Turkish Education Association / Türk Eğitim Derneği
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Teaching social skills in primary school: an action research
The aim of this study is to identify the social skills that pose challenges for 4th-grade primary school students, implement an intervention program to support the development of these skills, and evaluate its effectiveness. In line with this aim, the research was conducted using an action research design. The study group consisted of fourth-grade students attending a public primary school in Ankara during the spring semester of the 2022-2023 academic year. Among the participants, 11 were girls, 17 were boys, and 1 student was receiving inclusive education support. The classroom teacher possessed 13 years of professional teaching experience. In the study, the "Social Skills Assessment Scale," for children aged 7-12, and a semi-structured interview form were utilized to identify the dimensions of social skills in which students experience difficulties. The Social Skills Assessment Scale was analyzed using frequency analysis, while the interview forms were evaluated through content analysis. The intervention program was designed to address the challenges faced by the students and included activities such as problem-solving wheels, story reading, and creative drama. The findings of the study revealed that the problem-solving wheel was identified as the most effective method among the intervention program activities designed to address the students' challenges related to social skills. The problem-solving wheel was found to contribute to the development of students' social skills in areas such as maintaining relationships, coping with aggressive behaviors, and solving problems. Another method employed in the intervention program, creative drama, was observed to have positive implications in areas related to initiating and maintaining relationships, collaborating and conforming within a group, coping with aggressive behaviors, and emotional skills. Story reading activities were found to contribute to the development of social skills such as coping with teasing, respecting differences, empathy, managing embarrassing situations, raising awareness about peer bullying, understanding others' emotions, dealing with exclusion, coping with group pressure, helping others, and respecting diversity.
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Examining the reading and writing performance of students with learning disabilities and students with low and high reading achievement
In this study, the reading and writing performance of students with learning disabilities were compared to those of students with low and high reading achievement, and the distribution of achievement levels was examined. The study employed a correlational survey design, one of the quantitative research methods. Participants included 24 third- and fourth-grade students diagnosed with learning disabilities, along with 23 students demonstrating low reading achievement and 24 students demonstrating high reading achievement from the same classrooms as the students with learning disabilities. Measurements were conducted for variables including reading fluency, reading accuracy, reading comprehension, spelling, writing productivity, and content quality. The assessments utilized four tests from the Literacy Assessment Battery (Passage Reading Fluency Test, Passage Comprehension Test, Spelling Test, and Written Expression Test). The analysis revealed significant differences among the groups for all examined variables. Post-hoc test results indicated significant differences among all groups for reading fluency. For other variables, the learning disabilities and low reading achievement groups scored significantly lower than the high reading achievement group. However, no significant differences were found between the learning disabilities and low reading achievement groups. When group differences were analyzed based on z-scores, the gap between the learning disabilities group and the high reading achievement group ranged from 1 to 2 standard deviations across all variables. An analysis of the distribution of achievement levels showed that students in the learning disabilities and low reading achievement groups typically fell within very low and low levels for reading fluency and reading comprehension, while those in the high reading achievement group were mostly at moderate and high levels. For reading accuracy, the learning disabilities and low reading achievement groups were predominantly at the frustration level, whereas the high reading achievement group was at the independent level. Although the distribution patterns for spelling were less distinct than those for reading skills, students in the learning disabilities and low reading achievement groups tended to cluster at low and very low levels for writing productivity and content quality. In contrast, students in the high reading achievement group was predominantly at high levels. The findings were discussed in relation to previous research, and several recommendations were provided for future studies and practice.
A model for the effect of organizational justice on negative attitudes of teachers
This study aims to determine the relationships between organizational justice perception and teachers' organizational cynicism, work alienation, and burnout levels. Scale-based relational model was used in the design of the study. The population of this study consists of teachers working in primary schools in Adana province. 284 teachers in 47 schools randomly selected from the primary schools in this population with the disproportionate cluster sampling method constitute the sample of the study. It was determined that the scales used in the study were valid and reliable. The data were analyzed with descriptive statistics, correlation, and structural equation modeling analyses. The existence of statistically significant relationships between the variables examined was proven with the correlation and then the measurement model. According to the structural model with the best-fit values, teachers' organizational justice perceptions negatively affect organizational cynicism and burnout levels. In addition, organizational justice perception has a negative effect on teachers' burnout levels with the partial mediation effect of organizational cynicism and work alienation. It has been seen that school principals who want to reduce teachers' organizational cynicism, work alienation, and burnout levels should be sensitive and delicate in their practices and in the processes in which these practices are implemented, to strengthen teachers' organizational justice perceptions.
Adaptive Selection Algorithm and Standard Error Termination Rule in Comparative Judgement: An Application for Assessing Writing Skills
This study aims to examine the scoring reliability of comparative judgement under different sample sizes and standard error termination rule conditions. For this purpose, a Monte Carlo simulation study with 9 conditions and 82 iterations was conducted with sample sizes of 250, 500 and 1000 and standard error termination rules of 0.40, 0.35 and 0.30. In addition, a application for assessing writing skills was conducted with a sample of 50 students using the standard error termination rule of 0.40 and a maximum number of comparisons of 40. In the simulation study, scoring reliability was determined by true reliability, rank order accuracy and scale separation reliability. In the application, the correlation between scores that are obtained with a holistic rubric and ability estimates that are obtained with adaptive comparative judgement as well as the correlation between scores that are obtained using an analytic rubric and ability estimates that are obtained with adaptive comparative judgement were examined. In addition, scale separation reliability was calculated to obtain ability estimates using adaptive comparative judgement. The simulation results showed a high level of reliability in all conditions. Moreover, reliability was high, independent of the sample size. We conclude that stricter standard error termination rules lead to higher levels of reliability, but this requires performances to be subjected to a higher number of pairwise comparisons. The application results showed high scale separation reliability of .89 and correlations of over 0.70 with the scores obtained by using both holistic and analytic rubrics. Overall, the results of the study suggest that adaptive comparative judgement can be used in both classroom and large-scale assessment applications. In addition, adaptive comparative judgement is considered advantageous because it is easier to administer, does not require a difference in the testing process, and places the abilities on a continuous scale.
Cloze Tests in Measuring Reading Comprehension Levels
This study, conducted as correlational research, aims to objectively examine the validity of cloze tests in Turkish, which are commonly used to assess reading comprehension levels, general language proficiency, and the readability of written materials, and to evaluate the procedures for using these tests to measure reading comprehension. The study investigates the consistency between multiple-choice reading comprehension tests, frequently used in national exams for their functionality and objectivity, and cloze tests designed and scored using various methods. During the study, a total of eight measurement tools were administered to a sample group of 90 seventh-grade students. These tools consisted of four multiple-choice reading comprehension tests based on four distinct texts and four cloze tests, each systematically deleting a word at a different position within the text. Two scoring methods were applied to the cloze tests, one considering only the exact words as correct and the other accepting alternative words that preserved the meaning of the sentence. Within this scope, approximately 23,000 test items were presented to the students in the study group, and around 43,000 evaluations were conducted on these items. Data collected during the 2023-2024 academic year were analyzed using Pearson correlation analysis, revealing a significant positive relationship between cloze tests and multiple-choice tests. Tests scored by considering only the exact words demonstrated greater consistency, while the correlation decreased when context-preserving alternatives were accepted as correct. The highest correlation occurred when every sixth word was systematically deleted. Based on the findings, it is recommended that in cloze tests, exact words should be accepted as correct instead of context-preserving words, every 6th word should be systematically deleted, and the tests should be systematically integrated into measurement and evaluation practices.
Examining the Performance of Artificial Intelligence in Scoring Students' Handwritten Responses to Open-Ended Items
Open-ended items, which have been used as a measurement method for centuries in the evaluation of student achievement, have many advantages, such as measuring high-level skills, providing rich diagnostic information about the student, and not having chance success. However, today, open-ended items cannot be used in exams with a large number of students due to the potential for errors in the scoring process and disadvantages in terms of labour, time, and cost. At this point, Artificial Intelligence (AI) has an important potential in scoring open-ended items. The aim of this study is to examine the scoring performance of AI in scoring students' handwritten responses to open-ended items. In the study, an achievement test consisting of 3 open-ended and 10 multiple-choice items was developed within the scope of the Measurement and Assessment in Education course at a state university. Open-ended items were scored in a structured way (0-1-2), while multiple-choice items were scored as true-false (0-1). 84 participants took part in the study, and the open-ended items were scored by the expert group and the AI tool (ChatGPT-4o). The visual responses written by the students in their handwriting were scored by the AI tool in two different scenarios. In the first scenario, the AI tool was asked to score without giving any scoring criteria to the AI, whereas in the second scenario, the AI was asked to score according to the standard scoring criteria. The findings of the study showed that there were low agreement and correlation coefficients between the AI scores without criteria and expert scores, while there were high agreement and correlation coefficients between the AI scores with standard scoring criteria and expert scores. Similar to these findings, while the item discriminations of the AI scoring without criteria were quite low, the item discriminations of the AI scores with standard scoring criteria were high. In the study, the reasons for the discrepancies between expert scores and AI scores with standard criteria were also investigated and reported. The results show that AI can score handwritten open-ended items with standardized scoring criteria at a good level. In the future, with the development and transformation of AI, it is thought that it can reach scoring accuracy comparable to expert raters in terms of consistency.
A Tool for Selecting and Writing Texts for Assessing Reading: Reader-Friendly Informative Text Rubric (ODBIMDEPA)
This study focuses on the rubrics used for text evaluation, with the aim of introducing the Reader-Friendly Informative Text Rubric (ODBIMDEPA). This rubric, developed and validated through a reliability study, evaluates the reader-friendliness of informative texts used both in educational settings and in exams administered by institutions such as the Ministry of National Education (MoNE), the Assessment, Selection and Placement Center (ÖSYM), and the Yunus Emre Institute (YEE). The study also seeks to share insights gained from the analysis of evaluated texts. To achieve these goals, the document review method was employed, resulting in the creation of two distinct datasets. The first dataset, analyzed during the initial stage of the study, comprised 50 informative texts taken from the 5th, 6th, 7th, and 8th-grade textbooks used in MoNE schools in 2018. The second dataset, analyzed in the subsequent stage, included 37 informative texts selected from the YKS (University Entrance) exams administered by ÖSYM in 2023 and 2024. In the first stage, two independent academic raters scored the texts, while in the second stage, 11 expert raters for 4 subjects, 13 raters for 1 subject assessed them across eight dimensions defined by ODBIMDEPA. In the initial analysis, the weighted kappa coefficient was used to evaluate inter-rater reliability, indicating that the weighted average was acceptable and demonstrating that ODBIMDEPA exhibited significant consistency. In the second stage, the dataset was analyzed using the many-facet Rasch model, revealing a rater reliability of 0.95. This high reliability underscores the robustness of the developed rubric. Based on these findings, ODBIMDEPA provides a reliable framework for quantifying the reader-friendliness of informative texts used in assessments administered by institutions such as MoNE and ÖSYM, as well as those in educational textbooks. The rubric facilitates a quantitative assessment of whether these texts are suitable for use in exams or educational settings, offering insights into text selection and evaluation.
Examination of the Türkiye Century Education Model Curriculum Common Text in terms of Inclusive Measurement and Evaluation Principles
Keeping education systems up-to-date can be achieved through curricula that are continually renewed and reflect the spirit and needs of the times. In this regard, it's crucial for Türkiye, which has a dynamic and rich social diversity, to restructure its education system and adapt it to meet current needs. In this context, the Ministry of National Education (MoNE) has announced to the public that it will renew the curricula under the name "Türkiye Century Education Model" and will gradually implement it starting from the 2024-2025 academic year. Therefore, the research aims to assess the compliance of the "Türkiye Century Education Model Curriculum Common Text" (TCEMCCT), published in 2024, with inclusive measurement and evaluation principles. This is because the curricula can only be deemed inclusive if the approach to measurement and evaluation is also inclusive. In the study, qualitative research methods were used, and data were collected through document review. The data obtained were subjected to content analysis and supported with direct quotes. As a result of the research, it was observed that the "TCEMCCT" included inclusive measurement and evaluation principles and practices under the headings of "holistic education approach," "learning evidence (measurement and evaluation)," "considerations in measurement and evaluation practices," "differentiation," and "support." This result indicates that the understanding of inclusive measurement and evaluation in "TCEMCCT" overlaps with the goals of ensuring equal opportunities in education, a fair educational process, and responding to the needs of all students. Various recommendations have been made as a result of these findings.
Evaluation of Speaking Self-Efficacy and Social Anxiety in Secondary School Students
Speaking skills are an important element in gaining a place in one’s community. These skills are very valuable for children as they create their sense of self, try to acquire a social environment for themselves, and participate in social life, allowing them to be more successful, assertive, and self-confident. This study aimed to evaluate the relationship between secondary school students’ self-efficacy in speaking and social anxiety levels. The research was carried out in Samsun, Turkey, with data collected from four different schools selected by a simple random sampling method. The sample of the study included 595 students who agreed to participate in the research and answered all questions. Data were collected using a sociodemographic data collection form, the Speaking Self-Efficacy Scale for Secondary School Children, and the Social Anxiety Scale for Adolescents. The findings revealed a significant correlation between speaking self-efficacy and the social anxiety levels of the participants. Simple regression analysis showed that the speaking self-efficacy levels of the participants explained 16% of the variance in social anxiety levels (F=113.243, p<0.001). A statistically significant weak inverse relationship was revealed between speaking self-efficacy and social anxiety. Accordingly, it may be beneficial to increase the activities for the development of speaking skills in educational institutions.
Contextual, Formal and Correlational Examination of Article Titles Published in International Indexed Journals in the Field of Educational Sciences
Since appropriate title writing is an important variable in terms of publishing and citing an article, this research examines the titles of internationally indexed articles published in the field of educational sciences in terms of content and format. Document analysis was conducted by reviewing 800 articles and titles in the Web of Science database according to the criteria determined by the researchers based on the literature. Statistical analyses were made using the SPSS 27.0 program on the content and title compatibility data. The finding showed that the sentence structure of the articles differed according to the countries of origin of the journals in which they were published. In addition, it was found that the titles of the journals with high impact factor gave their methodological tendencies more clearly. It was found that the impact factor is linearly and medium related to reaching potential title standards and word count. Analysis by quartile factors of journals showed that potential content standards differed significantly in favor of Q1 journals. According to the results of the difference analysis for the journals, there is a statistically significant difference between the four journals in terms of title potential standards and a ranking as Review of Educational Research (Q1), Education and Science (Q4), Educational Researcher (Q1) and Pedagogy (Q4) has emerged according to the averages. Within the scope of the results obtained, some suggestions were made to guide researchers in creating titles for their scientific studies.
Nexus between Distributed Leadership, Meaningful Work and School Academic Optimism in Turkish Schools: A Multilevel SEM Analysis
School academic optimism is an internal factor that plays an important role in a range of school outcomes. In recent years, there has been an increasing focus on the antecedents of school academic optimism. Previous studies have concluded that leadership has an important impact on school academic optimism. However, the wholistic effect of distributed leadership and meaningful work on school academic optimism has not been sufficiently researched. Therefore, in the current study, we tested the model we had developed to explore the direct and indirect relations among distributed leadership, meaningful work, and school academic optimism both at the teacher level and school level. The data were gathered from 813 teachers working at 78 state primary schools located in 12 regions in Türkiye. We used multilevel structural equation model analysis to test the model we had developed. The results show that meaningful work is a significant factor in the relationship between distributed leadership and school academic optimism. This result contributes to the literature that focuses on the antecedents of school academic optimism. Based on the study results, it is recommended to develop and implement policies that will strengthen schools and give school leaders more authority to produce effective outcomes.
Investigating Student Reasoning When Faced with a Mathematical Statement that Contains both Confirming and Contradicting Examples
The purpose of this study is to address the ways in which mathematically gifted students reason when faced with both confirming and contradicting examples for a mathematical statement. By addressing this issue, this study aims to investigate the types of examples, generalizations and justifications that students construct after confronting confirming and contradicting examples for the statements. Eight students who enrolled in a Science and Art Center volunteered to participate in a semi-structured individual interview. The results indicated that the types and the purposes of suggested examples varied among the students. Research investigating student reasoning suggests that students’ justification schemes reflect their current view of the collection of examples that are considered as sufficient for the validation of a mathematical generalization. This study revealed that the types of examples were informative regarding the types of generalizations and arguments that were constructed by the students.
Relations Between the Functions of Proof and Social and Socio-Mathematical Norms: Reflections from the KARİDE Model
In addition to demonstrating the validity of mathematical propositions through proof, it also reveals functions such as explanation, discovery, systematization, and communication. It is essential to utilize all proof functions to transform it into a meaningful and profound mathematical activity in classrooms. Since mathematical proof and reasoning are social processes, teaching proof at the middle school level, particularly in demonstrating its importance and necessity, is influenced by certain norms. Therefore, teachers' consideration of proof's functions and the social and socio-mathematical norms supports students' reasoning processes. In this context, this study aims to reveal the functions of proof, social and socio-mathematical norms, and the relationship between these functions and norms within a learning environment that enables students to solve proof problems through interaction. The study participants comprised 7th-grade students attending a public middle school in the Central Anatolia Region. Since uncovering proof functions and establishing norms require long-term interaction in an authentic learning environment, the teaching experiment method was adopted in this study. The findings were presented by analyzing the video and audio recordings and worksheets obtained from the 12-week teaching process. The study results revealed that the classroom community developed shared norms regarding discussion, problem-solving, justification, and collaboration. These social and socio-mathematical norms guided students' participation in discussions and enhanced the quality of their contributions. Additionally, the study revealed that norms and functions of proof were intertwined in dialogues and that the norms across different themes and the functions of proof were interconnected. In the study, it was determined that the norms in the themes of discussion and collaboration mainly supported the communication function of proof, while the norms in the themes of justification and problem-solving mainly supported the verification, explanation, discovery, and systematization functions of proof. It is recommended that studies focus on the social aspect of proof to demonstrate how social and socio-mathematical norms and the functions of proof support each other at different grade levels.
A Delphi Study to Determine the Dimensions of Democratic Citizenship Competencies for Secondary School Students
Global developments significantly affect countries' citizenship education policies and the citizenship competencies that students should acquire. This makes it essential to develop students' democratic citizenship competencies. In this context, the research aims to determine the democratic citizenship competencies necessary for secondary school students to participate in public life in a democratic country as active individuals. A mixed method was used in the research. The Delphi technique was utilized, and purposive sampling was used to increase the diversity of participants and data. Delphi panelists were selected from academicians, independent researchers, school administrators, and teachers directly interested in citizenship, citizenship education, democratic citizenship/citizenship education, democracy, and human rights. Sixty-one panelists participated in the 1st Delphi round, 8 in the confirmation round, and 44 in the 2nd Delphi round. In the 1st Delphi round, data was collected with a single open-ended question and analyzed through descriptive analysis. Thus, for democratic citizenship, competencies in line with the panelists' opinions, knowledge, skills, values, attitudes, and tendencies were determined, and dimensions related to the subject were created. The dimensions determined in the 1st Delphi round and the themes, categories, and items forming these dimensions were presented to the panelists for their opinions in the approval round. As a result of the approval round, the dimensions forming democratic citizenship competencies were rearranged. In order to reach a consensus, the items forming the dimensions of Democratic Citizenship Education (DCE) were presented to the panelists for scoring in the 2nd Delphi round. The quantitative data obtained in this round were analyzed using the SPSS 25 program statistical analyses. In the study, three dimensions (cognitive, affectivel, and skill) reflecting the Democratic Citizenship Competencies (DCC) were determined. It is seen that the dimensions forming the DCC are related to multiculturalism, understanding, dialogue, communication, establishing connections, democratic participation, moral responsibility, critical understanding, independent learning, mutual respect, and tolerance. The dimensions determined in line with the DCC can be used as an analytical tool by those preparing the curriculum, administrators, and teachers. These dimensions can also guide the determination of the direction and goals of DCE. Teachers can benefit from these dimensions developed in their in-class and out-of-class teaching planning, implementation, and evaluation stages.
Problems Experienced in the Field of Vocational Specialization for Early Childhood Music Education in Turkey and a Solution Proposal
Although the problems in early childhood music education (ECME) have been addressed in many scientific studies around the world, the fact that the problem is still among the issues for which solutions are still sought in current studies suggests that a permanent solution has not yet been found. The main purpose of this study, which is designed as a qualitative case study, is to propose a master's degree program that is believed to be a solution to the current problems in the field of early childhood music education (ECME) in Turkey. In line with that, a master's program proposal for ECME specialization education was developed in line with the Turkish Higher Education Qualifications Framework (THEQF), existing information in national and international literature, and participant opinions. The proposed program is based on Bandura's self-efficacy theory, aiming to improve the performance of early childhood instructors with limited experience in teaching music. The participants of the study were determined by purposeful and snowball sampling method. The study group consisted of 24 participants, including 14 academicians who teach courses on ECME in faculties of education and health sciences and conduct postgraduate studies in this field, and 10 music teachers who teach music in private schools. The data were obtained through literature review and the interviews with the participants and reported in various categories and subcategories using descriptive and content analysis in line with the sub-objectives of the research. The analysis was focused on the evaluations of the participants about the course structure, content and interdisciplinary interactional potential of the proposed master's program. The findings have paved the way for the creation of a draft master's program within the scope of the Turkish Higher Education Qualifications Framework. As a result of the research, 43 general competencies and 43 field competencies were determined for the proposed master's program in the dimensions of knowledge, skills and competence at the master's level in line with the Turkish Higher Education Qualifications Framework (THEQF). In addition, the courses to be included in the program and their contents, the disciplines that the ECME specialist can interact with, and the opinions/suggestions of the instructors and music teachers about the proposed master's program were explained in detail. This study, which also aims to strengthen the professional competencies of ECME specialists and provide a reference point in the formation of music education programs in the future, is thought to improve the quality of experts in the field of ECME and to provide a guideline for prospective music education programs. In addition, the study is expected to contribute significantly to the instructors from different disciplines in terms of providing a solution for ECME specialization and creating a new field of specialization.
The Role of Attitude, Self-Efficacy and Metacognitive Strategy Awareness in Writing Skill: Which is More Effective?
Many studies in the current literature have explored various aspects of writing skill, including factors influencing the writing process, writing skill development, motivation to write, and effective writing methods. This study aims to explore the factors that contribute to writing skill proficiency. Based on the literature review, the factors investigated in this study encompassed writing attitude, writing self-efficacy, and metacognitive awareness of writing strategies. This study adopted a correlational approach to determine the role played by attitude, self-efficacy, and metacognitive strategy awareness in writing skills. The study group of the research comprises 265 7th grade students from Atatürk Secondary School, Mehmet Emin Yurdakul Secondary School, and Nasreddin Hoca Secondary School in the Yenimahalle district of Ankara province. Data collection involved the use of the Attitude Towards Writing Scale, Writing Self-Efficacy Scale, Metacognitive Writing Strategies Awareness Scale, and narrative texts composed by students. Student texts were evaluated using a Writing Skill Rubric. Data analysis was performed using Microsoft Excel, and the statistical software SPSS 26.0. The Pearson Product-Moment Correlation Coefficient (PPMCC) was employed to assess the relationships between study variables, while simple, and multiple linear regression analysis were used to determine the predictive impact of independent variables on the dependent variable. The findings of this study indicate a positive correlation between attitude, self-efficacy, metacognitive writing strategy awareness, and students’ writing skills. Additionally self-efficacy, and attitude were found to be predictors of students’ writing skills, whereas metacognitive writing strategy awareness did not demonstrate a significant predictive effect. Based on the study outcomes, several recommendations have been proposed for researchers.
Writing metacognitive strategy awareness
Teaching cell division topic using computational thinking skills and determining its’ impact on creative thinking skills and student perspectives
The aim of this research is to determine the impact of cell division teaching designed with computational thinking applications on the creative thinking skills and opinions of 7th-grade middle school students. The teaching design used in the research was created by taking inspiration from a study that provides application steps in the literature and was revised by the researcher. The research, which examines creative thinking skills in both quantitative and qualitative dimensions, was conducted based on the mixed methods design. The study group of the research consists of 39 students attending the 7th grade in two different classrooms of a state school located in the Kadıköy district of Istanbul province during the fall semester of the 2020-2021 academic year. Since the study was conducted during the pandemic period, it was carried out online. Throughout the implementing period, the teaching design integrated with computational thinking skills was done with the 21 students in the experimental group, while in the control group, consisting of 18 students, lessons were conducted according to the existing constructivist approach. Torrance Creative Thinking Test was used as the data collection tool in the quantitative dimension of the research, and a Creative Thinking Question and Semi-structured Interview were used in the qualitative dimension. The data obtained from the Torrance Creative Thinking Test were analyzed using the SPSS program, and it was determined that the implemented teaching design provided significantly enhanced creative thinking skills. Descriptive analysis was conducted on the data obtained from the creative thinking question in terms of flexibility, fluency, and lateral thinking, and it was observed that there was an improvement in students' creative thinking sub-skills and lateral thinking skills parallel to the quantitative findings. The data obtained from the semi-structured interview were analyzed using the MAXQDA program, and it was concluded that students found the teaching integrated with computational thinking skills more enjoyable and were able to easily integrate these skills into other subjects and daily life.
The transactive interaction patterns in middle school students' collaborative-based critical thinking processes aligned with social studies
Collaborative-based learning (CBL) has established itself as a respected pedagogical approach in nearly every education system. The success or full potential of such small-group practices largely depends on transactive interactions, which are characterized by both social and cognitive dimensions. This study, grounded in a qualitative methodology and designed as a case study, aims to examine the social and cognitive interaction processes and related experiences of 28 fifth-grade middle school students. These students were assigned to seven collaborative groups and guided to work together on critical thinking tasks aligned with the social studies course. These students were guided to work cooperatively on cognitive tasks related to critical thinking within the context of the social studies curriculum. According to the research procedure, cognitive tasks were developed through a three-phase preliminary process. An implementation model was designed for these tasks, and the activities were conducted in accordance with this model. Data were collected through participants’ self-reports (self-assessments, peer assessments, interviews) and the researcher’s observation reports during the preparation, orientation, pilot, and primary study phases. The collected data were analyzed in seven stages using MAXQDA Analytics Pro 2024 (version 24.0.0). The findings reflect that socially characterized transactive interactions may be related to students’ understanding of collaboration, their socio-emotional awareness and expressiveness, as well as their perceived group well-being. On the other hand, transactive interactions characterized by cognitive features were found to be related to goal orientation, the regulation of idea-generation processes (group metacognition), and the pursuit of high-quality argumentation within the scope of knowledge processing and decision-making. The results are discussed in relation to the classroom reflections of social and cognitive transactive interactions within critical thinking processes based on collaboration. Several recommendations are provided to strengthen both the theoretical and practical frameworks of future research in this field.
Effectiveness of group music therapy in reducing exam anxiety in high school senior students
The aim of this study is to compare the effect of group music therapy practices on test anxiety and the effectiveness of the music lesson taught in accordance with the united annual lesson plan in high school seniors who are preparing for the university entrance exam. Two months before the exam, 49 students studying in the last year of Osmangazi Anatolian High School in Afyonkarahisar province in the 2022-2023 academic years participated in the research. Students were randomly assigned to “Music Therapy” and “Music Lesson” groups. The music therapy group was included in the group music therapy process for 8 weeks, while the music lesson group took only the elective music course in the curriculum. “Westside Exam Anxiety Scale” was used as a data collection tool in the study, and comparisons between groups were made with independent sample t-test, chi-square analysis and factorial mixed design analysis of variance methods. In addition, semi-structured interviews were conducted with the students and the effect of the music therapy sessions was evaluated with the opinions of the participants. In conclusion; it has been observed that students can control their test anxiety through music therapy practices and strengthen their internal audit-based motivation by developing a foresight through affirmation. Moreover; it was stated by the students in the therapy group that peer interaction, music culture and music-based expression skills improved, and that music therapy sessions had a positive effect on them. It was determined that the students in the Music Lesson group experienced a certain increase in their anxiety levels with the approaching of the exam date, and it was difficult for the students to make sense of the music lesson outputs for the curriculum. In this study, it was determined that goal-oriented music therapy practices performed in the school environment were effective in reducing test anxiety. It is thought that the results of the study will contribute to the national and international literature.
Executive function skills as predictors of social skills in socially disadvantaged children
The aim of this study is to examine the effect of executive function skills on social skills in 4-5-year-old children. The study group consists of 151 children aged 4-5 years and their teachers. The data of the research were collected through the "Childhood Executive Functioning Inventory" and "Social-Emotional Assets and Resiliency Scale". The assumptions of the multiple regression analysis were tested and applied to the obtained data. There is a positive relationship between executive functions and social skills. Social competence and emotion recognition are only predicted by working memory. On the other hand, empathy, self-regulation and total social skills are predicted by working memory and inhibitory control together. Two executive function skills can explain approximately 41% of social skills. Tracking the executive function skills of the children in the preschool period can give an idea of their current and future social-emotional developments.
Student physical activity, lesson context, and teacher behaviour in preschool movement activity practices
Physical activity greatly enhances preschool children’s overall development (physical, psychological, social, academic, etc.). Therefore, it is important to identify what is happening in the learning environments of preschool children in physical activity practices, who spend a significant part of their day in a controlled and planned environment within a school setting. Given this importance, this study aimed to compare students' levels of physical activity, types of physical activity, curricular lesson context/content, and teachers' involvement and teacher promotion in preschool Movement Activity practices in public and private preschools in Türkiye. The study involved 50 female preschool teachers, 23 working in public schools and 27 in private schools, selected by convenience sampling. Data were collected using the System for Observation of Physical Education Lessons and the System for Observation of Physical Education Lessons for Preschoolers. The results showed that children in both public and private schools spent most of their practice time sitting (public 49.22%, private 47.88%) and standing (public 39.80%, private 42.54%) during Movement Activity practices included in the preschool curriculum. It was also observed that in most of the practice time during the movement activities, the type of physical activity was lying/sitting/standing/squatting (public 81.8%, private 84.27%), the context/content of the practices was gameplaying (public 73.68%, private 63.59%), the teachers’ behavior was observing (public 63.58%, private 71.54%), and the teachers’ interaction did not include promoting physical activity/fitness/motor skills in and out of class. In light of these findings, it is essential to conduct further research and make necessary adjustments to preschool teacher training programs and preschool curricula, which are far from achieving the preschool physical activity goals, to identify possible reasons for preschool children’s inactivity and teachers’ behaviors and practice content that keep students inactive.
Flipped learning model practices in social studies course in primary school
Learning environments are undoubtedly one of the important factors in enabling the learner to access information easily and effectively. it is not possible to expect effective access to knowledge in a teaching approach in which the teaching environment has unchanging patterns, the teacher assumes the role of absolute transmitter and the students listen to what they are told as passive individuals. Today's understanding of education, instead of teaching practices with all these restrictive features, has begun to change direction towards an understanding of education in which the student actively participates in the process of acquiring knowledge, learns by experiencing, experimenting, questioning and discovering, and the teacher designs and guides this whole process. At the same time, technology, which is the pioneer of change by affecting all areas of society, has inevitably started to be used in educational environments. With the use of technology in educational environments, teaching approaches in which teaching is carried out of the classroom independently of time and place have become widespread. Today, one of the teaching approaches suitable for this understanding is the flipped learning model. With this model, the traditionally defined teaching approach is reversed. Accordingly, the theoretical part of the course, which includes the processes of acquiring knowledge, was moved outside the classroom. In the classroom, the effectiveness of learning environments is tried to be increased through learning experiences in which students are active. The primary school period has a critical importance in the development of a teaching approach in which learners take responsibility for their own learning processes, actively participate in teaching experiences and use online environments for educational purposes as a competence in students. Because this competence, which will be developed in students in primary school, will form a basis for them to take responsibility for their own learning, to discover ways of accessing information and to use online environments for educational purposes. All courses in primary school serve the purpose of preparing individuals for the social, cultural and economic tasks they will take when they become adults, and providing the most basic knowledge and skills for these tasks. Social sciences course is one of these courses. The aim of this research is to determine the reflections of the flipped learning model on the learning-teaching process within the scope of primary school Social Studies course and to reveal the applicability of the model at primary school level. The research was carried out with action research design from qualitative research methods. The participants of the study were determined by using criterion sampling from purposeful sampling methods. In this context, the research was conducted with 8 primary school 4th grade students. The data collection process was carried out in two interconnected stages: field entry and application process. In the process of entering the field, data were collected through academic achievement tests to identify students who had problems in the Social Studies course. Then, teaching activities based on the flipped learning model were carried out. On the other hand, action plans were developed to solve the problems encountered during the process. In this process, more than one data collection tool including observation, interview, researcher diary, student diaries, student products, virtual classroom environment data were utilised. Data were analysed simultaneously. The data obtained were analysed with inductive approach. A total of seven action cycles designed according to the flipped learning model were carried out with the students in the social studies course. As a result of the research, it was determined that the students enjoyed the teaching process based on the flipped learning model, and that the model allowed the students to progress at their own individual pace, to repeat and to access the course content at any time. It was also observed that there was an improvement in the academic achievement of the students. As a result, it was determined that the flipped learning model is beneficial for students' cognitive and sensory development. In this direction, it is suggested that this model should be used as a teaching approach in primary school level and social studies course.
The effect of variety-support in physical education on participation: the serial mediation role of enjoyment and motivation
Although adolescents' Physical Activity (PA) levels are associated with various benefits, PA participation rates remain low. Previous studies have revealed that one of the psychological factors that may have a significant impact on adolescents' PA and participation in Physical Education and Sport (PES) is perceived variety-support. The aim of this study is to examine the serial mediation role of enjoyment and motivation in the relationship between variety-support and participation in PES. For this purpose, firstly, the “The Perceived Variety-Support in Physical Education Scale (PVSPES)” developed by Eather et al. (2022) adapted to Turkish and applied to middle school (n=561) and high school (n=457) samples. CFA results showed that the Turkish version of the PVSPES was measurement invariant across gender and educational level. The study, which examined the serial mediation role of enjoyment and motivation in the relationship between variety-support and participation, was conducted using structural equation modeling with a sample of 1018 (532 female, 486 male) middle school (n=561) and high school (n=457) students. The findings of the study revealed that students' perceptions of variety-support in the PES had a significant positive direct effect on course participation. It was found that enjoyment (b = .086, BootSE = .014, 95% CI [.059, .115]) and motivation (b = .061, BootSE = .012, 95% CI [.039, .087]) mediated the relationship between variety-support and participation. The serial mediation model revealed that the serial mediation effect of enjoyment and motivation was significant in the effect of students' perception of variety-support on participation (b= .087, BootSE= .011, 95% CI [.067, .109]). As a result, it was found that students' perception of variety-support in PES increases enjoyment and motivation towards the courses, and as a result, both factors positively affect course participation through serial mediation. Offering a variety of activities to students in PES will increase their enjoyment and motivation towards the course and contribute positively to their course participation.
Determinants of public education spending in the Turkish provinces
The effective provision of public education service delivery is very important for all countries. It is especially important for Türkiye as the country faces a possibility of getting stuck in the middle-income trap. The country spends a large sum of budgetary resources on public education. However, the determination of the resource envelope at the provincial level does not take local socio-economic and demographic dynamics into account. We analyze the determinants of public education spending at the provincial level for the period of 2008-2021. Our findings suggest that the economic composition of provinces together with the student-teacher ratio and enrollment rate influence the resource needs for education services. However, there is a discrepancy between primary and secondary education in terms of student-teacher ratio and enrollment rate as they influence the outcome in different directions.
Provincial level public education expenditures
How middle school students learn new words in their native language: an empirical study of vocabulary learning strategies
This study aimed to identify the strategies middle school students employ to learn vocabulary in their native language and to assess the extent of their strategy use. It also sought to explore whether variables such as gender, age, access to technology, number of books read, the presence of an older sibling, parents’ educational background, and school location influence the frequency with which children aged 11-14 apply vocabulary learning strategies. To accomplish these objectives, the descriptive survey model, a quantitative research method, was utilized. Data were collected from a sample of 1620 middle school students during the 2022-2023 and 2023-2024 academic years through the administration of the Native Language Vocabulary Learning Strategies Scale (NLVLSS) and a personal information form. The analysis of the data revealed that middle school students use vocabulary learning strategies in their native language at a moderate level. It was observed that gender and the presence of an older sibling did not significantly affect the use of these strategies, whereas age, access to technology, number of books read, parental education level, and school location were found to influence the extent to which students employed vocabulary learning strategies. Moreover, the findings indicated that middle school students most frequently utilized confirmation-oriented strategies, followed by reinforcement-oriented strategies, with learning-oriented strategies being used least frequently. The overall ranking of strategy use was determined as follows: confirmation > reinforcement > learning-oriented strategies. Based on these findings and in light of the relevant literature, several recommendations were proposed: providing awareness training to promote the use of vocabulary learning strategies; offering guidance specifically focused on learning-oriented strategies; revising curricula and textbooks to better support the application of such strategies; and developing and implementing educational policies aimed at fostering students’ reading habits.
Analysis of studies on transition to primary school in Türkiye: a meta-synthesis
The importance of the school starting age during the transition to primary education, the effect of preschool education on this process, the problems encountered during the transition, and the shortcomings in preparing children for primary school emerged as key themes in this study. The study aimed to evaluate research conducted on the transition to primary school in Türkiye using a meta-synthesis method. A total of 47 studies on the transition to primary school were analysed to offer a comprehensive understanding of the process. The findings revealed that children’s primary school starting age significantly impacts their academic success and social adaptation. Preschool education plays a crucial role in ensuring a smoother transition. However, several challenges were identified, including the lack of structured preparation programs, inadequate parental guidance, and varying teacher expectations. Overall, this meta-synthesis highlights that the transition to primary school is a multifaceted process influenced by developmental, educational, and environmental factors. Addressing these challenges through targeted interventions, policy adjustments, and stakeholder collaboration is essential to ensure that children begin their educational journey with a solid foundation for future success.
Teacher’s conceptualizations of different meanings of pure imaginary numbers
This study examined in-service teachers’ understanding of the pure imaginary number ib, particularly in its Cartesian form. This study was part of a broader design-based research study, which involved the development of a professional development (PD) program aimed at exploring five in-service teachers’ understanding of various forms of complex numbers. Data collection included pre- and post-written sessions along with interviews after the PDs. Data pointed to change in teachers’ conceptualization of i where some could not reason algebraically or geometrically initially. Upon completion of the PD, however, all participants identified i as one of the roots of the quadratic equation, x2+1=0 and were able to represent it geometrically as the point (0,1) on the Complex plane. Additionally, all participants recognized the operator interpretation of i as a 90-degree rotation. One participant also noted dilation meaning of b when multiplied with i and another participant reasoned on the repeated addition meaning. The results further highlighted specific challenges teachers faced in conceptualizing the pure imaginary number. Collectively, the results underscore the importance of addressing the pure imaginary part of the Cartesian form and the operator meanings of complex numbers in teacher education. Furthermore, these results suggest that quantitative reasoning could serve as a foundational way of thinking for making sense of complex numbers, including the unit i.
Social skill development of individuals with special needs: the effect of creative drama
Social skills that are acquired are an important criterion for the individual to establish healthy relationships and be accepted in society. In this sense, this study aimed to examine the effects of creative drama activities on the social skill acquisition of individuals with special needs. The study was carried out with 2 special education teachers and 8 students, 4 females and 4 males, with moderate intellectual disability, in Karaman Special Education Practice School in Karaman. This is a qualitative study with a case study design. In the study, criterion sampling, which is one of the purposive sampling methods, was used. All data were collected through observations, interviews, researcher notes, pre- and post-tests, and the creative drama technique. The data were analysed with inductive data analysis, content analysis, and descriptive analysis methods. As a result, both significant and non-significant results were obtained within the scope of the themes determined as a result of the applied creative drama activities. In the scope of the study, though it was determined that the students with moderate intellectual disabilities had a low level of social skills before starting the creative drama activities, it was determined that the creative drama technique contributed positively to the development of the social skills of the students with moderate intellectual disabilities.
Eighteen years of the Journal of Education and Science (2007-2024): Publication trends, research gaps, and global representation
Education and Science (Eğitim ve Bilim) is a leading peer-reviewed educational research journal published by the Turkish Education Association. To examine research trends, we conducted a bibliometric analysis and topic modeling on a dataset of n=1,372 articles published in the journal from 2007 to 2024 using the PRISMA approach. Our analysis identified n=2,077 unique authors, with n=421 (20%) publishing either as sole authors or having contributed only once. The co-authorship rate is 2.06%, and the international collaboration rate is 3.72%. The journal’s annual growth rate of publications has declined by 2.73%, with the mean article age of 8.77 years and 5.39 citations per article. The analysis further identified n=4,088 unique keywords and n=61349 cited sources, which were thematically organized into eight research areas as follows: [1] Education and Management in Higher Education (3.92%), [2] Innovative Approaches in Teacher Education and Teaching Skills (6.24%), [3] Language Teaching and Learning Approaches (6.40%), [4] Psychosocial Dynamics and Organizational Structures in Educational Environments (7.49%), [5] Inclusion in Education and Education Policies (13.53%), [6] Enhancing Early Childhood Education and Skills (18.39%), [7] Interdisciplinary Pedagogical Approaches (20.72%), and [8] The Effects of Psychological Factors on Student Success in Education (23.31%). Moreover, we examined the institutional and national affiliations of researchers whose studies were published in the journal. The findings highlight that Hacettepe University in Turkey had the highest number of contributing authors. As well, an analysis of the keywords used in these articles, revealed that most studies centered on teaching and learning. We discuss the trends observed in the number of citations over the 18-year period and conclude with recommendations for fostering the journal’s growth.
Regional differences in teaching and research exchange based on social network analysis: a case study of geography teachers in city A and county B of Jiangsu province
The regional differences in education have an impact on educational equity, making them an important issue for investigation. The importance of the regional differences is relatively apparent in extant research on teaching and how it is communicated. This study focuses on the characteristics of research communication among teachers within counties, examining their regional differences. Data on research communication are collected from 71 geography teachers in 9 units in City A and 97 geography teachers in 27 units in County B in the southern and northern regions of Jiangsu Province, China. Social network analysis (SNA) methods are used to compare network density, cohesive subgroups, centrality, and core–periphery structures. This study finds similarities and differences in the characteristics of research communication between the two regions. For example, the density of communication among geography teachers in County B is greater than it is in City A, and the network structure in City A is center–dispersed while in County B it is interwoven. The study also discusses the potential impact of research communication differences on education equity, conducting analysis and providing explanations for the observed differences. Furthermore, the study aims to develop a reference that could be used to eliminate educational inequality caused by regional differences and to prepare for the establishment of SNA standards for regional research communication.