant differences in the scores of achievement goal orientations, academic self-efficacy, hope and learning approaches. The results pointed out the fact that such concepts pertinent to an undergraduate’s academic performance could be viewed as distinctive features engendering different learning attitudes toward scholastic training.

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 major purpose of this study was to create a path analysis model of academic success in a group of university students, which included the variables of academic confidence and psychological capital with a mediator variable - academic coping. 400 undergraduates from Marmara University and Istanbul Commerce University who were in sophomore, junior and senior years participated in the study. The Academic Behavioral Confidence Scale, the Academic Coping Strategies Scale and the Psychological Capital Test Battery composed of the Academic Self-Efficacy Scale, the Life Orientation Test, the Hope Scale and the Resilience Scale were utilized to disclose the predictive roles of these variables on academic success. The results of path analyses showed that academic confidence and psychological capital had pivotal direct and indirect effects on academic success via the mediator variable – academic coping. Academic coping had also a direct influence on academic success.  The findings of the study are essential for telling both vocational counselors and educational psychologists the fact that career interventions for university students should consider the non-cognitive factors on their academic achievements.

The main purpose of this research is to examine the relationship between levels of organizational happiness and organizational socialization of physical education and sport teachers. The research is quantitative and correlational model. The population of the research is composed of 257 physical education and sports teachers working in Siirt province. The entire universe was tried to be reached and 244 physical education and sports teachers were reached at the target stage. Within the scope of the research, 2 measurement tools were used. The Organizational Happiness Scale was developed by Bulut. The ''Organizational Socialization Scale'' was developed by Erdogan. Some of the research results are as follows: Arithmetic mean, standard deviation, correlation and simple regression tests were used in the analysis of the research data. Teachers' organizational happiness levels are high and organizational socialization levels are very high. There is a high level of positive correlation (r =, 67) between the levels of organizational happiness and organizational socialization of teachers. Teachers' organizational happiness is predicting organizational socialization. The model explains organizational socialization by 55%.

The purpose of study is to examine the reliability of analytical rubrics and checklists developed for the assessment of story writing skills by means of generalizability theory. The study group consisted of 52 students attending the 5th grade at primary school and 20 raters in Mersin University. The G study was carried out with the fully crossed hxpxg (story x rater x performance task) design, where the scoring keys were determined as fix facet. Decision Study was carried out by changing the task facet conditions. As a result, it was observed in both scoring keys that the sources of variance related to the stories had a high variance percentage in the main effects while "hp (story and rater interaction effects)" a high variance percentage in the interaction effects. The highest variance in the design belongs to the interaction effect "hpg (story, rater and performance task interaction effects)". This can be an indicator for the existence of different sources of variability and error, which are not included in the design. Examining the G and phi coefficients calculated for both scoring keys, it was determined that scoring with analytic rubrics is more reliable and generalizable. According to the decision studies, it was decided that the number of tasks used in this study is to be most appropriate.

This study aims to analyze whether academics’ organizational cynicism attitudes and levels of organizational identification in the field of sports sciences differ based on certain variables and determine if any relationship exists between these two variables. “Organizational Cynicism Scale” and “Academics’ Organizational Cynicism Scale” were applied to 106 academics as a data collection tool. Mann-Whitney U test and Kruskal Wallis test were used for nonparametric statistical data analysis. Bonferroni correction was taken into account in order to identify different groups. Spearman order correlation coefficient was calculated in order to identify the correlations among variables. The findings suggest that academics’ organizational cynicism and identification sub-dimensions did not display significant differences in terms of gender, marital status and academic title. However, significant differences were found among some sub-dimensions in terms of sufficiency of institution’s physical facilities, the status of place where the institution is located and financial aid from the institution. Additionally, negative and moderately significant correlations were found between all sub-dimensions of organization cynicism attitude and cognitive/behavioral/affective organizational identification sub-dimensions. It is considered that the present study will make important contributions to educational psychology thanks to its findings.

In Turkey, as in all countries of the world, education is regarded as the sole means of modernization, progress, civilization, productivity, and sustainability of all these things. The aim of the Turkish education system is to raise students with the national, moral and cultural values of the Turkish nation, to educate them as citizens of a social law state, and solve the existing or potential problems that may arise in the future. The most important document that shows how this aim will be achieved in the country is the curriculum. The purpose of this study is to reveal the frequency of the social issues included in the current curriculum at the elementary education level. Within the scope of the study, social issues presented by sociologists were established through e-Delphi panels, coded under seven titles by researchers, those who were thought to bring solutions to these problems were counted by descriptive analysis method in the specific aims, themes and achievements of the curriculum used at elementary level. Results show that curriculum adopted at the elementary education level include mostly issues related to individual life and individualization, socialization, democratic life and democratization while economic issues, and issues related to family, environment and urbanization are emphasized less. These findings are discussed with other research results.

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.

The purpose of this research is to examine the correlation between the attitude towards reading and the perception of creative reading. The sample group of the study, in which the correlational survey model among the qualitative research designs was conducted, consists of 319 students studying at fourth grade in primary schools. The scale for the perception of creative reading generated by Yurdakal and Susar Kirmizi and the scale for the attitude towards reading formed by Yurdakal and Susar Kirmizi were applied in collecting data for the research. Pearson Product-Moment Correlation Analysis and Simple and Multiple Linear Regression Analysis were implemented for the analysis of data in the study. When the data obtained from the analyses were examined, it was observed that there was a positive and high correlation between the attitude scale towards reading and its sub-dimensions. Likewise, a positive and high correlation was determined between the perception of creative reading scale and its sub-dimensions. As the attitude towards reading increases, the perception of creative reading decreases. This finding is similar for all the sub-dimensions in the scales. It was also comprehended that the attitude towards reading was a predictor of the perception of creative reading and that there were significant correlations between the perception of creative reading and the sub-dimensions of contributions, meaning, activities, and process of reading. Along with these variables, the attitude towards reading explains the perception of creative reading at a total level of 13%.

Achieving the maximum efficiency in teaching a second language (L2) has always been an important issue for educators. Current globalization processes, development of international business relations, political integrations among the various countries throughout the world, and the abilities of latest information and communications technologies (ICT) dictate the more significance of knowledge of foreign languages. All living conditions should be constructed according to the mentioned surrounding changes during the ICT era. Correspondingly, teaching methodologies are also being adapted in order to teach people more efficiently. This paper studies how cellular phones (cell phones) can be used in learning English phrases. In order to examine the impact of cell phones on learning a language an experiment was run among the college and university students in Kazakhstan, supported by GSM Network of KCell (Kazakhstan). This paper discusses the experiment results, in which 126 college and university students participated, and makes some suggestions based on the experimental mobile learning. Study reveals that users could make noticeable improvements learning through their cell phones after the conducted experiment. Positive improvements were noticed on the results of general tests of English language those conducted among all participants of the research.

Recently, there has been growing interest among practitioners and scientists in teaching children computer programming languages. The international efforts to raise generations who produce technologies are supported at the national level in Turkey too. Programming language education is included beginning from secondary school curricula of computer science education. However, it can be mentioned that up-to-date methodological and pedagogical requirements of the courses are not adequately researched. Therefore, the primary aim of the study is to share innovative methods regarding programming education processes with middle school computer science teachers. This paper presents the details of a project conducted to design an in-service training model for computer science teachers and funded by the Scientific and Technological Research Council of Turkey (TUBITAK) with the project number of 116B298. During the training period, up-to-date methodology and technologies were presented in workshops with an integrated approach. At the end of the courses, the participants’ development and the efficiency of the activities were investigated based on the analyses of qualitative and quantitative data and positive results about the content of proposed in-service teacher training methodology were yielded.

The purpose of the present study is to determine if high school students' character strengths composed of twenty-four different features, being virtuous including six dimensions and demographic characteristics predict risky behaviors. The participants of the study were 380 students aged between 14-19 years and enrolled in general high schools. The data was collected by using the Values in Action Inventory of Strengths for Young People and the Risky Behaviors Scale. From the findings, it was determined that the risk of school drop-out score was higher in the ninth grades and the male students had more risky behaviors compared to the their female counterparts. Moreover, it was also determined that the risky behaviors were significantly related to many character strengths. Besides this, as a result of the regression analyses, it was found that the character strengths predicted risky behaviors composed of the areas of anti-social behaviors, use of alcohol/cigarette, eating habits, suicide tendency and school leave at different levels. The findings were discussed within the context of adolescents’ psychological counseling needs and suggestionThe purpose of the present study is to determine if high school students' character strengths composed of twenty-four different strengths, virtues including six dimensions and demographic characteristics predict risky behaviors. The participants of the study were 380 students aged between 14-19 years and enrolled in general high schools. The data was collected by using the Values in Action Inventory of Strengths for Youth and the Risky Behaviors Scale. From the findings, it was determined that the risk of school drop-out score was higher in the ninth grades and the male students had more risky behaviors compared to their female counterparts. Moreover, it was also determined that the risky behaviors were significantly related to many character strengths. Besides this, as a result of the regression analyses, it was found that the character strengths predicted risky behaviors composed of the areas of anti-social behaviors, use of alcohol/cigarette, eating habits, suicide tendency and school dropout at different levels. The findings were discussed within the context of adolescents’ psychological counseling needs and suggestions were proposed.

The purpose of this research is to examine the opinions of bodybuilding sportsmen regarding the use of doping by comparing them with the sportsmen values dimension. The research was carried out with qualitative research pattern, and interview method was used. The study group was consisted of 2 women, 10 men in total of 12 national sportsmen in bodybuilding branch from Turkey. The data were obtained through face to face interviews with bodybuilding sportsmen using the interview form. Then, the data were analyzed through content analysis method. As a result, it was determined that success without doping is difficult in bodybuilding sport, and almost all of the sportsmen use doping in this sports branch, yet doping causes health problems and unfair competition.

The purpose of this study was to evaluate pre-service science teachers’ argumentation skills, attitudes and knowledge levels regarding organ transplantation and donation (OTD). Teachers play a fundamental role in providing information to children/adolescents and could influence their attitudes. Organ transplantation is a life-saving hope for many people, but shortage of organs for transplantation is a universal problem. Having a positive attitude and true knowledge are essential for teachers that affect students’ future attitude toward this topic. The research method was descriptive and cross-sectional. The sample of research was 472 pre-service science teachers, who were sampled by using convenient sampling method and are students of Science Education Department at four different public universities. Data collection instruments were developed by researchers as valid and reliable questionnaire in order to determine the attitudes, knowledge levels and argumentation skills of pre-service teachers regarding OTD. Results observed that the pre-service science teachers' argumentation skills in a socio-scientific subject such as OTD were at a very low level, their attitudes were at a moderate level, and their knowledge level was above the average. Results of the study have shown that graduated high school type and grade level have played important roles in the positive attitudes, high argumentation skills and high knowledge level about organ donation. No significant difference was found in the attitudes and knowledge level of pre-service science teachers toward OTD in terms of gender. The gender only affected the ability of argumentation.

In this study it is aimed to analyze the smartphone addiction, fear of missing out (FoMO), and perceived social and academic competence that predict social media addiction on high school students. Study group consists of 296 (136 females and  160 males) high school students studying in Anatolian High Schools and Vocational High School in Mersin during the 2017-2018 academic year. Simple random sampling was used. In the study, descriptive survey method was used. As data collection tools, Personal Information Form, Social Media Addiction Scale, Smartphone Addiction Scale, Fear of Missing Out Scale (FoMO), Perceived Competence Scale developed by Ozer et al. were used. In analyses of data, regression was used. According to stepwise regression analysis, smartphone addiction (β = .34), fear of missing out (β = .26) and perceived academic competence (β = -.12) predict social media addiction level on high school students. As the result of the study, smartphone addiction, fear of missing out, and perceived academic competence predict social media addiction on high school students. When the smartphone addiction level and fear of missing out decrease, and also perceived academic competence improve, students’ smartphone addiction levels reduce.

Currently, it is taken for granted that teachers have to take into account the conceptions in order to achieve some efficient learning, the latter are generally resistant and may hinder the learning. Studies have shown that learning amounts to make conceptions evolve which play a determining role in the appropriation of scientific concepts such as neurotransmission, which is the subject of our study. This concept is present in the Life Science syllabus as early as high school. The aim of this study is to assess the impact of an interactive approach on the evolution of students' conceptions of neurotransmission. For this purpose, a questionnaire was administered to the first two years’ students (second year) in the Life Sciences stream at Dhar El Mahraz Faculty of Science in Fez during the academic year 2016-2017. This questionnaire was in the form of a pre-test and a post-test on learning/teaching of neurotransmission. The results of the study showed that the approach which was adopted had a positive effect on the evolution of the students' conceptions of neurotransmission in that it apparently contributed to a conceptual change for them.

This research employs survey-based correlational model. This study has been carried out to reveal the relationships among perceived multi-dimensional social support and satisfaction with life, job satisfaction and job stress. The research data were gathered from 355 teachers working at schools in Hatay city in 2018-2019 academic year. Data were achieved by “Perceived Multi-Dimensional Social Support Scale”, “Job Satisfaction”, “Job Stress” and “Satisfaction with Life”. The relationships between multi-dimensional social support and job satisfaction, job stress and satisfaction with life have been determined in the measurement model. Structural equation model shows that perceived social support has a positive impact on teachers’ job satisfaction and satisfaction with life, in reverse, a negative impact on teachers’ job stress. Besides this, perceived social support positively affects teachers’ satisfaction with life through the partial mediation effects of job satisfaction and job stress. It has been concluded in this study that increasing perceived social support is an effective strategy for increasing job and life satisfaction and decreasing stress of teachers.