To limit the spread of the coronavirus, countries have favored distance education over face-to-face education. In Turkey,
as well as around the world, technology has become an integral part of education. Technological tools are evolving and
developing on a daily basis as a result of rapid technological development. The development of Web 2.0 apps is one of
these tools that can be considered a technological breakthrough that promotes progress by influencing teaching-learning
environments. Teachers and students can use Web 2.0 apps to socialize along with creating, manipulating, and controlling
content. These opportunities inspire students to contribute to the learning process and be active participants in the
classroom. An example of these technologies is the classroom response systems used for measurement and evaluation.
Quizizz, Kahoot, and Socrative are examples of Web 2.0 tools that help teachers assess their students’ knowledge and
skills effectively and efficiently within the context of classroom response systems. In this study, we aimed to compare
the opinions of mathematics teachers regarding the impact of Web 2.0 tools used for measurement and evaluation in
distance education during the pandemic. This was a case study, which included 11 mathematics teachers. The results of
the mathematics teachers’ opinions on the effects of Web 2.0 apps in distance education were categorized according
to their contribution to teaching and the use of measurement tools. According to the findings, the teachers believed
that Web 2.0 apps had a positive impact on the distance education process. This study offers important application
components for future studies
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This study aimed to reveal the evaluations of teachers who work in Science and Art Centers (BİLSEM) about being a
teacher there. This qualitative study is structured according to the phenomenology design. A total of 18 teachers working
in BİLSEMs located in Ankara constituted the study group. Qualitative data were collected with a structured interview
form. Content analysis method was used in the analysis of data. The teachers stated that they were pleased to work
with gifted and talented students, and working in BİLSEM increased their motivation to improve themselves. However,
they criticized the parents’ expectations, the managers’ attitudes, working hours, and insufficient technical equipment.
However, despite the problems, most participants stated that they would recommend other teachers to come work in
BİLSEM. Multiple suggestions were presented according to the problems raised in the study
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This study aimed to determine science, technology, engineering, and mathematics (STEM) product performance levels and
STEM education views of seventh-grade-level secondary school students during implementation of the activities involving
integration of science, technology, mathematics, and engineering prepared for secondary school students. This was a case study,
and the activities involving integration of science, technology, mathematics, and engineering were executed with seventh grade
secondary school students in a public school in the Aydın province over a 10-week period during the spring semester of the
2016–2017 academic year. The study group consisted of 16 girls and 6 boys. To gather the students’ views on STEM education,
semi-structured interviews were conducted with students after the implementation of the activities. Moreover, the process
and product of the students’ designs during activities were evaluated with product-oriented performance rubric. Consequently,
the students developed positive views toward interdisciplinary education and science-engineering integration; 21st century
skills such as design skills, creativity, collaborative work, critical thinking, and problem solving; and handcraft. According to
the observation data, students were working as a group, taking responsibility, and using design process, using science and
engineering together, and having the ability to design creative products. However, the students also had problems using time
effectively, lacked the ability to share work, handcrafts, disagreements, and competitive pressure during STEM activities.
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The purpose of this study was to investigate the problem-posing skills of preservice teachers and to examine the relationship
between their problem-posing skills, thinking styles, and academic achievement. A total of 32 senior preservice middle
school mathematics teachers posed a problem, and they completed the thinking style inventory. A rubric for evaluation
of problem-posing skills was used to analyze the problems with a qualitative approach. It was found that the problemposing skills of preservice teachers were high, but they were set to pose routine problems. It was found that there was no
significant relationship not only between problem-posing skills and thinking styles but also between academic achievement
and problem-posing skills of preservice teachers. The findings also showed that academic achievement was significantly,
positively, and moderately related to executive, hierarchical, and internal thinking styles, whereas it was significantly,
negatively, and moderately related to external thinking style.
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Social desirability is one of the factors threatening data validity in research. Therefore, the purpose of this research is the
examination of the validity and reliability of the Marlowe‒Crowne Social Desirability Scale (MC-SDS) Short Form C (Reynolds,
1982) in university samples in Turkey. The study group for this research consisted of 737 university students (492 females,
66.8% and 245 males, 33.2%) from four different public universities. Within the scope of the adaptation study, exploratory
factor analysis (EFA), parallel analysis, and confirmatory factor analysis (CFA) were performed. EFA was performed on the
basis of tetrachoric correlations, and CFA was performed in the Mplus program using the weighted least squares means and
variance estimation method. As a result of EFA, the scale, which is one-dimensional in the original form, was found to have
two dimensions; and as a result of the CFA, the standardized coefficients and fit indices with the two-dimensional structure.
In addition, reliability and discriminant coefficients of the MC-SDS Short Form C reveal that the scale has sufficient validity and
reliability to measure social desirability among university students in Turkey.
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The purpose of this study is to determine the self-efficacy of classroom teachers to organize educational trips to out-ofschool learning environments and their views on the trips organized. The research was conducted with the mixed research
method and explanatory design was used in the research. The survey model was used in the quantitative part of the
research and the phenomenology model in the qualitative part. The data of the research were collected between October
and December 2019. The quantitative data were collected from 138 classroom teachers working in a city in the Central
Anatolia Region. For qualitative data, 20 classroom teachers were included in the study group. The quantitative data
were collected with the “Self-Efficacy Belief Scale for Planning and Organizing Educational Trips to Out-of-School Learning
Environments” and in addition the qualitative data were collected with the interview form prepared by the researchers.
The quantitative data were analyzed using percentage, frequency, arithmetic mean, independent-samples t-test, and
ANOVA, and the qualitative data were analyzed using content analysis method. According to results of research, it was
found that the most frequently organized educational trips to out-of-school learning environments by classroom teachers
were nature trips, museum trips, funfair and playground trips, and the least frequently organized educational trips to
out-of-school learning environments were summer camps, scout camps, and zoo trips. Classroom teachers’ self-efficacy
belief for organizing educational trips to out-of-school learning environments was calculated to be 3.97, which is close
to a high level. In addition, it was found that the average scores do not significant according to the variables of gender,
the amount of professional experience, and the location of the school. The situations in which classroom teachers were
insufficient in organizing educational trips to out-of-school learning environments were also expressed in the interviews
with them, and their views were grouped under three main themes as “reservations,” “problems,” and “solutions.” If
the behaviors that should be acquired by students in primary schools are expected to be concretized, and permanent,
it is recommended to organize educational activities in out-of-school learning environments. It is necessary to organize,
diversify, and increase educational activities in out-of-school learning environments by using the 2023 Education Vision
of the Ministry of Education as a base. Classroom teachers have a critical role at this point and they are expected to take
responsibility in organizing educational trips to out-of-school learning environments.
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The Marmara Family Skills Education Program (MFSEP) is an early intervention program that provides services to families with
0- to 3-year-old children, using face-to-face and distance education technologies. This study aims to analyze the effect of MFSEP
on parent self efficacy and their skills in promoting the growth of their children. In the research conducted in cooperation with the
Marmara University and Mersin Yenişehir Municipality, 17 and 15 volunteer families made up the experimental and control groups,
respectively. In other words, the study group comprised a total of 32 families. During the research process, MFSEP material was
given to the families in the experimental group, and the MFSEP was implemented with 12 sessions over 9 weeks. The families in the
control group were not given the material and were not included in the sessions. MFSEP implementations were carried out with
a hybrid model where face-to-face and distance education technologies are used together. The families in the experimental and
control groups were subject to pretest and posttest applications at the beginning and end of the sessions, respectively. Moreover,
qualitative data were gathered from the families in the experimental group through a semistructured interview form. The results of
this study indicated that MFSEP participants differed with respect to self-efficacy levels statistically and that MFSEP made a positive
and significant contribution to the development levels of the children of MFSEP participants owing to the developmental activities
that were offered and implemented by parents with their children at home.
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This study aimed to examine the questions generated by elementary and secondary school students during 2018-2019
academic year. The study was conducted with 2,100 students from 2nd grade to 8th grade who live in different provinces
of Turkey. They were asked to generate at least 1 and at most 4 questions about the Legend of Shahmaran in Anatolia
as Turkish class activity, and they generated a total of 7,174 questions. The questions were grouped according to the
question classification of Paul and Elder (2016) as type 1, type 2, type 3, and false questions. The research was designed
as a case study, which is one of the qualitative research methods, and the data were analyzed by content analysis method.
The results indicated that the students asked more single-answer questions and they were knowledge questions; they did
not ask high-level questions that could be answered by reasoning. The most questions were produced by the 2nd, 3rd,
and 4th grade students and the least questions were produced by the 8th grade students.
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The coronavirus 2019 pandemic has necessitated the need for preservice English teacher educators (PETEs) to undertake
online teaching. Given the lack of research in the literature on unraveling the perceptions of PETEs regarding their
asynchronous or synchronous teaching practices, this cross-sectional survey research could prove beneficial by providing
insights from the evaluations of 11 Turkish PETEs teaching at two state universities, their online instructional practices, and
the challenges they faced while teaching online. The data collected from the online survey were analyzed by performing
descriptive statistics and inductive content analysis. The findings revealed that the PETEs had analogous experiences in
the course of online teaching because they deemed asynchronous online teaching monotonous and not as effective as
synchronous online teaching (SOT) primarily owing to the lack of spontaneity. The findings also demonstrated that PETEs
did not believe SOT was free of problems, and the manner in which online assessment was undertaken provided factual
evidence concerning preservice English teacher learning.
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This study aims to analyze children’s books on children’s rights with a qualitative approach. In accodance with this general
purpose, the data sources obtained through criterion sampling were subjected to content analysis. Content analysis
is a method of document analysis. The results of this study demonstrated that the books analyzed were composed of
texts which were concerned with children’s rights such as rights of participation, living rights, rights of protection, and
developmental rights. The themes that emerged in relation to the way the texts dealt with children’s rights indicated
that children’s rights were described through stories of animal characters and by means of parental attitudes; they were
presented via real-world problems, via extraordinary creatures, and in informative texts in which the absence of rights
was described. Furthermore, the use of animal characters in books on children’s rights made us think about issues related
to animal rights. Moreover, the use of animal characters in children’s rights books made us think about animal rights
issues. This situation causes the animal rights and children’s rights to be confused.
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