The paper presents an educative experience organized in a postgraduate course in a faculty of education with the aim of facilitating students’ “affective self-understanding”. Affective self-understanding is a reflective practice that allows people to comprehend their own emotions in order to gain awareness of them. Students were spontaneously engaged in a laboratory, where they were invited to reflect on their emotional lives. The educative experience was subdivided into different phases requiring writing and analysis tasks. At the end of the experience, students were asked what they thought they had learned, what had been difficult, and what had been the most important phase for learning. Students’ answers were analyzed on the basis of grounded theory through an inductive process of analysis. The theoretical framework of the research is the cognitive theory of emotions. According to this theory, an emotional education is possible because we can understand emotions by identifying their cognitive component and the actions they induce.

This paper describes a pedagogical framework that teachers can use to support students who are engaged in solving open-ended problems, by explaining how two Japanese expert teachers successfully apply open-ended problems in their mathematics class. The Open-Ended Approach (OPA) framework consists of two main sections: Understanding Mathematical Knowledge and Applying Mathematical Knowledge. The sections were cross-analyzed with students’ responses to provide a comprehensive analysis of how teachers use various techniques to support students. It is proposed that teachers can use this framework to create an environment that promotes learning with open-ended as well as other open problems in their mathematics classroom. The OPA framework can contribute to teacher education, the design of mathematics curricula and to educational research.

Facilitating effective mathematics learning and higher mathematics achievement have long been recognized as a key to the scientific and technological advancement of the African continent. While the central role that language proficiency plays in mathematics teaching and learning has received an overwhelming research attention in the literature over the past two decades, this is not the case among African policy-makers and political leaders. Drawing mainly from our professional experiences as mathematics educators and from the international research literature, our primary intent in this paper is to answer this question: How does the learning of mathematics in English at the basic school level help or hinder students’ mathematical proficiency? To answer this question, the paper is organized as follows. The first part, the introduction, gives a brief overview of the language of learning and teaching in Africa. The second part describes the method and conceptual framework undergirding the research. In the third section, we have analyzed the effects of mathematics learning and teaching through English for basic students whose mother tongue is a Ghanaian language. The conclusion offers four recommendations for developing and improving the mathematics proficiency of students in basic schools.

In this article, a teaching strategy which not only blends yesterday and today in a meaningful way but also powerfully integrates literacy and history will be examined. Firstly Readers’ Theatre as a technique will be introduced. Secondly, the usage guidelines of Readers’ Theatre will be presented. Finally the opinions of secondary school students about Readers’ Theatre as an instructional component in history teaching will be discussed. The research was conducted on 72 11th grade students from Deneme Secondary School in Çankaya district in Ankara in the spring term of 2013-2014 school years. For the purpose of the study, students were taught by using Readers’ Theatre technique in history lessons for four weeks and at the end of this implementation, the semi-structured interviews were held to determine the opinions of students about Readers’ Theatre technique. The themes were formed by making content analyze to the collected data. It is concluded that the students mainly have described Readers’ Theatre as “theatre”. They have found Readers’ Theatre useful in many respects as they outline the positive effect of the technique on their reading and obtaining historical information. They like most the cooperation with their peers and acting. The vast majority of students have not mentioned any dislikes and a few of them have difficulties to follow the script. Finally, the answers of the majority of the students on the implementation of Readers’ Theatre again are “positive” and their suggestions for better implementation are “on stage”, “the same way” and “using visuals”.

This study aimed to comparatively examine the self-efficacy and burnout levels of preschool teachers in Turkey and the United States. Of the general screening models, the study uses the relational screening model. A total of 90 teachers participated in the study. 32 of the participants were from the United States and 58 were from Turkey. The Teacher Self-Efficacy Scale and Burnout Scale were used in the study. The data were analyzed through the Whitney U-Test. According to the analyses regarding the self-efficacy levels of teachers, a significant difference in student participation sub-dimension as well as in total points in favor of the teachers in Turkey were found. However, no significant difference was found between the two countries with regards to teachers’ burnout levels. Regarding the self-efficacy levels of teachers working in Turkey, a significant difference was found in favor of teachers with two to five years of experience in the student participation sub-dimension, while no significant difference was found in the other sub-dimensions and in total points. On the other hand, no significant difference was determined was found between the self-efficacy levels and years of experience for the teachers in the United States.

Technological Pedagogical Content Knowledge (TPACK) is a model that explains how teachers use technology more effectively in the context of technological, pedagogical, and content knowledge. Teachers' TPACK competencies play great importance in this regard. Lesson study has also been playing significant roles in the development of teachers' professional trainings. When the researches on TPACK and lesson study have been analyzed, the research is expected to provide significant contributions to the literature. This study aims to present reflections from a lesson study practice that carried out to urge techno-pedagogical competencies of the secondary school mathematics teachers and to reveal the development of teachers’ progress. The study used case study method, and it was conducted with three in-service teachers. The research data were collected through semi-structured interviews, voice recorder, and observation notes. To analyze the collected data, descriptive analysis method was used. The results have revealed that teachers have made much more progress in designing, implementing, and problem solving in terms of TPACK competencies. It has also been determined that teachers’ development of openness to the innovations was limited. This limitation appeared to emerge as a result of teachers’ time anxiety and insufficient knowledge regarding the use of technology.

In order to reflect the integration of the teachers’ content knowledge, pedagogical knowledge, and technology usage skills to the class context and to provide the expected outputs for the program's purposes, it is needed to be revealed the different dimensions of Technological Pedagogical Content Knowledge (TPACK). In this study, it was aimed to investigate the teacher training programmes related to pre-service science teachers’ TPACK. This study was designed as a cross-sectional study. In the 2015-2016 academic year, a total of 269 pre-service teachers (73 of them from 1st grade, 73 of them from 2nd grade, 87 of them from 3rd and 36 of them from 4th grade students) attending Science Education Department participated in this study. As a data collection tool, 7 subscales of “Technological Pedagogical Content Knowledge Scale of Pre-Service Teachers”; namely, technology knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge were used. According to the results, as the class level of pre-service teacher increases, their level of technological pedagogical content knowledge increases as well. Moreover, there is a significant difference on behalf of pre-service teachers at the 1st grade in all dimensions of technological pedagogical content knowledge scale.

The aim of this study is to reveal the benefits gained from “Special Training Methods II” course and the problems prospective mathematics teachers encountered with it. The case study method was used in the study. The participants in the study were 34 prospective mathematics teachers studying at a Primary School Mathematics Education Department. The data collection tools were a form composed of open-ended questions and semi-structured interviews. Descriptive analysis of the quantitative data was carried out. In the “Special Teaching Methods II” course, beginning in the spring term of the 2015-2016 academic year, teaching activities on “multiple intelligences”, “discovery”, “group work”, “problem-solving”, “history of mathematics” and “computer-assisted teaching” were developed and implemented. It was concluded that these activities helped students like mathematics more, understand the importance of helping each other and cooperation and have more enjoyable lessons, as well as aiding their cognitive, social and emotional development. It was also found that through these activities participants improved their belief in themselves and increased their confidence regarding teaching mathematics. The participants also faced with some difficulties during the application process. They mostly mentioned that preparing worksheets was time-consuming, finding a school to perform the activity was hard and students were reluctant.

This study examines the subjects and concepts in biology perceived to be difficult to learn and teach by 759 pre-service biology teachers registered in the pedagogical formation program at Uludag University Faculty of Education in the academic year of 2005-2016, as well as the associations that word “biology” first calls to their mind. The study was designed as a survey model, and a questionnaire of three scaled questions was used as a data collection tool. The data were classified into 10 different categories based on different branches of biology: Anatomy-Morphology, Biotechnology, Ecology, Evolution, Physiology, Genetics, Histology, Cytology, Systematics and Reproduction and Development. Following the classification, the data were analyzed using frequency and percentages. The subjects and concepts perceived to be difficult to learn by the pre-service teachers are respectively as follows: photosynthesis and its stages, genetics, circulatory system, aerobic respiration, respiratory system, anaerobic respiration, protein synthesis, phanerogams, DNA structure and function, cryptogams, mitosis, plant systematics, endocrine system, meiosis, ETC, urinary system, plant physiology, taxonomy, evolution and digestive system. The subjects and concepts perceived to be difficult to teach by the pre-service teachers are respectively as follows: photosynthesis and its stages, protein synthesis, circulatory system, endocrine system, meiosis, plant systematics, evolution, mitosis, reproduction, genetic crossing over problems, Latinization of names, urinary system, genetics, ecology, aerobic respiration, DNA structure and function, plant tissues, glycolysis and anaerobic respiration. These findings confirm the need for developing undergraduate programs in biology and promoting the research culture at the secondary education level.

This study investigated the resilience levels of parents with children with multiple disabilities by utilizing different variables. The study, conducted with survey model –a qualitative method- included a sample composed of a total of 222 voluntary parents (183 females, 39 males) residing in Bolu, Duzce and Zonguldak in Turkey. Parental Information Form and Family Resilience Scale, consisting of 4 sub dimensions (Challenge, Self Efficacy, Commitment to Life and Control) and a total of 37 items, were used in the framework of the study which included reliability and validity studies of the scale as well. Differences between sub groups were not statistically significant for the following variables:  gender of children with multiple disabilities; age of children with multiple disabilities; support received for child care by parents of children with multiple disabilities; health problems of parents of children with multiple disabilities; psychological support received by parents of children with multiple disabilities; age of parents of children with multiple disabilities; income levels and education of parents of children with multiple disabilities (p>0.05). However, significant differences were observed in Challenge dimension in terms of gender of the parents and the type of disability.

It is important for pre-service teachers to know the conceptual difficulties they have experienced regarding the concepts of multiplication and division in fractions and problem posing is a way to learn these conceptual difficulties. Problem posing is a synthetic activity that fundamentally has multiple answers. The purpose of this study is to analyze the multiplication and division of fractions problems posed by pre-service elementary mathematics teachers and to investigate how the problems posed change according to the year of study the pre-service teachers are in. The study employed developmental research methods. A total of 213 pre-service teachers enrolled in different years of the Elementary Mathematics Teaching program at a state university in Turkey took part in the study. The “Problem Posing Test” was used as the data collecting tool. In this test, there are 3 multiplication and 3 division operations. The data were analyzed using qualitative descriptive analysis. The findings suggest that, regardless of the year, pre-service teachers had more conceptual difficulties in problem posing about the division of fractions than in problem posing about the multiplication of fractions.

The inorganic chemistry is one of the essential courses in the education of pre-service chemistry teachers. This study investigates the differences between the adopted learning approaches and achievements of Turkish pre-service chemistry teachers' who received the inorganic chemistry course from the same lecturer. The purposes of this study are to explore the relationship between the inorganic chemistry achievements and the adopted learning approaches of pre-service chemistry teachers and to examine the effect of their learning approaches on their inorganic chemistry achievements. This study was conducted with 127 pre-service chemistry teachers from the Department of Chemistry Education at one of the public university in Turkey. “The Study Process Questionnaire” and “The Inorganic Chemistry Achievement Exams” were used as the data collection tools. The descriptive statistics and chi-square test were used for the data analysis. The results of the study displayed that (1) there is a significant relationship between the pre-service chemistry teachers’ inorganic chemistry achievement and their learning approach; (2) their learning approach has 34 % effect on their inorganic chemistry achievements according to Somers'd value.

A variety of teacher training system was implemented in Turkey until today. One of these systems is pedagogical formation training. The aim of this study was to determine the strengths and weaknesses of the pedagogical formation training according to the opinions of pre-service teachers and the experiences during the pedagogical formation training, to gather information about whether these experiences contributed to their teaching, and to evaluate the place of the pedagogical formation training in teacher employment in the light of this information. The research was carried out using an interview technique of qualitative analysis methods. The study group comprised of 20 pre-service teachers from different undergraduate programs, and they participated in a 14-weekinternship program at a high school in Ankara during the 2017-2018 academic year as a requirement for a training course.  Content analysis method was used for data analysis. As a result of the research, the pre-service teachers stated that they found the internship training in practice schools as useful for future teaching lives, but they did not find the theoretical training given in the classes useful for various reasons. They considered that there are some weak points of the program: the duration of the formation course is short, lessons are late in the evening, classes are crowded, and the teaching staff have negative effects on the students: they are indifferent, and there are almost the same topics in each lesson. This means that they were mostly not satisfied with its overall quality, and so its operability was enough. Like some of the suggestions, it is recommended that duration of the program should be extended to a long period, and the instructors should be selected from those who can give energy to the class, have communication skills, can create discipline in the classroom, and have experience in traditional classroom teaching.

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.

The structure sense is a part that must be learned in order to help understand and construct connection in abstract algebra. This study aimed at building the pattern of a structure sense as a profile of the structure sense in group property. Using a qualitative study, the structure sense of group property was explored through lecturing activity of abstract algebra course from two individual assignments given to the students. The students who could provide the best answers from the first and second individual assignments were chosen to be the respondents. The data from the second assignment, then, was analyzed through presentation, interpretation, coding, making a pattern, leveling and continued with clarification through an interview. The results of the study show that there were six patterns of structure sense answers and five levels of structure senses made by the students as the profile of structure sense. The conclusion is the inability to recognize the structure of the set elements, operation notations, and binary operation properties is one of the causes of the constraints in structuring the proof construction of the group. Thus, a thinking of mathematics connection is needed in structure understanding as a connection between symbol in learning and the symbol of abstract.

This study investigates the emotional responses of EFL student teachers to various affective situations during practicum and their coping strategies to enhance positive emotions and reduce negative emotions. Seventy female EFL student teachers participated in this study. To collect quantitative and qualitative data, two instruments were used: an emotional reflective diary and semi-structured interviews. The results of the study revealed that the practicum is an emotionally positive experience. The frequency of occurrence of pleasant affective situations was more than that of unpleasant ones. In the decreasing order of frequency, the most frequent emotional responses were happy, angry, and stressed and the least frequent ones were lost, influential, and shamed. Furthermore, the results indicated that student teachers adopted many regulation strategies to manage their emotions. The study recommends that teacher education programmes increase the focus on teachers’ emotions and training student teachers to manage their emotions to build future professional identities.

The industrial revolution era 4.0 has now become a major topic in every country. Various sectors respond quickly to this problem, including education. In response to this, there are several aspects of skills that students must master. One of them is problem-solving skills. One of the aspects that influence the students’ problem-solving skills is the context and problem-based learning model. The purpose of this study is to describe the effect of the model on students' skills to solve physics problems. The research method used is a quasi-experimental research design with non-equivalent control group design. The data analysis technique used Independent Sample T-Test by PASW 18 with a significance 5%. Based on the results of the Independent Sample T-Test can be concluded that there is an effect on the model that was applied with a significant gain of 0,00. The results showed that the context and problem-based learning (C-PBL) model affected the physics problem-solving skills. The C-PBL model is able to improve the students’ physics problem-solving skills, communication skills, the students’ confidence in learning, as well as improving students’ understanding of physics lessons conceptually.

The aim of this study, in which one of the qualitative research approaches, the case study design, was used, was to remedy reading problems and develop reading skills in a fourth grade primary school student with sound, syllable and word recognition exercises. The study covers 38 lesson periods in the autumn term of the 2018-2019 academic year. For developing reading skills, the strategies of “prior listening to the paragraph”, “repetitive reading” and “word repetition” were used. For determining reading errors, the “Error Analysis Inventory” was used. Data were obtained by means of observation and document examination. In the study related to determining reading status, it was established that the student had made errors such as repetition, syllabication, omission, addition and failure to notice punctuation marks. Based on the data obtained, first of all, sound, syllable and word recognition exercises were conducted with the student, and then reading exercises were carried out with texts selected to suit the level of the student’s Turkish course books and story books. Analyses were performed by taking audio and video recordings of all exercises. As a result of the intervention, the student’s desire to read increased, he began to read out loud, he began to identify sounds that he previously did not recognise or confused, and improvements in his reading skill were observed.

The Computer has occupied a comprehensive coverage, especially in education scopes, including in learning-teaching processes, testing, and evaluating. This research aimed to develop computerized adaptive testing (CAT) to measure physics higher-order thinking skills (HOTS), namely PhysTHOTS-CAT. The Research Development used the 4-D developmental model carrying the four phases of define, design, development, and dissemination (4D) developed by Thiagarajan. This testing instrument can give the item test based on the student’s abilities. The research phases include (1) needs analysis and definition, (2) development design (3) development of CAT and assemble the test items into CAT, (4) validation by experts, and (5) feasibility try-out. The findings show that PhysTHOTS-CAT is valid to measure physics HOTS of the 10th-grade students of Senior High School according to 82.28% of teachers and students assessment on PhysTHOTS-CAT content and media. Therefore, it can conclude that PhysTHOTS-CAT can be used and feasible to measure physics HOTS of the 10th-grade students of the Senior High School.

This study aimed to describe seven indicators of students’ verbal linguistic intelligence in reading subject. It used a qualitative research method. The subjects of this study were 30 students consisted of 9 male and 21 female students. They took the reading subject in the second semester of the first year. They were given a test of verbal-linguistic intelligence. Seven students were selected to be interviewed because they have verbal-linguistic intelligence and good communication. To find out the validity of the data, the researchers used triangulation of the test results and the results of interviews and triangulation of the second researcher and research assistants. Furthermore, the data were analyzed using the content analysis method which consisted of three steps, they were data reduction, data presentation, and conclusion drawing/verification. The results of the study show that there were seven indicators of verbal-linguistic intelligence of students in reading subject, first, having excellent initial knowledge in mentioning words, second, enjoying wordplay with Scrabble, third, entertaining themselves and other students by playing tongue twisters, fourth, explaining the meaning of the words written and discussed, fifth, having difficulties in mathematics lesson, sixth, their conversation refers to something they have read and heard, and the last, having the ability to write poetry based on personal experience.