The Second International Congress of Educational Research

"Social Entrepreneurship Democratic Participation and Educational Research"

29 April – 2 May 2010

Antalya / TURKEY

Organized by
Educational Research Association (EAB)
In collaboration with
International Association of Educators
European Educational Reesearch Association World Education Reseach Association International Association of Qualitative Inquiry 
Çanakkale Onsekiz Mart University &
Ministry of National Education
Venue: WOW Kremlin Palace Hotel

Açılış Konuşması
Değerli katılımcılar,

Eğitim Araştırmaları Birliği Derneği'nin (EAB) düzenlemiş olduğu İkinci Uluslararası Eğitim Araştırmaları Kongresi'nin açılış konuşmasını dernek adına yapmaktan dolayı büyük onur duymaktayım. Bu yıl konusu " Sosyal Girişimcilik, Demokratik Katılım ve Eğitim Araştırmaları" olarak belirlenen kongremize 32 farklı ülkeden delege katılıyor olması ve önümüzdeki üç gün içerisinde 315 çalışmanın kongremizde sunulacak olması da beni ayrıca gururlandırmaktadır.

Milli Eğitim Bakanlığı'na bağlı Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü, Dünya Eğitim Araştırmaları Birliği, Avrupa Eğitim Araştırmaları Birliği ve Çanakkale Onsekiz Mart University'nin katkılarıyla bugün Türkiye'de ikincisini düzenliyor olduğumuz Uluslararası Eğitim Araştırmaları Kongresi'ne katılmak amacıyla gelmiş olduğunuz Türkiye'nin Antalya kentinde sizleri misafir ediyor olmaktan dolayı büyük mutluluk duyuyoruz.

 Farklı ülkelerden gelerek şu anda aramızda bulunan bilim kurulu üyelerine ve delegelere de içten bir teşekkürü borç biliyorum. Oturumlara katılmak için çok istekli olduğunuzun farkındayım. Ancak, umuyorum ki bu süre zarfında, ödüllü modern marinasıyla, dar kıvrımlı sokaklara sahip büyüleyici Kaleci Mahallesiyle, palmiyelerin eşlik ettiği modern caddeleriyle muhteşem bir kentimiz olan Antalya'nın da tadını çıkartmayı ihmal etmezsiniz. Genel olarak, Türkiye tarihi eserler bakımından oldukça zengin bir ülke ve Antalya da bu zenginlikten fazlasıyla nasibini almış bir kent. Kaş İlçesi'nde bulunan Noel Baba'nın mezarını ziyaret edebileceiğiniz gibi, günümüze kadar oldukça iyi korunmuş tiyatro, bazilika ve su kemerlerine sahip Aspendos Antik Kenti'ni de gezebilirsiniz.  Bu bahsettiğim yerler, Antalya şehir merkezi'ne yakın birçok tarihi alandan sadece iki tanesidir ve bu yörede çok daha fazlası vardır.

EAB, Dünya Eğitim Araştırmaları Birliği Derneği (WERA) 'nin kurucu üyesidir. 27 ulusal, bölgesel ve uluslararası uzmanlığa sahip araştırma derneklerini bünyesinde barındıran WERA, dünya çapındaki eğitim araştırmalarını bilimsel ve akademik bir yaklaşımla ele alarak, kamu yararına hizmet etmeyi hedefleyen bir kuruluştur. EAB, aynı zamanda IJER (International Journal of Educational Research/Uluslararası Eğitim Araştırmaları Dergisi) ve IJRTE (International Journal of Research in Teacher Education/Uluslararası Öğretmen Eğitiminde Araştırmalar Dergisi) adlı iki dergi yayınlamaktadır. Bu dergilerin ilk sayılarının yayınlanmasında son aşamaya gelinmiş olup, önümüzdeki günlerde iki derginin de ilk sayılarını internet üzerinden takip edebileceksiniz. Geçen yıl ki kongremizin elektronik kitabına ana sayfamızdan erişebilirsiniz.
 
Bugün aramızda dört davetli konuşmacı bulunmaktadır: Avrupa Eğitim Araştırmaları Birliği Derneği Başkanı Prof. Dr. Lejf Moos, Illinois University'nden Prof. Dr. Liora Bresler, Gazi University'nden Prof. Dr. Mustafa Safran ve Almanya Würtzburg University'nden Prof.Dr. Winfried Böhm. Kendilerine tekrar teşekkür ediyor ve hoşgeldiniz diyorum.

Konuşmamı tamamlamadan önce kongre bilim ve danışma kurulu üyelerine ve delegelere tam destek ve katkıları için minnettarlığımı bildirmek istiyorum.  Düzenleme Kurulu üyeleri Mustafa Yunus Eryaman, Necati Cerrahoğlu, İlke Evin Gencel, Mehmet Durdu Karslı'ya ve bu kongrenin başarıyla düzenlenmesinde emeği geçen özellikle Çanakkale Onsekiz Mart University Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü öğretim elemanlarına ayrı ayrı teşekkür ederim.

Çalışmalarımıza verdiği desteklerden dolayı Milli Eğitim Bakanlığımıza, Çanakkale Milletvekillerimiz, Mehmet DANİŞ ve  Müjdat KUŞKU’ ya, Çanakkale Valisi Sayın Abdülkadir ATALIK ’a, Çanakkale Onsekiz Mart Üniversitesi Rektörü Prof. Dr. Ali AKDEMİR’ e teşekkürlerimizi sunmak istiyorum.    

Her yıl bizleri bir araya getiren bu bilimsel toplantılar sayesinde ülkeler arasında yapıcı, üretken bir diyalog ortamı oluşmakta, böylece farklı ülkelerden gelen araştırmacıların birbiriyle kaynaşarak yararlı  iletişim kurmaları için çok değerli bir fırsat doğmaktadır.

Tüm katılımcılarımıza yararlı ve üretken bir kongre dileyerek 2. Uluslararsı Eğitim Araştırmaları Kongresi'ni açıyorum. Önümüzdeki yıl, "Hayat Boyu Öğrenme ve Yaygın Eğitim" teması ile üçüncüsünü düzenleyeceğimiz Eğitim Araştırmaları Kongremiz için hepinizi Kuzey Kıbrıs Türk Cumhuriyeti'nin Girne kentinde görmeyi umuyorum.

Teşekkürler
29 Nisan 2010, Antalya, Türkiye

Welcoming and opening speech
Distinguished delegates and guests,

It is with great pleasure that I speak on behalf of Educational Research Association (EAB) in the opening session of the Second International Congress of Educational Research. It is with equal pleasure that I note the attendance of delegates from 32 countries and 315 papers will be presented in three days. This year the theme of the congress is “Social Entrepreneurship, Democratic Participation and Educational Research.”
We are delighted and honoured to host this 2nd International Congress of Educational Research in Turkey in collaboration with General Directorate of Teacher Education and Development of Ministry of Education, World Educational Research Association, European Educational Research Association and Çanakkale Onsekiz Mart University, today and to welcome you to Antalya, Turkey.

I wish to extend a warm welcome to fellow delegates from the various countries. I realize that you are fully dedicated to the sessions that will follow but I do hope you will also take time to enjoy fascinating Antalya with its award winning modern marina, through the enchanting narrow winding streets of the old quarter (Kaleci) or along the modern Palm Lined boulevards. In general, Turkey is a country rich in historical sights and Antalya is no exception to this rule, you can visit the birthplace of Santa Clause in Kas, or the ancient city of Aspendos with its well preserved Theater, Basilica and Aquaducts are but two historical sights within a stones throw of the city but there are many more.

EAB is a founding member of the World Education Research Association (WERA). With 27 national, regional, and international specialty research associations, WERA aims to advance education research as a scientific and scholarly field world-wide to serve the public good.  EAB also publishes two international research journals: International Journal of Educational Researchers and International Journal of Research in Teacher Education.

I am pleased to note that we have four keynote speakers: Prof. Dr. Lejf Moos, the president of EERA, Prof. Dr. Liora Bresler from University of Illinois, USA, Prof. Dr. Mustafa Safran from Gazi University, Turkey and Prof.Dr. Winfried Böhm from University of Würtzburg, Germany.

I wish to thank members of the Organizing Committee- Assist. Prof. Dr. Mustafa Yunus Eryaman, Assist. Prof. Dr .Necati Cerrahoğlu, Prof. Dr. Mehmet Durdu Karslı, Assist. Prof. Dr. İlke Evin Gencel, and all those who have contributed their untiring effort in making this Congress a success –especially the academic staff of the Department of Instructional Technologies and Computer at Education of Faculty of Çanakkale Onsekiz Mart University and chair of the divisions and all referees.

I also would like to express my special thanks to the members of the Ministry of National Education, , Mehmet Daniş and Mujdat Kuşku-Deputies of Çanakkale, Abdulkadir Atalık-Governor of Çanakkale, Prof. Dr. Ali Akdemir - Rector of Çanakkale Onsekiz Mart University for their invaluable support and cooperation. These annual gatherings enable the building of a productive dialogue between countries and they also provide an invaluable opportunity for networking and fruitful contacts between researchers.

In closing, I wish to express my gratitude to all delegates for their full cooperation and contribution to this congress. I wish the participants a very fruitful and productive congress and with that, I declare the 2nd International Congress of Educational Research in Turkey open, hoping to see you in Girne, Turkish Republic of Northern Cyprus next year in the third congress, the theme of which is “Lifelong Learning and Informal Education”. 

Thank You

Saygıdeğer Katılımcılar, Değerli Konuklar, 
Eğitim ve Eğitim ile ilgili araştırmalar BM, AB, UNESCO, INASED, EERA, WERA vb. uluslar arası örgütler tarafından öncelikli olarak desteklenmekte ve 21. yüzyılda küresel ve yerel sorunların çözümünde anahtar rolü oynamaktadır. ABD ve Avrupa’da geçtiğimiz yüzyılda kurulan Eğitim Araştırmaları Birlikleri benzeri Sivil Toplum Kuruluşları Türkiye’de çok yaygın değildir. Sınırlı kamu kaynaklarının fon kullanımında zorlandığı günümüzde, gönüllü kuruluşlar büyük sorumluluklar üstlenmek durumundadır.
Çanakkale Onsekiz Mart Üniversitesi öncülüğünde çeşitli üniversitelerden genç, dinamik ve alanlarında yetkin akademisyenler tarafından kurulan Eğitim Araştırmaları Birliği (EAB), bilimsel ve sosyal araştırmalar yapmaktadır. 20 Avrupa ülkesinin katılımı ile 1994 yılında kurulan Avrupa Eğitim Araştırmaları Birliğine (European Educational Research Association “EERA”) üyelik başvurusu kabul edilen ve Dünya Eğitim Araştırmaları Birliği (World Education Research Association “WERA”) kurucu üyeleri arasında yer alan EAB, Türkiye’yi uluslararası arenada eğitim alanında temsil eden en yetkin sivil toplum kuruluşudur.
EAB kuruluş  bildirgesinde bildirildiği gibi; ideolojik yaklaşımlardan uzak, tamamen bilimsel konuları kendisine ilgi alanı olarak belirlemiş, yerel – bölgesel – ulusal – küresel sorunların çözümünde eğitimi ve eğitim araştırmalarını anahtar olarak gören akademik bir sivil toplum yapılanmasıdır. Bu vizyon ile yola çıkan EAB, küresel ve ulusal sorunlara teorik yaklaşımlar sergilerken, bölgesel ve yerel sorunlara da duyarlı davranmaktadır. Bu duyarlılığını düzenlemiş olduğu kongrelerle göstermenin ötesinde, ilerleyen süreçte farklı programların kendine özgü bilimsel dergileri ile araştırmacılara özel platformlar sunmak arzusundadır.
"2. Uluslararası Türkiye Eğitim Araştırmaları Kongresi" Uluslararası Eğitimciler Birliği (INASED), Dünya Eğitim Araştırmaları Birliği (WERA), Avrupa Eğitim Araştırmaları Birliği (EERA) ve Uluslararası Nitel Araştırmalar Birliği (IAQI) tarafından bilimsel anlamda desteklenmektedir. Kongre organizasyonunun Antalya’da gerçekleştirilmesinde emek sarf eden tüm üyelere ve katılımcılara şükranlarımızı sunuyoruz.
Kongre organizasyonunu hazırlık aşamasından itibaren destekleyen Milli Eğitim Bakanlığına teşekkür ederiz. Kar amacı gütmeyen ve kamu yararına göre çalışan EAB, eğitim alanında dünya ile entegrasyonu hedefleyen, bu anlamda uluslararası arenada en yetkin akademisyenleri kongrelerine davet ederek bilimsel açılımların ve yeni yaklaşımların ülkemizde tartışılmasını hedeflemektedir. Bu anlamda 2. kongrede amaçladığımız hedeflere ulaşmış olmayı ve üretken bir çalışma platformu oluşturmayı umuyoruz.
Tüm konuklarımıza Antalya’da esenlikler dilerken, 2011’de Girne’de buluşmayı diliyor,  kongremizin bizleri hedeflerimiz doğrultusunda daha da ileriye götüreceğine inanıyoruz..
Saygılarımızla

Dr. Mustafa Yunus ERYAMAN                                        Dr. Necati CERRAHOĞLU
Düzenleme Kurulu Eş Başkanı                                             Düzenleme Kurulu Eş Başkanı
EAB Başkan Vekili                                                               EAB Genel Sekreteri 

Dear Congress Participants and Guests;
Educational research studies, which have been playing a key role in the solution of local and global problems of 21st century, are primarily supported by international organizations like UN, EU, UNESCO, INASED, EERA, WERA etc. Non Governmental Organizations (NGOs) similar like Educational Research Associations, which were established in the previous century in US and Europe, are not common in Turkey. NGOs shall take on more responsibilities these days when limited public reserves have been forced to supply funds. 
Educational Research Association (EAB), which was established under the leadership of Çanakkale Onsekiz Mart University by young, dynamic and specialist academicians who are competent on their fields from different universities, has been making significant contribution to the field of education and social sciences. EAB’s application for membership to European Educational Research Association “EERA” which was established with the participation of 20 European countries in 1994, is accepted. EAB which is one of the founder members of World Education Research Association “WERA” is the most competent NGO representing Turkey in education field in international arena.
EAB is an academic NGO which aims to make a scientific contribution to the academia without the effect of ideological approaches as declared in the foundation charter. EAB defines education and educational researches as a key for solutions to local – regional – national – global problems. Starting off this vision, EAB has been developing theoretical and practical approaches to global and national problems in the meanwhile acting sensible to regional and local problems.
“Second International Congress of Educational Research” is supported and sponsored by the International Association of Educators (INASED), World Education Research Association (WERA), European Educational Research Association (EERA) and International Association of Qualitative Inquiry (IAQI). We are appreciating all the effort by all members and participants to the realization of congress organization in Antalya.
We are thankful to Ministry of National Education which has supported organization of the congress since the preparation stage.
We are wishing the best to all our guests in Antalya and hoping to meet again in Girne at 2011. We believe that our congress will take us further through our aims.

Sincerely;

Dr. Mustafa Yunus ERYAMAN                            Dr. Necati CERRAHOĞLU
Co-Chair of the Organization Committee                 Co-Chair of the Organization Commitee

Açılış Programı / Opening Program
Tarih / Date: 29 April 2010
Yer / Venue: Salon / Hall  VLADIMIR

11:00-13:45

Kayıt / Registration

13:45-14:30

Açılış Konuşmaları /Opening & Welcome Speeches

14:30-15:15

Prof. Dr. Lejf Moos (Keynote Speaker)
"How are transnational agencies like the OECD and transnational associations like The European Educational Research Association influencing the discourses and practices at the national and local level of education?"

President Europen Educational Research Association (EERA)

15:15-15:45

Plaket Takdimi / Plaquette Ceremony

15:45-16:00

Çay-Kahve Molası /Coffee Break

16:00-16:30

Prof. Dr. Mustafa Safran (Keynote Speaker)
"Chancing World and Education"

Gazi University, Turkey

16:30-17:15

Prof. Dr. Liora Bresler (Keynote Speaker)
"University Faculty as Intellectual/Social Entrepreneurs: Vision, Creativity, and Experiential Learning"

University of Illinois, USA

17:15-17:30

Çay-Kahve Molası /Coffee Break

17:30-18:15

Prof.Dr. Winfried Böhm (Keynote Speaker)  
"Democratic Education in the Age of Neoliberalism"

University of Würtzburg, Germany

18:15-18:30

Çay - Kahve Molası /Coffee Break

18:30-19:15

PROGRAM TOPLANTILARI / DIVISION MEETINGS

19:30

Akşam Yemeği / Diner

PROGRAM TOPLANTILARI / DIVISION MEETINGS

TARIH / DATE

SAAT / TIME

PROGRAM ADI / DIVISION NAME

YER / LOCATION

29.04.2010

18:30-19:15

Eğitim Bilimleri ve Öğretmen Yetiştirme /
Educational Sciences and Teacher Training
*Prog/Division No: 1-2-3-12-13-21-22-23-25

Salon / Hall -1-TOLSTOY 

29.04.2010

18:30-19:15

Güzel Sanatlar / Fine Arts
*Prog/Division No: 8-9

Salon / Hall -2-BUNIN 

29.04.2010

18:30-19:15

Fen Bilimleri, Matematik, Mesleki & Teknik Eğitim ve Eğitim Teknolojileri /
Science and Math Education, Technical and Vocational Education & Educational Technology
*Prog/Division No: 4-5-6-15-16-29-30-31

Salon / Hall -3-TURGENEV 

29.04.2010

18:30-19:15

İlköğretim, Okul Öncesi, Özel Eğitim/
Elementary, Early childhood, Special Education
*Prog/Division No: 7-10-11-32

Salon / Hall -4-CHEKOV 

29.04.2010

18:30-19:15

Sosyal Bilimler, Türkçe ve Türkçe Konuşan Cumhuriyetler/
Social Science, Turkish and Turkic Countries Education
*Prog/Division No: 14-19-20-24-26-27-28

Salon / Hall -5-GOGOL 

29.04.2010

18:30-19:15

Yabancı Diller, AB eğitim Programları/ Foreign Languages Education, EU Education Programs   
*Prog/Division No: 17-18

Salon / Hall -6-BULGAKOV 

1. Eğitim Yönetimi

1. Educational Administration

2. Eğitim Politikaları

2. Educational Policy Studies

3. Eğitim Programları ve Öğretim

3. Curriculum and Instruction

4. Eğitim Teknolojisi

4. Instructional Technologies

5. Fen Bilimleri Eğitimi

5. Science Education

6. Matematik Eğitimi

6. Mathematics Education

7. İlköğretim Sınıf Öğretmenliği

7. Elementary Education

8. Resim İş Eğitimi

8. Arts Education 

9. Müzik Eğitimi

9. Music Education 

10. Okul Öncesi Eğitimi

10. Early Childhood Education

11. Özel Eğitim

11. Special Education

12. Öğretmen Yetiştirme

12. Teacher Education

13. Eğitimde Rehberlik ve Psikolojik Danışmanlık

13. Guidance and Counseling

14. Sosyal Bilimler Eğitimi (Tarih, Coğrafya, Edebiyat)

14. Social Science Education (History, Geography, Literature) 

15. Spor Bilimleri Eğitimi

15. Physical Training and Sports Education

16. Mesleki ve Teknik Eğitim

16. Technical and Vocational Education

17. Yabancı Diller Eğitimi

17. Foreign Languages Education

18. AB Eğitim Programları

18. EU Education Programs

19. Türkçe Konuşan Cumhuriyetlerin Eğitim Programları

19. Turkic Countries Educational Programs

20. Türkçe Eğitimi

20. Turkish Education

21. Eğitim Psikolojisi

21. Educational Psychology

22. Eğitimde Ölçme ve Değerlendirme

22. Educational Measurement and Evaluation

23. Yüksek Öğretim

23. Higher Education

24. Din Eğitimi

24. Religious Education

25. Eğitim Felsefesi / Sevgi Eğitimi

25. Philosophy of Education and Pedagogy of Human Love

26. Eğitim Tarihi

26. History of Education

27.Halk Egitimi ve Yasam Boyu Ogrenme 

27.Public Education and Life Long Learning

28. Demokrasi ve İnsan Hakları Eğitimi

28.Democracy and Human Rights Education

29. Sağlık Eğitimi

29.Health Education

30. Çevre Eğitimi

30.Environmental Education

31. Mühendislik Eğitimi

31. Engineering Education

32. Çocuk Gelişimi ve Eğitimi

32. Child Development and Education 

KEYNOTE SPEAKERS

"How are transnational agencies like the OECD and transnational associations like The European Educational Research Association influencing the discourses and practices at the national and local
level of education?"

Prof. Dr. Lejf Moos
President
EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION (EERA)
The Danish School of Education at the University of Aarhus, Copenhagen
Professor II at NTNU, Trondheim Tuborgvej 164 2400 Copenhagen NV Denmark
Phone: +45 8888 9511
moos@dpu.dk

Lejf Moos is a Professor of Education and Director of the Research Programme on Professional and Vocational Development and Leadership at The Danish University of Education, Copenhagen, Denmark. He is the President of ICSEI.  Lejf has been a school teacher and a development
consultant to municipal authorities before he was employed as researcher at the Danish University of Education in 1992. With colleagues he established and run a research centre, CLUE (Research
Centre on School Leadership, School Development and School Evaluation). In 1999 he was a visiting professor to OISE/UT. In 2001 he founded and was appointed director of the new Research programme on Professional and Vocational Development and Leadership. He is a member
of a number of international networks: Board member of NERA (Nordic Educational research Association), board member of the EERA (European Research Association), member of INEI (International Network For Educational Improvement), The OISE/UT Centre for the Study of Values
and Leadership. He has been invited to be part of I Lern, International Leadership in Education Research Network, chaired by Andy Hargreaves. He serves on the editorial board of Nordic Education, the European Educational Research Journal, The International Journal
of Leadership in Education, International Studies in Educational Administration (ISEA) and The School of Tomorrow (Danish). He has participated/is participating in several international research
projects: Effective School Leadership in a Time of Change (With John MacBeath, Kathryn Riley, Neil Dempster et.al.), Nordic School Leaders Working Condition (project leader with researchers in all five Nordic countries), School Leaders Professional Identity (With Colin Biott, Newcastle, Ciaran Sugrue, Dublin, and Jorunn Moeller, Oslo), Carpe Vitam: Leadership for Learning (a 6 nation action research project with John MacBeath et.al), Succesful School Leadership (a 6 nation research project with Chris Day et. al.)

CHANCING WORLD AND EDUCATION

Prof. Dr. Mustafa SAFRAN ,
Gazi University, Ankara/ Turkey

We all know that in the last decade, the magic word “change”, which everyone is trying to do something behind, is the title of every kind of research, writing and enterprise.

The number of the people who believe that the 21st century man has opportunity to make observations of the world and its nature cannot be undervalued. Exciting observations such as technological revolutions, intercontinental missiles, space travel makes the “changing world” expression stunning.

It must be accepted that this situation gives a sense of urgency in the field of education and inspire people who are bored with the usual problems.

         Technology, yes it is stunning; world, yes it is a global village; knowledge, yes it is increasing. To be completely honest, these striking improvements, when considered economic and cultural extend, become a major unbearable stream.

         At the beginning of the 19th century the ratio of per capita income in the riches 10 country and poorest 10 countries was three to one. The reason of this dazzling an unacceptable difference is the difference of productivity and within the difference of productivity lies the difference of education level.

         Rising global competition, more persistent public demand on explaining, pressures on making accessibility more common, gradually declining public funding, and global trend on privatization of the income of the higher education: all of these have become a driving force and created a new circumstance.  These changes directs the governments and institutional leaders to present reforms which will help to contribute to the national developments of higher education and to investigate their own higher education systems and institutions that makes up the system.   

(50)THE VALIDITY AND RELIABILITY OF THE TURKISH VERSION OF THE AUTHENTICITY SCALE,

Ahmet AKIN, Sakarya Üniversitesi; Cem DÖNMEZOĞULLARI, Sakarya Üniversitesi;

(105)PERCEIVED SOCIAL SUPPORT FROM FRIENDS AS DETERMINANT OF LONELINESS IN A SAMPLE OF PRIMARY SCHOOL,

Melek KALKAN, Ondokuz Mayıs Üniversitesi; Hatice Epli KOÇ, Ondokuz Mayıs Üniversitesi;

(130)A STUDY ABOUT STUDENTS' DEMOCRACY CONSCIOUSNESS AND THE STUDENTS'udents’ VIEW OF THE DEMOCRACY ,

Yunus AKAN, Sakarya University, Education Faculty; Neşe GÜLER, Sakarya University, Education Faculty;

(77)THE SCHOOL BULLYING AND EXPERIENCES IN CLOSE RELATIONSHIPS IN ADOLESCENTS,

Halil AŞICI, Talim Ve Terbiye Kurulu Başkanlığı ; Sevda ASLAN, Talim Ve Terbiye Kurulu Başkanlığı;

(35)The differences of career self-efficacy in the selection of careers among malay students of International Islamic University Malaysia,

Zuraidah ISMAIL, International Islamic University Malaysia;

(56)Teaching emotions in school: which is the way?,

Davide ANTOGNAZZA, Supsi/dfa; Luca SCIARONI, Supsi/dfa;

(75)Framework for Analysis of Class Talk (FACT) to inform teachers about their patterns of communication to promote meaningful learning,

Nasir MAHMOOD, Department Of Research And Evaluation, Institute Of Education And Research, University Of The Punjab, Lahore, Pakistan.; Sumbal ASGHAR, Beacon House School System, Senior Section, Liberty Campus, Lahore, Pakistan;

(111)Understanding Lecturers' Reluctance in Teaching English for Academic Purposes (EAP) Course at the pre-university level in an Islamic University in Malaysia ,

Baljit Kaur D/o Santakh Singh SANDHU, International Islamic University, Malaysia;

(154)THE EFFECTS OF ORGANIC COMPOUNDS WORKSHEETS AND MODEL-BASED INSTRUCTION ON STUDENTS ACHIEVMENT AND PERMANENT LEARNING,

Dilek ÇELİKLER, Ondokuz Mayis Üniversitesi;

(155)THE EFFECT OF MODELLING INSTRUCTION IN TEACHING IMPULSE FORMATION, CONDUCTION OF IMPULSE AND TRANSMISSION OF IMPULSE ACROSS THE SYNAPSE ON STUDENT ACHIEVEMENT AND PERMANENT LEARNING,

M. Handan GÜNEŞ, Ondokuz Mayis Üniversitesi;

(205)THE EFFECT OF 5E MODEL SUPPORTED WITH CASE STUDY ON 6TH GRADE STUDENTS CONCEPTUAL UNDERSTANDING ABOUT “THE SYSTEMS OF BODY STRUCTURES”,

Burcu TEMIZ, Gazi Üniversitesi; Havva DEMIRELLI, Gazi Üniversitesi; Hatice AYDINLI, Milli Eğitim Bakanlığı; Sedef CANBAZOĞLU, Gazi Üniversitesi;

(252)Computer Assisted Conceptual Change Texts:An Example of Lesson Process,

Sacit KÖSE, Pamukkale Üniversitesi; Kudret GEZER, Pamukkale Üniversitesi; Izzet KARA, Pamukkale Üniversitesi; Fatma KAYA, Pamukkale Üniversitesi;

(422)TEACHERS’ OPINIONS RELATED TO SCHOOLMASTERS’ LEVEL OF KNOWLEDGE, CONTROL AND SUPPORT ON THE INSTRUCTIONAL PROGRAMMES IN THEIR SCHOOL,

Ayhan URAL, Gazi University; Serap TÜFEKÇI, Gazi University;

(459)Entrepreneurship Project Application Developed by the Fourth Grade Students of Primary Level,

Mustafa Aydın BAŞAR, Çanakkale Onsekiz Mart Üniversitesi;

(486)INVESTIGATION OF SCIENCE TEACHER CANDIDATES’ LEARNING STYLES AND SELF-EFFICACY BELIEFS (A Case of COMU),

İlke EVİN GENCEL, Çanakkale Onsekiz Mart Üniversitesi; Abdurrahman KÖSE, Çanakkale Onsekiz Mart Üniversitesi;

(16)An institutional code of ethics - a response to attitude of Israeli teachers' ,

Roni REINGOLD, Roni Reingold ; Baratz LEA, ;

(26)Learner Receptivity Toward Role Play Simulation in Teaching HRM Skills to University Students in Hong Kong ,

Andrew CHAN, Dept. Of Management, City University Of Hong Kong, China Hong Kong; NIL

(364)Challenges in Developing Higher Education in Security Management– Empirical Findings,

Jukka OJASALO, Laurea University Of Applied Sciences;

(369)Student's Opinions of Kuwait University's Role in the distribution of Societal Culture ,

Rashed AL-SAHEL, Kuwait University; Mahammad AL-ABDULGHFOUR, Kuwiat University;

(79)The Views of Teachers on Communication Behavior of Their Colleagues, School Principals and Parents,

Mesture KAYHAN ALTAY, Hacettepe Üniversitesi; Aysegül ALTUN, Hacettepe Üniversitesi; Gülçin BAYRAM, Ankara Üniversitesi;

(227)PROBLEMS MET AT THE PRIMARY SCHOOL INSPECTION THROUGH THE SCHOOL HEADMASTERS’ VIEW,

Taner GÖK, Milli Eğitim Bakanlığı; Şelale ÖZTÜRK, Milli Eğitim Bakanlığı;

(299)MAKING RESEARCH PROJECTS WIDESPREAD AT UNIVERSITIES,

Ayşen BAKİOĞLU, Marmara University; Ertuğ CAN, Marmara University;

(318)VOCATIONAL HIGH SCHOOL STUDENTS IN THE SOCIAL AND TECHNICAL PROGRAMS RELATED TO THE PERCEPTION OF QUALITY OF LIFE OF THE UNIVERSITY (SAMPLE OF TRAKYA UNIVERSITY),

Ayşegül ÖZDEMİR TOPALOĞLU, Trakya Üniversitesi; Murat TOPALOĞLU, Trakya Üniversitesi;

(109)“THE RELATIONSHIP BETWEEN CANDIDATES MUSIC TEACHERS’ MOTIVATION LEVELS TO LEARN AN INSTRUMENT AND PREFERENCE OF CAREER EDUCATION”,

Sibel ÇOBAN , Marmara Üniversitesi, Atatürk Eğitim Fakültesi, Güzel Sanatlar Eğitimi Bölümü, Müzik Eğitimi Anabilim Dalı, İstanbul; Tuğba ÇALIŞKAN, Özel Açı İlköğretim Okulu Müzik Öğretmeni, İstanbul;

(171)THE USAGE OF THE INTERVALS IN THE SOLFEGE COMPOSITINS GIVEN IN “LAVİGNAC SOLFEGE 1A” BOOK,

Meltem EROL DÜZBASTILAR, Karadeniz Teknik Üniversitesi;

(381)“CLASSROOM TEACHER CANDİDATES’ EFFİCİENCY ON THE MUSİC KNOWLEDGE ACQUIRED BY THEIR PRIMARY, SECONDARY AND HIGH EDUCATION”,

Ayşen ARSLAN, Marmara Üniversitesi;

(404)ON THE USE OF BLACKBOARDS BY TEACHERS AND CANDIDATE TEACHERS,

Nermin ÖZCAN ÖZER, Marmara Üniversitesi;

(121)THE CHARACTERISTICS OF GIFTED STUDENTS, TO RECOGNIZE THEM AND SOME SUGGESTIONS TO IMPROVE THEIR POTENTIALS,

Aynur PALA, Celal Bayar University;

(207)A STORY WRITING STRATEGY FOR STUDENT WITH WRITING DIFFICULTIES,

Ömür GÜREL, Gazi Üniversitesi; M. Özlem ŞIMŞEK, Gazi Üniversitesi; Rüya GÜZEL ÖZMEN, Gazi Üniversitesi;

(337)DETERMINATION OF NEEDS AND STRESS LEVELS OF THE FAMILIES HAVING HANDICAPPED CHILDREN : SAMPLE OF CANKIRI,

Ender DURUALP, Çankırı Karatekin Üniversitesi Sağlık Yüksekokulu; Kezban ÖZAYDIN, Çankırı Karatekin Üniversitesi Sağlık Yüksekokulu; Aslı ARSLAN, Çankırı Karatekin Üniversitesi Sağlık Yüksekokulu; Kübra KOCABAŞ, Çankırı Karatekin Üniversitesi Sağlık Yüksekokulu;

(90)TÜRKİYEDE TÜRKÇE EĞİTİMİ ALANINDA UZMAN YETİŞTİRME UYGULAMALARI,

Mehtap ÖZDEN, Marmara Üniversitesi;

(174)Evaluation of creative writing outcomes obtained from Primary School Students at 4th and 5th grades,

Fatma SUSAR, Pamukkale University; Özlem ÜNAL, Pamukkale University;

(443)TÜRKÇE DERSİ ÖLÇME VE DEĞERLENDİRMELERİNDE BİLMECE MANTIĞINININ KULLANIMI,

Aziz KILINÇ, Çanakkale Onsekiz Mart Üniversitesi; Mehmet TOK, Çanakkale Onsekiz Mart Üniversitesi;

(91)TÜRKİYE’DE OSMANLI DEVLETİ DÖNEMİNDE VE GÜNÜMÜZDE OKUL ÖNCESİ DERSLERİ VE DERS UYGULAMALARI,

Meltem GÜNEŞ, Yeditepe Üniversitesi/millî Eğitim Bakanlığı;

(108)THE EFFECT OF THE ACTIVITIES OF THE MULTIPLE INTELLIGENCES THEORY ON THE PRESCHOOL STUDENTS ,

Nihan HANOĞLU, Milli Eğitim Bakanlığı; Şenay KARKIN, Milli Eğitim Bakanlığı;

(277)DETERMINATION THE VALUES OF FAMILIES OF PRESCHOOL CHILDREN,

Kenan DEMIR, Mehmet Akif Ersoy Üniversitesi Burdur / Türkiye; Nihan HANOĞLU, Türkan Efe İlköğretim Okulu İstanbul / Türkiye; Şenay KARKIN, Mehmet Sündüz İlköğretim Okulu Ankara / Türkiye;

(290)Time Dependent Changes In The Opinions Of First Grade Students Regarding Their Preschool And Primary School Teachers,

Adile Gülşah SARANLI, Hacettepe Üniversitesi; Gelengül HAKTANIR, Ankara Üniversitesi; Duygu ÇALIKOĞLU, ; Pelin ERDEM, ;

(49)THE VALIDITY AND RELIABILITY OF THE TURKISH VERSION OF THE SELF-TALK SCALE,

Ahmet AKIN, Sakarya Üniversitesi; Ramazan ABACI, Sakarya Üniversitesi; Cem DÖNMEZOĞULLARI, Sakarya Üniversitesi;

(78)A PREDICTOR OF PROBLEM SOLVING ON ROMANTIC RELATIONSHIPS FOR ADOLESCENTS: RISK TAKING,

Melek KALKAN, Ondokuz Mayis University; Ercümend ERSANLI, Ondokuz Mayis University;

(126)RESEARCH OF THE RELATIONSHIP BETWEEN THE LEARNED RESOURCEFULNESS LEVEL AND THE SELF-ESTEEM LEVEL OF THE ELEMENTARY AND THE HIGH SCHOOL TEACHERS,

Mehmet ATASAYAR, Sakarya Üniversitesi Eğitim Fakültesi; Neşe GÜLER, Sakarya Üniversitesi Eğitim Fakültesi;

(127)A STUDY OF THE RELATIONSHIP BETWEEN PROBLEM SOLVING SKILLS LEVEL AND THE LONELENESS LEVEL OF THE ELEMENTARY AND HIGH SCHOOL STUDENTS ,

Mehmet ATASAYAR, Sakarya University, Education Faculty; Neşe GÜLER, Sakarya University, Education Faculty;

(176)EVALUATION OF PRE-SERVICE SCIENCE TEACHERS’ SOME TYPES OF KNOWLEDGE BY THE VIGNETTE,

Sedef CANBAZOĞLU, Aksaray Üniversitesi; Havva DEMİRELLİ, Gazi Üniversitesi; Nusret KAVAK, Gazi Üniversitesi;

(319)THE VIEWS OF THE ELEMENTARY MATHEMATICS TEACHER CANDIDATES ABOUT THE CONCEPTS OF INFINITY, INEFFABILITY AND AMBIGUITY ,

Selahattin ARSLAN, Karadeniz Technical University; Oben KANBOLAT, Erzincan University;

(352)DETERMINATION OF TEACHER CANDIDATES’ REASONS FOR PREFERENCE OF TEACHER PROFESSION,

Ceren ÇEVİK, Bayburt Üniversitesi; Sakip KAHRAMAN, Bayburt Üniversitesi;

(65)INVERSTIGATING EMPATHY LEVELS OF PRESCHOOL STUDENT TEACHERS RELATION TO VARIOUS VARIABLES,

Alev ONDER, Marmara University; Turker SEZER, Marmara University; Banu OZKAN, Marmara University; F. Lemis ONKOL, Marmara University;

(156)An Oral History of the Teacher Training Institutions in Çanakkale (1956-1992),

Selçuk UYGUN, Çanakkae Onsekiz Mart Üniversitesi;

(204)WE ARE REPUBLIC OF TERM FOREIGN TRAINING SYSTEMS SPECIALIST 1924-1960,

Zafer TANGÜLÜ, Gazi Üniversitesi; Oğuzhan KARADENİZ, Milli Eğitim Bakanlığı; Sinan ATEŞ, Gazi Üniversitesi;

(368)CHANGES IN INSTITUTIONS TRAINING TEACHERS FOR VOCATIONAL AND TECHNİCAL EDUCATION IN TURKEY ,

Yücel GELIŞLI, Gazi Üniversitesi;

(175)THE LEVELS of LEARNING STRATEIES USAGE of SECONDARY SCHOOL SCIENCE and MATHEMATICS FIELDS TEACHER CANDIDATES,

Özden TEZEL, Eskişehir Osmangazi Üniversitesi;

(256)PREPARATION OF CONCEPTUAL CHANGE TEXTS AS A EVALUATION TOOL FOR USING AT SIXTH GRADE LIGHT AND SOUND UNIT,

Esma BULUŞ KIRIKKAYA, Kocaeli Üniversitesi; Esra BOZKURT, Kocaeli Üniversitesi; Gülşah BALİ, Kocaeli Üniversitesi;

(279)BİLİMSEL OKURYAZARLIK,

Hatice ÜNAL, Meb; Sibel SADİ, Atatürk Üniversitesi; Ali YILDIRIM, Atatürk Üniversitesi; Sabriye SEVEN, Atatürk Üniversitesi;

(341)MODELING THE FACTORS AFFECTING TURKISH STUDENTS’ SCIENCE ACHIEVEMENT ,

Zübeyde Demet KIRBULUT, Selçuk Üniversitesi;

(233)Using an activity schedule for teaching independence skills to chilren with Autism,

Elif GÜNDÜZ, Tohum Autism Foundation;

(242)THE EFFECTIVENESS OF THE TEACHER TIP SHEETS AND GIVING FEEDBACK ON REDUCING THE GENERAL EDUCATION TEACHERS’ CRITICISM BEHAVIORS TOWARDS MAINSTREAMED STUDENTS,

Ersin Ufuk TİMUÇİN, Gazi University; Mehmet ÖZYÜREK, Gazi University;

(432)A MULTI COMPONENT COGNITIVE STRATEGY INSTRUCTION: READING COMPREHENSION STRATEGY,

Arzu DOĞANAY BİLGİ, Gazi Üniversitesi; E.rüya GÜZEL ÖZMEN, Gazi Üniversitesi;

(87)THE RELATION BETWEEN THE RESULTS OF PEERS AND SELF ASSESSMENT OF TEACHER CANDIDATES AND TEACHER SCORES,

Hanife Gamze YALVAC, Gaziosmanpasa University; Nurhan OZTURK, Gazi University;

(88)PISA 2006: The relationship between socio-economic status and science achievement in Turkey,

Muhammed Sait GOKALP, Selcuk University; Ayla CETIN-DINDAR, Selcuk University; Sevgi AYDIN, Yuzuncuyil University;

(128)Pre-service Chemistry Teachers’ Conceptions of the Nature of Science,

Oktay BEKTAS, Erciyes University; Ayla CETIN-DINDAR, Selcuk University; Zubeyde Demet KIRBULUT, Selcuk University; Mustafa TUYSUZ, Yuzuncu Yil University;

(131)A BRIEF EVALUATION OF STUDIES ABOUT CONSTRUCTIONIST APPROACH CARRIED OUT IN OUR COUNTRY IN TEACHING BIOLOGY,

Muhammed SALMAN, Sivas Cumhuriyet Üniversitesi; Muhittin DİNÇ, Konya Selçuk Üniversitesi;

(307)THE INVESTIGATION OF THE ATTITUDES OF THE PRIMARY SCHOOL 3. – 8. GRADERS TOWARDS MATHEMATICS ,

Oben KANBOLAT, Erzincan University; Mehmet BEKDEMİR, Erzincan University; Fatih BAŞ, Erzincan University;

(419)USING PROJECT METHOD IN MIDDLE SCHOOLS: MATHEMATICS TEACHERS’ EXPERIENCES AND THOUGHTS ,

Ali Rıza KÜPCÜ, Marmara University; Alaattin PUSMAZ, Marmara University;

(428)MIDDLE SCHOOL TEACHERS’ MATHEMATICS PROBLEM SOLVING STRATEGIES ,

Alaattin PUSMAZ, Marmara University; Ali Rıza KÜPCÜ, Marmara University;

(439)SCAFFOLDING STRATEGIES APPLIED BY STUDENT TEACHERS' TO TEACH MATH,

Fatma BIKMAZ, Ankara Univesitesi Eğitim Bilimleri Fakültesi İlköğretim Bölümü; Hande Reçber hande.recber@live.com Ankara Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Matematik Eğitimi Anabilimdalı TR Turkey Özhan ÇELEBI , Ankara Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Matematik Eğitimi Anabilimdalı; Hande Reçber hande.recber@live.com Ankara Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Matematik Eğitimi Anabilimdalı TR Turkey Aslıhan ATA, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Matematik Eğitimi Anabilimdalı; Hande Reçber hande.recber@live.com Ankara Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Matematik Eğitimi Anabilimdalı TR Turkey Eren ÖZER, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Matematik Eğitimi Anabilimdalı; Hande Reçber hande.recber@live.com Ankara Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Matematik Eğitimi Anabilimdalı TR Turkey Öznur SOYAK, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Matematik Eğitimi Anabilimdalı; Hande Reçber hande.recber@live.com Ankara Üniversitesi Eğitim Bilimleri Enstitüsü İlköğretim Matematik Eğitimi Anabilimdalı TR Turkey

(234)Perceptions About Effectiveness of Portfolio Assessment in English Writing Courses,

Naran KAYACAN KÖSE, Süleyman Demirel Üniversitesi Yabanci Diller Yüksekokulu;

(448)MORE REFLECTION IN MICRO TEACHING This study was conducted at Gazi University, department of English Language Teaching with 25 third year students to help teacher-trainees acquire a more reflective approach towards micro-teaching sessions of their ow,

Gonca YANGIN, Gazi Üniversitesi;

(450)Raising Multicultural Awareness of ELT Students ,

Kadriye Dilek AKPINAR, Gazi Üniversitesi;

(451)Scaffolding? A New Way to Think About Familiar Teaching Routines ,

Ceylan Yangın ERSANLI, Gazi Üniversitesi;

(481)THE RELATIONSHIP BETWEEN PERCEPTUAL LEARNING STYLE/TEACHING STYLE MATCH AND STUDENTS’ SUCCESS AT CIU ENGLISH PREPARATORY SCHOOL,

Safiye ÇIFTLIKLI HAPCI, Cyprus International University (Ciu);

(289)AN ANALYSIS ON THE LACK OF MOTIVATION AT ACADEMIC ACTIVITIES OF THE UNİVERSITY STUDENTS ,

Mehmet Akif SÖZER, Gazi Üniversitesi ; Nilgün DAĞ, Sinop Üniversitesi;

(384)VOCATIONAL HIGH SCHOOL STUDENTS’ LEVEL OF SUBJECTIVE WELL-BEING,

Yılmaz AKGÜNDÜZ, Milli Eğitim Bakanlığı; Övünç BARDAKOĞLU, Dokuz Eylül Üniversitesi;

(400)THE RELATIONSHIP BETWEEN PREP SCHOOL STUDENTS’ VIOLENT BEHAVIORS AND THE LEVEL OF SOCIAL ANXIETY AND THE EFFECT OF THIS RELATIONSHIP ON THEIR ACADEMIC ACHIEVEMENT,

Nazan DOGRUER, Eastern Mediterranean University; Ipek MENEVIS, Eastern Mediterranean University; Ramadan EYYAM, Eastern Mediterranean University;

(261)EVALUATİON OF SCİENCE TEACHER CANDİDATES’ BASİC TECHNOLOGY PROFİCİENCY,

Nurhan ATALAY, Eskişehir Osmangazi Üniversitesi ;

(387)EVALUATION OF PROBLEM SOLVING STRATEGIES,

Aytaç GÖĞÜŞ, Sabancı University;

(435) THE DEVELOPMENT OF LEARNING OBJECT METADATA SYSTEM USING ONTOLOGY KNOWLEDGE ON COMPUTER EDUCATION,

Mehmet Ali SALAHLI, Çanakkale Onsekiz Mart University; Cumali YAŞAR, Çanakkale Onsekiz Mart University;

(340)ACADEMICIANS VIEWS ABOUT THEIR RESEARCH NEEDS AND A MOBILE PERFORMANCE SUPPORT SYSTEM OFFERED AS A CORRESPONDİNG SOLUTION,

Nilgün ÖZDAMAR KESKIN, Anadolu University; Abdullah KUZU, Anadolu University;

(257)THE IMPACT OF INTERACTIVE STORYBOOK ON ELEMENTARY SCHOOL STUDENTS RECALL,

İhsan ERTEM, Gazi Üniversitesi; Salih RAKAP, University Of Florida;

(217)PRE-SERVICE TEACHERS’ CONCEPTIONS OF THE GREENHOUSE EFFECT,

Funda SAVAŞCI-AÇIKALIN, İstanbul University;

(240)DETERMINATION OF PRE-SERVICE ELEMENTARY SCIENCE TEACHERS’ KNOWLEDGE LEVEL ABOUT GLOBAL WARMING,

Bariş EROĞLU, Aksaray Üniversitesi; Mustafa AYDOĞDU, Gazi Üniversitesi;

(287)TRAINEE PRIMARY TEACHERS’ IDEAS AND PERCEPTIONS ABOUT GREENHOUSE EFFECT AND GLOBAL WARMING,

Gürsoy MERIÇ, Çanakkale Onsekiz Mart Üniversitesi;

(291)THE IMPACT OF AN ENVIRONMENTAL EDUCATION PROGRAM ON PRESCHOOLER’S AND PARENT’S ENVIRONMENTAL ATTITUDES,

Nilgün CEVHER-KALBURAN, Pamukkale Üniversitesi; Fatma ALISINANOĞLU, Gazi Üniversitesi;

(235)MEASURING ELEMENTARY SCHOOL STUDENTS’ ATTITUDES TOWARDS MATHEMATICS IN RURAL AREA,

Nurgul DUZENLI-GOKALP, Middle East Technical University; Safure BULUT, Middle East Technical University;

(376)MATHEMATICS TEACHERS’ AND TEACHER CANDIDATES’ OPINIONS ABOUT TEACHING THE THINKING SKILLS,

Kursat YENILMEZ, Eskisehir Osmangazi University;

(407)THE ROLE OF THE STUDENT IN LEARNING MATHEMATICS: TEACHER VIEWS,

Mehmet AYDIN, Karadeniz Technical University; Adnan BAKİ, Karadeniz Technical University; Cemalettin YILDIZ, Karadeniz Technical University; Davut KÖĞCE, Karadeniz Technical University;

(415)THE VIEWS OF MATHEMATICS TEACHERS REGARDING MAKING PROOF,

Mehmet AYDIN, Karadeniz Technical University; Davut KÖĞCE, Karadeniz Technical University; Cemalettin YILDIZ, Karadeniz Technical University;

(43)THE IMPORTANCE OF THE FOREIGN LANGUAGE LEARNING CONTRIBUTING TO WORLD PEACE,

Yusuf ŞAHİN, Erciyes Üniversitesi;

(82)A Small Scale Experimental Study: Using Flash Animations to Learn Vocabulary,

Raşide DAĞ AKBAŞ, Karadeniz Teknik Üniversitesi; Zeynep ÖZTÜRK, Karadeniz Teknik Üniversitesi; Yrd. Doç. Dr. Mustafa Naci KAYAOĞLU, Karadeniz Teknik Üniversitesi;

(137)THE EFFECT OF CULTURE INTEGRATED LANGUAGE COURSES ON FOREIGN LANGUAGE EDUCATION,

Ömer KOCER, Erzincan Üniversitesi; Ali DINÇER, Erzincan Üniversitesi;

(116)THE CORRELATION BETWEEN LEARNING APPROACHES AND ASSESSMENT PREFERENCES OF 8TH GRADE STUDENTS,

Celal Deha DOĞAN , Ankara University; Funda ASLAN, Bilkent University; Sevilay ATMACA, Hacettepe University;

(172)THE USAGE OF THE INTERVALS IN THE SONGS WHICH TAKE PLACE IN PRIMARY SCHOOL MUSIC LESSON BOOKS,

Meltem EROL DÜZBASTILAR, Karadeniz Teknik Üniversitesi;

(103)THE EFFECT OF PERFORMANCE ASSESSMENT APPROACH TO THE STUDENTS’ CRITICAL THINKING SKILL PERCEPTONS IN TEACHING SOCIAL STUDIES,

Elvan YALÇINKAYA, Milli Eğitim Bakanlığı;

(446)Determining Pre-Service Teachers’ Understanding Levels of the Concept Environment by Using Concept Maps,

Tahsin YILDIRIM, Aksaray Üniversitesi; Yunus GÜNİNDİ, Aksaray Üniversitesi; Hayriye Gül KURUYER, Aksaray Üniversitesi; Sibel ÖZSOY, ;

(178)INVESTIGATION OF PRESERVICE SCIENCE TEACHERS’ LEARNING STYLES ACCORDING TO DEMOGRAPHIC VARIABLES,

Ersin KARADEMIR, Eskişehir Osmangazi Üniversitesi; Özden TEZEL, Eskişehir Osmangazi Üniversitesi;

(193) THE RELATIONSHIP BETWEEN ATTITUDES AND ACADEMIC ACHIEVEMENTS OF 8th GRADE STUDENTS TOWARDS SCIENCE LESSON ,

Fazilet SÜSLÜ, Ankara Üniversitesi; Fazilet SÜSLÜ, Ankara Üniversitesi;

(266)ANALYZİNG PRE- SERVİCE CLASS TEACHERS’ MİSCONCEPTİONS ABOUT SOUND ,

Nurhan ÖZTÜRK, Gazi Üniversitesi; Nurhan ATALAY, Eskişehir Osmangazi Üniversitesi;

(295)THE ENVIRONMENTAL ATTITUDES OF THE EARLY CHILDHOOD TEACHERS,

Nilgün CEVHER-KALBURAN, Pamukkale Üniversitesi; Adalet KANDIR, Gazi Üniversitesi; Özlem YURT, Gazi Üniversitesi;

(465)THE EFFECTS OF THE USE OF MOBILE PHONES BY THE CANDIDATE PRIMARY SCHOOL TEACHERS ON THEIR SELF-ESTEEM, IDEA LEADERSHIP, AND SOCIAL IDENTITIES,

Sevil YALÇIN, ; Burak ÖZAHİOĞLU, ; Emel OKUR, ;

(466)COMPARING THE QUALITIES OF THE MOBILE PHONES USED BY THE CANDIDATE PRIMARY SCHOOL TEACHERS WITH THE SENSITIVITIES RELATED TO THE ELECTROMAGNETIC POLLUTION,

Sevil YALÇIN, ; Burak ÖZAHİOĞLU, ; Emel OKUR, ;

(166)METHODS AND TECHNIQUES USED IN TERMS OF THE READINESS FOR READING AND WRITING ACTIVITIES AND DIFFICULTIES ENCOUNTERED IN PRESCHOOL EDUCATION,

Fatma Betül ULU, Afyonkarahisar Kocatepe Üniversitesi;

(293)SCIENCE ACTIVITIES IN EARLY CHILDHOOD EDUCATION PROGRAMS,

Özlem YURT, Gazi Üniversitesi; Adalet KANDIR, Gazi Üniversitesi; Nilgün CEVHER-KALBURAN, Pamukkale Üniversitesi;

(303)Preschool teacher candidates’ attitudes towards profession, self efficacy beliefs and professional self respects,

Günseli GIRGIN, Dokuz Eylül Üniversitesi; Güzin ÖZYILMAZ AKAMCA, Dokuz Eylül Üniversitesi; A. Murat ELLEZ, Dokuz Eylül Üniversitesi; Evrim OĞUZ, Dokuz Eylül Üniversitesi;

(401)PRESCHOOL TEACHER CANDIDATES' PERCEPTIONS ABOUT THEIR FAMILY,

Elif BOZCAN, Cyprus International University; Eda KARGI, Cyprus International University;

(55)THE LEARNING STYLES OF SOCİAL STUDIES TEACHER CANDİDATES AND THE RELATIONSHIP BETWEEN DEMOGRAPHIC CHARACTERISTICS,

Nevin ÖZDEMİR, 19 Mayis Üniversity ;

(104)AN ANALYSIS ON DEMOCRATIC TERMS IN OTTOMAN HISTORY IN HISTORY COURSE BOOKS,

Durmuş AKALIN, Sakarya Üniversitesi; Selçuk URAL, Sakarya Üniversitesi;

(292)ELEMENTARY STUDENTS’ OPINIONS OF LEARNING OBJECTS: A SOCIAL STUDIES COURSE CASE ,

Seher YARAR, Rize Üniversitesi; Ayşegül ŞEYİHOĞLU, Rize Üniversitesi;

(313)VIEWS OF THE TEACHERS OF SOCIAL STUDİES RELATING IMPEDIMENTS OF ORGANIZATIONAL LEARNING,

Özlem BEKTAŞ ÖZTAŞKIN, Erzincan Üniversitesi; Rıdvan KÜÇÜKALİ, Atatürk Üniversitesi;

(22)DEMOCRATIC ATTITUDES OF SOCIAL STUDIES PRE-SERVICE TEACHERS,

E. Özlem YIĞIT, Marmara University;

(102)INVESTIGATION OF PRIMARY 8th CLASS STUDENTS’ PERCEPTIONS ABOUT THE CONCEPT OF MEDIA THROUGH METAPHOR ANALYSIS,

Elvan YALÇINKAYA, Milli Eğitim Bakanlığı;

(145)PRE-SERVICE ELEMENTARY TEACHERS’ BELIEFS ABOUT THE USE OF THE INTERNET IN THE SOCIAL STUDIES CLASSROOM,

Mehmet AÇIKALIN, Istanbul University;

(152)AN INVESTIGATION OF NON-THESİS MASTER’S PROGRAM GEOGRAPHY STUDENT TEACHERS’ ATTİTUDES TOWARD TEACHİNG PROFESSİON ACCORDİNG TO SOCİO-CULTURAL PROPERTİES ,

Adem SEZER, Çanakkale Onsekiz Mart Üniversitesi; Hasan KARA, Uşak Üniversitesi; Adnan PINAR, Selçuk Üniversitesi;

(173)ASSESSMENT OF THE CURRENT AND THE FUTURE OF MEDIA LITERACY EDUCATION IN TURKEY,

Füsun AKSİT, Erciyes Üniversitesi; Filiz YILDIZ , Erciyes Üniversitesi;

(180)PROBLEMS ENCOUNTERED DURING THE FIRST LITERACY EDUCATION ,

Ayfer ŞAHIN, Ahi Evran Üniversitesi;

(232)CONFORMITY BETWEEN THE INSTRUCTION PROGRAMS: SCIENCE-TECHNOLOGY AND MATHEMATICS,

Feride ÖZYILDIRIM, Hacettepe University (Oyp/aksaray University); Sevilay ATMACA, Hacettepe University; Özge AYDIN, Hacettepe University; Fitnat KAPTAN, Hacettepe University;

(239)DEVELOPING AN INSTRUMENT TO ASSESS THE NATURE OF SCIENCE (NOS) CONCEPTION OF THE FOURTH GRADE PRE-SERVICE SCIENCE TEACHERS IN ÇANAKKALE ONSEKİZ MART UNIVERSITY,

Gamze SERT, Çanakkale Onsekiz Mart Üniversitesi; Gürsoy MERIÇ, Çanakkale Onsekiz Mart Üniversitesi;

(275)THE STUDY OF DEVELOPMENT OF NUCLEAR POWER ATTITUDE SCALE,

Ayşegül ŞEYİHOĞLU, Rize Üniversitesi; Seher YARAR, Rize Üniversitesi;

(280)İLKÖĞRETİMDE UYGULANAN ORTAK SINAVLARLA İLGİLİ ÖĞRETMEN GÖRÜŞLERİ,

Hüseyin ÇALIŞKAN, Sakarya Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü;

(146)A STUDY OF THE VALUE PERCEPTIONS OF PRINCIPALS AND TEACHERS IN PRIMARY SCHOOLS IN İZMİR IN TERMS OF SOME VARIABLES,

Deniz AŞKAN, Özel Ege Lisesi; Münevver YALÇINKAYA, Ege Üniversitesi;

(184)THE OPINIONS OF CANDIDATES OF TEACHING ON CLASSROOM MANAGEMENT,

Necla TABAK, Afyon Kocatepe Üniversitesi; Nuray KURTDEDE FİDAN, Afyon Kocatepe Üniversitesi; Aslı YÜKSEL, Afyon Kocatepe Üniversitesi;

(248)PROBLEMS THAT PROJECT TEAMS WORKING UNDER THE DIRECTORATE OF ÇANAKKALE PROVINCE NATIONAL EDUCATION ENCOUNTER IN THE MANAGEMENT OF EU PROJECTS ,

İlknur MAYA, Çanakkale Onsekiz Mart Üniversitesi;

(426)ORGANIZATIONAL COMMITMENT LEVELS OF LANGUAGE TEACHERS,

Ahmet BOZAK, İnönü Üniversitesi; Türkan MUSTAN AKSU, Akdeniz Üniversitesi;

(37)COGNITIVE STRATERGY IN TEACHING VOCABULARY,

Mayya CHOBAN, National Academy Of Security Service Of Ukraine;

(41)Sociocultural Aspect as a Priority in Foreign Language Teaching,

Larisa NIKIFOROVA, National Academy Of Security Service Of Ukraine ;

(94)On some barriers to effective foreign language communication,

Dorota NOWACKA, Adam Mickiewicz University, Poznan, Poland;

(119)THE USE OF PREPOSITIONS AMONG ESL LEARNERS IN MALAYSIA ,

Dr Beena SUDHAKARAN, International Islamic University Malaysia;

(161)Out-Of School Programme as a viable tool in the English Language Remediation Equation: A Case study at the Students’ Learning Enhancement Unit,

Hajah Hayati ABDUL HAMID, International Islamic University Malaysia; Zaleha ESA, International Islamic University Malaysia;

(2)MAKING SENSE OF “EDUCATIONAL STUDIES”: LESSONS LEARNED IN THE LAST DECADE,

Erol İNELMEN, Boğaziçi Üniversity;

(44)NEEDS ASSESSMENT STUDY OF THE 5th GRADE ENGLISH LANGUAGE CURRICULUM,

Pınar MERCAN, Ortadoğu Teknik Üniversitesi;

(45)STUDENTS’ VIEWS ABOUT DEMOCRATIC CLASSROOMS AND DEMOCRATIC PARTICIPATION AT THE UNIVERSITY,

Füsun KESAL, Ankara University;

(214)THE EFFECTS OF GLOBALIZATION ON EDUCATION FROM TEACHERS’ PERCPECTIVE,

Pınar MERCAN, Ortadoğu Teknik Üniversitesi; Cennet GÖLOĞLU, Gazi Üniversitesi;

(421)"LAMPENFIEBER" - STAGE FRIGHT VIS-a'-VIS PIANO PERFORMANCE, ITS CAUSES AND SOME REMEDIAL SUGGESTIONS,

Mehveş EMEÇ BİROL, Marmara Üniversitesi;

(125)OPINIONS OF THE GOVERNMENTAL AGENCY AND NON-GOVERNMENTAL ORGANIZATION ADMINISTRATORS REGARDING COMMUNITY SERVICE LEARNING,

Alper KESTEN, Ondokuz Mayıs Üniversitesi; Özcan Palavan Ondokuz Mayıs Üniversitesi TR Turkey ozcan.palavan@omu.edu.tr Cevat ELMA, Ondokuz Mayıs Üniversitesi; Özcan Palavan Ondokuz Mayıs Üniversitesi TR Turkey ozcan.palavan@omu.edu.tr M. Kasım KIROĞLU, Ondokuz Mayıs Üniversitesi; Özcan Palavan Ondokuz Mayıs Üniversitesi TR Turkey ozcan.palavan@omu.edu.tr Abdullah Nuri DICLE, Ondokuz Mayıs Üniversitesi; Özcan Palavan Ondokuz Mayıs Üniversitesi TR Turkey ozcan.palavan@omu.edu.tr Elif Mercan UZUN, Ondokuz Mayıs Üniversitesi; Özcan Palavan Ondokuz Mayıs Üniversitesi TR Turkey ozcan.palavan@omu.edu.tr

(191)ÖĞRETİM ELEMANI AÇISINDAN YENİ KURULAN ÜNİVERSİTELER İLE AYRILDIKLARI ÜNİVERSİTELERİN BÖLGELERE GÖRE KARŞILAŞTIRILMASI,

Aysun ESKİHORAN, Uşak Üniversitesi Sosyal Bilimler Enstitüsü Yüksek Lisans Öğrencisi; Makbule TEBERİK, Uşak Üniversitesi Sosyal Bilimler Enstitüsü Yüksek Lisans Öğrencisi; Mehmet DENİZ, Uşak Üniversitesi Fen - Edebiyat Fakültesi Araştirma Görevlisi;

(206)AN ANALYSIS OF ORGANIZATIONAL CULTURE AT THE UNIVERSITY LEVEL: THE CASE OF EGE UNIVERSITY,

Osman Ferda BEYTEKIN, Ege University; Münevver YALÇINKAYA, Ege University; Miray DOĞAN, Ege University; Neriman KARAKOÇ, Ege University;

(412)ENTREPRENEUR TRAINING MISSION OF CANAKKALE ONSEKIZ MART UNIVERSITY IN THE LIGHT OF AN ENTREPRENEURIAL UNIVERSITY CONCEPT,

Ali AKDEMİR, Çanakkale Onsekiz Mart Üniversitesi; Nazan YELKİKALAN, Çanakkale Onsekiz Mart Üniversitesi;

(413)AN EMPRICAL STUDY ON THE PERCEPTION OF CORPORATE SOCIAL RESPONSIBILITY OF THE STUDENTS IN ENGINEERING DEPARTMENTS OF UNIVERSITIES,

Nazan YELKİKALAN, Çanakkale Onsekiz Mart Üniversitesi; Sena ERDEN, Çanakkale Onsekiz Mart Üniversitesi; Erdal AYDIN, Çanakkale Onsekiz Mart Üniversitesi;

(54)Primary Secondary School Differences in Thinking About Learning Science. ,

Hugh GASH, St Patrick's College - Dublin; Mccloughlin THOMAS, St Patrick's College - Dublin;

(118)TEACHING METHOD FOR ENHANCING 15-16 YEARS OLD STUDENTS` KNOWLEDGE AS ONE OF SCIENTIFIC LITERACY ASPECT IN CHEMISTRY: RESULTS BASED ON RESEARCH AND APPROBATION,

Daina MOZEIKA, University Of Latvia; Renata BILBOKAITE, Siauliai University;

(283)Upgrading of Motivational Effectiveness of Experiments for Gifted and Ungifted Students in Science Education ,

Josef TRNA, Masaryk University, Brno; Eva TRNOVA, Masaryk University, Brno;

(40)THE TRANSFORMATION OF A MATHEMATICS COURSE THROUGH EDUCATIONAL RESEARCH: DISCOVERIES ALONG A FIVE-YEAR JOURNEY,

N. Jean HODGES, Virginia Commonwealth University In Qatar; Dr. John SCHMEELK, Virginia Commonwealth University In Qatar;

(398)A technological intervention to explore children’s aspirations in socially disadvantaged areas in England and India ,

Ekta SODHA, Newcastle University; Ekta SODHA, ;

(33)INTEGRATION OF INTERIOR ARCHITECTURE EDUCATION WITH DIGITAL DESIGN APPROACHES,

Deniz Ayşe YAZICIOĞLU, Kadir Has Üniversitesi;

(197)OPINIONS OF FINE ART STUDENTS ABOUT THE TECHNOLOGY USE FOR ART EDUCATION,

Araş. Gör. Dr. Asuman AYPEK ARSLAN, Ankara Gazi Üniversitesi;

(243)AN ASSESSMENT TOWARDS SPECIAL APTITUDE TESTS PERFORMED IN THE ARTS AND CRAFTS TEACHER’S TRAINING DEPARTMENTS OF LETTERS FACULTIES,

Nihat ŞİRİN, ; Filiz ÇELİK, ;

(69)COMPETENCE OF FOREIGN LANGUAGE STUDENTS IN THE USE OF AND THEIR ACCESS TO INTERNET AND COMPUTER IN THE FRAME OF SELF-DIRECTED LEARNING WITH ADDITIONAL WEB BASED EDUCATIONAL MATERIALS,

Nilüfer EPÇELI, Trakya Üniversitesi;

(74)VIEWPOINTS OF INSTRUCTORS AND STUDENTS ON FOREIGN LANGUAGE TEACHING AND LEARNIN GEARNING THROUGH VARIOUS SOCIAL INTERACTION STYLES UNDER THE CONDITIONS OF TURKEY,

Sevinç SAKARYA MADEN, Trakya Üniversitesi;

(202)IMPROVING ENGLISH LANGUAGE LEARNERS’ PRONUNCIATION THROUGH ELECTRONIC PORTFOLIOS,

Gölge SEFEROĞLU, Middle East Technical University;

(477)APPLICATION OF A CHECKLIST TO ASSESS THE PLACE OF TARGET CULTURE IN FOREIGN LANGUAGE COURSEBOOKS,

Hatice Sezgi SARAÇ-SÜZER, Başkent University; Arda ARIKAN, Hacettepe University;

(406)USE OF THE HISTORY OF MATHEMATICS IN TEXTBOOKS AND TEACHER VIEWS,

Adnan BAKİ, Karadeniz Technical University; Cemalettin YILDIZ, Karadeniz Technical University;

(409)THE DESIGN AND IMPLEMENTATION OF MATERIAL ACCORDING TO MULTIPLE INTELLIGENCE THEORY IN MATHEMATICS TEACHING,

Cemalettin YILDIZ, Karadeniz Technical University; Rıdvan ALTUNDAĞ, Ministry Of National Education; Mehmet AYDIN, Karadeniz Technical University; Davut KÖĞCE, Karadeniz Technical University;

(414)STUDENT VIEWS ON ADIDACTICAL SITUATIONS INCLUDED IN THE THEORY OF DIDACTICAL SITUATIONS IN MATHEMATICS,

Selahattin ARSLAN, Karadeniz Technical University; Rıdvan ALTUNDAĞ, Ministry Of National Education;

(416)META-ANALYSIS OF STUDIES RELATED TO THE HISTORY OF MATHEMATICS ,

Adnan BAKİ, Karadeniz Technical University; Cemalettin YILDIZ, Karadeniz Technical University;

(408)Multiple Intelligences in Relation to Improved Academic Performance,

Dr Eisa AL BALHAN, Kuwait University;

(15)The Rights of the Molested Child as Mirrored in Children's and Adolescents' Literature in Israel,

Baratz LEA, Achva Academic College Of Education; Sara ZAMIR, Achva Academic College Of Education;

(132)Parent kindergarten cooperation in the light of special pedagogical principles of Reggio Emilia concept.,

Tatjana DEVJAK, University Of Ljubljana, Faculty Of Education; Sanja BERČNIK, University Of Ljubljana, Faculty Of Education; Srečko DEVJAK, University Of Ljubljana, Faculty Of Administration;

(320)Opportunities and threats in a reform process,

Alberto CRESCENTINI, Dfa-Supsi; Emanuele BERGER, Dfa-Supsi;

(141)THE ASSESSMENT OF SECONDARY SCHOOL “TURKISH LANGUAGE AND VERBALISM” COURSE BOOKS IN TERMS OF STUDENT COMMENTS,

Cahit EPÇAÇAN, Atatürk Üniversitesi ; Cevdet EPÇAÇAN, Siirt Üniversitesi ;

(442)İlköğretim İkinci Kademe Türkçe Ders Kitaplarının Öğretmen Görüşleri Doğrultusunda Değerlendirilmesi,

Aziz KILINÇ, Çanakkale Onsekiz Mart Üniversitesi; Sait TÜZEL, Çanakkale Onsekiz Mart Üniversitesi;

(444)YAPILANDIRICI YAKLAŞIMIN BAKIŞIYLA TEKERLEMELERDEN TÜRKÇE ÖĞRETİMİNDE YARARLANMA VE ETKİNLİK ÖRNEKLERİ,

Mehmet TOK, Çanakkale Onsekiz Mart Üniversitesi;

(168)Psychological Counseling and Guidance Department Students’ Perceptions about Effectiveness of the Guidance and Counseling Programs: Attainment Perspective,

Aziz GÜZEL, Maltepe University;

(284)SOCIAL EMOTIONAL LEARNING ABILITIES AS PRENVENTION TO BULLYING ON MIDDLE SCHOOL,

Tarik TOTAN, Dokuz Eylul University; Ömer Faruk KABAKÇI, Hacettepe University;

(285)THE EFFECT OF THE SOCIAL EMOTIONAL LEARNING SKILLS ON THE MULTIDIMENSIONAL LIFE SATISFACTION ,

Ömer Faruk KABAKÇI, Hacettepe University; Tarık TOTAN, Dokuz Eylül University;

(347)CREATIVE THOUGHT IN TEACHING TURKISH LANGUAGE,

Talat AYTAN, Selçuk Üniversitesi; Nail GÜNEY, Selçuk Üniversitesi; Mesut GÜN, Selçuk Üniversitesi;

(441)Metin Dilbilim Açısından Bir Hikâye Çözümlemesi,

Sait TÜZEL, Çanakkale Onsekiz Mart Üniversitesi;

(468)Teaching of Turkish Language and Literature without Aesthetics: Problems and Solution Suggestions,

Fundagül APAK, Uluslararası Kıbrıs Üniversitesi, Eğitim Fakültesi, Türkçe Eğitimi Bölümü;

(198)Turkish High School Students’ Attitudes Toward Seeking Professional Psychological Help,

Hülya ŞAHİN, Mehmet Akif Ersoy Üniversitesi; Şeyma YÜKSEL, Mehmet Akif Ersoy Üniversitesi;

(267)STUDYING THE EFECTS OF THE ANXIETY LEVELS OF TEACHER CANDIDATES CONCERNING WHETER TO BE ASSIGNED OR NOT ON THEIR STATUS OF HOPELESSNESS AND SLEEPINESS,

Nilay OZKUTUK, Ege Universitesi; Fatma ORGUN, Ege Universitesi; Munevver YALCINKAYA, Ege Universitesi;

(397)RELATIONS BETWEEN ATTACHMENT STILL AND SELF MONITORING ,

Ersin UZMAN, Çanakkale Onsekiz Mart Üniversitesi;

(84)ENGLISH AS A BRIDGE LANGUAGE BETWEEN TURKISH AND GERMAN,

Hüseyin ARAK, Erciyes Üniversitesi;

(169)ARE YOU LISTENING?: A CASE STUDY OF LISTENING STRATEGIES EMPLOYED BY STUDENTS IN A UNIVERSITY CONTEXT,

Gulumser EFEOGLU, Yildiz Technical University; Gulru YUKSEL, Yıldız Technical University;

(181)EXPLORING TEACHERS’ NETWORKS OF KNOWLEDGE, THOUGHTS AND BELIEFS THROUGH METAPHORS,

Gölge SEFEROĞLU, Middle East Technical University; Anıl RAKICIOĞLU SÖYLEMEZ, Middle East Technical University; Kadir KARAKAYA, Middle East Technical University;

(201)DIFFERENT BACKGROUNDS SAME DIRECTION: TEFL CERTIFICATE STUDENTS' ATTITUDES TOWARDS TEACHING PROFESSION,

Gulru YUKSEL, Yıldız Technical University; Suzan KAVANOZ, Yıldız Technical University; Aybars ERÖZDEN, Yıldız Technical University;

(58)SOCIOLOGICAL ANALYSIS OF A PROTEST OF STUDENTS,

Cevdet ÖZDEMIR, Adnan Menderes Üniversitesi; Cevdet ÖZDEMIR, Adnan Menderes Üniversitesi;

(304)ÇOCUKLAR İÇİN SPORDA HAYAL ETME ÖLÇEĞİNİN TÜRKÇEYE UYARLANMASI: BİR GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI,

Muhammed Emin KAFKAS, İnönü Üniversitesi Eğitim Fakültesi Beden Eğitimi Ve Spor Öğretmenliği Bölümü;

(306)BEDEN EĞİTİMİ ÖĞRETMENLERİNİN SAĞLIKLI YAŞAM BİÇİMİ DAVRANIŞLARI DÜZEYLERİNİN İNCELENMESİ,

Muhammed Emin KAFKAS, İnönü Üniversitesi Eğitim Fakültesi Beden Eğitimi Ve Spor Öğretmenliği Bölümü; Armağan ŞAHİN, İnönü Üniversitesi Sağlık Bilimleri Enstitüsü;

(484)THE ANALYSIS OF THE SOCIAL ROLE OF SPORTS IN TURKEY ,

Necati CERRAHOĞLU, Çanakkale Onsekiz Mart Ünversitesi;

(101)THE 2006 PRİMARY EDUCATİON MUSİC COURSE CURRİCULUM İN THE PROCESS OF ACCESSİNG EU,

Hüseyin Yilmaz KÜÇÜKÖNCÜ, Çanakkale Onsekizmart University Education Faculty ;

(165)DEPARTMENT OF ART EDUCATION ASSESSMENT OF INSTRUCTORS WITH REGARD TO INSTRUCTIONAL ACTIVITIES IN CLASSROOMS,

Oğuz DİLMAÇ, Atatürk Üniversitesi; Sehran DİLMAÇ, Milli Eğitim Bakanlığı;

(247) AN ASSESSMENT TOWARDS SPECIAL APTITUDE TESTS PERFORMED IN THE ARTS AND CRAFTS TEACHER’S TRAINING DEPARTMENTS OF LETTERS FACULTIES,

Nihat ŞİRİN, ; Filiz ÇELİK, ;

(331)Evaluation of Using Technology in Elementary School Visual Arts Curriculum According to Learning Outcomes Component,

Enver YOLCU, Çanakkale Onsekiz Mart Üniversitesi;

(29)NORM STUDY FOR TURKEY OF THE PROBLEM SOLVING SCALE FOR PRE-SCHOOL CHILDREN,

Esra ÖMEROĞLU, Gazi Üniversitesi; Şener BÜYÜKÖZTÜRK, Başken Üniversitesi; Yasemin AYDOĞAN, Abant İzzet Baysal Üniversitesi; Arzu ÖZYÜREK, Karabük Üniversitesi;

(61)A STUDY INTO THE KNOWLEDGE OF SOCIAL AND MORAL RULES OF THE CHILDREN THE AGE GROUP OF SIX ATTENDING TO A PRESCHOOL EDUCATION INSTITUTION ,

Fatma TEZEL ŞAHİN, Gazi Üniversitesi; Arzu ÖZYÜREK, Karabük Üniversitesi;

(107)The ASSESSMENT OF THE ACTIVITIES SUPPORTING PRESCHOOL STUDENTS' EMPATHY SKILLS,

Nihan HANOĞLU, Milli Eğitim Bakanlığı;

(383)UNIVERSITY STUDENTS’ OPINIONS ON UNIVERSITY STRUCTURE AND SUPPORT (THE CASE OF GAZİANTEP UNIVERSITY),

Betül BALKAR, Gaziantep Üniversitesi; Sevilay ŞAHIN, Gaziantep Üniversitesi;

(456)A Research of New Central Entrance Examination in the Primary Schools,

Hüsne ŞENSOY , Çanakkale Onsekiz Mart University; Hasan ARSLAN, Çanakkale Onsekiz Mart University;

(478)Salon Başkanı,

Müge BEİDOĞLU , Çanakkale Onsekiz Mart Ünversitesi;

(160)NEW EXPLORATIONS WITH RECYCLING MATERIALS IN EARLY CHILDHOOD EDUCATION,

Bil.uzm.özgün UYANIK, Afyon Kocatepe Üniversitesi; Bil.uzm.gözde İNAL, Afyon Kocatepe Üniversitesi; Dr.fatma ÇALIŞANDEMİR, Hacettepe Üniversitesi; Dr.münevver CAN YAŞAR, Afyon Kocatepe Üniversitesi; Doç.dr. Adalet KANDIR, Gazi Üniversitesi;

(170)A STUDY ON PRESCHOOL TEACHERS’ BELIEFS ABOUT SCIENCE TEACHING ,

Sema BÜYÜKTAŞKAPU, Selçuk Üniversitesi Mesleki Eğitim Fakültesi;

(258)EVALUATION OF THE PERCEPTIONS OF PREKINDERGARTEN TEACHER CANDIDATES ON SOCIAL ENTREPRENEURSHIP AND REVEALING THEIR LEVELS AS A SOCIAL ENTREPRENEUR,

Hülya DEMİRCAN, Çukurova Üniversitesi;

(286)FOREIGN LANGUAGE EDUCATION IN THE EARLY PERIOD,

Elçin YAZICI, Milli Eğitim Bakanlığı; Bekir DİLMAÇ, ; Adalet KANDIR, Gazi Üniversitesi; Fatma TEZEL ŞAHİN, Gazi Üniversitesi;

(92)TÜRKİYE’DE ĞİTİM FAKÜLTELERİNİN YENİDEN YAPILANDIRILMASI SONRASI UYGULANAN OKUL ÖNCESİ EĞİTİMİ LİSANS PROGRAMLARI,

Meltem GÜNEŞ, ;

(142)PATTERNS IN TEACHING PHILOSOPHIES OF PROSPECTIVE TEACHERS: AN EXPLORATION OF SIGNIFICANT FACTORS,

A. Cendel KARAMAN, Middle East Technical University;

(167)INVESTIGATION OF EFFECTIVENESS OF THE PEDAGOGICAL EDUCATION FROM THE PERCEPTIONS OF MATHEMATICS TEACHERS,

Fatih ÖÇAL, Maltepe University; Aziz GÜZEL, Maltepe University;

(427)A CASE STUDY TO EVALUATE ERASMUS STUDENT MOBILITY PROGRAM OF EUROPEAN UNION REGARDING STUDENTS’ OPINION,

Menderes ÜNAL, Ahi Evran Üniversitesi; Mehmet TAŞDEMİR, Ahi Evran Üniversitesi;

(68)INVESTIGATION OF THE RELATIONSHIP BETWEEN THE PRESCHOOL ADMINISTRATORS’ LEADERSHIP STYLES AND THE SCHOOL CULTURE,

Rengin ZEMBAT, Marmara University; Kazim BIBER, Marmara University; Atiye Adak ÖZDEMİR, Marmara University; Turker SEZER, Marmara University; Burcu Ozdemir BECEREN, Marmara University;

(390)AN EXAMINATION OF A HIGH SCHOOL PRINCIPAL’S PERCEPTION OF SCHOOL MANAGEMENT AND LEADERSHIP: A CASE STUDY,

Nihat Gürel KAHVECİ, Istanbul University; Taner KIRHAN, Ministry Of National Education; S. Vakkas TOPRAK, Istanbul University;

(457)Leadership Behaviors of Primary and High School Students,

Ömer DURMUŞ , Çanakkale Onsekiz Mart University; Hasan ARSLAN, Çanakkale Onsekiz Mart University;

(259)TEACHING LANGUAGE THROUGH LITERATURE IN THE BENEFITS OF STUDENT TEACHERS ,

Celile ÖKTEN, Yıldız Technical University; Celile ÖKTEN, Yıldız Technical University;

(328)HOW LITERAL ARE NONLITERAL EXPRESSIONS FOR NONNATIVE SPEAKERS,

İsmail ÇAKIR, Erciyes University; İsmail ÇAKIR, ;

(330)AN INVESTIGATION OF PEER-TEACHING TECHNIQUE IN STUDENT TEACHER DEVELOPMENT ,

Suzan KAVANOZ, Yildiz Technical University; Hatice Gülru YÜKSEL, Yildiz Technical University;

(392)THE PLACE OF TARGET CULTURE IN PRIMARY SCHOOL ENGLISH LANGUAGE COURSEBOOKS: A CHECKLIST APPLICATION,

H. Sezgi SARAÇ-SÜZER, Başkent University; Arda ARIKAN, Hacettepe University;

(476)THE ROLE OF COMMUNICATIVE LANGUAGE ACTIVITIES IN DEVELOPING STUDENTS’ SPEAKING STRATEGIES AT CYPRUS INTERNATIONAL UNIVERSITY CENTRE OF FOREIGN LANGUAGES. ,

Neycan KUNT OZANER, Cyprus International University ;

(34)RELIGIOUS EDUCATION VIA ARABIC LANGUAGE MODULE,

Dr Mohd Puzhi USOP, International Islamic University Malaysia; Mohamed SEMAN, International Islamic University Malaysia;

(115)Religious Education in Slovakia - the new challenges,

Mrs. Viera ZOZULAKOVA, PH.D., University Of Presov; Mr. Jan ZOZULAK, PROF., DR., PH.D., University Of Presov;

(177)Love and Democracy,

Sabine DR. SEICHTER, Goethe-University Frankfurt A.m.;

(67)Youth in Extremely Difficult Life Situations,

Darja ZORC-MAVER, Faculty Of Education, University Of Ljubljana;

(46)PRIMARY SCHOOL STUDENTS’ OPINIONS TOWARDS DEMOCRACY IN CLASSROOM,

E. Özlem YIĞIT, Marmara University;

(96)A HISTORICAL APPROACH TO SOCIAL STUDIES LABORATORY METHOD FROM THE PERSPECTIVE OF THE UNITED STATES ,

Bulent TARMAN, ;

(249)Turkish Prospective Classroom Teachers’ Evaluations of 1998 and 2004 Social Studies Curricula: What do they think about the changes made in the Turkish educational system?,

Yücel KABAPINAR, Marmara University; Özge AYVA, Ministry Of National Education ;

(327)THE EFFECT OF FOREIGN LANGUAGE AND CULTURES TO THE SYNTAX OF TURKISH THROUGH POLITICAL PURPOSES,

Yusuf AVCI, Çanakkale Onsekiz Mart Üniversitesi; Nur KORKMAZ, Çanakkale Onsekiz Mart Üniversitesi;

(485)EVALUATION OF UNIVERSITY STUDENTS’ OPINIONS ON THE GLOBALIZATION ,

Bunyamin BACAK, Canakkale Onsekiz Mart Universitesi; Mustafa GORUN, Canakkale Onsekiz Mart Universitesi; Salih Zeki GENC, Canakkale Onsekiz Mart Universitesi;

(124)ANALYSIS OF SOCIAL SEX INEQUALITY IN KPSS EDUCATION SCIENCE QUESTIONS,

Muammer ERGÜN, Kastamonu University, Education Faculty, Educational Sciences Department; S. Tunay KAMER, Cumhuriyet University, Education Faculty, Primary Department;

(158)THE ATTITUDES OF UNIVERSITY STUDENTS TO WOMEN’S LABOURING,

Recep ÖZKAN, Niğde Üniversitesi;

(334)A STUDY ON UNIVERSITY YOUTH IN REGARD TO THEIR DEMOCRATIC ATTITUDE AND BEHAVIOURS,

Salih Zeki GENÇ, Çanakkale Onsekiz Mart Üniversitesi;

(208)CULTURAL PROBLEMS OF TURKISH CHILDREN ABROAD AND PROJECT OF “OUR CITIZENS LIVING IN THE DISTANCE”,

Abdulvahap ÖZPOLAT, Milli Eğitim Bakanlığı;

(388)DEVELOPING EFFECTIVE CLASSROOM PRACTICES TO PROMOTE SOCIAL AND EMOTIONAL COMPETENCE IN YOUNG LEARNERS AND IMPACT A PEACEFUL LEARNING ENVIRONMENT THROUGH THE REFLECTIVE APPLICATION OF EVIDENCE BASED PROGRAMMES ,

Maggie PINAR, Bosphorus University Peace Education Application And Research Centre (Buperc); ; Nur MARDIN BEKATA, Bosphorus University Peace Education Application And Research Centre (Buperc) ; Ebru AKTAN, Canakkale Onsekiz Mart University Faculty Of Education;

(185)FAMILY SUPPORTED READING PREPARATION EDUCATION PROGRAM FOR 60-72 MONTHS CHILDREN ATTENDING PRESCHOOL INSTITUTION ,

Sema BÜYÜKTAŞKAPU, Selçuk Üniversitesi Mesleki Eğitim Fakültesi; Esra ÖZDEMİR, ; Kader DEMİR, ;

(333)A COMPARISON OF THE VIEWS OF TURKISH AND JAPANESE MOTHERS ABOUT PRESCHOOL EDUCATION,

Oya RAMAZAN, Marmara Üniversitesi Atatürk Eğitim Fakültesi İlköğretim Bölümü; Aya SAKAI, ;

(374)FACTORS THAT AFFECT PSYHCO-SOCIAL DEVELOPMENT OF PRESCHOOL CHILDREN IN TERMS OF ART ACTIVITIES: FAMİLY AND TEACHER OF VARİABLES ,

Esra DERELİ, Selçuk Üniversitesi ; E. Gülriz AKAROĞLU , Selçuk Üniversitesi ;

(420)DOES CONSTRUCTIVISM ONLY HAPPEN IN THE INDIVIDUAL OR SOCIOCULTURAL FRAME? : A VİEW OF EARLY CHILDHOOD EDUCATION TEACHERS ,

Duygu S. GÜLER ÖZTÜRK, Abant İzzet Baysal Üniversitesi;

(226)PHILOSOPHICAL FOUNDATIONS OF EDUCATION,

Zehragül AŞKIN, Mersin University; Kamuran GÖDELEK, Çağ University;

(229)THE ONTOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS OF EDUCATION,

Aynur YURTSEVER, Mersin University; Zehragül AŞKIN, Mersin University;

(71)NON-FORMAL EDUCATİON RELİGİOUS STUDİES IN TURKEY: A STUDY OF MASTER'S AND DOCTORAL THESİS ABOUT KORAN COURSES,

Mehmet KORKMAZ, Erciyes Üniversitesi;

(246)SCHOOL-DROPOUT: STORIES OF DISAPPOINTMENT,

Cem KIRAZOĞLU, Maltepe University;

(28)Teachers. Identity and Ethics of the profession in Eight countries. A comparative research,

Sandra CHISTOLINI, University Of Roma 3; Ebru AKTAN, Canakkale Onsekiz Mart University Faculty Of Education; Ahmet AYPAY, Eskisehir Osmangazi University Faculty Of Education; Hugo VERKEST, Katholieke Hogeschool Zuid-West-Vlaanderen Campus Torhout;

(273)Impact of Standard Spoken Tamil in Singapore Tamil Classrooms ,

Dr Seetha LAKSHMI, National Institute Of Education, Nanyang Technological University; - - -, -; - - -, -; - - -, -; - - -, -; -

(269)Pedagogical design of e-based training course for teachers of biology,

Asya ASENOVA, University Of Sofia “St Kl. Ohridski”, Faculty Of Biology, Biology Teaching Sector; Kamelia YOTOVSKA, University Of Sofia “St Kl. Ohridski”, Faculty Of Biology, Biology Teaching Sector; Pavlin DULEV, Bant;

(429)Schools as organisations for professional development of teachers,

Sonja PETROVSKA, Goce Delcev University - Stip;

(157)OPINIONS OF TEACHER CANDIDATES ON TEXTBOOKS WRITTEN MULTIPLE INTELLIGENCE THEORY SUPPORTED,

Kemal Akkan BATMAN, Ataturk Teacher Training Academy; Salih SARPTEN, Ataturk Teacher Training Academy;

(186)"Hand in Hand For the Future Project" A new Alternative Learning way to increase the Student Achievment,

Zeynep KARA, Milli Eğitim Bakanliği; Rafet GÜNAY, Milli Eğitim Bakanliği;

(251)SECONDARY EDUCATION STUDENTS’ PARENTS’ VIEW ABOUT PROJECT AND PERFORMANCE TASKS,

Esma YILDIRIM, Maltepe Üniversitesi; Hande GÜLBAĞCI, Marmara Üniversitesi;

(260)ANALYSIS OF CRITICAL THINKING IN PRIMARY SCHOOL STUDENTS BASED ON VARIOUS CRITERIA,

Nilüfer Bircan KAYA, Marmara University Education Science İnstitute; Aslıhan ALYILDIZ, Marmara University Education Science İnstitute;

(72)HIGH SCHOOL STUDENTS’ ATTITUDES TOWARDS PHYSICS: AN INVESTIGATION ON NEW PHYSICS CURRICULUM,

Mehmet Altan KURNAZ, Graduate School Of Natural And Applied Sciences, Ktu ; Nevzat YİĞİT, Fatih Faculty Of Education, Ktu; Güntaç BAYRAKTAR, Graduate School Of Natural And Applied Sciences, Ktu;

(129)What are the Pre-service Chemistry Teachers’ Explanations on Chemistry Topics? ,

Ayla CETIN-DINDAR, Selcuk University; Oktay BEKTAS, Erciyes University; Ayse YALCIN CELIK, Gazi University;

(262)THE ASSESMENT OF STUDENTS ABOUT EFFICIENT AND ENTERTAINING ACTIVITIES IN THE UNIT OF ‘PRESSURE NEVER EXISTED’ INVOLVED IN THE SCIENCE COURSE PROGRAMMED OF PRIMARY SCHOOL,

Betül TIMUR, Çanakkale 18 Mart Üniversitesi;

(268)RESEARCH ON THE ATTITUDES OF PRIMARY EDUCATION SCIENCE TEACHER NOMINEES REGARDING PHYSICS LABORATORY,

Betül TIMUR, Çanakkale 18 Mart Üniversitesi; Naciye ŞIMŞEK, Çanakkale 18 Mart Üniversitesi;

(255)The Level of Self-efficacy About Teacher Competencies of Prospective Mathematics Teachers,

İsmail ŞAN, İnönu Üniversitesi;

(59)PEDAGOGICAL CONTENT KNOWLEDGE OF PRESERVICE SECONDARY MATHEMATICS TEACHERS,

Hulya KILIC, Yeditepe Üniversitesi;

(302)PRE-SERVICE TEACHERS’ PERCEPTION OF ENVIRONMENTAL CITIZENSHIP AND THEIR TEACHING EFFICACY ,

Pelin YALÇINOĞLU, Anadolu University; A.figen ERSOY, Anadolu University;

(434)THE EFFECTS OF METACOGNITIVE STRATEGIES ON UNIVERSITY STUDENTS’ ACADEMIC SUCCESS IN FOREIGN LANGUAGE,

Menderes ÜNAL, Ahi Evran University;

(117)THE PROBLEMS FACED WITH DURİNG THE TRANSFORMATION TO THE MUST PRE-SCHOOL EDUCATION PROGRAM,

Haydar DURUKAN, Çanakkale Onsekiz Mart Üniversitesi; Büşra ŞAHAN, Çanakkale Onsekiz Mart Üniversitesi;

(136)THE LEVEL OF DIFFICULTY FOR PRE-SCHOOL TEACHERS ABOUT THEIR EFFORTS TO ORGANIZE AND CONDUCT THE ACTIVITIES RELATED TO SCIENCE-NATURE AND MATHEMATICS COURSES,

Çavuş ŞAHIN, Çanakkale Onsekiz Mart Üniversitesi; Haydar DURUKAN, Çanakkale Onsekiz Mart Üniversitesi; Büşra ŞAHAN, Çanakkale Onsekiz Mart Üniversitesi;

(147)The Investigation of the Abstracts of Thesis and Dissertations in the Domain of Measurement and Evaluation,

Ezel TAVŞANCIL, Ankara University; Göksu GÖZEN ÇITAK, Ankara University; Fatih KEZER, Ankara University;

(353)PARENTAL VIEWS ON PERFORMANCE TASKS AND PROJECT ASSIGNMENTS,

Engin DEMIR, Karabük Üniversitesi; Cennet GÖLOĞLU DEMIR, Milli Eğitim Bakanlığı;

(195)Problems Encountered while teaching Adjecent Italic Handwriting ,

Ayfer ŞAHIN, Ahi Evran Üniversitesi; Gönül ALTIN AKBIYIK, Milli Eğitim Bakanlığı;

(272)DIFFICULTIES CAME ACROSS BY CLASSROOM TEACHERS IN PERFORMING IN-SCHOOL/OUTSCHOOL ACTIVITIES IN THE PROCESS OF LEARNING/TEACHING IN THE ELEMENTARY SOCIAL SCIENCES COURSE ,

Bülent GÜVEN, Çanakkale Onsekiz Mart University; Fatma Derya KILIÇ, Çanakkale Onsekiz Mart University;

(474)The Effect of Educational Technologies and Material Supported Science and Technology Teaching on the Science Process Skills of 5th Grade Primary School Students,

Gizem SAYGILI, Dokuz Eylül Üniversitesi; Teoman KESERCIOĞLU, Dokuz Eylül Üniversitesi;

(445)İlkokuma –Yazma Öğretiminde Sorunlar ve Çözüm Yolları ,

Hayrettin PARLAKYILDIZ, Çanakkale Onsekiz Mart Üniversitesi;

(64)PRE-SERVICE TEACHERS' MOTIVATION ON SCIENCE LEARNING,

Ayla CETIN-DINDAR, Selcuk University; Prof. Dr. Omer Geban, Middle East Technical University, Turkey, geban@metu.edu.tr Nilgun DEMIRCI, Middle East Technical University; Prof. Dr. Omer Geban, Middle East Technical University, Turkey, geban@metu.edu.tr Zubeyde Demet KIRBULUT, Selcuk University; Prof. Dr. Omer Geban, Middle East Technical University, Turkey, geban@metu.edu.tr Oktay BEKTAS, Erciyes University; Prof. Dr. Omer Geban, Middle East Technical University, Turkey, geban@metu.edu.tr Ayse YALCIN CELIK, Gazi University; Prof. Dr. Omer Geban, Middle East Technical University, Turkey, geban@metu.edu.tr

(73)IMPROVING, APPLYING AND INVESTIGATING NEW MATERIALS BASED ON THE CONTEXT-BASED LEARNING APPROACH FOR THE UNIT ‘WAVES’ OF THE 9th GRADE ,

Ali DEĞERMENCİ, Graduate School Of Natural And Applied Sciences, Ktu; Mehmet Altan KURNAZ, Graduate School Of Natural And Applied Sciences, Ktu; Salih ÇEPNİ, Fatih Faculty Of Education, Ktu; Ali Riza AKDENİZ, Fatih Faculty Of Education, Ktu;

(317)IMPORTANCE OF USING SIMPLE MATERIAL IN SCIENCE AND TECHNOLOGY EDUCATION AND VIEW OF ELEMENTARY EDUCATION INSPECTORS ABOUT ‘HOW THE MATERIAL MUST BE IN LEARNING ENVIRONMENT’: An Evaluation from Perspective of Simplicity and Technological,

Harun BERTİZ, Gazi University;

(479)SCIENCE AND TECHNOLOGY CANDIDATE TEACHERS’ VIEWS ON “BIO-LAB-WEB” ,

Mustafa ÜREY, Karadeniz Teknik Üniversitesi; Miraç AYDIN, Karadeniz Teknik Üniversitesi; Mehmet Akif HAŞİLOĞLU, İbrahim Çeçen Üniversitesi;

(123)DETERMINING RELATIONAL AWARENESS LEVELS IN FRIENDSHIP OF VOCATIONAL SCHOOL STUDENTS IN TERMS OF THEIR DEMOGRAPHIC CHARACTERISTICS,

Bahtiyar DURSUN, Kirklareli Universitesi; Alpay YILMAZ, Kirklareli Universitesi; Gulay CAKIR, Kirklareli Universitesi; Aykut PAJO, Kirklareli Universitesi; Selma BULUT, Kirklareli Universitesi;

(228)A CONTENT ANALYSIS OF TURKISH ONLINE ARTICLES PUBLISHED IN THE FIELD OF EDUCATIONAL TECHNOLOGY BETWEEN 2000-2009,

Zeliha YÜCEL, Mustafa Çetinkaya İlköğretim Okulu; Mustafa KOÇ, Süleyman Demirel Üniversitesi;

(237)THE WEB SITES AND THEIR FREQUENCY OF USE BY UNIVERSITY STUDENTS ACCORDING TO VARIOUS VARIABLES ,

Omer Faruk TUTKUN, Sakarya Üniversitesi; Duygu GUR ERDOGAN, Sakarya Üniversitesi; Serhat ARSLAN, Sakarya Üniversitesi ;

(469)(A STUDY FOCUSING THE RELATIONSHIP BETWEEN INFORMATION TECHNOLOGIES AND LEARNING ENVIRONMENT,

Haci Mehmet YILDIRIM, Çanakkale Onsekiz Mart Universitesi; Lütfi ATAY, Çanakkale Onsekiz Mart Üniversitesi;

(316)INFORMATION SOCIETY EDUCATION PROGRAMS,

Hasan Hüseyin ÖZKAN, Süleyman Demirel Üniversitesi ;

(394)STUDENT NURSES HEALTH STUDY OF EDUCATIONAL PROCESS OF PREPARATION SKILLS,

Fatma ORGUN, Ege Universitesi; Nilay OZKUTUK, Ege Universitesi;

(417)NEW CONSTRUCTIVIST CURRICULUM AS A REFORM,

Osman KENAN, Milli Eğitim Bakanlığı, Ktü Fatih Eğitim Fakültesi İlköğretim Bölümü, Trabzon; Doç. Dr. Haluk ÖZMEN, Doç. Dr., Ktü Fatih Eğitim Fakültesi İlköğretim Bölümü, Trabzon.;

(475)PREFERENCES IN LANGUAGE LEARNING STRATEGIES OF ADULT MALE TURKISH LANGUAGE LEARNERS AT CYPRUS INTERNATIONAL UNIVERSITY,

Dilek YILMAZ, Cyprus International University;

(297)SOCIAL STUDIES TEACHERS' OPINIONS ABOUT SCIENCE AND TECHNOLOGY TEACHING,

Ahmet Utku ÖZENSOY, Milli Eğitim Bakanliği;

(315)THE DRAMA FROM PERSPECTIVE OF ELEMENTARY EDUCATION INSPECTORS’ EYES: WHERE IS THE DRAMA LIMPING IN TURKEY? Concerns of School Climate and Insiders Towards The Drama and The Problems of Drama Applications Process in Turkey,

Harun BERTİZ, Gazi University;

(362)THE PROBLEMS FACED IN CLASS MANAGEMENT AT MULTIGRADE SCHOOLING,

Mehmet TURAN, Fırat Üniversitesi; Nevin AY, Fırat Üniversitesi; Zeynep YAĞLI, Fırat Üniversitesi;

(462)İLKÖĞRETİMDE DERSE KATILIMIN ÖNEMİ VE ÖĞRENME,

Sibel GÜVEN, Çanakkale Onsekiz Mart Üniversitesi;

(449)Vocational High School Teachers' Attitudes Concerning Corporal Punishment of Various Variables in Terms,

Sait TAŞ, Çanakkale Onsekiz Mart Üniversitesi;

(372)TEACHER CANDIDATES’ LIFELONG LEARNING TENDENCIES AND SELF-REGULATED LEARNING SKILLS,

Melek DEMIREL, Hacettepe Üniversitesi;

(395)THE CORRELATION OF LANGUAGE LEARNING STRATEGIES OF ENGLISH PREPARATORY SCHOOL STUDENTS AND THEIR DEMOGRAPHIC INFORMATION,

Ramadan EYYAM, Eastern Mediterranean University; Ipek MENEVIS, Eastern Mediterranean University; Nazan DOGRUER, Eastern Mediterranean University;

(410)THE VIEWS OF PRIMARY SCHOOLS TEACHERS ON IN-SERVICE TRAINING PROGRAMS RELEATED WİTH NEW CONSTRUCTIVIST CURRİCULUM,

Osman KENAN, Milli Eğitim Bakanlığı, Ktü Fatih Eğitim Fakültesi İlköğretim Bölümü, Trabzon; Doç Dr. Haluk ÖZMEN, Ktü Fatih Eğitim Fakültesi İlköğretim Bölümü, Trabzon.;

(143)THE RELATION BETWEEN PRIMARY SCHOOL STUDENTS’ USE OF VISUAL SPATIAL REPRESENTATION AND PROBLEM SOLVING SKILLS,

Tuğrul KAR, Atatürk University; Ercan ÖZDEMİR, Rize University; Ali Sabri İPEK, Rize University; Ahmet IŞIK, Atatürk University;

(190)IDENTIFICATION OF MISCONCEPTIONS USING COMPREHENSION TEST,

Tevfik İŞLEYEN, Atatürk University; Enver TATAR, Atatürk University; Cemalettin IŞIK, Atatürk University; Levent AKGÜN, Atatürk University; Yasin SOYLU, Atatürk University;

(236)A STUDY ON ADDITION AND SUBTRACTION OF FRACTIONS,

Nurgul DUZENLI-GOKALP, Middle East Technical University; Safure BULUT, Middle East Technical University;

(298)Determination Of Factors That Affect Elementary Second Grade Students' Mathematics Anxiety,

Sezin KAYAGİL, Gazi Üniversitesi;

(199)FACULTY-SCHOOL RELATIONSHIP IN THE EYES OF COOPERATING TEACHERS AT SCHOOLS,

Anıl RAKICIOĞLU SÖYLEMEZ, Middle East Technical University; Gölge SEFEROĞLU, Middle East Technical University; Kadir KARAKAYA, Middle East Technical University;

(336)STUDENT TEACHERS’ PERCEIVED EFFECT OF CLASSROOM MANAGEMENT FACTORS ON ACHIEVEMENT,

Mustafa KOÇ, Süleyman Demirel Üniversitesi; Arzu SEVINÇ, Süleyman Demirel Üniversitesi; Canan KIRAN, Süleyman Demirel Üniversitesi; Arzu EREN, Süleyman Demirel Üniversitesi;

(344)THE REASONS OF THE PROSPECTIVE TEACHERS TO CHOOSE TEACHING PROFESSION AS A CAREER,

Handan KOCABATMAZ, Gazi Üniversitesi; Serap TÜFEKÇI, Gazi Üniversitesi;

(386)PERCEPTIONS OF STUDENTS TOWARD THE LEARNING-VIA-EXAM METHOD: INSTRUCTIONAL TECHNOLOGIES AND MATERIAL DEVELOPMENT COURSE EXAMPLE,

Eriman TOPBAŞ, Gazi Üniversitesi; Banu YUCEL TOY, Gazi Üniversitesi;

(357)MISCONCEPTIONS OF PRIMARY TEACHER AND SCIENCE TEACHER CANDIDATES ABOUT DIFFUSION,

Behiye RECEPOĞLU, Çomü Fen Bilimleri Enstitüsü; Gürsoy MERİÇ, Çomü Eğitim Fakültesi;

(358)KNOWLEDGE LEVELS OF PROSPECTIVE TEACHERS IN SCIENCE EDUCATION ABOUT NATURE AND HISTORY OF SCIENCE ,

Bilgi Başak GÖKÇEN, Çomü Fen Bilimleri Enstitüsü; Gürsoy MERİÇ, Çomü Eğitim Fakültesi;

(360)Examination of Natural Science Laboratory Perception Levels of Students at Primary Education Grade 6 and Their Attitudes Towards Laboratory Practices of Natural Science Course ,

Dr.mustafa DOĞRU, Akdeniz Üniversitesi; Tuna GENÇOSMAN, Akdeniz Üniversitesi; Ayşenur ATAALKIN, Akdeniz Üniversitesi;

(27)THE VIEWS OF TEACHERS' ABOUT IMPLEMENTATION OF "SOUND BASED SENTENCE METHOD" IN THE FIRST READING AND WRITING EDUCATION,

Yasemin AKTÜRK, Milli Eğitim Bakanlığı; Ayşe MENTIŞ TAŞ, Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi ;

(86)BEING A PRIMARY SCHOOL TEACHER IN RURAL AREAS OF TURKEY: A PILOT NEEDS ASSESSMENT STUDY,

Koray KASAPOĞLU, Afyon Kocatepe University; Rahime ÇOBANOĞLU, Middle East Technical University;

(183) A SURVEY RELATED TO THE TRAINING OF EDUCATORS ABOUT INCLUSION EDUCATION,

Havise ÇAKMAK GÜLEÇ, Çanakkale Onsekiz Mart Üniversitesi; Çavuş ŞAHIN, Çanakkale Onsekiz Mart Üniversitesi; Nesrin ŞAHIN HACIMUSALAR, Çanakkale Onsekiz Mart Üniversitesi;

(311)SCIENCE AND TECHNOLOGY TEACHER CANDIDATES’ VIEWS ON “BIO-LAB-WEB” ,

Miraç AYDIN, Karadeniz Technical University; Mustafa ÜREY, Karadeniz Technical University; Mehmet Akif HAŞILOĞLU, Agri Ibrahim Cecen University;

(373)THE EFFECT OF THE ANALOGIES ON PRIMARY STUDENTS’ UNDERSTANDING ABOUT THE PHASE CHANGE OF MATTER,

Osman KENAN, Milli Eğitim Bakanlığı; Doç. Dr. Haluk ÖZMEN, Karadeniz Teknik Üniversitesi;

(471)THE EFFECTS OF HANDS ON COMPOST PRODUCTION ON THE SCIENTIFIC PROCESSES SKILLS OF ELEMENTARY STUDENTS,

Şükran YALÇIN ÖZDİLEK, 1Çanakkale Onsekiz Mart University Science And Letters Faculty, Department Of Biology, Terzioğlu Campus 17020 Çanakkale ; E. Nihan ACAR, 2Çanakkale Onsekiz Mart University Institute For Natural & Applied Sciences Terzioğlu Campus 17020 Çanakkale ; Şeyda ÖZBAY, 2Çanakkale Onsekiz Mart University Institute For Natural & Applied Sciences Terzioğlu Campus 17020 Çanakkale ; Emel OKUR, 3Çanakkale Onsekiz Mart Universitiy, Education Faculty, Department Of Sss&m, Anafartalar Campus, 17100 Çanakkale ;

(294)Öğretmen Yetiştirmede Sosyal Girişimciliği ve Katılımcılığı Destekleyen Bir Yaklaşım Olarak THU,

Adnan KÜÇÜKOĞLU, Atatürk Üniversitesi ; Erdal BAY, Atatürk Üniversitesi ; H.ibrahim KAYA, Atatürk Üniversitesi ; Adnan TAŞGIN, Atatürk Üniversitesi ; Ceyhun OZAN, Atatürk Üniversitesi ;

(301)TEACHING PROFESSION: ELEMENTARY MATHEMATICS STUDENT TEACHERS’ VIEWPOINT,

Davut KÖĞCE, Karadeniz Technical Universty; Cemalettin YILDIZ, Karadeniz Technical Universty; Mehmet AYDIN, Karadeniz Technical Universty;

(399)PROBLEMS THAT ELEMENTARY MATHEMATICS TEACHERS ENCOUNTER DURING THE EDUCATION PROCESS: TRABZON PROVINCE SAMPLE,

Davut KÖĞCE, Karadeniz Techical Universty; Mehmet AYDIN, Karadeniz Techical Universty; Cemalettin YILDIZ, Karadeniz Techical Universty;

(438)DETERMINATION OF PROSPECTIVE TEACHERS’ LEVELS OF HAVING EFFECTIVE LISTENING SKILLS ,

Hilal KAZU, Fırat Üniversitesi; Demet DEMIRALP, Fırat Üniversitesi; Serkan PULLU, Fırat Üniversitesi;

After school time programmes extend learning opportunities for adolescent learners who are academically behind and at the same time provide at-level students the choice to broaden their skills. This study examines if the out-of-school time programme in the Students’ Learning Enhancement Unit (SLEU) at one of the public universities in Malaysia is effective in helping students come up to track. This study is specific to the English language programme. It described the strategies used by SLEU and how they influenced the teaching-learning process. Employing the qualitative case study research, this study involved the English language students who registered with SLEU at the beginning of each semester. The study revealed many outcomes: positive staff support, enhanced student learning; academically, culturally and socially, flexibility in out-of-kulliyyah time classes and exemplary model in the Head of SLEU. Other findings revealed that SLEU has been successful as a Unit to promote and enhance students’ learning in English language classes.

The Internet has become one of the most common instructional tools because of the recent developments in telecommunications and Internet technology. Accordingly, educators increasingly support the use of Internet in the social studies classroom. Thus, the purpose of the study was to investigate pre-service elementary teachers’ beliefs about the use of Internet in the social studies classroom. Data were collected through an open-ended questionnaire from 37 pre-service elementary teachers in one of the large Turkish University. An Inductive analysis approach was used to analyze the data. Thus, the emerged patterns of the data were used to develop coding categories. The data analysis indicated that the majority of the participants supported the use of Internet in the social studies classroom while they acknowledged the disadvantages and negative aspects of the use of Internet.

In this article, democratic terms in history course books will be researched. Text books is very important in education system. Much of student know and see this material in their education. Therefore course books determine students feeling in their future. Democratic terms in this research are democracy, election, constitution, parliamentary, constitutional monarchy. The research will ask where these term in Ottoman history. Discovered answers is very important in developing democracy culture and to know how these terms expression to students in classrooms.

In this study, students’ democracy consciousness and the students’ view of the democracy was examined. The data of this study was obtained by 700 6-7-8th grade students in Sakarya at the 2009-2010 education year. In this research, the survey which was developed by the researchers was used as a measurement tool. The population of the research is the all 6-7-8th grade students students in Sakarya. The sample used in the study was determined randomly. The results of the study were interpreted with the related previous researches. These results were tried to expound and discuss by associating pscychology and counseling psychology area. Moreover, at the end of the study some suggetstions were mentioned for giving idea and more information to the researchers.

The basic factor that determines and affects the level of knowledge, culture, development and growth that a country has are the level of knowledge and education that the society in question has reached. Therefore, all societies take expanding, generalizing and increasing the quality of mass education for their members as their major targets. However, graduate students’ job finding possibilities have decreased with the expansion of high school education to masses and the number of unemployed university graduates has increased. Yet, risk to fall out of work decrease for those who are trained based on flexibility and diversity .It was found that those who specialize in a single area during their high school education have less chance in finding a job. Today universities that serve different career fields have been preferred and students of these universities do not concern about their careers. Canakkale Onsekiz Mart University offers four different career areas to its students. These are public and private sector areas which are classic career areas and non-governmental organizations (NGOs) and entrepreneurship areas which are future directed career areas. This study stresses the importance of high school education and universities for the society. Thus a portrait of an entrepreneur university is drawn for the wealth and development levels of countries. Next, entrepreneur side of Canakkale Onsekiz Mart University has been put forward. A comparison among Canakkale Onsekiz Mart University and other universities in Turkey, public and association universities, have been made by using a set of criteria (entrepreneurship classes and their content- faculty, college, vocational school levels-centers, institutions and projects) in a content analysis method.

Subjective well-being is one’ deciding whether he is happy or unhappy by assessing one's own life (Diener,1984). The concept of subjective well-being is examined in terms of life satisfaction (love, friendship, etc.), the presence of positive emotions (joy, excitement, etc.) the scarcity or lack of negative feelings (guilt, sadness, etc.) (Diener, Oishi ve Lucas, 2003). The purpose of the study is to determine whether the subjective well-being level of the students who were attending to the vocational schools varies in terms of the internship, class and gender. Within the framework of this goal whether the level of subjective well-being of vocational high school students changed according to their gender, training status and the professional field were investigated. Subjective well-being Scale (School Form), is the 37-item scale that consist of personal judgements and positive and negative statements that affect the a person's life satisfaction. The Subjective well-being scale for High School was developed by Özen (2005) and its validity and reliability were evaluated through studies on high school students. 200 high school students, who are attending to the vocational high schools in the province of Aydın and in the center of the town Kuşadası in the 2009-2010 academic year, were involved in the research. The data were analysed by using t-test and ANOVA. The results of the research indicate that there was no significant difference in students’ level of subjective well-being in terms of gender while there was significant difference in terms of training status and class levels. If it is made possible for the adolecents to be happy by teaching them to be well and to feel well during their education, the infrastructure will have been prepared for their being successful in both school life and business life. In the research identifying the problems related to this field concrete suggesstions to the solution were made. Diener, Ed. (1984). Subjective Well-Being. Psychological Bulletin, 95,542–575. Diener, E. Oishi, S. ve Lucas, R. (2003). Personality, Culture and Subjevtive Well-Being: Emotional and Cognitive Evaluations of Life. Annual Review of Psychology, 403-425 Özen, Ö. (2005), Ergenlerin Öznel İyi Oluş Düzeyleri, Yüksek Lisans Tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.

The purpose of this research is to examine the validity and reliability of the Turkish Version of the Authenticity Scale (Wood, Linley, Maltby, Baliousis, & Joseph, 2008). Participants were 528 university students from Sakarya University, Turkey. Results of exploratory and confirmatory factor analyses demonstrated that this scale yielded three factors, as original form and that the model was well fit. These factors were self-alienation, accepting external influence, and authentic living. Internal consistency coefficients were .73 for self-alienation, .72 for accepting external influence, and .75 for authentic living and test-retest reliability coefficients were .86 for self-alienation, .89 for accepting external influence, and .79 for authentic living. Corrected item-total correlations ranged .52 to .80. Thus Authenticity Scale can be used as a valid and reliable instrument in education and psychology.

The purpose of this research is to examine the validity and reliability of the Turkish Version of the Self-talk Scale (Brinthaupt, Hein, & Kramer, 2009). Participants were 334 university students from Sakarya University, Turkey. Results of exploratory and confirmatory factor analyses demonstrated that this scale yielded 4 factors, as original form and that the model was well fit. These factors were social assessment, self-reinforcement, self-criticism, and self-management. Internal consistency coefficients varied between .69-.79 and test-retest reliability coefficients varied between .73-.82. Corrected item-total correlations ranged .35 to .68. Thus Self-talk Scale can be used as a valid and reliable instrument in education and psychology.

The increasing prevalence of multilingual, multiethnic, and multicultural classrooms in varied educational contexts worldwide points to the importance of cultural factors in language education and education in general. Blogs are used in the FL classroom for teacher development (Almeida D’eça and Gonzales, 2006) enhancing student writing and reading skills (Campbell, 2003), and cultural knowledge. In this article we tried to find out the effects of using blogs in raising multicultural awareness of the study abroad ELT students (who go to different countries as a language assistant of EU projects such as Erasmus or Comenius) and at home students of Gazi University. Data was collected through blog exchanges between the study abroad and at home students’ and two questionnaires by applying Byram’s (2000) assessment guidelines. The results showed that using blogs had a positive impact on students’ multicultural awareness in both study abroad and foreign language classroom contexts.

In this study, in the context of Media Literacy, whilst the concept, aim, development and content of the media literacy are discussed, it’s tried to be compared descriptively practice and the context in Turkey with those in the other countries. Nowadays, Individuals pass their time facing the electronic media. Since adolescents have continuously used of the media, learning new ways in education and merging them with the formal media education is prerequisite. While media literacy education is a regarded subject since mid of the last century in many countries, in Turkey it’s just begun. It’s given in elementary school as an elective course by social science teachers for an academic year. But, media literacy education is generally given as integrated part of the courses such as language, social science, civic, and health at some countries like USA and Canada. Additionally at those countries, intensive support of the non-profit organizations and scholars is evident on merging the media education into curricular and supplying learning material. In contrast, in Turkey the main educational material of the course is “Teaching Program and the Instructor Guidelines” prepared by the experts of Ministry of Education and Radio and Television Supreme Council together with the academicians. Integrating media education with some courses such as social studies, civic and health may eliminate the problem of no-opening owing to having being elective course. The other importing matter is the edification of the instructor. While the media literacy classes haven’t been seen in the curriculum of the graduate, it’s aimed to train the educator via in-service training. However, the media literacy requires a longer and exigent schooling.

The aim of this study is to determine the views of teachers',who teach in primary school first class, on "Sound Based Sentence Method" used in the first reading and writing education. Data is gathered with the survey which is prepared by the researcher.This study is carried out in the 2007-2008 academic year in Şanlıurfa/Viranşehir and 67 teachers teaching in 14 different schools are attended. Since views of the teachers' were gathered with survey papers in written form,"descriptive analysis"is used as a qualitative method and percentage and frequency are used as a quantitative method during the data analysis. In the course of data analysis each survey paper is numbered from 1 to 67. According to the research results,more than half of the teachers mentioned that they have enough information about "Sound Based Sentence Method".Morever,this method provides an early reading and writing. Furthermore,a permanent learning could more efficently be provided with this method.The constraints of this method may be listed as slow down of reading speed and usage of attached cursive writing in application. Morever,difficulties in the learning process of attached cursive writing and students’ being in capable of deriving words due to their inadequate Turkish knowledge are the most important problems during applications of this method. In order to apply this method better,teachers attended to the study mentioned that,pre-school education should became compulsory and free.And also the program of pre-school education should be rearrenged in parallel to new primary school program. In addition,they stressed that regional characteristics should be taken into account during the process of program preparations.

Multiple Intelligences in Relation to Improved Academic Performance Eisa M. Al-Balhan Kuwait University, Kuwait Research was conducted with middle-school Kuwaiti children to assess the effectiveness of student multiple intelligence styles in predicting students’ improved reading skills through academic performance. A group of middle school students who had received first quarter grades and enrolled in an after-school tutoring program were studied, with half of the students in a traditional tutoring program and the other half in a Gardner multiple intelligence style-tutoring program. Results show that the students in the experimental group (mean = 48.99), whose multiple intelligence was applied to learning, performed better overall for the academic year than the students in the control group (mean = 45.30) who studied using traditional teaching methodology. Gender, school type, and residential living area were all analyzed within the experimental group. The experimental group results show that, with regards to grades during each quarter period, female students attending private institutions living in suburban areas had greater reading improvement. From our research, we conclude that homework instruction should be as adaptive as classroom instruction. There is widespread acknowledgment that classroom instruction should be adaptive in order to increase effectiveness in teaching and learning (Brooks & Brooks, 1993; McInerney, McInerney, & Marsh, 1997). The same should apply to homework instruction. Teachers should make several types of homework instructions and assignments available to their students to meet specific learners' needs. Often, as tutors, we are most comfortable teaching in such a manner that expresses our intelligence pattern (i.e. one of the eight multiple intelligences (MI)). If we are aware of our own intelligences, we can endeavor to design learning activities that meet the student's range of intelligences. Kagan & Kagan believe that knowing one’s own unique pattern of intelligence empowers a student to translate a difficult learning situation into an opportunity to operate from strength. Once a student is aware of his personal intelligence, they, too, can begin to understand their strength and limitation as a learner. Further, they can understand the different methods of perceiving and processing information, and how their intelligences can impact positively on their personal learning process. According to Gardner (1999a), intelligence is much more than IQ, because a high IQ in the absence of productivity does not equate to intelligence. In his definition, "Intelligence is a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture" (p.34). In other words, “… the ability to solve problems or fashion products that are of consequence in a particular cultural setting or community (Gardner, 1993, p. 15). Gardner (1999a) established two criteria from developmental psychology. The first is the presence of a developmental trajectory for the particular ability toward an expert end-state. In other words, individuals do not necessarily exhibit their "intelligence" in its raw state. Rather, they prepare to use their intelligence by passing through a developmental process. Thus, people who want to be mathematicians or physicists spend years studying and honing their logical/mathematical abilities in a distinctive and socially relevant way. Gardner (1983; 1999a) first proposed and defined seven intelligences. Logical-mathematical intelligence is the ability to detect patterns, think logically, reason deductively and carry out mathematical operations. Linguistic intelligence involves the mastery of spoken and written language to express Discussion and Findings Students in the experimental group performed better overall in reading in the school than in the control group. Statistically significant differences were found for the total add category, the total difference category, and second, third, and fourth grading periods, with the experimental group achieving higher levels each time (refer to Table 1). This coincides with research that reports associations for adjusting learning to the child's style of intelligence (i.e. thinking) and academic performance. Accommodating to children's knowledge and thought processes has been found to have a positive correlation to academic performance, as measured by grade point average, performance in courses, and overall success in education (Torres, 1993; Garton, Dauve, & Thompson, 1999; Cano, 1999). It was also found that among students in the experimental group who attended private institutions, female students exhibited statistically significant higher achievement level differences in reading performance in school overall when their multiple intelligences were adapted to their study routine during the school year, as measured by each quarter’s grading period. In this study, findings show that female students in the experimental group exhibited higher success rates at improving their grades in reading for all subsequent grading periods (2, 3, and 4) after the initial first quarter grades were taken and once their intelligence methods were applied to their learning processes (see Table 4). This study confirmed previous research findings by Guild and Grager (1984) and Claxton and Murrell, (1987) which conclude that when children's preferred method of thinking was applied towards learning, and considered in the teacher-learning process, student achievement improved. This study also showed that, overall, students in the experimental group attending private schools achieved higher grades for the second and fourth grading periods (see Table 5). Thus, students in private schools gain more reading skills when multiple intelligences are applied to their schoolwork in reading. This corresponds with Schroeder’s (1993) acknowledgement that accommodating to the various styles of learning and thinking could improve not only the teaching-learning process, but ultimately retain students in private education institutions. This study also proved that students in the experimental group living in suburban areas of Kuwait performed better than their urban counterparts. Thus, female students, those who attended private institutions and reside in suburban areas of Kuwait improved their reading performance in school more when "how they are smart"(i.e. multiple intelligence) was adjusted for. Conclusions The results of this study present true to life information about an innovative methodology for assisting students in improving their study habits for reading, as well as other subjects, in the middle school years; and it generates larger implications for teachers, educators, and curriculum developers. This study demonstrated that knowledge of a student's type of intelligence and appropriate teaching methods improve overall reading performance, as shown in the experimental group when compared to the traditional method of teaching in the control group. Female middle school reading students in the experimental group exhibited higher grades over the course of the year when study habits coordinated with their multiple intelligence. As a result, a significant difference was found between the traditional method of teaching and the Multiple Intelligence technique for reading achievement. Even though research, as compiled by Francis et al. (1996) and Dillon et al. (1991), indicates the manner in which children are instructed was not significant in the academic performance of the students they studied, the data analysis in this research study has concluded the opposite. Researchers such as Kelly (1997) and McCarthy (1997) have a compelling argument which professes that there are benefits to understanding one’s learning style. Learning styles can aid students and instructors in discovering areas of strength and weakness. This information, in turn, can allow the instructor to cover materials in a way that best suits the multiplicity of the classroom. These findings are consistent with research conducted by Spires (1983), which revealed that the implementation of a learning styles program resulted in improvement in reading and mathematics achievement on standardized achievement tests. A significant difference between male and female students was found when adjusting for the child's multiple intelligence in the experimental group. In addition, students in the experimental group, who used Gardner's Multiple Intelligence and attended private institutions, showed greater improvement in their grades than did their government, school counterparts. Implications Educators are encouraged to provide effective instruction according to the students’ multiple intelligence. Adjusting the curriculum would be beneficial to the student population. The more diverse learning experiences we provide our students, the more robust their education will be, the more ways they will learn each topic, and consequently, the more they will be prepared to succeed in a world marked by increasing diversity. Traditional study methods should be improved to meet the needs of middle school students. Educators need to develop reading curriculum activities using such methods as Gardner's multiple intelligences that involve the whole mind and body providing interactive learning for students, so they can learn more effectively. Finally, in order to provide a viable educational environment for all students, male and female, educators must understand their own multiple intelligence and adjust their teaching methods to accommodate the diverse learning styles of their students. If we could engage all intelligences through the instructional strategies we use on a regular basis in our classrooms, we could reach each student regardless of his or her particular pattern of intelligence, and foster the development of all facets of all intelligences in all students. Discovering the type of intelligence allows students to understand themselves better and make the most of their learning experiences. Multiple intelligence empowers children to be more successful. Knowing one's own distinctive pattern of intelligence empowers a student to transform a complex learning situation into an opportunity (Kagan & Kagan). As a result, students will be able to alter their learning approach to maximize their study habits and absorb information in the classroom (Griggs & Dunn, 1984). REFERENCES Brooks, J. G. & Brooks, M.G. (1993). The case for constructivist classrooms. Alexandria, VA. Association for Supervision and Curriculum Development. Dillon, R. F., & Pellegrino, J. W. (Eds.). (1991). Instruction: Theoretical and applied perspectives. New York: Praeger. Gardner, Howard (1999). The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12 Education That Every Child Deserves, New York: Simon and Schuster (and New York: Penguin Putnam). Griggs, S. A., & Dunn, R. S. (1984) Selected case studies of the learning style preferences of gifted students. Gifted Child Quarterly, 28(3), 115-119. Kagan, S. & Kagan, M. (1998). Multiple intelligences: The complete MI book. San Clemente, CA: Kagan Cooperative Learning McInerney, V., McInerney, D. M., & Marsh, H. W. (1997). Effects of Metacognitive Strategy Training within a Cooperative Group Learning Context on Computer Achievement and Anxiety: An Aptitude-Treatment Interaction Study., Journal of Educational Psychology, 89, 4, 686-95 Schroeder, C. C. (1993, September/October). New students – new learning styles. Change, 2, 1-26. Spires, R.D. (1983). The effect of teacher in-service about learning styles on students' mathematics and reading achievement. (Doctoral dissertation, Bowling Green State University). Dissertation Abstracts International, 44, 1325A. Torres, R. M. (1993). The cognitive ability and learning style of students enrolled in the College of Agriculture at the Ohio State University, Unpublished doctoral dissertation, The Ohio State University, Columbus. Author Note Eisa M. Al-Balhan, Department of Education Psychology, Kuwait University. Correspondence concerning this article should be addressed to Eisa M. Al-Balhan, Department of Education Psychology, Kuwait University, P. O. Box 13281, Kaifan, Kuwait 71953. E-mail: ealbalhan@yahoo.com.

Values and beliefs of any society are considered as ones of the important issues for the identification of the society, and it is one of the main roles of higher education institutes to develop and enhance these values and beliefs among students. Kuwait University is regarded as one of the important institutes of higher education in Kuwait. Therefore, it is responsible to enhance the societal values and beliefs of the society among students. There were two aims of this study. The first aim was that, according to the students' opinions to what extent that Kuwait University has disseminated the societal culture among the students. The second aim was that to what extent that there are significant differences between students of the sample regarding their sex and their field of study. The researchers built a questionnaire for this purpose. The questionnaire was divided to three parts; part one for the role of community courses that Kuwait University teaches them for the dissemination of societal culture, part two for the role of faculties in the dissemination of societal culture and part three for the role of students' activities in the dissemination of societal culture. The results indicated that the university students learned societal culture more significantly than they learned from the role of faculties and from students’ activities. In the other hand, there was no significant difference between the role of faculties and students’ activities in the dissemination of societal culture among students. The results also indicated that there were no significant differences between boys and girls in learning societal culture from students’ activities or from faculties. Both indicated close level of affect in developing societal culture among boys and girls. On the other hand, girls showed significant differences than boys in learning societal culture regarding community courses. But there was no significant differences between boys and girls in learning societal culture regarding students’ activities and faculties, Finally, the results showed that there was no significant differences between students in their opinions about the university’s role in disseminations the societal culture regarding the students’ fields.

Emotions recognition and emotions regulation are key skills that we need to teach to children if we want to positively support their developmental trajectory. The problem is that, if we want to teach these skills in school, an environment where we can reach all the children and, because of this, directly influence the educational climate in our country, we need to understand in which way is possible to create space for teaching our content among the other subjects usually taught in school. Our research focuses on the importance that the school environment gives to the emotional awareness and how the people directly involved in these context (teachers, parents, directors, politicians...) consider the subject of the social and emotional learning, consider the importance of educating emotions awareness and consider the role the social and emotional learning should have in the educational system. Results show that stakeholders consider emotional education as an intriguing perspective for the educational curriculum to deliver to children, even if they would prefer to find ways to connect emotion education with the usual subjects taught in school, instead of dedicating specific time to it during the everyday school schedule. Further research should concentrate on the possibilities to integrate emotion education with subjects like language, math, art and physical education.

How can we expect people who do not examine the reality, cannot dream, cannot utilize connotations and cannot find a place in the society know the word “edep”? The science which is firstly designated as “sensible knowledge science” by Alexander Gottlieb Baumgarten (1714-1762) flourishes in philosophy and in time turns into aesthetics. It examines the theories and methods which diversify the view point of person that is an aesthetic subject, according to interdisciplinary fields. This process increases the power of creativity, eases the transition from image to symbol, requires living within philosophy, strengthens the theoretical approach, develops competence and performance both in the mother tongue and the official language and strengthens the relation between thinking and language. Briefly, in every field of literature (logic, philosophy, language, mathematics, physics, chemistry, biology, astronomy, javelin-throwing, riding horse…) it enables people to solve the problems by thinking and seeing the other side of substance. “Edebiyat” which as also the source of teaching Turkish is expressed by the signifier “yazın” today. In the past it was expressed by the signifier “edeb” that was emptied in the historical period. The knowledge variety of it indicates the level of consciousness that can only be comprehended by encompassment of aesthetics. Thus, now it is impossible to understand The Legend of Gilgamesh, Dede Korkut, Kutadgu Bilig, Mesnevî, Füsusu’l-Hikem, Gülşen-i Raz, Hüsn ü Aşk, Kelile ve Dimne, Muhayyelat, Kiralık Konak, Huzur for the generation that hasn’t gone through aesthetics and it is impossible to attend to the Turkish language and build a bridge between the past and the future. In this respect the aim of this study is to state the close relationship in the concepts “aesthetics, language, thinking, literature, science”, considering the etymology of the word “edebiyat” and its altered context in historical period and to show how making use of aesthetics solves on-going problems.

The teaching and learning of a second foreign language (L3) in Turkey has gradually gained great importance recently. The people in Turkey are learning first English as foreign language and after English most of the students are learning German as second foreign language. Most of the studies on this subject are based on methodological approaches. Our research focuses on the reasons why English -thaught as second language- should be taken into consideration while teaching German as a third language. This has been achieved by using a comperative methodology. The most crucial side of this study is showing how to facilitate learning German language by making positive transfer from English comperatively. Having a closer look on the two relative languages revealed the neccessity of dealing first with the same or similar structures in both languages in order to make positive transfer obtained through the comperative study. The differences between German and English should also be taken into account in a later study. It should also be kept in mind that this comperative study will result in gaps- that is no matching between the languages in question. Since there are no articles in the Turkish language, it is thought that a comperative study on this subject between the two european languages will be of greater use in teaching German to Turkish students. English which has been the first foreign language taught in Turkey is of utmost use in serving as language bridge between German and Turkish.

ABSTRACT Schools are the most efficient institutions that have a big duty to raise contemporary and inquisitive persons . The most important rule in the schools is to educate persons on the basis of giving equal opportunities. Every person in the country has same lessons in terms of content by the means of the prepared programmes. Teachers have big responsibilities to have efficient lessons. It should be enabled that students have same knowledge by the using of teaching methods and giving the lessons depended on the curriculum. It is also valid for music lessons. However, as we know that the schools do not give essential importance to the lessons relating to art. The time divided for music lessons in the programme is used for other lessons. The contribution of the music lessons on the students’ development is underestimated. This research has revealed the candidate classroom teachers’ efficiency on the music knowledge acquired by their primary, secondary and high schools. The students from Marmara University participated in this research at the beginning of their third term when they have not just taken the lessons relating to music and teaching of it. Problem: The future candidates of the primary classroom teachers have different music knowledge acquired by primary, secondary and high schools. Purpose : The aim of the study is to determine classroom teacher candidates’ practice studies in the music lessons through their primary, secondary and high school education and to arrange the lessons of music and music teaching depended on their existing knowledge. Importance : -To teach the classroom teacher candidates to put the music their lives by the use of contemporary methods. -To teach the concept of“ tone” in music. -To develop the concept of “rhythm” in music. -To contribute the development of the child through music. Assumption: The research was applied on 144 Primary Classroom Teaching students. The questions were accepted on the basis of evaluation of the candidate teachers’ music practice knowledge. Research Design: Open-ended questions were asked and the analysis of qualitative data was applied. Result: As a result of this study, it has been found that the music lessons are taught irrespective of the programmes, and the students receive education on the basis of teachers’ efficiency.

The Theory of Didactical Situations in Mathematics proposed by Guy BROUSSEAU aims at understanding, interpreting and improving educational activities. According to this theory, learning environments fall into one of the three main groups as Didactical, Non-Didactical and Adidactical Situations. Adidactical situations are the environments in which the teacher is responsible only in the preparation phase and the responsibility of learning belongs entirely to the student. In this study, first the theory and three learning environments suggested by the theory are introduced and the Adidactical Situation is investigated. This study aims to reveal students’ views related to Adidactical Situation which is involved in The Theory of Didactical Situations in Mathematics. Case study method was used in the study and the sampling of the study consists of 22 students studying at 8th grade of an elementary school which lies in the Bulancak county of Giresun province. Worksheets were prepared according to the stages of Adidactical Situation in order to teach the students the subjects of “Pythogorean Theorem”, “Factorizing perfect squares” and “Multiplication of exponentials” and they were implemented with student groups of three throughout 3 weeks with 6 hours every week. The data of the study were collected via semi-structured interviews with the students, the sound records of the students during group discussions, the video recordings of the lessons and the observations of the researcher. Obtained data were qualitatively analyzed and then presented in tables. Moroever, students’ views were sometimes directly quoted. Although the data analysis process of the research is still in progress, it was revealed that students found Adidactical Situations to increase self-confidence, facilitate understanding, increase the motivation towards the subject, also they viewed that learning process required more time than traditional settings, they felt themselves like scientists during learning process, they showed more endeavour to learn when compared with traditional methods, they found the learning more permament since they constructed it, they did not fear from making mistakes, and they believed that it allowed discussion and freely expression of ideas. It was recommended to inform teachers about The Theory of Didactical Situations in Mathematics and Adidactical Situations via in-service training courses, to develop activities related to this theory and use them in classes.

It can be argued that the students having difficulty in defining infinity may have the same difficulty in defining the situations of ineffability and ambiguity. In addition, defining infinity, the operations made using infinity or understanding the ambiguous or undefined statements appeared as the results of some specific operations are also quite difficult. Besides, it makes it more difficult that the students’ interpretation in operations they make with numbers occurred different from the result they have when it is time to make these operations. Thus, it can be suggested that the concepts of ineffability and ambiguity are the difficult points for the students to understand. This brings the question in what way the teacher candidates overcome the same kind of difficulties about infinity, ineffability and ambiguity. Within this context, the aim of this study is to investigate the views of elementary school teacher candidates about infinity, ineffability and ambiguity. Therefore, an achievement test generated by the researchers is applied on 120 teacher candidates studying at the department of elementary school mathematics teaching in a medium scaled city in the eastern Anatolia in order to determine how conscious and successfully the teacher candidates use the concepts of infinity, ineffability and ambiguity. Semi-structured interviews are applied on the six participants who gained the highest, the medium and the lowest rate in the test in order to obtain more details. Content analysis is made through the views transcripted using voice recorder. While the obtained results from the achievement test are analyzed in SPSS packaged program; the data gathered from the semi-structured interviews are analyzed in NVivo packaged program. Foundings are at the stage of evaluation. As a result, the teacher candidates at the department of Elementary Mathematics Teaching had difficulty in defining the concepts of infinity, ineffability and ambiguity. Moreover, elementary mathematics teacher candidates use interchangeably the concepts of infinity, ineffability and ambiguity from time to time. Therefore, it can be argued that elementary mathematics teachers do not know exactly the relation and the difference between the concepts of infinity, ineffability and ambiguity. Besides, the students’ misconceptions and interpretations about the operations made using these concepts are obtained.

The development and diffusion of ICT and the Internet expand opportunities for communication, information exchange, changing work environment and daily lives of every person. Blended learning is characterized by integrating various information and communication technologies in traditional educational context (2, 5). In organizational and meaningful terms this integration can be very diverse in different ratio of traditional and electronic educational technologies. Technology can be used to support teaching, learning and teacher interaction. Referred to here requires adaptation and the learning environment in which they prepare the future teachers of biology. One of the modern approaches to the design of both new pedagogical design of learning materials and the overall organization of the education of students in relevant scientific discipline. The aim of the study is to present a conceptual design for an electronic mozayc and educational resources with the corresponding structure in a scientific discipline related to the preparation of future teachers of biology. Center in the publication is the technology of designing the course and sequence of steps that follow in its development. This report is funded by Bulgarian National Science Fund Program – Project Name: Integral University Center for Research, Design and Delivery of Quality e-Learning in Diverse Contexts Project Number INZ01/0111.

This study aims at analyzing the correlation between adolescents’ bullying in schools and experiences in their close relationships. The study group consisted of a total of 394 (254 female, 140 male) lycee students studying at 9th, 10th, 11th and 12th grades. Bullying in school in adolescents was measured with Student Relationships Attitude Scale (SRAS). Developed by Koc (2006), Student Relationships Attitude Scale consists of bullying personality, self-confidence and avoidance from bullying and a total of 21 items and three subscales. The variance ratio, explained by the three factors which fit the theoretical structure of the scale, was found 43 %. Cronbach’s Alpha of the SRAS subscales was found respectively .86 for bullying personality, .69 for self-confidence and .57 for avoidance from bullying. Adolescents’ experiences in their close relationships were measured with Experiences in Close Relationships Inventory (ECRI). Developed by Brennan, et al (1998), and adapted by Sumer and Gungor (2000) for high school students, ECRI was used in this study. ECRI is a 4-point Likert-type scale consisting of two dimensions with 36 items independent from each other and reflects avoidance and anxiety. Croncabch’s alpha of ECRI was found .81 for avoidance and .84 for anxiety. The Pearson Correlation Coefficient was carried out between SRAS subscales and ECRI and the results are as follows: It was seen that there was a positive significant correlation between bullying personality, the subscale of SRAS, and the anxiety dimension and the avoidance dimension of ECRI. There was a positive significant correlation between self-confidence, the subscale of SRAS, and the avoidance dimension of ECRI. On the other hand, there was no significant correlation between self-confidence, the subscale of SRAS, and the anxiety dimension of ECRI.

This study aims to investigate individual value perceptions of administrators and teachers working at the state schools in 4 central districts of İzmir in terms of some variables. The sample of the study consists of 417 teachers and 42 administrators working at state schools in 4 central districts of İzmir in 2008-2009 academic year. In the study, Portre Value Survey which was developed by Schwartz et. Al (2001) and translated into Turkish by Demirutku (2007) and Organizational Health Survey which was developed by Altun (1997) were used to identify organizational health perceptions of teachers and administrators. Obtained findings were used in statistical analysis and comments by using SPSS 13.0 program. While analyzing the data, apart from descriptive statistics like arithmetic average, Standard deviation, t test, one way analysis of variation, LSD and Scheffe tests were used. Following results were obtained from the study: 1. Value perceptions of teachers and administrators working at primary schools showed significant difference according to: • gender, marital status and duty variables in the security dimension. • marital status and branch variables in the universalism dimension. • being a member of a union or not variable in the achievement dimension. • union and duty variables in the tradition dimension. • length of service and the place they spent most of their lives variables in the hedonizm dimension. • according to their perceptions of organizational health variable in the universalism, benevolence, tradition, conformity any security dimensions. 2. Value perceptions of administrators working at primary schools showed significant difference according to executive training variable in the self-direction dimension.

The foundational relation between education and philosophy is hidden in the question about what kind of generations we would like to raise. When the boundaries of the question are extended, it becomes the question of what kinds of persons, fellow citizens, individuals, we would like to raise. The contribution that philosophy makes to education appears precisely at this point because philosophy provides the criterion for the kinds of person we would like to raise. Just as our expectancies about the future determine our “present”, goals, which are set by the educational system for the future, similarly determine and delimit the content of formal education. For this reason, the question needed to be answered is how to raise the kind of human being who has universal values and proceeds to protect them. The aim of the philosophy of education is to lead to way for raising individuals who centralizes human love, who takes human beings and humanity as a value, who thinks multidirectional and who is empathic.

ABSTRACT Rapid developments in Science and Technology, have also reflections on education field, as it has on every field. Computers have a wide range of application area for retrieving and storing knowledge. However, users should have sufficient knowledge in order to use equipment and utilize accordingly. Hence, especially teachers should have sufficient knowledge and experience to use technological utilities in education environment. This study’s main purpose is to determine whether science teachers have sufficient knowledge, skill and gear (basic technology proficiency) while using technology. In this study, “Basic Technology Sufficiency Measure for Educator Inventory” and “Personal Data Form”, which is revised by Tekinarslan (2008), will be used. Basic Technology Sufficiency Measure for Educator Inventory has 9 sub dimensions: Basic Computer Usage Skills, Database, Social, Legal and Ethic Issues, Calculation Table, Word Processor, Communication Media, Internet Network, Set-up, maintenance and troubleshooting, Telecommunication. This measurement tool was applied to 1.,2., 3., and 4. grade students who are enrolled to Eskişehir Osmangazi University Faculty of Education, Education of Science program in the first semester of 2009-2010 Education period. Science Teacher candidates will be evaluated via nine sub-dimensions of Basic Technology Sufficiency Measure for Educator Inventory, in terms of demographics. Investigation is in evidence phase. Investigation findings and results will be shared later.

In this study, the problem solving skills and loneleness level of the elementary and high school students was measured and their relationship was examined. Moreover whether there is a difference between boys and girls according to the problem solving skills and loneleness level was studied. The data of this study was obtained by 300 elementary and high school students in Sakarya at the 2009-2010 education year. To collect the data from teachers two measurement tools were used. One of these was “Problem Solving Inventory” which was developed by Heppner and Peterson (1982) and adapted to Turkish language by Taylan (1990) and the other was “UCLA Loneleness Scale” which was developed by Spielberger and others (1983) and adapted to Turkish language by Demir (1989). The results of the study were interpreted with the related previous researches. These results were tried to expound and discuss by associating pscychology and counseling psychology area. Moreover, at the end of the study some suggetstions were mentioned for giving idea and more information to the researchers.

In this study, the learned resourcefulness level and self-esteem level in the elementary and high school teachers was measured and their relationship was examined. The data of this study was obtained by 150 teachers who worked in elementary and high school in Sakarya at the 2009-2010 education year. To collect the data from teachers two scales were used. One of these was “Learned Resourcefulness Scale” which was developed by Rosenbaum (1980) and adapted to Turkish language by Siva and Dağ (1991) and the other was “Self-esteem Scale” which was developed by Rosenberg (1965) and adapted to Turkish language by Çuhadaroğlu (1986). The results of the study were interpreted with the related previous researches. These results were tried to expound and discuss by associating pscychology and counseling psychology area. Moreover, at the end of the study some suggetstions were mentioned for giving idea and more information to the researchers.

A language, the mirror of a society, acquires a shape, develops and improves through the values, needs, political and religious changes and cultural elements of the society that belongs. The reflections of this negatively being influenced in Turkish show themselves in various ways as the discussions continue. By being ignored the Turkish grammar reason, it has been served to foreign desires and political aims. The source of the problem should be found out in the grammar structures of foreign languages. After the religion change, the effects of Arabic and Persian languages through the Islamic culture, particularly the effects of the subordinate prepositions of conjunctions to the syntax of Turkish are the first effects that our language have met in this field. As these effects go on, together with the Tanzimat (Reforms/Reorganizations), the grammar logic in the Western languages, particularly French grammar structures have come into conflict with the structural and functional properties of Turkish and have showed their effects. As these structures make the nonfinite verbal forms consider to be auxiliary sentences in a sentence, they have made some grammarians support the existence of the type of the complex compound sentence in Turkish. While this view is dealt, the structural and functional properties of Turkish, its being a meaning - centered language, its subordinate clauses accompanying the main clause being a feature belonging to Indo-European language families are not taken into consideration and ignored. Not analyzing and studying the Turkish language having a feature that the internal structure determines the external structure from this framework, not thinking in Turkish and behaving according to the statements, thoughts and formation structures of foreign languages are extremely hurtful negative impacts on our language. The fact that emotions and thoughts start in mind and reflect in the ways of patterns is a reality that linguistics shows to us. This reality has been made to bring a policy which is put into operation adversely to annihilate a language, thus a thought and culture union. The first traces of the necessities and changes that societies need in every field show first themselves in cultural elements. Afterwards, they affect the internal and external structure. In our article in question, the topic about the traces that these negative effects have left is going to be dealt and tried to be revealed the solution ways together with their results. Key Words: change, grammar, syntax, language policy

When working with the light microscope at the biology laboratory course, one of the essential problems for science and technology teacher candidates encountered is that drawing the images they obtained by hand. With this method it is known that teacher candidates often not draw the gained images correctly or they loose too much time during the drawings. Also, the huge differences between the real image and the teacher candidates’ drawings cause them to learn biology concepts wrongly. Besides, at the General Biology Laboratory-I course, teacher candidates examine only one or two image in the light microscope and not seeing the images of other groups. To overcome these problems we produced a method namely BIO-LAB-WEB aimed to remove the aforesaid issues is made. This method enables images to be published at the internet environment (www.fenegitimi.com/mikroskop) by recording the science and technology teacher candidates’ microscobic images with camera. Thus, teacher candidates can receive feedback from the researchers about the images they founded and discuss with each other at the forum setting. In this study we aimed to bring to light science and technology teachers candidates’ views on Bio-Lab-Web. The application was made in 5 months time between September and January in the winter semester of 2008-2009 academic year. The sample of the study consists of 41 science and technology teacher candidates’ who were at students in Karadeniz Technical University, Fatih Faculty of Education, Department of Primary Education. As to collect data in the research, open ended questions were asked after the application to the 41 science and technology teacher candidates. NVivo 8.0 computer programme was used in order to analyse this qualitative data. Teachers candidates’ views were categorized and suggestions have been made on this direction.

This study was conducted with the aim of determining the views of mathematics teachers on the role of the student in learning mathematics. Case study method was used in the study. The study was conducted during the fall term of 2007-2008 school year, with four mathematics teachers working in secondary schools in Trabzon. A semi-structured interview form composed of open-ended and scenario type questions and a scale were used as the data collecting tools. In the study, two interviews each taking average 60 minutes were carried out with each teachers. In the analysis of the interviews, firstly the audiotaped interviews were transcribed. The data obtained from interviews processed with content analysis and classified by using Magolda’s Epistemological Reflection Model. By using Perry’s Model the results of scale was categorized and correlated with Magolda’s levels. At the end of the study, it was found that all the participants were at the independent knowing level with respect to student role while they have some different opinions about the subject. It was also determined that altough the participants informed about discovery learning, they did not have sufficient experience in that issue. In this context, it is believed that future comprehensive studies with the aim of removing teachers’ deficiencies regarding alternative teaching methods would help teachers in planning discovery learning environment and more likely to ensure higher expectations from students to be successful.

Since mathematics is logical, not phenomenological in terms of its method and results; the mathematician aims at making a perceived relationship certain, not explaining it. Since the procedure followed in the production of mathematical knowledge is unique to mathematics, judging to the trueness or falseness of an argument, theorem or expression in mathematics comes after a process called proof. Proof is fundamental to doing and knowing mathematics. It is the basis of mathematical understanding and essential for developing, establishing, and communicating mathematical knowledge and also it is an essential part of improving thinking. It’s obvious that, teachers’ proficiency in making mathematical proofs affect their frequency of using these proofs in mathematics classes. Making proofs is included in both the elementary and secondary mathematics curricula. For this reason, teachers should develop proof centered mathematical activities and help students become aware of the genesis of mathematical knowledge and develop new mathematical ideas in their minds. In this context, this study aims at determining the extent to which teachers allocate time for making proofs in their lessons and revealing the views related to the importance of making proofs and what kind of knowledge it will provide to students. This case study was conducted during 2007- 2008 school year with 10 mathematics teachers working in four different secondary schools of Trabzon. A semi-structured interview consisting of five open-ended questions was used as a data-collecting tool. Two of the questions in the interview form were taken from the study of Helms and the other three questions were developed by the researcher. An interview was made with each participant which lasted 45 minutes on average. The interviews were first recorded with a digital sound recorder and then they were transcribed. Obtained data were qualitatively analyzed and then presented in tables. Moroever, teachers’ views were sometimes directly quoted. It was determined as a result of the study that all 10 teachers believed in the necessity of making proofs and that making proofs would improve students’ proficiency of reasoning. Considering that teachers can not allocate sufficient time for doing proofs, it’s recommended to determine, with more comprehensive studies, factors that prevent them to make proofs in their classes.

OPINIONS OF FINE ART STUDENTS ABOUT COMPUTER USE FOR ART EDUCATION Technological developments affect and change life style, world perspective and communication conditions of humans. Development and popularization of computers and related technologies affect also the art and the art education like almost every other thing. Thus, it has become a necessity for the conditions of our age to train creative and productive artistes or technologically well-equipped modern art educators particularly with new objectives, new programmes and new applications of art education. Researches done until today show that the computer use in education make students more active during education activities, that students can provide fast and systematic feedbacks, and that each student can progress according to its own learning level and speed. The use of new technologies in our country like in other world countries within the domain of art education provide that the learning environment is more productive, more effective, faster and more durable in comparison to the traditional methods. It is possible to see different applications of art education depending on educators, persons receiving art education and societies. There aren’t any programmes, opinions or written sources with definite limits about the methods of art education. Today, especially computer technology adds new dimensions to art education in auditory or visual terms. In this context, the objectives of this research are the use of computer in arts faculties of universities for educational purposes and the determination of students taking this kind of education about the use of technology in their classes. In order to attain these objectives, an attitude scale about computer use was applied to 40 students studying in the Fine Arts Faculty of the University of Gazi of Ankara which is selected as the population of the research. Data obtained by this survey were analyzed by a statistical programme. A factor analysis was applied in order to provide structure validity by presenting the questions of the attitude scale to experts. In conclusion, given that the Reliability Coefficient of the scale according to the Cronbach's α is 93, it can be understood that the data collection tool (attitude scale) applied to 40 students of the Fine Arts Faculty of the University of Gazi and prepared in order to measure the attitude of these students about the use of computer for art education is gathered under one factor and that it attain the objectives. Attitudes of students to whom the survey is applied about the use of technology show the place, possibilities, strong and weak points of the technology in art education and also what is to be done on this subject as well as the expectations of students.

Primary Turkish lesson curriculum aims to educate individuals who can use Turkish and the abilities of speaking, writing , listening and reading efficiently ; who can express feelings, ideas and dreams ; who are sensitive to national values and who has the consciousness of language and the top level conscious abilities such as classification , investigating and critical thinking , and the ones who can take responsibilites and work creatively with a group or individually. Especially, the abilitiy of creating is the field to be studied thorougly and developed. Creative thinking can be described as any imaginary product involving original thoughts beyond the straight-line thinking platform. Student-based education and carefully planned lessons have great importance on discovering creativity. The activities enabling the students to be active, to express his or her thoughts easily and democratic atmosphere are effective to discover the creative sides of the students. A teacher of Turkish language should help to form and develope creative thoughts by organizing activities suitable for the students’social and linquistic levels which are based on the use of the students’ creative sides in the fields of listening , watching , reading , speaking , writing and learning grammar, apart from the ones given in the Turkish activity books. In this study , two examples of activites for each field of listening , speaking , reading , writing and grammar are going to be organised in the level of Secondary Turkish lesson for 7th classes with the aim of developing creative thinking. The aim of this study is to form alternative activities that can help to discover the students’creative sides , to help the teachers in practising and to emphasize the importance of creative thinking.

Although globalization is seen as a trend that affect economic, social and cultural formations of countries, it is also a phenomenon that serve training highly educated people and qualified professionals to meet the needs of contemporary life of today. In this process, reformation of basic and high education bears vital importance for the integration to the world. This study aims to examine and discuss opinions of university students, who are seen as major force for competing world markets, on the globalization process which affect and shape every part of their lives.

This paper is a meta-analysis which came out via the classification of 307 studies on the history of mathematics in terms of study samples, methods, findings and results. The results of the investigated studies were analyzed using triangulation method. These studies involved elementary students, secondary students, pre-service and in-service teachers in terms of sampling. In terms of research titles, these studies included affective dimension, philosophy of mathematics, the historical development of mathematics and mathematical concepts, history of geometry, history of arithmetic, history of algebra, using history of mathematics in mathematics teaching and the lives of mathematicians. Investigated studies were addressed in four categories in terms of research type as experimental study, literature review, compilation and material development. Most of the studies were qualitative and used methods such as interview and observation as data collecting tools. Furthermore, in terms of mathematical subject, the majority of the studies were found to be on numbers. At the end of the study, most of the studies about the history of mathematics were found to present the historical development of mathematics or any mathematical concept and the exploration of the life stories of mathematicians. Although teachers are the real practitioners of mathematics instruction in schools, the number of studies on this subject is considerably small. Therefore, future researches should concentrate on the development of teachers’ knowledge about mathematics and the history of mathematics.

It’s aimed in this study to analyze the parts of the mathematics textbooks which are related to the history of mathematics and reveal teachers’ views on this subject. With this purpose, the parts on the history of mathematics of 6th-8th grade mathematics textbooks used in Trabzon city center during 2009-2010 school year were investigated using document analysis. In order to collect data for this case study, 5 mathematics teachers were interviewed using semi-structured interviews. The data obtained from the document analysis and interviews were presented in tables. At the end of the study, it was also found that the textbooks mostly included the life stories of famous mathematicians regarding the history of mathematics. It was determined that the participants did not use the parts of the textbooks related to the history of mathematics due to lack of sufficient knowledge; whereas they viewed the use of the history of mathematics in schools necessary for the students to learn mathematics meaningfully and enjoyably. Based on these results, it can be said that mathematics teachers should be informed on the history of mathematics by in-service training courses prepared by Ministry of National Education concerning the history of mathematics and its use in mathematics instruction. Furthermore, authorities are recommended to include some activities involving historical problems, information on the roots of mathematical terms, symbols and concepts, worksheets based on historical activities or discoveries, and VCDs involving historical films or videos in mathematics textbooks regarding the history of mathematics.

With “Public Financial Management and Control Law” No. 5018 adopted in 2003, the public administrations, development plans, programs have begun to prepare a strategic plan within the framework of relevant legislation and the basic principles they adopted. In this context, when the 2009-2013 strategic plan of Marmara University is reviewed, it is seen that 3,104,146 TL (For Educational Sciences 138, 835 TL) Research Fund Grant was allocated for Scientific Research Projects in the 2007-2008 period. A total of 217 (Educational Sciences 14) projects was undertaken for Marmara University Scientific Research Projects Commission (BAPKO) in the period 2007-2008. In the years 2005-2008, 44 projects were undertaken for TUBİTAK. 2 EU projects were undertaken in the fields of science in the 2005-2007 period. Small number of projects and lack of funding especially in the field of Educational Sciences between the years 2000-2008 attract the attention. The purpose of this research is to determine the current status and problems intended for “Increasing the number of projects” which is one of the targets in the scope of Marmara University’s Strategic Planning, according to teaching staff’s point of view and to present suggestions for its development. The questionnaire consisting of 21 questions created by the research fund development commission was applied to 97 academic staff in 10 departments of Marmara University Atatürk Faculty of Education during 2008-2009 spring period and 90 questionnaires were evaluated. According to research findings; 50% of teaching staff stated that human resources and physical infrastructure are not sufficient to do research and projects, 47% of them stated that their materials are not sufficient, 67% of them stated that financial resources are not available and 72% of them stated that financial resources are not sufficient. 42% of the teaching staff have benefited from BAPKO as a financial resource and 12% of them have benefited from TÜBİTAK / TUBA projects. 88% of the teaching staff stated that they are not working with other departments of the university, 67% stated that they are not working with other institutions outside the university. The problems of teaching staff in accessing to information are; internet access (27%), the article supplies (37%) and library services (34%). The proportion of the teaching staff who apply for BAPKO,TUBITAK and similar institutions for projects is 52 %. According to the teaching staff, insufficient financial aid, lack of libraries and library facilities, excessive course load, the big number of students, the lack of interagency communication, lack of time, bureaucratic barriers, the impossibility to study abroad, the abundance of formality in projects, lack of foreign language, lack of equipment and indifference of administrators are considered as problems in making research and increasing the number of publications. According to the results of the research, physical conditions, equipment should be provided, international opportunities,financial resources should be enhanced, the number of students should be decreased, the number of technical material should be increased, it should be benefited from MA and PhD students in projects, teamwork must be provided and not the number but the quality of the publications should be given importance, material supply should not be left to the end of the project, the application system to the projects should be simple and the libraries should provide service outside the working hours, incentive funds should be created for symposium and for writing books and articles, appointment and promotion should be based on the number of publications.

University students have different expectations from universities. Primary expectations of university students are related to physical facilities, sports and cultural activities, faculty members and education. Universities which aim at providing quality education have to meet students’ expectations. The needs and requests of the students in various fields should be taken into consideration for providing high quality education and university life. Therefore, it is important to know students’ perception related to university structure and support. In this study, it is aimed to determine the opinions of the university students related to the university structure and support. In this study, these questions were tried to be answered: 1. What are the views of the university students related to the university structure and support? 2. Is there any significant relationship between university students’ opinions on the university structure and support and students’ achievement? 3. Is there any significant difference between university students’ opinions on the university structure and support according to the type of faculty? 4. Is there any significant difference between university students’ opinions on the university structure and support according to the type of program? The study was performed as a descriptive study. The sample of the study consists of 128 third class students attending Faculty of Education and Faculty of Arts and Sciences at Gaziantep University. University students were chosen using random sampling method. “The Student Opinions on University Support and Structure” scale was used to obtain data in the study. While analyzing data; ANOVA, correlation and t tests, frequent and percent were used. Analysis process is in progress. Obtained results will be discussed and interpreted.

Recent philosophy of education considers teaching and learning processes as student-centered and based on problem solving. This situation can clearly be seen in many developed models and approaches. Two of them are the approach of “Entrepreneurship Based Learning” and the model of “Project Based Learning”. In the Entrepreneurship Based Learning, the main focus is on students’ gathering together for a shared aim and performance, performing the same attitude for the subject that they are responsible and completing each other. On the other hand, Project Based Learning enables students to handle the situations which attract them and cause problems following the steps of problem solving and produce authentic materials at the end of this process. The projects designed to create more effective learning opportunities in the class may vary in the frame of subject and content. Projects lead students to study in the learning atmospheres where they can appear in the process of problem solving, decision making, research, preparing document and report and presenting report. In this model, the teacher is the adviser and guide; the student is autonomous; and at the end of each script, an authentic material is prepared by the student. The study aiming to analyze the effectiveness of Entrepreneurship Based Learning and Project Based Learning has been carried out in a selected fourth grade students of a primary school. Following the method of scientific method, students have worked on seven projects called as “Scientists on the Service of Humanity”, “Musicians on the Service of Humanity”, “Men of Literature on the Service of Humanity”, Successful Sportsmen on the Service of Humanity”, “Conscious Consumerism”, “Çanakkale City Managers in the Republic Period” and “Animals in Danger of Extinction”. The purpose of the study is to put forward the application forms and views of students and parents related to applications for four projects performed with the fourth grade students in the academic year of 2007-2008. Following that, it has been tried to answer these sub-questions: 1. What are the practices studied with fourth grade students of primary level related to; a) choosing the project subjects, b) deciding the problematic situations, c) preparing the study plan, d) searching the literature about the project, e) collecting, handling, interpreting and reporting the data and f) sharing the results with students and parents. 2. What are the views of a) students, b) parents related to the projects carried out. A qualitative method has been used in order to put forward the views of students and parents. The data about the views of students and parents has been gathered with the interview technique. Students have been expected to report their views about the projects of both themselves and their class mates. In addition to this, students have filled the forms of the performance assessment sheets. Parents have also been expected to write the reports of their views about the projects presented to them and answer the questions in the performance assessment sheets. On order to analyze the data gathered from interview sheets, arithmetic mean and frequency statistical methods have been used. Then, results have been derived from the findings gathered with the analysis.

In this study, opinions of teacher candidates on primary school ‘Student Books and Work Books’ prepared by the Turkish Republic of Northern Cyprus, Ministry of National Education and Culture, based on the reform during 2005-2006 academic year, and supported by ‘structuralism’ and ‘Multiple Intelligence Theory’ have been examined. TRNC Ministry of Education and Culture made an attempt, which they called a ‘reform’ in 2005, and had primary education programs re-written on the base of structuralism, and had the textbooks written by local academicians and teachers. The books written under this program are Life Sciences, and Science and Technology Student Books and Work Books. 1st year Life Sciences book was written in 2006-2007, 2nd year book was written in 2007-2008. The writing of 3rd year book was terminated due to some economical reasons, and it was never published. Science and Technology 4th year Student Book and Work Book was written during the 2007-2008 academic year, but for the same economical reasons, the writing of 5th year book was stopped and not published. The books written were supported by multiple intelligence activities. After the presentation of the topics, sample activities were given on the topic, compatible with Multiple Intelligence Fields. In this study, opinions of teacher candidates, who are studying at Ataturk Teacher Training Academy, and who will become primary school teachers and therefore use the above mentioned books as teaching tools, were attempted to be determined. Qualitative state study design was used in the study. Data will be gathered using a structural interview form developed by the researchers. Gathered data will be analyzed with the “content analysis” technique, containing main pattern determination, coding, and categorizing processes. Depending on the findings, proposals will be made for writing Primary Education Programs and Student Books and Work Books within the TRNC culture.

In order to achieve scientific literacy of students, nature of science (NOS) has become an essential part in the science education in recent years. Therefore, examining the conceptions of NOS of students has been very important for science educators. The focus of this study is investigating the extent to which pre-service chemistry teachers understand the conceptions of the NOS. The present paper describes the use of questionnaire of NOS (VNOS-C) and a semi-structured interview protocol designed to investigate pre-service chemistry teachers’ conceptions related to NOS. The questionnaire was applied to five pre-service teachers in a university in Ankara. After the questionnaire was administered and analyzed individually, four students were interviewed in order to triangulate data from the written responses. The analysis of the questionnaire and interview transcripts was made using a qualitative methodological approach. Students’ responses from the questionnaire and transcriptions were examined individually according to the aspects of NOS which are empirical NOS, observation and inference (OI), tentativeness, laws and theories (LT), theory-laden NOS (TLN), creativity and imagination (CI), and socio-cultural embeddedness (SCE). Then, the coding was made and students’ conceptions were classified as naïve, transitional, and informed in the every aspect. According to the coding results, there was no informed pre-service teacher in the OI, LT, TLN, and SCE. All participants were in the naïve stage in terms of LT and TLN. Therefore, they had some misconceptions about NOS. For instance, two participants thought that there is a hierarchy between theory and law. Moreover, three of them expressed that laws represent absolute knowledge. It is crucial that pre-service teachers should know about conceptions of NOS since if they realize their conceptions of NOS, they can design instruction based on NOS in the future to help the development of their students’ conceptions regarding NOS.

Introduction Schools are the significant places where new information and skills are obtained and practised. There are some problems in the social and educational development of organizational activities learned at schools. Change in, and share and distribution of knowledge, transfer of knowledge to students, fruitful and effective use of organizational aims, production of organizational intelligence and organizational knowledge, socialization, management, information management strategies, school culture, understanding of systemic thinking, school climate, team work, democratic environment, communication, motivation, performance activities, politics, curriculum, professional development and economic sources are factors of organizational learning in school functions. Aim: The objective of this study is to determine the views of teachers of social sciences relating impediments of organizational learning. Method This research employs a descriptive research method as the survey model. Required data were gathered through a questionnaire and the results were assessed through descriptive statistics method. The population of the study is composed of the teachers working at the primary schools of the Ministry of National Education. The study was conducted with 100 randomly-selected teachers teaching the social sciences lessons in the 4th, 5th, 6th, and 7th grades at 10 schools in Erzurum, Turkey. The research utilises a questionnaire as a means of data acquisition, which intends to identify organisational learning impediments of the social studies teachers. The statistical analysis of the quantitative data gathered by the research is conducted on computer by SPSS. Findings: It was observed that many factors affect organizational learning skills. The following questions were answered in relation with this issue. 1. What is the present situation of social sciences teachers in school teams in terms of their participation in tasks for the innovation and change? 2. What is role of social sciences teachers in peer observation and sharing of professional ideas as a part of school life? 3. What are the organizational impediments according to social studies teachers? Results: According to social sciences teachers, there are differences within both educational and organizational experience sharing with respect to planning, collaboration, knowledge sharing, team work, professional development and communication structure. Therefore, institutional and educational politics should be developed in order to maintain general organizational skills of schools and eliminate dissatisfaction.

In this study, it was focused that importance of using the simple material in science and technology education. It was discussed that how the materials must be in learning environment, simplicty or being high technological. Also, the light of this views, it was aim to evaluate the feature of materials in science and technology education. Inspectors (n=35) of elementary education attending in service education seminar arrenged in Yalova in Turkey, were involved in this study. It was used the form including 4 open-ended questions as a data collection tool. The qualitative data attained in the study was examined with content analyse method and descriptive statistics and frequency table of data was presented. Also, the elementary education inspectors’ striking opinion about ‘the materials must be simple or more technological’, was described. According view of elementary education inspectors, the materials must be both simple and technological. But, most of the inspectors defended that the materials used simple must be involved in learning environment. This view of inspectors being propulsive force with cheching the learning environment, was very considerable to relate the knowledge with daily life. Using simple materials may be effective to provide the relation between daily life and learning environment in science and technology education. Some important suggestions were proposed related to results of this study.

In this study, from perspective of elementary education inspectors, it was aim to determine that what kind of problems were in drama methods’ application and growing up process at elementary education schools in Turkey. So, it was searched the answers of some questions, why the drama method doesn’t grow up and also doesn’t yield enough at primary education in Turkey. The sample of this study consisted of 136 elementary education inspectors (117 male, 19 female) attending in service education seminar arrenged in Ankara. After the seminar, it was given to inspectors a form including 12 questions (yes or no and why question tip). The qualitative data attained in the study was examined with content analyse method and descriptive statistics and frequency table of data was presented. Also, the elementary education inspectors’ striking opinion towards the problems of drama application process at schools, was described. Results of this study showed that the importance of drama as an effective method was not comprehended enough at primary education schools in Turkey. Also, it was understood that some insiders of schools didn’t have knowledge and hardware enough. Some important suggestions in connection with solving the problems towards the drama at Turkish elementary education schools, were proposed related to results of this study.

Organizational culture is a vital element of effective management practices in universities. Lately, researchers are motivated to study on the organizational concept to provide managerial effectiviness in the universities. Furthermore, one should analyze the typologies of organizational culture to understand the organizational behaviours in higher education institutions. The purpose of this study is to explore the concept of current organizational culture at the Ege University so the effective management strategies will be developed. The Competing Values Framework was employed to identfy the organizational culture type displayed by Ege University faculty. This framework assesses the dominant organizational culture based on four culture types: Clan, Hierarchy, Adhocracy, and Market. According to the results of this study, Ege university faculty exhibits hierarchy culture type as dominant in the current situation. The hierarchy culture represents Ege university as an organization that concentrates on internal maintenance with stability and where individuals follow procedures, and leaders effectively coordinate and organise activity to maintain a smooth running organisation. However, the strategic objectives of Ege University emphasize the attributes of mainly adhocracy and clan culture types and market culture to some extent. This implies that Ege University’s mission, goals, and strategic objectives are not mostly being met with the dominant current culture type. On the other hand, the second dominant culture type for Ege University is the market culture which is mostly adequate to the strategic objectives of the university. The market culture organization concentrates on results to be achieved and the competition is the significant attribute in this type. Researches on organizational culture indicate that mission, goals and strategic objectives of an organization shouldn’t conflict with the current culture and they must work together to enhance effectiveness of the organization.

The scaffolding is a teaching strategy that provides individualized support based on the learner’s Zone of the Proximal Development (Chang, Sung, & Chen, 2002). In scaffolding instruction a more knowledgeable other provides scaffolds or supports to facilitate the learner’s development. Hogan and Pressley (1997) there are five different methods in instructional scaffolding: modeling of desired behaviors, offering explanations, inviting students to participate, verifying and clarifying student understandings, and inviting students to contribute clues. In this research, it was aimed to analyze the student teachers’ scaffolding strategies that they applied to teach math. Specifically, the following questions were addressed: 1. What type of scaffolding strategies do student teachers’ use? 2. What are the reflections of student teachers’ about the reasons for using that kind of scaffolding strategy/ies? 3. What are the students’ reflections about scaffolding instructional process? Qualitative research methodology was used. Research was conducted with fourteen student teachers in their fourth year of study in Bachelor of Education (Classroom Teacher) Programs. Each student teacher worked with three fifth grade students. In order to select student, the geometry test that is about first unit of fifth grade mathematics curriculum were applied. The student teachers worked one-to-one with students who had difficulty in geometry and this scaffolding process were recorded. At the end of each process students and student teachers were interviewed according to the research questions. The all interview sessions were recorded and transcribed independently by two researchers. The data analysis process is still continuing.

In this study, it was tried to determine the language teachers’ level of organizational commitment with regard to the commitment to school, to teaching occupation, to work, to work group. In the direction of this aim, a scale with four dimensions, including 25 items was used for determining the language teachers’ level of organizational commitment. The scale was applied on 307 teachers of English who have been working for private and public schools. The results of the research indicated that the highest teacher’s commitment was observed at commitment to occupation, on the other hand the lowest degree of commitment was observed at commitment to school. The results also indicated that factors such as age, sex, School Characteristics, the numbers of the students at school, occupational rewards are closely related to commitment levels.

The primary function of family is to be a unit to prepare a social, biologic and psychological environment for the members of the family to develop themselves. The healthy development of family’s members, depends on the structure of their families. The researches indicates that the most of the problems which has been observed on the members is connected with the unhealthy structure of their family. The aim of this research is to examine of preschool teacher candddates perceptions about their families. The research was carried out among 250 undergraduate students studying in the Department of Preschool Education, Faculty of Education at Cyprus International University. Data collected with personel information form and Family Perception Scale. Scale is a tool, adapted to Turkish by Bulut (1990) to measure, in which subjects the families can do their responsibilities and in which they can’t. The research based on descriptive research method. In the analysis of data, frequency and percentage values (%) had been calculated and to test the difference T test is used. Qualitative and quantitative analysis methods had been used for the data analysing. The main importance of the research is focus on the teacher candidates’s family concept because of their vocational and individual developmental needs.

Achieving science culture for students which is necessary in all areas of life, is directly proportional to the adequacy of teaching. Therefore, to know pre-knowledge of students and in later observed conceptual change are extremely important. Conceptual change text is one of the most used method to bring about conceptual change in students. In this research, process of developing with using conceptual change text as a evaluation tool for teaching concepts and determining misconceptions are described. For this aim, many studies on students’ possible misconceptions and concepts, acquisitions for the Sixth Grade Light and Sound Unit of Science and Technology Lesson were examined. After all of that, six conceptual texts was prepared and five hidden wrong concepts were placed in each text. As the first stage we wanted to students find wrong concepts; as the second stage,we asked to the students write to correct concepts instead this concepts. Prepared texts were conducted to 72 students except for sample by applying the pre-pilot study. After pre-pilot study, needed time in class for applying and possible mistakes for each text were determined. It was given to the students 10-15 minutes for the implementation of each text. The study is as a pilot study because this context is studied at the first time. Pilot study sampling based on random sampling, one of the probability selection methods. In this research, It has been worked with 25 students for each measuring tool, at the total with 150 six grade students. İn the prepared text, finding wrong concepts and writing correct concepts instead of them for students, requires learning in depth of the subject. So It is recommended to teachers with the courage for using this evaluation tool. Also this technique can be used for evaluate to students’ pre-knowledges.

The aim of this study is to find out preschool teachers’ beliefs about preschool children’s ability to learn science concepts and subjects and in connection with their beliefs examine their perception of self-efficacy in science teaching. Sampling of the study is composed of 100 teachers who are working in preschool institutions. Beliefs about Reformed Science Teaching and Learning (BARSTL) which is developed by Sampson and Benton and adapted into Turkish by Büyüktaşkapu is used as data collection device. This scale is prepared to identify teachers’ beliefs about science teaching and education. It consists of 32 questions that reflect both current science education philosophy in early childhood period and traditional science education philosophy. In addition to that The Science Teaching Efficacy Belief Inventory (STEBI) developed by Riggs and Enochs in 1990 and adapted into Turkish by Bıkmaz in 2002 is used as data collection device too. Gathered data was analyzed with frequency, percentage, arithmetic mean, standard deviation and Pearson correlation coefficient importance test. According to study results it is seen that preschool teachers’ beliefs about their self efficacy in science education is average and they still adopt traditional methods instead of constructivist methods in science teaching. Teachers with high self efficacy in science teaching prefer to use traditional methods in science teaching. This result indicates that in preschool science teaching children are transferred shallow information in many subjects. On the other hand the aim of science education should be in fewer subjects children could learn in detail so children can develop their science skills and construct their own information themselves.

It is aimed in this study to identify efficiency of Family Supported Reading Preparation Education Program for 60-72 months children attending preschool institution. The study is conducted in experiential type with a post test group. The sampling of the study is consisted of 50 children attending Cemile Erkunt Primary School’s preschool classes, 25 children in experiential group and 25children in control group, and their parents. Reading Preparation Education Program is developed by researchers doing literary review about relevant topic. There are 13 study booklet consists of 20 pages in Education Program. Each booklet has 18 exercises that mothers will do with their children. In study booklets following exercises are included; sound awareness exercise about letters (27 letters), identification of letters, forming stories, reading concepts, guessing chronological order of events. When assessing efficiency of the Reading Preparation Education Program as data collection devices Peobody’s Picture-Vocabulary Test and Mountain Shadows Phonemic Awareness Scale (MS-PAS) were used. Whether experiential group is more successful than control group Mann-Whitney U Test which is a non parametric test was used. According to study results it is seen that there is 0.01 significant difference between children in experiential group attending preschool and had Reading Preparation Education Program with their mothers test results in Peobody’s Picture-Vocabulary Test and Mountain Shadows Phonemic Awareness Scale (MS-PAS) and children in control group attending only preschool. Experiential group’s scores are higher than control group’s scores. Results show that administering Parent Supported Reading Preparation Education Program to children attending preschool is affective on their reading development.

It is widely admitted that understanding a language does not only refer to knowledge of grammar but also to peculiar features and characteristics of that language such as idioms, proverbs, metaphors, similes which are regarded as nonliteral expressions. They extensively take place in native speakers’ oral or written utterances but nonnative speakers hardly get the gist of the message implied. To comprehend what is meant, it is necessary to have both linguistic and communicative competence in the target language. Put another way, speakers need to have the ability to perform linguistic, cognitive, effective and socio-cultural aspects of the related language, which is defined as competence. Hence, it is safe to say that competency in a language is crucial to maintain a mutual and effective communication. To do this, learners should be not only linguistically but also pragmatically competent in the related language. Kasper (2001) supports this view with his words that grammatical competence cannot explain how speakers use language to communicate and that pragmatic competence has long been recognized as a crucial component of communicative competence. As clearly seen, pragmatic competence in a language enables speakers to express themselves and to understand what is said in the utterances produced in various forms. Bearing all this in mind, in this presentation I have aimed to probe how to deal with such expressions in learning and teaching a new language. The presentation will include the review of literature on the nonliteral expressions, their role in foreign language teaching, and difficulties in learning and teaching them adequately. Furthermore, the place of pragmatic competence for nonnative speakers in learning process will specifically be focused on. A classroom implication along with the survey conducted to the ELT students which reveals the perception frequency of the nonliteral expressions will also be supplied within the context of this presentation. Thus, the participants (teachers) are expected to have general information about the pragmatic aspect of a language

The students educated in special classes can not get the chance of gaining the skills needed for accommodating to the daily life, and also they are isolated from the social life. The researches conducted in Çanakkale revealed that disabled children mostly attend to early classes. The main purposes of this project are encouraging the educators to make disabled children attend to the normal classes, making inclusion education become wide-spread, and connecting inclusion education to the strong bases. The population of the project is the educators in the city of Çanakkale and the sample is the educators in the elementary schools in Çanakkale. In this project, the needed information about the inclusion education was given to the educators as an in service training; and then, it was tried to be revealed that whether this education leads to a change in the educators’ attitudes or not. This project which aims to make disabled children be educated in the same environment with normal children was a big step for them. In Çanakkale, almost every school obtained a source room as a part of the project. The inclusion education means that disabled children are educated in the same environment with normal peers. Inclusion can be done at every level; starting from the Pre-school to the later ages. The principles of inclusion are derived from the same bases at every level. If disabled children are together with normal peers, they can get the chance of taking them as a model, observing them, imitating them, cooperating with, sharing with, and communicating with them.

The common exams that have been administered in primary school since 2007-2008 academic year are an interclasses mid-term evaluation. With these examinations, measuring the teachers’ performance as well as eliciting the difference among the classes are aimed. Therefore, evaluating these examinations in terms of teachers’ views is essentially important to realize the aim mentioned above. This study aims to get the teachers’ considerations on common exams, if exists, to determine the problems and their solutions related with common exams. Case study which is one of the qualitative research methods has been used in this research. The research group is consisted of 60 teachers who work in a variety of primary schools in Ankara province in 2009-2010 school year. The interview form, prepared by researcher, was administered to primary school teachers in research group. The interview form was structured to explore teachers’ views on common exams by using five questions. The content analysis was used in order to analyze, sort and quantify the written and verbal data. At the end of the study; it is stated that according to the teacher, the purpose of the common examinations is to state the level of classes and cooperation between classes and to determine whether the objectives of the courses has been achieved or not. It is concluded difficulties in giving lectures synchronously in school, non-existence of cooperation between teachers and having difficulties during the preparation of the exam questions are the main problems which teachers faced with. Teachers who participated the interviews emphasized the advantages of the common examinations more than disadvantages of it.

In recent years, teacher competencies and the types of knowledge that a good teacher has have being discussed. In 1986, Shulman formed the knowledge base of teachers as subject matter knowledge, curriculum knowledge and pedagogical content knowledge. In 1987, he increased the number of types of knowledge by adding “general pedagogical knowledge”, “knowledge of learners and their characteristics”, “knowledge of educational contents”, “knowledge of education” and similar to these types of knowledge are being discussed in generic teacher competencies and subject matter competencies for elementary school teachers in our country. It is a descriptive study based on survey method and in this study the knowledge of preservice teachers about “instructional strategies”, “assessment and evaluation” and “curriculum” is investigated by vignettes. The participants of the study consisted of 36 preservice science teachers who were enrolled at Gazi University at the Department of Elementary Science Education senior class in 2008-2009. The answers of preservice teachers gave to open- ended questions in vignettes were evaluated via content analysis. As the answers of 36 pre-service teachers to the open-ended questions in vignette which was relevant to instructional strategies were analyzed, it was established that 25 preservice teachers agreed on using different instructional strategies provided meaningful learning. However, they ignore the point that instructional strategies should be applied in accordance with topic and grade of student. When the vignette related to curriculum was examined, it was found that 12 preservice teachers identified looking into the curriculum would be beneficial for determining the concepts about topics. On the other hand, when the vignette on assessment and evaluation was analyzed, it was identified that preservice teachers did not mention about formative assessment.

This study aimed to investigate the effects of organic compounds worksheets and model-based instruction on student achievement and permanent leraning. The study sample included 126 second grade students who were attending 19 Mayıs University, Education Faculty, Science and Technology Education Department. Traditional instruction method, worksheets and model-based instruction were employed to first, second and third groups respectively. To obtain data, an achievement test consisting of 50 multiple-choice questions with a Cronbach-alpha value of 0.898 was applied as pre-test, post-test and permanency test. Data were analyzed by use of t-test in SPSS 15.0 package program and responses to the questions in worksheets were evaluated in percentages. Additionally, the opinions of the students to whom subjects were taught bye the use of worksheets and model-based instruction were obtained by the use of semi- structured questions. There were significant differences between the post-test scores of the group to whom topics were taught by the use of traditional instruction and worksheet (t= -8.800; p< .05) and the group to whom topics were taught by the use of traditional instruction and model-based instruction (t= -16.213; p <.05) and the group to whom topics were taught by the use of worksheet and model-based instruction (t= -7.841; p< .05). There were significant differences between the permanency test scores of the group to whom topics were taught by the use of traditional instruction and worksheet (t= -11.740; p <.05) and the group to whom topics were taught by the use of traditional instruction and model-based instruction (t= -24.830; p< .05) and the group to whom topics were taught by the use of worksheet and model-based instruction (t= -10.447; p< .05). As a conclusion, positive classroom atmosphere created by the utilization of appropriate materials which were prepared by the students enable students to learn meaningfully. In teaching abstract concepts, the use of cheap and easily available materials as well as materials developed by the students, improve academic achievement and permanent learning, The use of the worksheets may stimulate meaningful learning. Besides, the use of different instruction methods may provide permanent and meaningful learning for the students and it may facilitate students’ participation in courses which are boring.

Sport is a phenomenon that has been observed with great interest on a world wide basis. It is the extra ordinary approaches that have been shown by the supporter, watcher and observer masses that renders sports so attractive. The common desires of the sports clubs, the sports organisations ans the sports federations are the continuation of the interest of the public that has been shown for sports and the same not to be interrupted. Sports that had been developed within the qualities of the ideal of amateurism, fair play and chivalry; and that had been shaped shaped around the said factors starting from the year 1896 in which the modern olympics had been initiated until the 1990s; had came accross structural changes. Commercialisation and professionalism that had been initiated in the 1990s, had radical effects on the managerial and contextual structure of sports as well as having a negative effect on the supporter, observer and watcher profiles. Important developments had taken place on the issue of training for sports and the culture of sports. Umbrella organisations such as UNO, UNESCO, EU, IOC, FİFA, UEFA etc... are advising sports as preventive medicine against health problems like obesity. For sports to spread in the social base to the degree that has been desired; it is required to support and develop sportive virtues (such as fair play, the soul of amateurism and chivalry. In this research, under the title of The Social Role of Sports that has been emphasised within the European Commission White Book report; a situation analysis of Turkey is going to be put forward; It is evident that there is a lot to be done in terms of creating a healthy society through physical activities; some distance has been covered in terms of the fight against doping, and that the first steps have been taken towards the improvement of the role of sports in education and teaching for the time being. Since it is not yet known the context of encouraging volunteering with sports; making use of the power of sports in terms of the issue of social belonging; has been evaluated in the intermediate level. When we are going through a complete failure in terms of preventing voilence in sports; even a policy had not been defined yet. Achievement had not been gained in terms of sharing the national values with the world; and a negative image had been acquired.

Pre-service teachers’ motivation on science learning influences their future teaching. Therefore, the purpose of this study was to examine the differences among pre-service biology, chemistry, and physics teachers’ motivation and motivational constructs’ scores on science learning. Also, it was investigated that whether there were any differences among female and male pre-service biology, chemistry, and physics teachers’ motivation scores and whether there were any differences between female and male pre-service teachers’ motivational constructs’ scores on science learning. In this study, the Science Motivation Questionnaire (SMQ) consisting of six constructs (intrinsic motivation, extrinsic motivation, goal orientation, self-efficacy, self-determination, and anxiety) developed by Glynn and Koballa (2005) was administered to 351 pre-service biology, chemistry, and physics teachers in a university in Turkey. The ANOVA results showed that there was a significant difference between biology and physics pre-service teachers’ motivation scores on science learning at the p<.05 level (F(2,322)=3.246, p=.04). Furthermore, it was found that biology pre-service teachers’ motivation scores are higher than physics pre-service teachers’ motivation scores (Mbio=112, Mphys=107). Moreover, it was obtained that there was no significant difference among female and male pre-service biology, chemistry, and physics teachers’ motivation scores on science learning (F(2,302)=1.655, p=.193). The Wilks’ Lambda multivariate test of overall differences considering six constructs among the pre-service biology, chemistry, and physics teachers’ motivational constructs’ scores on science learning was statistically significant (F(12,634)=2.331, p=.006, partialη2=.042). Lastly, the Wilks’ Lambda multivariate test of overall differences considering six constructs between female and male pre-service teachers’ motivational constructs’ scores on science learning was not statistically significant (F(12,594)=1.212, p=.271, partialη2=.024). The results of the study showed that pre-service biology, chemistry, and physics teachers’ motivation and motivational constructs’ scores on science learning differ. Therefore, it is important to determine students’ motivation on science learning in advance in order to teach and learn science meaningfully.

Many students at all levels have difficulties in understanding chemistry. Students’ constructions of a chemical concept sometimes differ from scientific explanations since they construct their own concepts. Therefore, the purpose of this study was to find out the pre-service chemistry teachers’ explanations regarding chemistry topics which are matter and particles, gases, solutions, vapor pressure and boiling point, chemical equilibrium, acids and bases, and electrochemistry at the beginning of a course named “Basic Chemistry Laboratory”. One-to-one semi-structured interviews were administered to a sample of six participants enrolled in the Department of Secondary Science and Mathematics Education at a university in Ankara. During the interview, participants were questioned to determine their conceptual understanding related chemistry topics. Coding was made and categories were formed to analyze the data. Five main categories were formed, which were correct explanation, partially correct explanation, incorrect explanation without misconceptions, incorrect explanation with misconceptions, and no answer. Analysis of the transcribed interviews showed that the majority of the participants explained their ideas as incorrect and hold some misconceptions on related topics. For example, some students hold misconceptions on the matter and particle topic such as they did not think about molecules as a particle and said that atom is always smallest particle of compound. In addition, three participants made the correct explanation regarding the question on gases. However, two of them gave incorrect explanation with misconceptions on that question. Moreover, four students had difficulties in explaining the electrochemistry question which was the most challenging one for them. It is important to diagnose the pre-service teachers’ misconceptions before the instruction. In order to overcome these misconceptions, alternative views of them should be discussed in the class and then different teaching strategies and methods such as conceptual change, argumentation, problem based learning should be implemented.

Today, natural environment vanishes gradually in the face of the increase of technology, consuming and urbanization. It is observed that the politics carried out to prevent the rapid and uncontrolled change in nature are not enough, which shows that fist of all we should start from the educating of people who forms the nations to protect the environment and improving environmental values. For this reason, to increase the sensitivity for ecological problems of people, and to make them have positive environmental attitude and actions form one of the most important parts of the education societies carry out. The period in which individuals’ potential for gaining attitudes and behaviors is early years. In this respect, instilling the basic knowledge, attitudes and behaviors in individuals during early years has critical importance with respect to raising environmentally sensitive world citizens. In this critical instructional process, the early childhood teacher plays an important role both as a model and as a guide in raising individuals. This research has been made for the aim of determining the environmental attitudes of early childhood teachers. The study group of the research is formed by 150 early childhood teachers coming from different cities of Turkey for the National Education Ministry (NEM) In-service Training performed in Aksaray, Rize and Yalova in 2008-2009 academic years by using 0.95 confidence level (0.10), 0.90 mass interval and tolerance interval basically upon the total early childhood teachers in Turkey (28848). “Environmental Attitude Scale” developed by Fernandez-Manzanal et al. (2007) was used as a tool of data collection. At the end of the research, the environmental attitudes of early childhood teachers’ are identified and suggestions are made based on the findings.

Recent studies show that ignorance and wrong actions of people cause on a large scale global warming, unbalanced ecology and disappearing of natural environment. So, the first way to announce important environmental problems and take measures should be to make today’s people conscious. Early learning years is the main process of forming environmental attitudes. Many social scientists emphasize that as children’s respect for and their interests in environment are not developed in early years, they carry the risk they cannot improve their environmental attitude throughout the rest of their life. In this research, it is aimed, to determine the effects of the environmental education program on environmental attitude levels of parents and children who are going on with the preschool. There are 52 children and 26 of them is in the experiement group and 26 of them is in the control group and also 51 parents are included in the research. Before and after the Environmental Education Program, “the Children’s Environmental Attitudes Scale” and “the New Ecological Paradigm Scale” are used to determine the environmental attitude levels of the parents and children who are in the experiement and control group. After the Environmental Education Program, between the scores which are taken from the Children’s Environmental Attitudes Scale by children who are in the experiement and control group and from the New Ecological Paradigm Scale by parents, there is deep difference for the benefit of experiement group. In the permanence test which is done for education program, it is determined that the effect of education program is in progress. With these findings, some suggestions are presented to both scientific research which will be done in the future and parents and educators to help improving environmental attitudes of young children.

The aim of this study is to determine elementary science and primary teacher candidates’ reasons for preference of teacher profession. The sample of the research consists of total 250 teacher candidates enrolled in the department of elementary education, Faculty of education, Bayburt University [Primary education (N=130) and elementary science education (N=120)]. Data were collected via a questionnaire including five open-ended questions. The written responses were analyzed qualitatively. The findings indicated that primary teacher candidates preferred to be teacher because they think that their university entrance points was enough to get into the university, and because they love children, they enjoy teaching to children, they believe that the profession is an ideal profession for themselves and they think that they look after their children because they have got much vacation in the teacher profession. But teacher candidates enrolled in Department of Science Education stated that they preferred teacher profession not only because they enjoy teaching and learning, and get pleased with teaching the course to children but because they care suitability for working atmosphere, they could not get the grade they hoped, they preferred the profession owing to family pressure, they take their teachers up to now as a model or their teachers want them to be a teacher.

Many Hong Kong undergraduate business programs in human resource management (HRM) aim to train students in HRM employment selection interview skill as part of their competence building. A number of different pedagogical designs exist that serve this purpose. As an antidote to tired didactics like information impartation and passive note taking, role play simulation have been well regarded and even widely recognized as conducive to engage participants in productive ‘active learning’. Besides complementing the lecture method, role play seems to elicit a number of observable responses including involvement, spontaneity and reflection. Hence, role play is conveniently treated as a viable ‘teaching technique’ and ‘learning activity. For some, like van Ments (1999), it has been shown that role play ‘is just excellent at enabling students to “feel, react and behave” in an interactive learning process’. However, not much attention in researches in Hong Kong has been put on learner receptivity toward role play. Its effectiveness in enhancing HRM interactive-skill competence among Asian students is insufficiently analyzed. Before we summarily applause role play, it is argued that we need to revisit its definition. While students assume a ‘role’ and they play a part in a specific context, ‘play’ however connotes the sense that ‘the role is taken on in a safe environment in which students are as inventive and as playful as possible and they are uninhibited by observation by teachers’ (Ladousse, 1991:5-8). If students come prepared with a script, it is no longer a role-play but a drama performance. This paper examines effectiveness of role-play simulation as a teaching/learning device in higher education, analyzes student receptivity with a view to consider those insights, challenges and prospects on ways of refining receptivity and effectiveness. (Word count : 282)

The research published in a new book is the result of studies on the professional status of teachers from an international, comparative point of view. The first Italian workgroup, which met to discuss this subject in the summer of 2001, was progressively joined by groups of scholars from other countries, who were interested in giving a sense to teachers and value to their profession. rn The year 2004 saw the publication of data from the Italian and United States sides and, in 2005, the results from Poland were made known. Thoughts from Belgium, Cyprus and Libya were added in 2006 and joined by those of Slovakia and Turkey in 2007. rn In all cases, the participants in the research provided for the translation of the questionnaire into their national languages, starting from the original English draft, prepared in the United States. The choice of publishing in two languages, Italian and English, was meant to be a sign of respect for the participants from the various Universities as well as an encouragement for everyone to read it.rn The data collected is more indicative, than statistically representative and able to be generalised, of what was felt by the teachers in contexts within which an identity of professional belonging was detected. We understand that the teacher is such within any context and that the phenomenal differentiations that characterise the various situations examined expand the viewpoint of the study without eliminating the mutual identifying features of the profession.rn In any case, teachers are recognised as just this. At times they feel it is a mission, at others a vocation. They start enthusiastically when they are young, become not motivated towards the middle of their careers and are completely exhausted upon reaching retirement.rn This appears to be an inflexible trend of the professional cycle and all countries detect second thoughts and exceptions. However, not all younger teachers are enthusiastic and not all teachers of retirement age stop teaching. The element that persists in all working and living situations is the proof of being an agent of social change and, in this being for innovation, one discovers the ethics of a profession that find a vital environment of an own, irreplaceable identification in schools and universities. rn The strong, common note is undoubtedly responsibility towards alumni balanced out by the weak, common note of regret of the scant social prestige of being a teacher. There seems to be a lack of communication between the personal and social aspects that the education towards being cannot manage to reconcile with educating towards having. Theachers are responsible, but have no prestige. This image of teachers weighs heavily on their professional status due to the inevitable political implications it results in and the considerable effect on institutional behaviour. Teachers listen, but they are not heard; teachers are committed, but remain unrecognised; teachers assess, but are exploited. rnrn

COGNITIVE STRATEGY IN TEACHING VOCABULARY Mayya Choban National Academy of Security Service of Ukraine Department of Foreign Languages KYIV Email: choban@ukr.net ABSTRACT This paper deals with teaching vocabulary on the basis of the latest findings of the linguistic theory. Alongside with the review of the conventional methods of teaching vocabulary (abundant reading, giving definitions of new words, etc.) and some new techniques (keyword method, semantic mapping, etc.), the cognitive approach to teaching vocabulary is presented. The conclusion is made that the problem of translating cognitive insights into education curriculum could be partially solved by teaching nouns by means of frames and teaching verbs through event schemas. Keywords: keyword method, semantic mapping, frames, event schemas, prototypical situations 1. INTRODUCTION The past quarter century has seen the dynamic developments in linguistic theories, the most fundamental ones being cognitive grammar (cf. Langacker 1987) and systemic functional linguistic theory (cf. Halliday 1985). However, the findings of these frameworks have not found its implementation in the curriculum of foreign language teaching. This paper attempts to bridge the gap between the research and education. Although vocabulary is essential in mastery a foreign language there is little investigation of vocabulary teaching strategies. One of the most important works on the subject in relation to applied linguistics is “Vocabulary” by R.Carter (1998). As is known, the problem of memorization is of considerable significance in learning and teaching vocabulary. People initially register information from the environment in their sensory organs (i.e., eyes, ears, nose, etc.). Some of the information is ignored, while the remainder enters the short-term memory which has a limited capacity to keep the information. In order to transfer information into long-term memory it should be processed in some way. The more frequently students encounter words in various settings (e.g. reading, listening, games, etc.), the better their retention of them. According to R.Carter, in the initial stages of language learning single words should be learned in lists of paired words which are sometimes accompanied by a picture or some graphical representation. By reading books and magazines people’s vocabulary typically expands throughout their lives. Some empirical investigations showed that children learn 13 new vocabulary words a day and will need to learn 6 to 7 words a day for life (Miller and Gildea 1987). These facts show that there should be more effective techniques for increasing student vocabulary. Presenting the definitions of new words to students prove rather effective but some dictionary definitions can lead to confusion unless they are presented in terms that students can understand. One of the new tools in teaching vocabulary, the keyword method, is based on mental imagery. It consists in associating the keyword that sounds like some part of the foreign word with the translated word. According to Pressley et al. (1987), students who were provided with keyword illustrations remembered the vocabulary words about 50% more than did students in the contextual analysis condition. The keyword method consists mainly of three stages: 1.Taking an unfamiliar word. For example, “persuade” and “surplus” are unfamiliar. 2. Acquiring a familiar word as a keyword. Keywords should: a) sound like a salient part of the unfamiliar word and b) be readily visualizable through a mental image. For instance, “purse” is a suitable keyword for “persuade” while “syrup” is an appropriate keyword for “surplus”. 3.Forming a link between the keyword and the unknown word. Using the example of “persuade” as the unfamiliar word and “purse” as the selected keyword, one may form a picture of a woman being persuaded to buy a purse (Pressley et al. 1987).It is clear that the more words are enriched by imagistic associations, the more likely it is that they will be retained. However, this technique is rather time consuming and, moreover, some words are not representable by objects and it is difficult to find picturable associations when words have no propositional content. According to McKeown et al. (1985), students can be taught vocabulary in multiple ways, including generating associations to new words, constructing meaningful sentences containing new words, matching words with their definitions, playing games requiring knowledge of meaning, and using the words outside of class. Another important work on the subject is M.Pressley and L.Lysynchuk (2000). According to these authors, some of the most important recommendations as to increasing students’ vocabulary are to read extensively to students and encourage them to read on their own. The explanation is obvious: children learn new vocabulary by hearing stories and retelling what they have heard. By reading books and magazines people’s vocabulary typically expands throughout their lives. Another conventional method of teaching unknown words is to give their definitions. However, some dictionary definitions can lead to confusion unless they are presented in terms that students can understand. Some authors consider it necessary to teach students how to derive word meaning from context cues (White et al. 1989). For instance, students encounter the word disagreement. Many of them know that the prefix dis- means “not”, the root agree is a verb meaning to say “yes” and the suffix –ment is used to form nouns. These cues help students to infer the meaning “absence of agreement”. Alongside with the conventional methods, M.Pressley and L.Lysynchuk describe some new techniques (e.g. keyword method, semantic maps, etc.). Semantic mapping consists in a categorical structuring of information in a graphic form. It is combined with students’ brainstorming about related vocabulary. Semantic mapping has been used successfully in a variety of classroom applications. Heimlich and Pittelman (1986) give three of the most commonly used applications of the semantic mapping strategy: 1)for general vocabulary development, 2) for pre and postreading and 3) as a study skill technique. For instance, the semantic map for “Stores” includes people (customers, manager, etc.), kinds (clothing, shoes, etc), prices (cheap, expensive, etc.), expenses of owning (rent, electricity, etc.) and problems (fire, robbery, etc.). According to J.E.Heimlich and S.D.Pittelman, the discussion of the semantic map is the most important part of the lesson as it encourages students to be aware of new words, to gather new meanings from old words and to see the relationships among all the words (Heimlich and Pittelman 1986:6).During semantic mapping the brain retrieves the information that is stored in memory. Semantic mapping has been used successfully by teachers with students of all grade levels, by college students and by adults.The latest findings show that students who received semantic map instruction demonstrated longer retention and better knowledge of target vocabulary as compared to their peers who studied the same words “in context”.We suggest another semantic technique of teaching vocabulary to adults which is based on cognitive theory. 1.1 Problem Status Over the past several years cognitive strategy has emerged as a promising approach to language instruction. Unlike the linguistic approach to language learning which is based on the assumption that human beings are endowed with a language capacity in their mind (cf. Chomsky 1966), the cognitive science does not separate language from other aspects of cognition. Human thought is organized around two basic types of conceptual units: things and relations. The conceptual category “thing” is reflected in the linguistic category “noun”, while relations are coded as verbs, adjectives, adverbs, prepositions and conjunctions. The distinction between nouns and verbs exists in every language. These two basic grammatical categories reflect our structuring of the world. The formation of categories is one of the most important cognitive processes. Categorization enables people to structure the unstructured world around them. The most prototypical things in our experiential world relate to physical objects, less prototypical things are abstract units. Lexical categories, consisting of prototypical and peripheral members, can be grouped in taxonomies (i.e. hierarchies of conceptual categories). For example, categories at the basic level such as “car”, “train”, “bike”, “plane”, etc. are simple in form, used frequently and should be taught at the elementary level. The peripheral members of the category (e.g. the prototypical category “car” has the following peripheral members: “sports car”, “jeep”, “lorry”, “truck”, etc.) should be learned at a higher level of studying. At a still higher level of learning a foreign language a student should acquire the vocabulary of a conceptual frame, such as a “traffic” frame, a “marriage” frame, a “university” frame, that is, “… a conceptual frame is the coherent package of knowledge that surrounds a category and is activated when we use or hear a word “ (Radden and Dirven 2007: 9). The essential part of vocabulary is occupied by verbs which are constituting members of a sentence. We suggest that they should be taught through the situations they constitute. Communication is about situations, i.e. about events that happen and states things are in. Types of situations are distinguished with respect to the conceptual entities participating in them. The roles of the conceptual entities known as thematic roles (or participant roles) include the agent (the instigator of the action) and the theme (i.e. the entity that is affected by an action or is neutrally involved in a situation). Basic configurations of the thematic roles are known as event schemas. Event schemas characterize the conceptual core of situations. The conceptual core is a relation combined with two or more participants. Participant roles are central to an event schema. In the structure of a sentence they are coded as obligatory elements: a subject, a direct object, an indirect object, or another complement. Both the number of event schemas and the number of sentence patterns are limited. The manifold situations encounted in the world are thus reduced to a small set of event schemas and are expressed by an even smaller set of sentence patterns In a given conceptual core participants are associated with a certain function (or role). The thematic roles are participant roles. The set of event schemas includes the emotion schema, the action schema and the transfer schema. These event schemas are expressed in a small set of sentence patterns. The basic sentence patterns include intransitive, transitive and ditransitive constructions. All the situations may be referred to three conceptually structured worlds: the material world, the psychological world and the force-dynamic world. The event schemas (i.e. verbs and their participants) of the material world include the prototypical situations of states, processes, motion and possession. In states two entities are related as A is B. Grammatically this relation is expressed by the copulative construction. The copulative construction consists of a subject, a copular verb (typically be) and a complement which may be a predicative adjective (e.g., be kind), a predicate nominal (be a teacher) or a figurative prepositional phrase (be in trouble). Processes involve a change of state: A becomes B. The copular verb become is the most neutral verb expressing a change of state. Many kinds of change are expressed by motion verbs: turn (He turned red), fall (He fell in love), grow (He grew old), go (Everything went wrong), come (My dream came true) which metaphorically convey the particular meaning of the change. The motion schema involves things or people moving from a source along a path to a goal. It includes motion verbs: go, come, leave, move, land, etc. (e.g. The plane has just landed). . The possession schema describes a relation between a possessor and a theme. The possessor is generally a human and the thing possessed is a physical object. In the possession schema the sentence pattern used to express possession is the transitive construction with the possessor coded as the subject and the possessed thing as the direct object and is constituted by such verbs as have, own, possess, hold, take, get, seize, receive, lose, etc. The psychological world is presented by the emotion schema and the perception/cognition schema. The emotion schema describes the emotional state a human experiences. In the emotion schema the experiencer can be the only participant (e.g. .She is happy). Conceptually, however, there must be some cause triggering the emotion: I like Chopin, where Chopin is the cause. Verbs of psychological state are like, love, adore, admire, hate, detest, etc. The close connection between perception and cognition is reflected in verbs which mean both “perception” and “cognition”, such as see, hear, observe, know, smell, etc. The experiencer and the theme constitute the situation (e.g. I can hear the flute). The prototypical situations in the force-dynamic world involve the self-motion schema, the caused-motion schema and the transfer schema. The self-motion schema describes an agent’s instigated own motion. Self-motion is expressed by the intransitive construction and is constituted by intransitive verbs leave, go, drive, come, fly, swim, jump, etc. (e.g. We flew from London; We drove to Exeter). The caused-motion schema describes situations in which an agent causes the motion of things to a goal (e.g. He put the book on the table) or a natural force causes the motion of a thing away from a source (e.g. The storm blew the roof off the house). The caused-motion construction is characterized by a subject denoting a cause, a predicate denoting motion, a direct object denoting the moving theme and a complement denoting the goal or source. The verbs used in this construction are put, blow, throw, kick, push, pour, load, fill, etc. The transfer schema describes situations in which an agent passes a thing to a recipient. The ditransitive constructions are constituted by verbs of physical transfer (give, pass, hand, sell, pay, provide, offer, lend, send, bring, etc., e.g. He gave me an apple) and verbs of abstract transfer represented mostly by verbs of communication (teach, inform, notify, remind, tell, advise, convince, persuade, warn, promise, say to, explain to, etc., e.g. He taught me French). , Concluding Comments and Recommendations There are many strategies for vocabulary acquisition from conventional methods which include extensive reading, word definitions, etc. to some new techniques (keyword method, semantic mapping, etc.). The scholars are unanimous in the opinion that the more frequently students encounted words across multiple settings and activities, the better their retention and understanding of them. The recent developments of the cognitive science (categorization, structuring the world around us, particularly the event schemas which are considered conceptually universal) could be applied to teaching foreign languages in a multinational environment. The cognitive technique described above is designed for teaching adults. The grammatical constructions the situations represent include verbs of a certain lexical semantic group which could be learnt without difficulty and in short time. In this way the problem of translating cognitive insights into education curriculum could be partially solved. We recommend that in order to prove the effectiveness of the suggested technique further research (both empiric and qualitative) should be carried out. Investigations across languages might be of particular value. REFERENCES Langacker, R. (1987). Foundations of Cognitive Grammar. Vol.1. Standford, California Halliday, M. (1985). An Introduction to Functional Grammar. London: Arnold Carter, R. (1998). Vocabulary. London and New York Miller,G.A. and Gildea,P.M. (1987). How children learn words. – Scientific American, 257, 3. Pressley, M., Levin, J.R., and McDaniel, M.A. (1987). Remembering versus inferring what a word means: mnemonic and contextual approaches. In M.O.McKeown and M.E.Curtis (eds.). The nature of vocabulary acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates. McKeown,M.G., Beck,I.L., Omanson,R., and Pople,M.T. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. – Reading Research Quarterly, 20, 522-535. Pressley,M., Lysynchuk, L. Vocabulary. In Cognitive Strategy Instruction. (2000). Cambridge, Massachusetts: Brookline Books, pp.101-115. White,T.G., Power, M.A., White, S. (1989). Morphological analysis: Implications for teaching and understanding vocabulary growth. Reading Research Quarterly, 24, 283-304 Heimlich, J.E. and Pittelman, S.D. (1986).Semantic Mapping: Classroom Applications. Newark, Delaware: International Reading Association. Chomsky, N. (1966). Linguistic Theory.In Landmarks of American Language and Linguistics. Vol.1. Washington, DC, 1993 Radden, G.and Dirven, R. (2007). Cognitive English Grammar. Amsterdam: John Benjamins Publishing Compony.

The present study attempts to investigate the effects of matching between learners’ preferred perceptual learning styles with teacher’s teaching styles on learners’ English achievement performances at Cyprus International University (CIU) in TRNC. Moreover, this study aims to contribute to the improvement of the progress of English language learners in this institution. The study was conducted in the 2006-2007 academic year with two subject groups; thirty-two intermediate level students whose levels was determined according to their proficiciency test results. The majority of the students of CIU were from Turkey and Northern Cyprus. When the students entered the university, most of them had an insufficient level of English to commence their undergraduate education at an English medium university. Consequently, the students who had insufficient level of English were required to attend a one-year intensive language course at the Center of Foreign Languages, English Language Programme (CFLELP). In this study , three instruments were used. One of them was Dr. Joy M. Reid’s “Perceptual Learning Style Preference Questionnaire (PLSPQ)”, which aimed at providing data about the participants’ preferred perceptual learning styles. It was piloted in order to find the reliability coefficient of the questinnaire and the cronbach alpha of it was found to be ,7790. Another instrument was kineasthetic and tactile language activities, which were designed to use in the Experimental Group. The other instrument was the “Achievement Test” that was used as a tool to assess whether learners had mastered the material taught in the class or not. It was developed by the researcher and based on the responses of the participants, cronbach alpha of the test was found to be ,88. This achievement test was given to the students of both control group and experimental group as a pre-test and a post-test in order to compare the results by using Pearson Correlation . The pre-achievement test and post- achievement tests were designed to be given to the participants at the beginning and end of their intermediate level. By the help of the the results of this test, the researcher compared the kineasthetic and tactile participants’ English language achievement results of vocabulary, grammar and reading and cloze test with other participants and also with themselves to see what progress they show within the seven-week programme in the experimental group. Therefore, the results of these pre and post achievement tests were compared for the same students at the very beginning of the programme and the last day of the programme to get valid and reliable data about the effect of matching and mismatching of the participants’ preferred learning styles and the teacher’s teaching styles. Thus, by the help of the results the researher came to conclusion that matching and mismatching of learning styles with teacher’s enhanced the language learners’ performances or not. The achievement test, which aimed to assess the participants’ performances on vocabulary, grammar and reading and cloze test was prepared by the researcher (see Appendix A). The reason of using only grammar, vocabulary and reading for assessing the participants’ English language performances was to get objective data about assessment and application; therefore, multiple-choice questions were prepared to get valid and reliable data. Moreover, this achievement test provided the correlation for the proficiency test that was prepared by the testing office of CFL ELP and the quizzes that were given to the learners’ to see their progresses. The focus of the study aims at investigating the influences of matching and mismatching learners’ perceptual styles with teacher’s teaching style on learners’ English achievement performances and providing data about whether the best language learning occurs when teaching styles matches with learning styles. This study is a quasi-experimental study based on investigating the effect of kineasthetic and tactile activities on academic success of Experimental Group and Control Group, who were studying English in CFL ELP during the fourth seven-week module of the 2006-2007 academic year, spring semester. The data analysis of the achievement test revealed that there was no statistically significant effect of using activities that were based on the students’ preferred perceptual learning styles. Although the study revealed that the pre-test mean score of experimental class was lower than the mean score of the control class, the post-test mean score of experimental class was higher than the other class; therefore, it is crucial to mention that although experimental class learners were benefited from the used kinesthetic and tactile activities in some extend, the results statistically did not provide significant difference between two classes. The present study may illuminate the way for the future studies towards the betterment of the field.

Bu araştırma ile müzik öğretmeni adaylarının bireysel çalgı eğitimi dersine ilişkin güdülenme düzeyleri ile meslek eğitimi seçimleri arasındaki ilişkinin belirlenmesi amaçlanmış ve bu amaç doğrultusunda araştırma, tarama modeli olarak şekillendirilmiştir. Araştırmanın evrenini, Eğitim Fakülteleri Güzel Sanatlar Eğitimi Anabilim Dalı Müzik Öğretmenliği Lisans Programları’nda öğrenim gören müzik öğretmeni adayları, örneklemini ise; Marmara, Gazi, Dokuz Eylül ve Abant İzzet Baysal Üniversiteleri Eğitim Fakülteleri Güzel Sanatlar Eğitimi Bölümü Müzik Eğitimi Anabilim Dalı Lisans Programlarında öğrenim gören 1., 2., 3. ve 4. sınıflardan toplam 403 öğrenci oluşturmaktadır. Ölçme aracı olarak, “kişisel bilgi anketi” ve araştırmacılar tarafından geliştirilen “Bireysel Çalgı Eğitimi Dersi Güdülenme Ölçeği” uygulanmıştır. Araştırmada, öğrencilerin çalgı öğrenmeye ilişkin güdülenme düzeyleri, İlgi, Eğitim Ortamı, Çevre ve Mesleki Beklenti alt boyutlarına göre; • Müzik öğretmenliği meslek eğitimini isteyerek seçme ve • Mezun olduktan sonra yapmayı planladıkları diğer meslek alanları bakımından farklılaşma durumları incelenmiştir. Müzik öğretmenliği mesleğini isteyerek seçme ve mesleki hedef değişkenleri arasındaki ilişkiler, “ki-kare testi”, “Pearson korelasyon analizi”, “t-testi’’, tek yönlü “ANOVA” testleri kullanılarak incelenmiştir. Sonuç olarak; müzik öğretmeni adaylarının gelecekte yapmayı planladıkları meslek değişkenine göre, bireysel çalgılarına yönelik güdülenme düzeylerinin, anlamlı bir farklılık gösterdiği, Mesleğini isteyerek seçme durumu ile bireysel çalgıya yönelik güdülenme düzeyi arasındaki ilişkiye bakıldığında ise mesleğini isteyerek seçenlerin, bireysel çalgılarına yönelik olarak güdülenme ölçeğinin ilgi alt boyutu puanlarının daha yüksek olduğu görülmüştür.

Inside Italian-speaking Switzerland is currently underway a reform process of the secondary school system. Since three years we start an analysis of the process using a multi focus research design. Firstly we collect and analyze all the public documents on the reform and some interviews with privileged witnesses. We use a codification system that take in account at the same time bottom up and top-down system. During our presentation we expose also the way of working on the reliability problems using software. Secondly we use the analysis grid to carry out four case studies in four schools choose to represent out school system. We expose during the presentation how the case studies have been conducted and the main results of this works. The third parts of the research consist in a return to the system using a questionnaire administered to all the participant of the school system. This last part has not been conducted yet. Analysis helps in refinement of our theoretical frame and in producing a detection and analysis grid to study our educational institutions and school system. Import investigating models from different contexts (institutional, national or cultural) may be problematical for the evaluation of real weight of each dimension in the phenomenon so we expose in which ways we use the field data to intervene on our theoretical frame.

Computers, one of the big shots of this modern age, are almost everywhere. It is like the industrial revolution impacted on the world over a century before; this is called ‘digital revolution’. Education has its share from such a digital world. Presenting various functions for educational environments, computers have potential advantages to both the teachers and the learners. Being one of the opportunities that computers offer to the learners, animations are also a tiny but shiny part of these high-tech educational environments. One of the big challenges in language learning is to learn the new words. It is difficult to learn a new language with such a bulk of words just by looking them up in dictionaries. It is thought that learning these words in a context, but with animation will be much easier. By presenting a text on a paper and then with a flash animation to the students and comparing each findings which will be obtained at the end of the mini vocabulary test as pre/post tests, this small scale study aims to find out the effectiveness of using animation to facilitate the acquisition of new words. At the end of the study, it is expected that the findings reveal that learners can outperform learning new vocabulary when the related text is shown within a flash animation. Animations can be helpful both for practical and motivational reasons. Therefore, from young to adult but especially learners at beginner level can make use of animations in language learning. Furthermore, teachers and learners can see that even a small change in an educational environment in which the papers replace with animation, matters a lot in terms of language learning. It will be a small but a meaningful contribution to show this effective aspect of computers in language learning.

This study has been developed in order to improve new materials based on the context-based learning approach and to evaluate their effectiveness. New materials that teachers and students will be able to utilize have been developed and applied by the course teacher in a high school in the Karadeniz region of Turkey in 2009 for the unit ‘Waves’ of the ninth grade. The study was conducted as a case study method for 10 hours in accordance with the duration reserved for the unit. Half-constructive interviews and camera-supported observation for 10 hours have been used as means of data-collection. The results obtained from the findings, it has become clear that context-based approach has not been understood entirely by the teacher and students yet. Therefore, it is thought that there is a need for teachers’ books including coursebooks with extra guiding materials for physics lessons.

This study had been made to determine the values of families of preschool children. this study was conducted to 13 different preschool, 180 mothers, 158 fathers and 37 other major (grandmother, grandfather, uncle, brother, sister ect.) with 375 people in the second semester of 2008-2009 academic year in Ankara. Data were collected by a scale which is developed by Schwartz "Portrait Values Questionnaire" and adapted to Turkish by Demirutku. The Schwartz taxonomy has 10 main values, Power, Achievement, Hedonism, Stimulation, Self-direction, Universalism, Benevolence, Tradition, Comformity, Security. Sun-values of these main values are also defined in the survey. In order to compare values according to age, family members and level of education; "t Test" and "Manova" statistics were used. Internal consistency coeficient (Cronbach's alpha) of scale was 0,88. According to results, significant difference had been found between the groups of ages in terms of values of families. Significant difference had been stated between mother-other members and father-other members according to value of Universalism. Moreover, the difference between graduated of primary school-university in terms of value of Comformity and the difference between graduated of primary school-university and hihg school-university in terms of value of Tradition is significant. Also, a significant difference had been pointed out between graduated of primary school-university in terms of value of Benevolence and between graduated of primary school-university, university-post graduated in terms of value of Self-direction.

Traditional assessment and evaluation approaches with current validity and their theoretical bases have been shaped more on the basis of behavioural approach. Since 1990s, a need has emerged for the creation of assessment and evaluation systems that incorporate the concepts of creativity, problem-solving and critical thinking. One of the approaches including the aforementioned concepts is termed as performance assessment. In our country, starting with the implementation of constructivist approach, activities for performance assessment have been employed at elementary schools. Among the activities implemented for the observation of student performance, performance tasks and project assignments come to the fore. Project assignments are broad-ranged activities that require creativity and high level of skills and conducted by students individually or in groups (MEB, 2009). The Regulation of the Ministry of National Education on Elementary Education Institutions defines performance tasks as short-term tasks encompassing activities that require students to use and develop their skills in cognitive, affective, psychomotor areas to create an end product. Despite the guidance provided by school teachers for assignments, students also need assistance from parents outside the school environment. As a result of a study on the views of elementary school teachers on assessment and evaluation activities on the basis of constructivist approach, teachers also reported the insufficiency of parental support (Coşkun, 2009). The present study aims to indicate the views of the parents of second-grade elementary school students on performance tasks and project assignments. The study employed case study methodology from qualitative research patterns. Data were complied from interviews conducted with parents of second-grade students from an elementary school located in Kizilcahamam County of Ankara in the 2009-2010 school year. The data were analysed by using the content analysis technique. The results of the study are significant in that the study reviews the problems encountered at the implementation stage of performance tasks and project assignments from the parental perspective.

Social entrepreneurship is essential for a proper and dynamic social development. The aim of this study is to investigate the perceptions of the prekindregarten teacher candidates on social entrepreneurship, and to reveal the current levels of the teacher candidates in terms of life steps ( apprenticeship, realization of the idea in practice, 1st step, 2nd step, 3rd step ) as a social entrepreuner. The sample of the study will be consisted by the 3rd and 4th grade students of Çukurova University, Faculty of Education, Department of Prekindergarten School Teaching. The questionnaire, which was prepared by the researcher herself, will be conducted to total 130 students. The study is qualitative, and scanning model will be used in the study.Results will be analyzed by contetnt analysis, and the answers will be given codes in order to categorize.

More and more skills are needed today so as to catch up with the continuously developing technology. In consequence, “lifelong learning” has stopped being a slogan and become a social need. Lifelong learning skills include cognitive and sensorial features such as curiosity, information literacy, digital proficiency, entrepreneurship, competence in native language and foreign language, motivation, perseverance, skills for learning to learn, and self-regulated learning. The current research aims to determine teacher candidates’ lifelong learning tendencies and self-regulated learning skills. The research is conducted on a group of 120 senior students attending Hacettepe University, Faculty of Education. The research using a descriptive method which enables to reveal the current state pursues answers to the following questions: 1. What is the teacher candidates’ level of lifelong learning tendencies and of self-regulated learning skills? 2. Do lifelong learning tendencies vary on the basis of gender, perception of success and computer skills? 3. Do self-regulated learning skills vary on the basis of gender and perception of success? 4. Does a significant correlation hold between lifelong learning tendencies and self-regulated learning skills? “Lifelong Learning Tendencies Scale” was developed by Diker Coşkun (2009). The factor analysis conducted during the pre-trial period demonstrated that 74 items of the scale had four sub-dimensions with specific values bigger than 12. The Cronbach alpha internal consistency coefficient of the scale was found to be .93. Items analyses for the reliability of the scale were also performed, and correlation coefficients holding between item scores and scale scores were calculated. At the end of the study, the levels of affecting the scale reliability were determined for each item and the items whose item-total correlation was below r=0.30 were removed from the scale. Following the analyses conducted, a final scale containing 27 questions and four sub-dimensions was constructed. The dimensions of lifelong learning scale were determined as “motivation”, “perseverance”, “lack of learning to learn”, and “lack of curiosity” respectively. “Self-regulated Learning Skills Scale” was developed by Turan (2009). The factor analysis showed that 41 items of the scale were clustered around four factors with specific values bigger than 1.5. The sub-dimensions of the scale were found as “motivation and taking action for learning”, planning and goal setting”, “strategy use and evaluation”, and “learning dependence”. Cronbach alpha coefficient was used for the reliability of the scale and it was found as 0.91 for the overall scale. Pearson correlation coefficient was used in determining the relations between lifelong learning tendencies and self-regulated learning. It is hoped that the research, which is currently at the stage of data analysis, will contribute to the field literature.

People live in a society and they need socialization. While maintaining social relations, they learn behaviors approved by the society. Through art education, which is applied in preschool education, planned studying habits, taking responsibilities, cooperating, helping, developing solidarity habit, and building positive relations with others are taught to the children. But, the environment is an important factor in the psycho-social development of children. It is thought that the environment in which the child lives will affect the psycho-social development by showing him/her how to behave in his/her social relations.In this research, psycho-social developments of 6 year old children that attend preschool in affect of educational level of parent, sosyo- economic level, sex, whether the child has a sibling the status and graduation program of the teacher has been investigated. Psycho-social Behaviors Scale for Preschoolers which was developed by Turkish Psychology Union Preschool Committee (1998) was applied to designate the psycho-social development. The 6 year old children that attend at preschool organization in the city center of Konya were included in the scope of the research. The sample was determined with random classification sampling method and is composed of 110 children.The research has been done according to the scanning model. Different art activities (painting, paper-work and working with used items) of children attending at preschools were recorded on camera and the psycho-social behaviors were assessed by two observers in four weeks. The correlation among the scores, which were given by the two observers, was calculated and the averages of the two observers’ scores were used. SPSS 11.0 Packet Program was used for the analyses of the data and the data was tested through the pearson moments multiplication correlation coefficient, one way anova, LSD test, t test for independet groups for and reggression analyze. As the result of the research, it was found that a positive sided significant relation and significant different was found between education level of parents, whether the child has sibling and attend preschool for year and psyho- social development. The research findings have been discussed through relevant publications, and suggestions have been created for families and teachers in this direction.

The authors analyze co-operation between the kindergarten and parents in Slovenian kindergartens in the light of specific pedagogical principles of the concept of Reggio Emilia. The basic task of kindergartens in Slovenia is to help parents with comprehensive care for children, improving the quality of life for families and children and creating conditions for the development of children's physical and mental abilities. Reggio Emilia kindergartens on the other hand built primarily on the participation of children and parents in the life and work of kindergarten, while exposing the children through research, their interests, knowledge, and experiencing different activities with the assistance of educators (and parents) involved in all stages learning, ie. planning, development and evaluation. In the Reggio Emilia kindergartens educational management organization is in terms of participation, democracy, collective responsibility, problem solving and decision-making (Katz 1993, Spaggiari 1993, Malaguzzi 1993). This paper presents the results, gathered in Slovenian kindergartens participating in the project "Professional training of professional staff to implement specific elements of teaching the principles of Reggio Emilia concept in pre-school." In the context of empirical work, we wanted to explore and acquire a deeper insight into the educational work in pre-school education in Slovenia from the preschool educators and parents. The objective of empirical research was to determine the representation of elements of the special educational principles of Reggio Emilia concept in pre-primary education in Slovenia. Empirical survey involved preschool educators (N = 331) and parents (N = 1485). In this paper, we highlighted the following elements of participation: (1) planning pre-primary education, (2) the position of children in kindergarten and their role in the children’s play, (3) the impact of parental involvement in planning activities and (4) the impact of parents on the quality of work in kindergarten. Through research we determined that most preschool educators make their work plan together with their coworker, and that the planning educational work also includes children. Most parents believe that the management of the kindergarten, more or less account of their ideas in the preparation of the program so we can say that parents are involved in the design of the program. This is a welcome fact, because this is the evidence that the adoption of the Kindergarten law (1996) and Curriculum for kindergartens (1999) set a good 'building blocks' for the partnership. The results have also shown that kindergarten involves parents in decision-making particularly in the planning of additional activities, but they are not too involved in the process of determining quality in kindergarten. We believe that a profound reflection on the involvement of parents in the process of assessment and quality assurance services .will be required.

This research has been conducted to evaluate instructional activities implemented in classrooms by the instructors at the Department of Art Education, Kazım Karabekir Faculty of Education, Atatürk University. It has been performed on 180 students studying in 2009-2010 academic years. During the research process, “instructional activities assessment scale” has been used. The findings of the research have been evaluated by using “t” test, single-way variance analysis and Scheffe test. 28 items were listed regarding the instructional activities. Few activities were found to be enough in 15 items and the half of the activities were found to be enough in 13 items. It has been also found that the genders and the classroom levels of students affect the instructors’ perceptions towards the practice level of instructional activities. However, the programs of students don’t change the instructors’ perceptions. Suggestions have been provided according to research outcomes.

In order to educate people who respond to the demands of new world, students’ individual differences should be taken in to consideration in schools. Recent studies have shown that students’ learning approaches and assessment preferences are two important factors affecting their successes. The learning approaches have three sub-factors as strategic, deep and surface learning. Assessment preferences have many sub-factors but in this study alternative, traditional, complex-constructivist, simple-multiple choice assessment sub-factors have been used. The aim of this study is to assess the correlation between the learning approaches and assessment preferences of 8th grade students. Methodology This is a correlation research which aims to find out the relation between two or more variables without any intervention. The participants of this study are 150 8th grade students from a private college located in Ankara, Turkey. Instruments In order to collect data relevant sub-factors of “Approaches and Study Skills Inventory for Students (ASSIST)” and “ Assessment Preference Inventory(API)” has been used. ASSIST was originally developed by Tait, Entwistle and McCune (1998 ) and adopted to Turkish culture by Senemoğlu and friends (2007). API was originally developed by Birenbaum ( 1994) and adopted to Turkish culture by Gülbahar and Büyüköztürk (2008). Data Analysis In order to analyze collected data ‘canonical correlation’ has been calculated. So it is aimed to define the best structure which maximize the correlation between two set of data (Set One - Learning Approaches: Strategic, deep and surface learning; Set two – Assessment Preference: Alternative, traditional, complex-constructivist, simple-multiple choice ) Findings The results shows us that the first canonical correlation was ,44 with 19 % overlapping variance; (Wilks’Lambda = 0,778 p> ,01) indicating significant relationships between the two sets of variables. So this means that teachers should consider students’ both learning approaches and assessment preferences while arranging learning-teaching environment.

Multi-Component Strategy Instruction is an effective way of enhancing reading comprehension skills of students with learning disabilities. Major components of the method, including “before reading”, “during reading” and “after reading” strategies, have been shown to improve reading comprehension (Englert & Mariage 1991; Schumaker, Deshler, Alley, Warner, & Denton, 1982). The purpose of this study is to describe the implementation stages of the Multi-Component Cognitive Strategy Instruction (MCCSI). The MCCSI was developed based on an expository comprehension strategy, POSSE, (Englert & Mariage, 1991) and is typically used as a supplement to aim to build reading comprehension skills of struggling readers. Different than POSSE, MCCSI incorporates three essential features: a) some strategies of the POSSE has been changed, b) text structure instruction has been integrated in the program and c) the instructional sequence of the MCCSI is consistent with the instructional format of Self-Regulated Strategy Development including modeling, guided practice, and independent practice with progress from one phase to the next based on students’ attainment of specified criteria. The Multi-Component Cognitive Strategy Instruction begins with a text structure instruction. Text structure instruction includes three stages. These stages are "presentation of text structure”, “reading texts and comparing them with the structure” and “deciding texts well structured or not”. In the second stage, before reading, during reading and after-reading strategies are implemented. Before reading strategies are; a) Determining a goal to read and motivating the students to read, b) Activating the background knowledge about the subject and predicting the text content and c) Grouping the predicted information and putting them into graphical organizers. During reading strategies are; a) identifying ideas in the text b) putting the ideas into graphical organizers. Finally, after reading strategies include a) Comparing the predicted ideas with the identified ideas in the text and b) Summarizing the text by writing the ideas. In the current study, implementation stages of the MCCSI mentioned above will be explained in an order and materials developed for each phase will be exemplified. The descriptions of the program will serve teachers as a valuable resource to support their students’ reading comprehension skills.

Attitude is the positive or negative tendency of an individual to any matter. Attitude towards natural sciences is the emotions, thoughts and behaviors of individuals towards natural science and concepts of natural science. These emotions, thoughts and behaviors may be positive or negative and vary in time. Attitude is influenced by many variables such as age, gender, home and school media, teacher’s personality and instruction technique, previous knowledge and experience, and the attitudes and behaviors of parents. However, the studies performed state that attitude towards natural science is influenced most by laboratory studies. Laboratories are not only places, where students learn theoretical information, but also practices, with which they understand scientific methodology, can behave like a scientist, and develop their practical abilities. Laboratories are media where students work alone or in small groups in cooperation and investigate and examine scientific events. Laboratory studies are carried out in order to verify in laboratory medium the concepts, principles, theories, laws and etc. presented in relation to natural science, to recognize laboratory tools and materials and to gain the skills of using them and establishing an experiment mechanism. There are studies which advocate that laboratory activities develop social relationships and help cognitive development by forming a positive attitude. This study examined whether there was any difference in the attitudes of students at primary education grade 6, who received natural science education in the laboratory and in classroom, towards the laboratory practices of natural science course and in their laboratory perceptions. In this line, the relational model based only on post-test control group was used Some 86 students (42 in the experiment group and 44 in the control group) in total constituted the study group. “Attitude Scale for Laboratory Practices of Natural Science Course” and the drawings regarding the laboratory media, which students imagined to have during the practices of natural science course, were used as data collection instruments. Descriptive statistics was used for determining the attitudes of students towards the laboratory practices of natural science course and the difference in their laboratory perceptions. T-test was used so as to find out whether they differed in terms of the specified variables. As a result of the analysis, a significant difference was found in the attitudes of students, who received natural science education in laboratory and in classroom, towards the laboratory practices of natural science course and in their laboratory perceptions.

As it is known there are different factors that affect the achievement of students. Only explaining the topics very well in class, students listening to the teacher very carefully or students studying regularly and effectively are not enough for students to be successful. Besides many independent factors that affect achievement, we can count the factor that students feel social anxiety towards their environment and when we mention social anxiety, we need to consider and even examine how students behave each other. In other words, students at different parts / levels of different education lives can be successful or unsuccessful because of different reasons. The behaviors towards violence are considered as possible among the very young adults (aged between 17 and 20) who have started their university education far away from their parents. In this study, social anxiety of students is considered as dependent variable and their attitudes towards violent behaviors are as independent variable. That’s why the aim of this study is to find out whether there is a relationship between students’ behaviors towards violence and the level of social anxiety and the effects of the relationship on students’ academic achievement. The study took place in the English Preparatory School (EPS) at Eastern Mediterranean University (EMU), in the Famagusta District, North Cyprus. The participants were asked to fill out a questionnaire about social anxiety, and a scale for measuring their attitudes towards violent behaviors. The data will be correlated in order to find out the relationship between these variables. Students will be also asked to give information about their exam results. After all of the data is gathered and analyzed it is expected to find correlation among students’ attitudes towards violent behaviors, their social anxiety level and their academic achievement.

The paper will discuss the relationship between love and democracy (democratical participation). In Western tradition the concept of love has been differentiated by three elements: eros, philia and agape, each of them focussing on one aspect of love. The paper will show, that we can not identify democracy neither with eros or philia, nor with agape without running the risk of misunderstanding democracy. The same is true to democratic education and participation. Eros as well as philia and agape alone lead to an utopic view of democracy and democratic education. That will be illustrated by the examples of Plato (“The Republic”), Aristoteles (“Politica”), Augustine (“De civitate dei”) and Dante (“La monarchia”). Therefore the paper will argue in favour of identifying demoracy and democratic education with “love”. Only the multidimensional concept of love enables us to understand the human being as a person and to interpret democracy as a “comunio personarum” and democratic education as education of the human person. References: Sabine Seichter: Pädagogische Liebe, 2007 Irvin Singer: Philosophy of love, 2009

The literature on leadership in education has focused on administrators and teachers. Educational resources are being dedicated to improving the leadership skills of both teachers and administrators (Barron, 2004, Robertson, 2003). There has not been given enough attention to students as leaders. This study focuses on the behaviors of students as leaders in Turkish primary and high schools. The literature on leadership has showed that all of the leadership skills do not come naturally. Providing appropriate environment develops the skills of leadership in students. Leaders affect their groups and get the group together on an aim. In this point of view, raising leader students are very important for the future of society. The purpose of this paper is to describe the leadership behaviors of students as a leader and to extend literature to student leadership by exploring leadership behaviors in primary and high schools students. The participants involved in this study were primary and high school students who were chosen by their teachers as leader students. Methodology This is a descriptive study. This research draws on the results a questionnaire, sent to schools by mail, to explore the leadership behaviors of students in a Turkish context. This research is limited to 4th, 5th, 6th, 7th and 8th grade students from primary schools and 9th, 10th, 11th and 12th grade students from high schools. Expected Outcomes The expected outcomes of this research is to determine leadership behaviors and environmental variations of students, who were chosen as leaders, from different grades.

Effective relation and relational awareness are the most important parameters for a society’s success. Effective relation is established by the quality of relations among the individuals in a society. Relational awareness enables the individuals to better communicate and to continue their relations in a strong manner. This research has been conducted to determine whether the relational awareness levels vary due to the demographic characteristics of the students having education in vocational schools in Kırklareli University. Within the context of the research, the data obtained by use of relational awareness questionnaire have been subjected to t-test and one way ANOVA analyses. As a result of the research, it has been determined that the relational awareness levels of the students vary in terms of their demographic characteristics.

The handicapped children have increased the problems of the mothers and fathers because of daily care needs and behavioral problems continuing along their lives. Although all of these families encounter high level stress, to grow up handicapped child is a matter of stress. For being effective of the services to those families, it is important to know the needs, stress factors of the families and to take necessary actions to cope with the problems. In the survey, it is targeted to affect in affirmative way to activate the social life of the handicapped children determining the needs of the families. The sampling of the research shall be fathers and mothers of the handicapped children continuing the Vali Ayhan Cevik Training Application School and Business Centre for living in the city of Cankırı. The socio- demographic-economical informations about children and the mothers and fathers included in the Research shall be gathered with “Family and Child Identification Form”. To determine the needs in connection with the info, support and communal services of the families the “Instrument Determining the Family Needs”, which was improved and applied to Turkish by Sucuoglu (1995) and improved by Bailey and Simeonsson (1988) and to determine the stress level of the father and mothers, “The Scale of Evaluation of the Family Stress” which was improved by Holroyd (1987) and adapted to Turkish by Kaner (2001). The data obtained at the result of research shall be presented by making the proper statistical analysis and discussed the same.

It can be claimed that the Pre-school Education has not been given enough importance for the proclamation of the republic in Turkey. However, the achievements gaining in the future are derived from the information and the skills getting from the Pre-School Education. Moreover, Pre-School Education make children complete their development mentally, physically and socially healthly. Although, the Pre school Education is becoming a must in this term, the awareness of the necessity that the whole children must get Pre-School Education has not comprised in the society yet. The school number, inadequancy in economy, teacher insufficiency, differences in family and regions, the defficiency in publicity and the culter are the main abstacles that slow down the Pre-School Education to became widespread. The main goal of this study is to define the problems related to the must education program which was prepared for the 5-6 year old children and whose pilot application is conducted in thirty two cities. To reach this goal a literature review was done, the studies of MEB were Examined, the thoughts of the academicians were evalvated and the publications of non-governmental organizatons were reviewed. By the way the problems faced with during the period of transmition to the must pre-school education program will be considered and the solution will be suggested to the public oppinion.

Fractions play an important role in the elementary school curricula. They are related to variety of topics in mathematics. Many students experience difficulty while learning the concept of fractions. The main reason for this difficulty is the fact that most teachers use traditional instruction which emphasize the memorization of fraction rules and procedures. Students learn better when they actively involved in the learning process. This study is a case study in which Pirie and Kieren’s model was adapted to the lessons related with addition and subtraction of fractions. Lessons were also supported with hands-on activities that encourage and help students to understand the topics. Pirie and Kieren’s model is a recursive theory with eight embedded levels of understanding. Student task sheets were prepared according to this model. The study was implemented with 20 sixth-grade students and 26 fifth-grade students in one of the public schools in Ankara. The study took four class-periods; two periods for addition of fractions and two periods for subtraction of fractions. Students completed task sheets. They used hands-on materials in some activities. After all,students completed achievement tests. The task sheets and the achievement tests were analyzed qualitatively. Results of this study showed that students have some misconceptions with addition and subtraction of fractions. Although they did well for the beginning levels of the model, they had difficulty with the questions towards outer levels which required high order thinking skills. The students answered the questions related with addition and subtraction of fractions with like denominators and figured them well. Some students had difficulty with the questions related with addition and subtraction of fractions with unlike denominators and they figured them in a wrong way. This study is useful for the people interested with fraction teaching. The other sections of fraction can be studied for further research.

Mathematics seems to be tricky for some students while it seems lovely for some others. Students’ achievement in mathematics is considerably affected by their attitudes towards mathematics. Identifying students’ attitudes towards mathematics is important for educators in order to determine educational policy. It is also important for teachers to make the mathematics lessons more enjoyable and to increase mathematics achievement of their students. The purpose of this study is to identify elementary school students’ attitudes towards mathematics in rural area. This study was done with sixth, seventh and eighth grade students at a public school in a district of Ankara. 102 students-48 boys and 54 girls- participated in the study. An attitude scale found from literature was used to measure students’ attitudes towards mathematics. This attitude scale had 20 five-point Likert type items. Students completed this attitude scale. Analysis of variance (ANOVA) was conducted. Results showed that there were statistically significant differences in terms of the attitudes towards mathematics among different grade levels (p<0.05). Furthermore, difference between gender groups was found.

Listening being one of the perceptive skills keeps its mistery with respect to its development process in learners.This research aims at developing insight into the listening strategies employed by EFL learners at a university context. With this aim, the reseach seks answers to the following questions: 1) What are the listening strategies employed by the learners? 2) Is there a correlation between students’ achivement on listening tests and listening strategies employed? 3) Does providing extra-curricular listening and speaking activities have a positive effect on learners’ listening abilities? 4) What kind of changes are observed in students’ choices of listening strategies at the end of the study? Also, it is expected to indicate that Regular listening activities are expected tofoster learners’ listening abilities and contribute to the enhancement of listening strategies. The study cohorts mostly 50 freshmen of ELT Department at Yıldız Technical University.The participants have been divided into two groups as the control & study groups.The groups have been determined by using a quick placement test. Moreover, in order to determine the listening proficiency levels of the participants a sample listening test used in TOEFL IBT preparation has been administered at the beginning of the study. They are also asked to fill in the Listening Strategies Inventory (Yuksel et al, 2005). Then, the study group is planned to attend regular extra-curricular classes for two hours a week for two semesters. During these extra curricular studies students will be engaged in listening and speaking activities. At the end of the each class, in order to increase learners’ awareness they are asked to fill in a listening skill self-monitoring check list. This presentation will display the results of this ongoing study. Further implications and results will be made depending on the results.

The causes of problems at the piano or of a player’s block during a performance must be sought not only at the point they emerge, but also in the psychological state of the pianist, in which case problems that cannot be surmounted through mechanical exercise can also be overcome. The aesthetic conception of the musical work presented; the desire to express this conception as an aesthetic arrangement; the transformation of the conception or of “the desire to express” into an aesthetics and a series of purposeful movements; the correct enervation of the reflex mechanism that creates the conception and direction of movements; the critical comparison of performance and the aesthetical conception are some of the states the pianist goes through as a reflex in her own unconscious during a performance. It can be seen that in each of the states mentioned above, something goes wrong with the function, and the act of playing is hindered. Such a situation can be overcome only through psychotherapy. One must understand the formula of success in the general sense to be able to be successful during a performance. Most of us attempt to increase our level of success through more practice, which is in fact totally unnecessary. Instead of practicing more, we can be more successful by mitigating or eliminating the factors that obstruct part of our success and by bringing out our extant potential. Success is principally connected to extant talents and the measurement of the factors that obstruct these talents. Discovering what these factors may be and defining them will lead us to witness an increase in success as a result of the mitigation of these obstructions. This exercise aims at reaching success in general by systematically reducing the factors that trouble our talent potential, and at preventing “Lampenfieber” (stage fright), which is closely related to musical education and training.

The objective of this research is to evaluate the secondary schools “Turkish Language and verbalism” course books according to the student comments. Identification method has been used for the research. As for data collection tools, one questionnaire consisting of two sections has been developed. In the first section of the questionnaire are there gaps to get some individual information of the students such as the class they are attending, the school they are going, some data about school etc. In the second part of the document are there 45 questions prepared by the researchers in Likert type as a three degree measurement tool. In the document, the degrees “ I don’t agree”, “ I doubt” “ I agree” measures are numbered as 1,2,3 accordingly. The main group of the research are the students of Siirt Central Primary school students between 9-12 grades in the educational year 2009-2010. In the sampling part the students who were reachable have been evaluated. For the implementation of the questionnaire, the students who did not fill in the gaps correctly or had missing information as well as the ones who did not fill in the information carefully were delisted and the data from the rest 2000 was collected. The Cronbach Alpha factor will be identified with reliability work to be done on the data collected. In a computerized system, by the use of SPSS program to analyze the data collected, the methods such as identification statistics, finding the average value, standard deviation, t-test of unrelated groups, one way variance analysis, multi comparison will be used. During the analysis phase, there will be students comments on the “Turkish Language and verbalism” course books taken from the so called students and the findings and results of this research will be tools to discuss and give some suggestions about those books.

One of the aims of student centered learning is self-directed learning which shall lead students to improve their skills not only in, but also outside the classroom. Especially in the field of foreign language learning supporting the learning process outside the classroom is of major importance. In this sense and in line with the rapid improvement of information and communication technologies, publishers of foreign language course books offer a great range of web based educational materials in addition to the course books used in the classroom. Such materials, which may be easily accessed via the internet, enable students to study outside the classroom in addition to their regular courses. However, in order to be able to make use of such materials, students must develop a competence in using internet and computer. Yet, only being competent in the use of internet and computer is not sufficient, since in order to improve their skills by using additional web based educational materials students must also be able to gain access to the internet and to computers. In consideration of the foregoing, this study aims to reveal by means of a questionnaire made with students of the German Language Preparatory Classes at Trakya University as sample the competence of foreign language students in the use of, and their access to internet and computer.

Nowadays, it is perceived as one of indispensible human rights in which countries women’s having equal rights with men is accepted as needs of human rights. Necessity of taking advantage of equal rights that supplies women to attain social, cultural and economical life as the same as men is needed. Education system produces the same roles for men and women again and again. These roles are expressed in their professional and educational choices. Girls participate in general and professional educational programs that supply women to improve themselves at traditional woman professions. In university level, while girls often choose social departments, boys prefer technical departments. Inequality is seen in leading positions as in teaching positions, because women who are in leading positions are less than men as in female teachers in teaching positions. In order to put away these sex judgment, education is the most important factor. Thus, social sex equality should be placed in all educational materials. There is a powerful and positive relation between education and women’s participation to workforce. Education has an effect to change women’s social life. Number of the teachers who realize sex elements in exam questions, programs and course books and find this strange is limited. Although there are more working women pictures in course books and to supply equality in women-men, boys-girls photos, it observed that there are many sample texts and visual narrations which men are active and women are passive in social life. Aim of the research is to determine the sample of sex discrimination in KPSS exam questions that is a necessary exam supposed to be a teacher in Turkey. Thus, KPSS education questions in 2007, 2008 and 2009 years and findings in similar researches are discussed by doing frequency, percentage distributions. Teachers should learn the duty of improving democratic attitude in students which is their main duty then they should teach to the students. It is seen as in research findings, sex discrimination is done in teacher election exams. Research results are important not just because of still being sex discrimination in our education system but because to make authorized people become conscious about these subjects.

The main purpose of this research is to determine of pre-service elementary science teachers’ knowledge level about global warming. Survey method was used in this research, which is one of the quantitative research methods. Population of this research consist of undergraduate students, who have been studying in Gazi University Department of Elementary School Teaching, Science Teaching Program in 2008-2009 academic years. During research, data was gathered via closed-form Likert type Questionnaire, which was developed by the researcher. In this research two samples have been built up via cluster sampling method, which is one of the probability sampling methods. Questionnaire’s validity and reliability studies were carried out with the first sample, which consist of 328 pre-service science teachers. Then the application of the questionnaire was carried out with the second sample, which consists of 271 pre-service science teachers. According to the results pre-service science teachers’ knowledge level about global warming is above average but they have lack of knowledge about some issues. It is thought that global warming issue in primary and undergraduate science programs should has been referred more adequately and should has been given an effective environmental education to pre-service science teachers. The knowledge levels of pre-service teachers, who have been studying in different disciplinary, could be compare with a similar study, which is been dealt with different disciplinary.

Solfege studies are the main part of Music Theory and Solfege lessons which are in the center of music education. Reading the notes, which can be descried the letters of a musical composition, with their names, in a ritm, speed, and by using other details is defined “musical reading or “solfege”. (Özgür, Aydoğan; 1999). Solfege education has a great importance because it develps musical thinkng and it’s accepted a preparation phase for instrument and voice education. (Özaltunoğlu; 2003). “Lavignac Solfege 1A” is one of the main books which is used in Music Theory and Solfege lessons in Music Teaching branches of the universities, Art Schools and Anatolian Artschools. This study tries to find out the usage of the intervals in 195 solfege compositions which take place in “Lavignac Solfege 1A” book. This study has an importance because it’s one of the pimary studies in music training which statistical analysis is implemented by the help of computer technology. At the same time, it’s important for being the first study which is done about defining the usage of the intervals of 195 solfege compositions which take place in “Lavignac Solfege 1A” book. As the result of this study, the usage of the intervals are defined and explained in the examples.

The place and the importance of the plays and songs is great. The interests of the cildren about music, listening music, learning different types of music, larning and singing songs, playing an instrument helps to improve and express themslves, become more successful in their lessons, increase self confidence, become more comfortable in relations with family and friends. So the quality of their lifes increases, they become more calm and peaceful, and they become healtier individuals mentally and phisically. Especially in schools, the songs which can be learned easily and songs wich are appropriate to the level of children should be choosen. The intervals in the songs, helps to define the level of hardness. The songs which small intervals used are evaluated as easy, and the ones which large intervals used are evaluated harder. The aim of this study, is defining the usage of intervals in 100 songs which take place in “İlköğretim Müzik” books for 4., 5., 6., 7. ve 8. Classes (MEB, 2007). This study has an importance because it’s one of the pimary studies in music training which statistical analysis is implemented by the help of computer technology. At the same time, it’s important for being the first study which is done about defining the usage of the intervals in 100 songs which take place in “İlköğretim Müzik” books for 4., 5., 6., 7. ve 8. Classes (MEB, 2007). The datas are taken from the school songs which take place in “İlköğretim Müzik” lesson books. As the result of this study, the usage of the intervals in school songs are defined and explained with the examples.

Appelbee and Langer first used the notion of ‘instructional scaffolding’ as a way to describe essential aspects of formal instruction and to provide a new way to think about familiar teaching routines. In this study the speaking lessons are designed according to the five criteria proposed by Appelbee, namely; student ownership of the learning event, appropriateness of the instructional task, a structured learning environment, shared responsibility, and transfer of control. The teacher’s role is supporting and encouraging. As the learner’s competence grows the learner is able to function autonomously in the task and gain fluency and accuracy. It is known that much can be learned by learning how to carry out conversation. In the study the learners are given many opportunities and tasks to develop and carry out meaningful conversations collaboratively considering the principles of ‘conversational scaffolding’. The learner first learns how to interact verbally, and out of this interaction syntactic forms develop. A descriptive interpretation of the instructional process and an explanation of the results will be given.

This study investigated the effectiveness of animated interactive storybook on elementary school student recall. This experiment utilized seventy-seven fourth grade students in three groups. Each student was randomly assigned with one of three conditions: (1)computer presentation of interactive storybook with animation; (2) computer presentation of storybooks without animation; and (3) traditional print storybooks. Student recall was measured by using multiple-choice test. The researcher used quantitative methods to analyze participants’ responses in the experiment. The results of statistical analysis indicated that there was significant difference in the students recall scores. The students who read the computer presentation of storybooks with animation showed significantly higher recall scores than students who read the computer presentation of storybooks without animation and the traditional print version of storybooks. In other words, animation use in an interactive storybook may help student recall better than no animation use.

Universities as scientific activities of the universities contribute to the teaching staff who handled the universe has been taken..Working with the universe they are leaving the newly established university teaching staff of a number of universities from the newly established . All geographic regions separated by a university from the university's newly established teaching staff numbers as the sample has been taken. it is formed by Study, evaluation criteria, 7 episodes of university professors.these are numbers, number of associate professors, assistant professors numbers, the number of research assistants, instructors and specialists. According to research findings in Uludağ marmara University lecturers the total number of 2315 when it separated from the university of Yalova University teaching staff number 46 in the Aegean region. Also Afyon Kocatepe University in 1021 when the servant of the university's 173, in the Mediterranean region of Suleyman Demirel University in 1706 when the university Mehmet Akif 252, internal anadolu Erciyes University in 1476 when the University of Nevşehir 102, May, 19 black sea in 1633 while in college at University of army 124, in the southeast anadolu University Gaziantep Adıyaman while 936 Universities in the 94, east anadolu Atatürk University in 2235 when the university's 221 faculty members Erzincan exists. As a result of scientific activity of research in terms of the number of teaching staff is important and newly established universities were divided by universities and were not given adequate teaching staff support.In addition, geographically located in more developed regions of uludağ university contributed less to the University of yalova still found in less developed regions of gaziantep universities contributed more to the University of adıyaman were observed.Especially in terms of bologna process newly established universities are recommended to provide support in terms of training academicians. 2008-2009 data taken from the Higher Education Council.

The aim of this study is to investigate the relation between Science Teacher Candidates’ (N=275) learning styles and self-efficacy beliefs. In this study, Science Teaching Self-Efficacy Beliefs Scale developed by Enochs and Rings (1990) and translated in to Turkish by Özkan,Tekkaya and Çakıroğlu (2002) and the 1999 version of Learning Styles Inventory developed by Kolb (1999) and adapted to Turkish by having the studies of validity and realibility by Evin Gencel (2006) were used. In this research the collected data has shown that the general learning style chosen by the science teacher candidates was “converging”,the learning styles were related to the class level and science self-efficacy beliefs but not to the gender. Besides self –efficacy beliefs were at enough level and related to the class and gender.

The first aim of this study is to identify the language learning strategies (memory, cognitive, compensation, metacognitive, affective and social) of students who are studying at the English Preparatory School at Eastern Mediterranean University during the Academic Year of 2009-2010 Fall Semester. Moreover, mainly this study aims to find out whether there are any significant differences in using Language Learning Strategies of the participants according to their demographic information which includes their nationality and gender as well as their academic achievement rate in English. For the data collection, students with different levels of English were asked to fill in the Language Learning Strategies Questionnaire. Also, exam results of the students were taken into consideration for the measurement of their academic achievement. After the completion of the data collection, the results of the questionnaire were analyzed by using the SPSS to find the relationship between learning strategies (memory, cognitive, compensation, metacognitive, affective and social) of the students and their demographic information – gender and nationality – as well as their academic achievement rate in English. At the end of the study, it is expected to find a significant relationship between the language learning strategies of students and their gender, nationality and academic achievement rate.

Samples of teachers and pupils (primary & secondary) in five countries (Czech Republic, Cyprus, France, Ireland, & Slovenia) completed questionnaires concerning dimensions of their thinking about learning science, reflecting aspects of the constructivist approach. The dimensions concerned (1) teachers’ and (2) pupils’ actual experience and (3) teachers’ desired experience in relation to (1) learning about the world; (2) learning about science; (3) learning to speak out in class; (4) learning to learn; and (5) learning to communicate. There were significant differences between countries in each of these three data sets. Results are discussed in terms of the convergences and divergences between primary and secondary data sets in each country in each of these three domains on the five variables with particular reference to whether science teaching is about memorising or investigating.

One of the most important instruments of transformation and improvement movements that began with the declaration of Republic in Turkey has been work concerning education. The low level of literacy rate, lack of qualified human force, and of teachers have been among notable educational problems. In vocational and technical education- one of the fundamental vehicles of improvement- the need for atelier teachers and teachers of vocational education was felt with the widespread of vocational and technical education secondary schools in 1935. For this purpose, with the commands of Mustafa Kemal Ataturk, the founder of the Turkish Republic, first “Girls Vocational Teacher Training School” was opened in 1934-35 academic year so as to raise teachers for Girls’ Institutes and for Evening Girls’ Vocational Schools; then in 1937-38 academic year Boys’ Vocational Teachers School containing the departments of metal work, blacksmithing and carpentry offering three year education was opened by the Ministry of Education in the building used by 1st Boys’ Vocational School; and thus the task of raising “technical teachers” , as is called today, was started . Event though those schools- whose number increased over time- underwent changes, they kept on the task of teacher training. However, with the movement of reconstruction beginning in 2009 in the field of vocational and technical education, faculties of vocational and technical education were closed, and their function of teacher training was terminated. This study aims at examining the historical development of the institutions which trained teachers for vocational and technical education from the declaration of the Republic to our time. The historical method is employed in the current research. The establishment, purpose and development of Vocational Education, Technical Education, and Commerce and Tourism Education faculties are studied within the scope of this research. The numerical development regarding each field is presented in the tabulated form, and is interpreted.

The history of the different thoughts of people on the management of human communities is based on the first periods of humanity. The approaches forming the core of democracy is also located within these different opinions. In particular, the expectations of each individual to have a voice in the management process has made the structuring of a democratic society compulsory. Today, most of the countries in the world and especially even among the least democratic ones claim that they are being governed by democratic regimes . It indicates that democracy is widely being regarded as legitimate,expected and requested government system around the world. Regarding democracy as a political system, initially and undoubtly ,depends on determining the content of the democracy concept. Democracy is classically defined as “ a system of government in which political authority is held by people”. However, democracy is a comprehensive phenomenon embodying many features in its framework. Therefore, democracy requires both the freedom of political choice and the representation of the interests of majority by the administrators.To prioritize any of these items is hazardous. The main objective of the study is to determine the views of the university youth (students) about the democratic attitudes and behaviours. 400 out of the youth studying at the different faculties of Çanakkale Onsekiz Mart Unıversıty (which are education, Science-Literature, Engineering and Agriculture) will be placed to the sample group. The questionnaire will be utilized to collect data. The questionnaire is to determine the views of university youth about the demcratic attitudes and behaviours and comprised of 26 items. The questionnaire is built in the form of Likert-type and each item has options such as 5=completely agree, 4 =agree, 3=Agree somewhat,2=disagree,1=fully disagree. Data will be analyzed using t-test and variance (F) and they will be interpreted in the forms of tables.

Teachers as a practitioner and evaluater of programs in education process are of great importance. Therefore, teachers’ qualifications have a key role in order to realize programmes and to achieve the aims of education. Teachers’ qualifications are subject matter, pedagogical knowledge and general culture. Besides those qualifications, teachers’ attitudes, self perceptions and self efficacy beliefs about profession are other important variables. The purpose of this study is to determine the views of prospective teachers about professional self-efficacy, attitudes towards teaching profession and professional self-respect. This research is conducted with 120 senior students in department of Early Childhood Education in Buca Faculty of Education of Dokuz Eylül University by researchers. The assessment instruments used for the research were five point likert type scale “Professional Self-Efficacy Scale” developed by Kan (2007), The Scale of Arıcak Professional Self-Respect” (Arıcak, 1999), and Teaching Attitude Scale (Çetin, 2006). Some demographic variables about students were gained by using Personal Information Form. In addition, semi structured interview form was used by researchers in order to determine students’ views about courses that they took during 4 years education process. Results were evaluated using the SPSS program. In the analyses of the data, Variance Analysis test (ANOVA), t-test, and mean scores were used. The outcomes of the research are currently under evaluation so the findings are not included.

The main goal of this research study is to evaluate problem solving strategies of experts and novices by using a web-based concept mapping technology. Mathematics domain is chosen for this study. Mainly, the study, evaluation of problem solving strategies, aims to assess how individuals develop problems solutions through reasoning and using different strategies. The subject will explain what they understand from a complex problem scenario and how they solve the problem by using concept mapping and written declarations. Data gathered from two different groups, experts and novices, will be compared each other to investigate similar and diverse problem solving strategies. There are three dimensions of these evaluation: (1) analyzing, comparing and investigating similar and diverse problem solving strategies of individuals within a group; (2) comparing different strategies of two groups that have two various levels of expertise and analyzing these compared strategies in terms of learning outcomes and performance evaluation; (3) analyzing mental models of individuals and groups to investigate the changes of progress over time.

The aim of this research is to find out the problems met at the primary schools’ inspection through the school headmasters’ and the primary school inspectors’ view. The researched method used was survey of all 78 county and towns centre ‘s primary school headmasters and 34 primary school inspectors working in Mugla in 2007-2008 education year. But the data has been taken from 75 headmasters and 30 inspectors. “ The Questionaire about the Headmasters and the Inspectors’ Views on the Institution Inspection” is performed. This instrument’s reliability is measured by Cronbach Alpha. The collected data is analysed with SPSS 15 programme. Descriptive statistical techniques such as percentage, frequency, arithmetic mean are used to analyse the data. Besides for the dual comparison Independent Sample t-test is used. As a result of the research it is stated that Primary school headmasters and inspectors have problems before, during and after the inspection. The data taken from the explanatory study can be summarized like this: 1-The primary school headmasters and the inspectors have some problems about the shortness of the time allowed for the inspection. The inspectors feel the pressure of this more than the masters. 2-The previous inspections can’t be followed by the same inspectors. So the continuity isn’t supplied. The inspection remains only as a determination of the circumstance. 3-It is presented that inspectors don’t inspect different fields by making duty distribution. Depending on the deficiency of the inspector number, inspectors have this problem more. 4-A meaningful difference has been found about the inspectors’ taking the chair of the headmasters during the inspection. 5-Primary school inspectors show difference to headmasters to their reluctance to take professional guidance. This problem is related to headmasters more. 6-The headmasters show negative attitudes. The inspectors affect from this problem more. So this creates a differences 7-There is also a meaningful difference at the evalution on the lackness of the headmasters professional sufficienciesInspectors feel that more. 8-The headmasters also have the duty on following and evaluating the instutition acivities. The inspectors live this problem more 9-They show difference about the following the improving suggestions after the inspection The inspectors have this more. 10-The subject about not to do what has been written on the inspection comminique notebook differs.The inpectors have this more. 11-The number of the inspection is less while comparing the number of the work. There is also difference about this. The inspectors feel this problem more.

Inequality in education is a hot topic which attracts researchers’ and policy makers’ attention in recent years. Research indicated the inadequacy in recognizing how variables related to socio-economic status (SES) causes inequality in education. The purpose of the study was to examine the relationship between Turkish students’ SES and science achievement. Multiple regression analysis was conducted by using Turkey’s data including 160 schools and 4942 students from Programme for International Student Assessment (PISA) 2006. The PISA data are gathered from 15-year-old students from 30 Organisation for Economic Co-operation and Development OECD countries and 27 non-OECD countries. In PISA 2006, to get detailed information about students and their backgrounds, student questionnaire includes student-level variables one of which is student background. PISA assessments started in 2000. PISA assesses 15-year-old students in every three years. Each PISA administration has its particular focus such as reading literacy, mathematics literacy, and scientific literacy were focuses of the PISA 2000, 2003, and 2006, respectively. The result of the study revealed that SES is related to science achievement, which supports the research results in the related literature.

Bu çalışmada, Fen öğretmen adaylarının bilimsel değerlendirilmesi, bilim ve bilim tarihinin doğa eğitimi, Sınıf Öğretmenliği ve Fizik, Kimya ve Biyoloji hakkında yüksek lisans öğrencilerine amaçlanmıştır. Performans test ÇOMU olarak Eğitim Fakültesi 300 öğrenci toplam uygulanmıştır. Açık, boşlukları ve doğru / yanlış tipi sorular öğretmen adaylarının için bilim adamları ve bilim tarihi üzerine düşüncelerini belirlemek sevk doldurunuz maç sona erdi. Sonuçları analiz edildi. Ne kadar öğrencilerin bilim adamları tanıyan belirlenmiştir. çeşitli çalışma alanları gibi bilim Doğa, bilim, sosyoloji, psikoloji ve bilim felsefesi, tarihçesi birlikte, "Ne bilim bilim, nasıl çalıştığını, nasıl bilim adamlarının çalışmaları, sosyal ve kültürel bağlamda bir etkisi nedir?" Sorular gibi cevaplar (McComas ve Olson, 2000) oluşuyor. Biz, literatür çalışması incelenmiş ve öğrenci ve öğretmenlerin çok bilimin doğası hakkında genellikle (Bell ve kazmak görülebiliyordu tespit olmanın yeterli bir anlayış yoktur., 2000; Karakaya, 1991; Lederman, 1992; Pomeroy, 1993). Türkiye'de, öğrenci, öğretmen ve bilimin doğasını çalışmalar belirtilen önemli akademik eksiklikleri bu konuyu araştıran ilgili öğretmen adaylarının anlama. (Gürses kazmak ve., 2005; Köseoğlu, 2007; Sarıbaş ve Köseoğlu, 2006;, 2003) Tasar. bilim ve nasıl bilimsel bilgi, bilimsel bilgi hakkında ve nasıl oluşturulacağı nasıl farklı açılardan (Köseoğlu ve kazmak görülebilir onlara öğretmek için incelendiğinde fen eğitimi edebiyatın doğası., 2008). Bu vurgulandı neden ve nasıl biz öğrencilere bilim tarihi açıklamak gerektiğini. Buna ek olarak, bilim tarihini öğrenmenin önemine işaret edildi.

The aim of this study is to determine early childhood education teachers'conceptions of the 2006 Preschool Curriculum and their understandings of its theoretical informants. The sample of the study consists of ten practicing early childhood teachers at the kindergartens in the city centre of Bolu. Focus group technique is used in this study. In this study examines the conceptions of the term 'constructivism' hold by ten teachers. Besides, teachers express understandings of constructivism ideas for learning and development.

Children with autism are learning many skills, but learned their skills mostly adult verbal hint, model and gestures that were observed did not exhibit without a clue (Birkan, 2009).In this study, individuals with autism using activity schedules of independence skills is intended to be won. Single-subject study, among subjects of research methods to be used multiple polling model, graphical analysis of the data will be done. Findings of individuals with autism using activity schedules to show that independence was won skills.

This study aimed to investigate the effects of modelling and its use on student achievement. For this purpose, the study was conducted with 80 second grade students attending 19 Mayıs University, Education Faculty, Science and Technology Education Department. Students were distributed into two groups as control and experimental (modelling) groups. The topics of impulse formation, conduction of impulse and transmission of impulse across the synapse were taught to both groups by the use of traditional instruction method. Experimental group students were also asked to create models regarding the subject. To optain data, an achievement test consisting of 25 multiple-choice questions with a Cronbach-alpha 0,82 was applied as pre-test, post-test and permanency test. Data were analyzed by the use of t-test in SPSS 15.0 program. In addition, experimantel group students were asked to respond the open-anded questions in written and the opinions of responders concerning modeling instruction were obtained. There was statistically significant difference between control group and experimental group students’ post-test scores (t = 21,742, p< .05). Experimental group students were found more successful than those in control group. Achievement test was applied as permanency test 5 weeks later following the study. According to the study results, more permanent learning was achieved in experimental group students (t =24,124, p< .05). It was determined that teaching difficult abstract concept in Biology courses with supporting instructional materials affects students’ understanding and performance positively.

Türkiye’de öğretmen yetiştirme 1982 yılında yürürlüğe konulan 2547 sayılı Yüksek Öğretim Kanunu ile üniversitelere verilmiştir. 1989 yılında öğretmen yetiştiren bütün programların süresi dört yıla çıkarılmış, 1996 yılında da eğitim fakültelerinde yeniden yapılandırma çalışmaları başlatılmıştır. 1998-1999 yılında eğitim fakültelerinin hepsinde öğretmen yetiştiren programları yeniden yapılandırılması tamamlanmıştır. Bu tarihten sonra eğitim fakültelerinde uygulanan öğretmen yetiştirme programlarının yeni yönelimler, çağın gerekleri, uygulamalarda ortaya çıkan ihtiyaçlar dolayısıyla değiştirilme ve geliştirilmesi gerekmiştir. Çalışmada Ana Okulu Öğretmenliği, Çocuk Gelişimi ve Eğitimi, Okul Öncesi Öğretmenliği gibi adlar verilen okul öncesi eğitimi alanında öğretmen yetiştirme görevini üstlenen programlarda 1996 yılındaki değişim çalışmalarından önce uygulanan ve 2006 yılından sonra değişikliklerle yeniden düzenlenen lisans programlarının karşılaştırılması yapılacak ve elde edilen verilerle konu ile ilgili önerilerde bulunulacaktır.

Okul öncesi eğitimi bireyin hayatında düzenli ve plânlı öğrenmeyle karşılaştığı ilk dönemde verilen eğitimdir. Bugün Türkiye’de yaygınlığı tartışılsa da bu eğitimin ilk ortaya çıkışı o kadar yeni değildir. Türkiye’de 1915’te ilk Ana Muallime Mektebi açılmıştır. Bu çalışmada ilk ana muallime mektebi programı ve ders uygulamalarının günümüz okul öncesi programı ve ders uygulamaları ile ortak ve farklı yönleri tespit edilecektir.

This study described a writing intervention program, Modified Cognitive Strategy Instruction in Writing (CSIW), developed to address the writing difficulties experienced by students. The Modified Cognitive Strategy Instruction was originally developed, implemented, and evaluated by Guzel-Ozmen (2006) using a single subject research design with students with mental retardation. Further improvements in the structure of the program were completed by the study authors. Modified Cognitive Strategy Instruction in Writing was developed through blending two writing intervention programs, Cognitive Strategy Instruction in Writing and Self Regulation Strategies Development, to address the writing difficulties of students with learning difficulties. Both programs, Cognitive Strategy Instruction in Writing (CSIW) designed by Englert and her colleagues (Englert, Raphael, Anderson, Anthony, & Steven, 1991) and Self Regulation Strategies Development (SRSD) developed by Graham and his colleagues (Graham, Harris, MacArthur & Schwartz, 1991) were examined in the study as well. Modified cognitive strategy has four stages. These stages are text structure instruction, modeling story writing strategies, guided practice, and independent practice. The Cognitive Strategy Instruction in Writing was modified by incorporating specific features from the Self Regulation Strategies Development approach. The SRSD characteristics included promoting of student self-regulation (planning strategies, self-monitoring, memorizing of strategy steps, self-organizing, self-editing, self-revising), criterion-based instruction, instructional stages, and individual feedback according to students’ needs (Harris & Graham, 1996). As in other CSIW strategies, a set of think-sheets are used to help students plan, organize, and edit their story (Englert, Raphael, & Anderson, 1992). Holistic writing process (planning, drafting, editing) is applied for teaching story writing. Interactive dialogues and think aloud procedures are used to prompt, scaffold, and guide students through the application of the strategies (Englert, 1990; Englert & Mariage, 1991). In order to demonstrate each implementation stage of the CSIW, program videos along with the materials specifically designed for program stages with its’ necessary explanations will be presented in the study. References Englert, C.S. (1990). Unraveling the mysteries of writing through strategy instruction. In T. E. Scruggs & B.Y.L. Wong (Eds.), Intervention research in learning disabilities (pp.186-223). New York: Springer-Verlag. Englert, C. S., & Mariage, T. V. (1991). Shared understandings: Structuring the writing experience through dialogue. Journal of Learning Disabilities, 24, 330-342. Englert, C.S., Raphael, T.E., & Anderson, L.M. (1992). Socially mediated instruction: Improving students' knowledge and talk about writing. The Elementary School Journal, 92, 411- 449. Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., & Steven, D. D. (1991). Making strategies and self-talk visible: Writing instruction in regular and special education classrooms. American Educational Research Journal, 28, 337-372. Graham, S., Harris, K.R., MacArthur, C.A., & Schwartz, S. (1991). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disability Quarterly, 14, 89-114. Guzel-Ozmen, R. (2006). The Effectiveness of Modified Cognitive Strategy Instruction in Writing on Mildly Mentally Retarded Turkish Students, Exceptional Children, 2, 281- 297. Harris, K. R., Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Cambridge, MA: Brookline Books.

This research was made with the purpose of determining the difficulties that class-teachers come across in realizing the in-school/out-school activities through the process of teaching and learning social sciences course. Qualitative research methods were used in the study and the datas were obtained from 15 class-teachers who teaches 4th and 5th grades of 3 different primary schools were selected randomly. Application forms with open-ended questions in them were distrubuted to the 15 class-teachers in the research and depending on the findings obtained from these application forms 6 teachers and interview questions were identified through purposeful selectivity for the interviews. At the end of the analyses of the obtained findings the difficulties that teachers come across through this process were come out to be as time, expense, permission process, material/moral support of the families and false guidance etc.

Öğrenme üzerine yapılan araştırmalar öğrencilerin derslere katılımının öğrenmeyi olumlu yönde etkilediğini göstermektedir. Birçok araştırmacı öğretimin sınıf içerisinde grupla yapılmasına rağmen öğrencilerin bireysel özelliklerinin dikkate alınması gerektiğini ifade etmektedir. Bilim ve teknolojinin sürekli gelişmesi ve bu gelişmelerin eğitim bilimlerine yansıması sonucunda yeni bir ilköğretim programı hazırlanmıştır. Yapılandırmacı yaklaşımı temel alan bu program ile öğrencinin öğrenme-öğretme sürecinde derslere aktif katılım göstermesi gerektiği vurgulanmaktadır. Derse katılım öğrencinin öğrenme-öğretme sürecinde aktif rol alması ve sınıfın karar verme sürecinde önemli bir rol üstlenmesi olarak tanımlanmaktadır. Derse katılım yalnız gözlenebilir değil zihinsel anlamda da gerçekleşebilmektedir. Bu süreç içinde öğrenciler; tam katılım, katılmama ve sessiz katılım gösterebilirler. Bu çalışmada derse katılım kavramı açıklanarak dünyada ve Türkiye’de öğrencilerin derslere katılımı tarama yöntemi kullanılarak tarihsel bir süreç içersinde incelenecektir. Ayrıca, Cumhuriyetin kuruluşundan bu yana uygulanan ilköğretim programlarının öğrencilerin derslere katılımını ne ölçüde desteklediği incelenerek, 2005–2006 akademik yılından itibaren uygulanmaya konulan yeni ilköğretim programının temel aldığı yapılandırmacı yaklaşıma göre öğrencinin öğrenme-öğretme ortamındaki rolü ortaya konulmaya çalışılacaktır. Yeni ilköğretim programının öğrenciyi merkeze alarak öğrencinin aktif katılımına yönelik olarak geliştirilmesi üzerine durulsa da bu araştırmada, programın sınıf içinde uygulanması ve öğrencilerin derslere ne ölçüde katıldıklarının incelenmesinin, sınıf içinde etkili öğrenme-öğretme ortamı oluşturulmasına katkıda bulunacağı düşünülmektedir.

With regard to implementation of Guidance and Counseling Programs at schools, the Comprehensive Counseling Programs started being used by psychological counseling and guidance services in Turkey in the 2006-2007 academic year. This replaced the former program and extended participation to teachers as well. The Comprehensive Guidance and Counseling Programs consist of planning, development and evaluation of psychological counseling and guidance activities systematically and extensively from kindergarten to the end of high school (Erkan, 2002). In these Guidance and Counseling Programs, it is aimed at making students reach the planned competences. In line with this goal, personal attainments, educational attainments and attainments related to vocational development, which students are expected to reach, are specified. The purpose of the present study is to explore how competent these students who are exposed to Guidance and Counseling Programs perceive themselves with regard to gaining attainments specified in the program. Regarding meeting the goals specified in the program, a total of fifteen students from Psychological Counseling and Guidance Department of a foundation university in Istanbul, Turkey participate in this study during the fall semester of the 2009-2010 academic year. Data gathered from semi-structured interviews are analyzed by means of pattern coding (Miles & Huberman, 1994).The transcribed data was shown to the interviewees for confirmation to increase the validity of the study. However, descriptive statistics was also used to enrich the findings of the study. The results will be discussed in detail during the session.

This study supports the efficiency of preschool students' empathy skills; student and teacher evaluation were conducted according to the opinion. This study was carried out for 4 weeks in the months of November-December 2010 period, in İstanbul, Sarıyer, at Türkan Efe Elementary School that is the preschool age group of 6 with 25 students. Classroom activities were prepared according to the preschool education curriculum. These activities included elements of empathy skills. In the activities there were drama with the family participation, science and nature study, native language activities. Students were asked to answer questions based on empathy. They were asked to speak about characters in the tales and to perform drama activities, songs. These research data were obtained through observations and interviews. The observation data were obtained from written records of the three different observers and records of video cameras The interview data were obtained from the forms that consisted of unstructured open-ended questions. The form was given to students and parents. After the activities students’ opinion were taken by asking questions about empathy Video camera, the observer records, opinions of parents and students were examined through content analysis. The content analysis was made with encoding list that got from the concepts of the empathy skills in the literature These research results were supported by direct quotations from students' opinions. According to the results; conflicts decreased in the class; students tried to understand each other; tolerance, solidarity and cooperation skills increased. Moreover these activities influenced the parents positively. The parents became more tolerant to the children and the other parents.

The aim is determining the effect of the multiple intelligences activities on the preschool students. The activities were occurred together through the theme of “Space” by preschool Students and their parents. Answers were searched for following questions: - Is it meaningful difference between the meaning of pre-test and post-test? - What are the opinions of students and parents about the process of study? - What are the results of observations made in the implementation process? This study was carried at the Mehmet Sündüz İçli primary school in Ankara for 8 weeks in the academic year of 2009 with 36 students and their families. In this study, without a control group pre-test and post-test experimental design was used. In addition, observations and interviews were made. Students and their families designed projects, posters, wall papers, panel-model; set trip-observation, experiments and exhibitions. They completed a story and made descriptions about the story. After then, they prepared a drama, presentation, and wrote a song with catchwords that they found together Activities were conducted with two teachers and three observers. Before and after application, the students illustrated what they think about the space. Researchers asked the students meaning of their drawings and registered without any change. Two separated researchers recorded the drawings of Students and scored “1 point” for every object related with the theme. The difference between students’ scores from each other was examined. This review was determined by using of dependent groups t-test. While the group had 3.14 scores before application, they reached 6.67 scores after application. The correlation was found in 0.64 between pre-test and post-test scores. The average of the difference between the 0.05 level was determined to be statistically significant. Results of three separate observations and opinions of families were examined with content analysis. Data were coded as "social, emotional, cognitive and psycho-motor development". As a result, the children were more ambitious to come to school, became curious. Family participation for other studies increased.

This paper concludes a five-year multicultural study that gradually transformed a mathematics course that was Western in both content and presentation methods into a Middle Eastern course offered in an American university overseas to non-native speakers of English. In addition to tracing the development of user-friendly content presentation, it tracks the development of a technique the authors call “project-directed mathematics” and its incorporation with writing as a learning strategy. The course navigates from an initial mathematics classroom to become a mathematics studio. Data gathered from mostly female Arab students taking courses in Contemporary Mathematics over the five years support the authors’ claims, which include observations and recommendations that may be adapted to transform other traditional courses into more effective, culturally-appropriate studies. Incorporated into this mathematics studio are many important issues, including, but not limited to: educational and cultural backgrounds of the students, evolution of the course contents, such classroom activities as mini-workshops, essential writing requirements for the course, thinking in non-English versus English languages, and critiquing students on their progress.

Background We fully agree with Giroux –as a defender of critical pedagogy- who suggests the empowerment of teachers and students (Friere and Macedo, 1987. Prof. Dietmar Thies (2006) -from Siemens AG, Corporate Technology, in his recent presentation- shared his ideas on the “communication tools” needed -in a global community- to go beyond the language barriers. He showed with examples how ideas can be expressed graphically at all stages of communication. Sigismond and Jenkins (2002) go even further in the need in the use of new tools of communication: they demonstrate practically that “three dimensional models” can improve the process of “collaborative knowledge generation”. Method In this section we describe the “educational framework” we have been implementing in the last decade based following the ideas given previous section. We start with the use of graphical “mental models” which we recommend in “engaged learning” (Appendix A). In Appendix B we show a schedule for one semester in an introductory course, where the stress the importance of a “progressive learning” approach. Finally in Appendix C the outcome of a semester work is shown in one single “mental map”. As it can been seen in this last appendix, the concepts that had been investigated individually -in accordance with the schedule- were converged to a single concept: in this case “comfort” Conclusion We have used in this paper the concept of “education study” (including theory and practice) because we strongly believe that education is both a science and an art. Lessons learned in the last decade show clearly that the “learning activities” should be planned so that a “situated learning” approach can be implemented. Our education system has the experience of “village institutes” that have paved the way for a new understanding in education (Ilgaz, 1995).

Misconception is generally defined as a perception or conception that is not compatible with the opinion commonly agreed on by experts on a particular subject (Zembat, 2008). Misconceptions should not be regarded as simple errors. In misconceptions, students are inclined to commit the same error repeatedly. Identifying the misconceptions about any subject is highly important to allow an instructor to shape the learning process. Analyzing students’ examination papers is a way to identify misconceptions. Therefore, the type of the test to be administered is of extreme importance to accurately reveal misconceptions. One of such tests is the “comprehension test” that can reveal in detail what students know. This study attempted to identify some misconceptions of university students regarding limit, continuity, and derivative. For this purpose, the researchers used the study called “Comprehension Test in Calculus Course”. Interviews were held with the students who were believed to have misconceptions. The misconceptions were revealed and solutions are offered.

This research was conducted to find out the differences of gender and socio economic status with regard to self-efficacy expectations. This study was aimed at investigating the contribution of self-efficaccy to the differences in the persistency in pursuing a career in 10 traditional and 10 non-traditional careers. Participants who were selected for this study were Malay students from different faculties who were undergoing their first degree in International Islamic University, Malaysia. The reason behind selecting these students is because of their equal level of intelligence as the selection of students to enter the university is according to the excellent academic result based on Malaysian higher education examination. In addition only Malay students were selected because Malay is the main race in Malaysia. The number of sample selected was 200, consisiting of 100 males and 100 females students. The instrument used in the study was designed by Bentz and Hackett(1981) and had beed adapted by the researcher to suit the Malaysian context. Data was analysed using t-test, one-way and two -way variance, chi-square and Pearson correlation. The result indicated significant differences in career self-efficacy in successfully completing the education and performing job duties of traditional and non-traditional careeer with regard to gender and socio economic status. The result of this study indicated that female students showed higher career self-efficay for both traditional and non-traditional careers, compared to male sudents. The study also showed that students from higher economic status reported higher career self-efficacy compared to students from medium and lower level of socio economic status. In the past the Malay families would only encourage the females in the families to take up traditional careers only such as teaching and nursing careers as they thought the careers best suit the female gender. This study has shown a different mind set of the new generation of female students as the result of the study indicated that the female students have shown higher self efficacy in non traditional careers. This study is important because we can infer that the new generation is more open minded because the females would take up non traditional careers that were previously dominated by males. This finding is important as Malaysia is developing into a country with a new generation who are brave to face any challenges ahead: a generation who are educated and full with motivation and innovation, no matter whether you are a female or a male.

The social emotional learning skills of students not only prevent risky behaviours but also improve competencies about living environment (Romasz, 2003), family (Johnson & Johnson, 2004), friendship (O’Brien, Weissberg & Munro, 2005), school (Bencivenga & Elias, 2003) and self image (Payton et al., 2000). The objective of this research is to investigate the effects of social emotional learning skills (communication, problem solving, stress coping and self-esteem enhancing) on the multidimensional life satisfaction consisting of the following sub-areas: family, friends, school, living environment and self. The Social-Emotional Learning Skills Scale (Kabakci, 2006) that was developed based on the social emotional learning approach (Elias et al., 1997) and a demographic data sheet will be used to collect data. The multidimensional life satisfaction will be assessed through the Turkish adaptation (Çivitçi, 2007) of Multidimensional Students Life Satisfaction Scale (Huenber, 1994). By using an appropriate sampling method, the participants in this study will be determined with 6th through 8th grade students who attend Güngören Atatürk Primary School in Istanbul, in the education year of 2009-10. In the analysis of the database, independent-samples t test, one-way ANOVA and multiple linear regression will be used when assumptional criteria are met. If criteria aren’t met, Mann-Whitney U, Kruskall-Wallis and Pearson correlation coefficient will be used. Required permissions for using scales have obtained and data collecting process has started. It is predicted that the data collecting process will be completed by the end of December 2009 with more than five hundred participants.

Turkish educational system has undergone a radical change in 2004, starting from elementary level in a stepwise fashion. As a logical consequence of this, teacher training programs both at undergraduate and graduate level have re-designed in Turkey. Not only the content of the program has been subject to change but also the pedagogy adopted by teachers have started to change from the narrative, lecture type methods towards more constructivist approaches. The social studies curriculum has also been applied to such a radical change. In this regard, finding out prospective teachers’ viewpoints on the change and its consequences become an important issue since they will be expected to practice the new program in the near future. In line with this, the aim of the present research was to find out Turkish prospective classroom teachers’ evaluations of the Social Studies Curricula launched in 1998 and 2004. Both qualitative and quantitative methods were used in the research. Open and closed-ended questions formed the questionnaire which was applied to 252 third and fourth grades prospective teachers who were attending teacher training program at Marmara University. The reason for choosing senior students was that they completed all the courses which would help them to develop a perspective about the old and new system of Social Studies. In addition to questionnaire, semi-structured interview was conducted with 18 prospective teachers in order to find out the reasoning behind their evaluation of Social Studies Curricula. Prospective teachers’ written responses to open-ended questions and their verbal responses to interview questions were analyzed by using content analysis methods whereas their responses to closed-ended questions were analyzed by SPSS statistical program. Findings of the study indicated that the prospective teachers developed awareness regarding the main features of old and new social studies programs. They recognized the skills to be developed in students emphasized by the new program. They, albeit in differential ratios, seem to aware the main tenets of a constructivist teacher and the pedagogy to be used.

PROBLEM CÜMLESİ Bu araştırma ile beden eğitimi öğretmenlerinin sağlıklı yaşam biçimi davranışları düzeylerinin incelenmesi amaçlanmıştır. Bu bağlamda, araştırmanın temel problem cümlesi “Beden eğitimi öğretmenlerinin sağlıklı yaşam biçimi davranışları düzeyleri nasıldır?” şeklinde düzenlenmiştir. Araştırmada ayrıca, beden eğitimi öğretmenlerinin sağlıklı yaşam biçimi davranışları düzeylerinin a)cinsiyet, b)yaş, c)medeni durum e)mesleki kıdem f)görev yaptığı okul türü g)görev yeri değişkenlerine göre anlamlı farklılık gösterip göstermediği de incelenmiştir. AMAÇ Bu araştırma ile beden eğitimi öğretmenlerinin sağlıklı yaşam biçimi davranışları düzeylerinin belirlenmesi amaçlanmıştır. YÖNTEM Çalışma Grubu Çalışma grubu, Malatya ilköğretim ve lise okullarında görev yapan ve araştırmaya gönüllü olarak katılmayı kabul eden 350 beden eğitimi öğretmeninden oluşmaktadır. Veri Toplama Araçları Bu araştırmada beden eğitimi öğretmenlerinin sağlıklı yaşam biçimi davranışları düzeylerini detaylı bir şekilde ortaya koyması, kısa bir sürede cevaplanabilmesi, uygulama değerlendirmesinin pratik olması sebebiyle Sağlıklı Yaşam Biçimi Ölçeği II kullanılmıştır. Sağlıklı Yaşam Biçimi Ölçeği II Walker ve ark. (1987) tarafından geliştirilmiş, 1996 yılında tekrar revize edilmiştir (Walker ve ark., 1996). Türkçeye ve Türk kültürüne uyarlaması Bahar ve ark. (2008) tarafından yapılmıştır. Ölçek bireyin sağlıklı yasam biçimi davranışları ile ilişkili olarak sağlığı geliştiren davranışları ölçmektedir. Ölçek toplam 52 madde ve 6 alt boyuttan oluşmaktadır. Alt boyutlar, a) manevi gelişim, b) sağlık sorumluluğu, c) fiziksel aktivite, d) beslenme, e) kişilerarası ilişkiler ve f) stres yönetimidir. Ölçeğin genel puanı sağlıklı yasam biçimi davranışları puanını vermektedir. Ölçeğin tüm maddeleri olumludur. Derecelendirme 4’lü likert şeklindedir. Hiçbir zaman (1),bazen (2), sık sık (3), düzenli olarak (4) olarak kabul edilmektedir. ölçeğin tamamı için en düşük puan 52, en yüksek puan 208’dir. Ölçeğin Alpha güvenirlik katsayısı 0.94’dir. ölçeğin alt boyutlarının Alpha coefficient reliability değeri 0.79-0.87 arasında değişmektedir. Verilerin Analizi Bu çalışmada, elde edilen veriler değerlendirilirken ölçme araçlarının birinci bölümünde yer alan bağımsız değişkenler için betimsel istatistik hesaplamaları yapılacaktır. Varyansların homojen olduğu durumlarda, katılımcıların verdikleri yanıtların bağımsız değişkenlerine göre farklılık gösterip göstermediğini belirlemek amacıyla t-testi ve Tek Yönlü Varyans Analizi (ANOVA) ve gruplar arası farklılığı belirlemek için LSD testi yapılacaktır. Varyansların homojen olmadığı durumlarda ise t-testi yerine Mann Whitney U testi ve varyans analizi yerine Kruskal Wallis H testi yapılacaktır. BULGULAR Araştırmada elde edilen verilerin analizinden sonra elde edilen bulgular, bağımsız değişkenlere göre değerlendirilerek yorumlanacak ve bu bulgulara dayalı olarak önerilerde bulunulacaktır.

AMAÇ Bu araştırma ile Hall, Chandler ve Hall (2009) tarafından geliştirilen çocuklar için sporda hayal etme ölçeğinin Türkçeye ve Türk kültürüne uyarlanması ile geçerlik ve güvenirlik çalışmalarının yapılması amaçlanmaktadır. YÖNTEM Çalışma Grubu Araştırmanın çalışma grubu, Malatya ili merkez ilçeye bağlı ilköğretim okullarının 1. ve 2. basamağında eğitim gören ve düzenli olarak bir sportif branş ile uğraşan 400 öğrenciden oluşmaktadır. Bu öğrencilere yaş, cinsiyet, boy, sportif etkinlik türü ve sportif etkinliği yapma yılı, Veri Toplama Araçları Araştırmada kullanılan olimpiyat oyunları etki ölçeği Hall ve ark. (2009) tarafından geliştirilmiş toplam 21 madde ve beş alt boyuttan oluşmaktadır. Ölçek alt boyutları; a) Özel bilişsel boyut (α = .77) 4 madde ve öğrencilerin yaptıkları sportif branşın temel tekniklerinin sergilenmeden önce hayal edilmesi, b) genel bilişsel boyut (α = .62) 4 madde ve öğrencilerin yaptıkları sportif etkinliklerin genel anlamda planlaması, c) özel motivasyon boyutu (α = .70) 4 madde ve öğrencinin yaptığı sportif etkinlikte kendini genel anlamda motive etme durumu, d) genel motivasyon-canlandırma boyutu (α = .77) 4 madde ve öğrencinin uğraştığı sportif etkinlikte bir yeteneği yapmadan önce yapacağı yetenekleri önceden hayal etmesi durumu ve e) genel motivasyon-üstünlük boyutu (α = .70) 5 madde ve öğrencinin yaptığı sportif etkinliği sergilemeden önce yapacağı etkinliği en iyi şekilde hayal etme durumu boyutlarından oluşmaktadır. Verilerin Analizi Araştırmada geçerlik çalışmaları kapsamında açıklayıcı ve doğrulayıcı faktör analizi, madde analizi ve ayırt edici geçerlik çalışmaları, güvenirlik çalışmaları kapsamında iç tutarlık ve test-tekrar test güvenirlik katsayıları hesaplanacaktır. BULGULAR Araştırmada elde edilen verilerin analizinden sonra elde edilen ölçeğin geçerlik ve güvenirliğine ilişkin bulgular verilecektir SONUÇ Araştırmada elde edilen bulgular, literatürdeki çalışmalarla tartışılacaktır.

The purpose of this qualitative case study is to examine perception of a school principal’s management and leadership understanding. The study also examines the way of perception of a principal and his opinions about the teachers on duty at the school and the way of perception of the teachers and their opinions generally about school management and the manager and more specifically about the management of their particular school. Semi structured interviews were conducted a school principal and 10 teachers on duty at a school in one of the central districts of Istanbul. In data analyzing, pattern codes were used to identify emergent themes and categories (Miles& Huberman, 1984). The results show that there is a mechanism at the school in the application level that school principal prefer to achieve his understanding of leadership and management which could be recognized by teachers in some level at the advantage of them. Further results will be discussed in the presentation.

The adolescent romantic relationships that are an important determinant of adult romantic relationships have begun to be investigated more in recent years. The aim of this study is to examine the risk taking as predictor of the problem solving on romantic relationships for adolescents. Two tools were used for data gathering. Problem Solving on Romantic Relationships Scale for Adolescents used to evaluate the behaviors of the problem solving on romantic relationships was developed by Kalkan (2008). The Adolescent Risk Taking Scale was used for determining the level of risk-taking of the adolescents was developed by Kıran (2002). The study was carried out at three different socioeconomic statuses. The sample of 332 adolescents (n= 206 females, n= 126 males) was selected randomly among first- to third- year high school students. The average age of the adolescents is 16.81 (S= 2.02). As a statistical analysis method Pearson correlation coefficient, linear regression analysis and t-test were used. The results of the Pearson product-moment correlation coefficient showed that risk-taking was related to emotional abuse (r= .34, p<.01) and physical abuse (r= .25, p<.01). There was no relationship between risk-taking and problem solving subscale (r= .04, p>.05). The results of the regression analysis indicated that risk-taking predicted significantly adolescents’ emotional abuse (R2=.12) and physical abuse (R2 =.06). The risk-taking did not contribute significantly to the variation in problem solving. The result of the t-test on the risk-taking showed that the differences between the scores of the female and male adolescents were significant (t= 8.07, p<.01). The implications for school psychological counselors can be derived from the findings of this study. This study may help school counselors in order to provide dating violence prevention programs and to plan appropriate counseling programs at psychological counseling centers and counseling services for schools.

The peer group is the important social network in children’s lives and has a high predictive value of an individual’s later social and emotional adjustment. Therefore, the aim of this study is to examine the perceived social support from friends as predictor of the loneliness for primary school students. Two tools were used for data gathering. “Social Support Appraisals Scale for Children and Adolescents” used to evaluate the perceived social support from friends was developed by Gökler (2007). “The Children’s Loneliness Scale” was used for determining the level of loneliness of the children was developed by Kaya (2005). The study was carried out at three different socioeconomic statuses. The sample of 222 primary school students (n= 132 girls, n= 90 boys) was selected randomly among three- to six- year primary school students. The average age of the students is 9.73 (S= .81). As a statistical analysis method Pearson correlation coefficient and linear regression analysis were used. The results of the Pearson product-moment correlation coefficient showed that perceived social support from friends was related to loneliness (r= -.55, p<.01). The results of the regression analysis indicated that perceived social support from friends predicted significantly children’s loneliness (R2 =.31, t= -9.87). The implications for school psychological counselors can be derived from the findings of this study. This study may help school counselors in order to provide preventive psychological help and to plan appropriate training programs at psychological counseling services for schools.

Defined as the language of the nature by some and used almost everywhere in life, mathematics has taken its place in society as the hardest scientific area to achieve despite all these mentioned characteristics. The difficulty of mathematics is not only because of itself but it is also due to the view of the learning individual or, in other words, the attitude of that learner towards mathematics. Today, most researches in the area show that the attitude towards mathematics is to be changed positively in order to achieve success in mathematics. In this study, the researchers try to determine whether there is a reasonable relation between the attitude towards mathematics and the increase of the students’ experiences in mathematics. Therefore, this study is developed in the aim of investigating the positive or negative changes of students’ attitudes towards mathematics and how a change occurs when the experiences on mathematics begin to increase according to years. With the help of this study; within this context, it is expected to determine in which years of primary school the grounds of the students’ thought ‘mathematics is difficult’ are laid. Knowing this will help teachers to organize the learning and teaching activities to prevent the negative attitudes that the students generated. So, this study will make contribution to the studies done in the area of converting students’ attitudes into a positive direction and also to researches on the development and evaluation of mathematical programs. The sample research is consisted with 900 students who study in third to eight grades of Eastern Anatolia Region’s a medium-sized city’s 5 primary schools in the academic year 2009-2010. In the research a 20 item Responsibility Scale prepared by Erktin and Nazlıçiçek will be applied to students. After the application of the questionnaire, the obtained data will be entered in the SPSS package program and then will be analyzed. In addition to these, to obtain a richer source of data, structured interviews will be done with 10 mathematics teachers working in these schools on the research subject. It is expected that the interviews will take approximately 10 to 15 minutes. Later the interviews will be transcripted and then these transcripts will be analyzed in Nvivo package program. The data obtained from the attitude scale on mathematics applied on the students and the interviews conducted with the teachers will be evaluated together. The research is still continuing.

Recent studies in mathematics education have focused on the configuration of information and associating this configuration with the real life. Problem solving strategy in order to associate the mathematics with real life has frequently been mentioned by the researchers. For this reason, problem solving, which is a scientific method, should be regarded as an integral part of the mathematic activities. Visualization, which plays a crucial role in understanding of the problems, has been considered as an effective representation process in problem solving especially in mathematics. However, it is difficult to say that there is a entire concensus on the research on the relation between visualization and problem solving in mathematics. The aim of this study is to determine the relation between the levels of 6th grade elementary school students’ use of visual-spatial representation and mathematical problem solving skills. Visual-spatial representations were coded as either primarily schematic representations that encode the spatial relations described in the problem or primarily pictorial representations that encode persons, places,or things described in the problem. A total of 110 sixth grade students -57 female and 53 male-from three primary schools in Rize participated in this study. For data collection, the Mathematical Processing Instruments –MPI test which was developed by Hegarty & Kozhevnikov (1999) were used. It was decided to perform a pilot study considering student levels, different problem solving strategies and visual representation usage. In accordance with the opinions of experienced mathematics instructors, a decision was made to ask only 13 questions from the MPI test which consists of 15 questions. Results indicated that the students used the schematic representations more than the pictoral representations in the problems solved correctly. Use of schematic representation was associated significantly with success in mathematical problem solving, whereas use of pictoral representation was negatively correlated with success.

Due to the increasing decline and not having the requiered level of success in the Level Examination ın Turkey "Hand in HandFor the Future ” Project has been implemented. To increase the quality in education,to improve the awareness about the importance of education,to provide equal opputinies in education and to provide a sprit of teamwork; are the main aim’s of this Project. The project’s main target group is the primary schol’s 6th 7th and 8 th grades in 2009-2010 This Project, which started in every primary school in Kocaeli in 2009-2010 is a synthese of principals of TKY,Guidance Service and Programme Development In this study it is aimed to make a critic and evaluation to the approach of “For the Future Hand in Hand”Project. On the other hand the results of the surveys(Administer Evaluation Survey, Teacher Evaluaiton Survey) will be interpreted with SPSS 15.0. And the success of the students according to last year will be interpreted wıth Kr-alpha values.

Learning styles stated in Kolb’s (1984) Learning Models were indicated as Accommodating, Assimilating, Diverging and Converging based on thinking and creativity theories. The purpose of the study is to determine the preferred dominant learning styles from these learning styles of first, second, third and fourth class students who study at Science Teaching Program at Eskişehir Osmangazi University and whether differentiation occurs according to class level, type of graduated high school. Scanning model has been used in the study. “Kolb’s Learning Style Inventory” (1984) was used as a data collection means. There are four expressions in each 12 items in this inventory. These four expressions are related to Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC) and Active Experimentation (AE). After determining the total CE score, RO score, AC score and AE score of 12 items, the combined scores are as AE-RO and AC-CE. The data were analyzed by using frequency, percentage, arithmetic average, standard deviation, Pearson chi-square independent test and one way variance analysis techniques and the data were given in tables. According to Chi-Square independent test there is a significant relation between learning style and class levels of preservice teachers (p<0,05). When the results of combined scores AE-RO and AC-CE are taken into consideration; 84,4 % of preservice teachers have got concrete learning style and 15,6 % of them have got abstract learning style. Also, 38,1 % of preservice teachers have got reflective learning style and 61,9 % of them have got active learning style according to AE-RO. According to results of variance analysis, significant differences have not been observed between students’ Concrete Experience (CE), Reflective Observation (RO) learning styles and Abstract-Concrete (AC-CE) combined score and classes (p>0,05). When AE-RO scores are taken into consideration, it is seen that the second grade students have more active experience learning styles than the others. When CE-RO scores are taken into consideration, it is seen that there is not any significant difference among classes in learning styles. Also, when AE-RO combined scores are observed it is seen that students graduated from Super High School have got more active experience learning styles than students graduated from Public High School and Anatolian High School. Significant difference is not observed among other groups.

In this paper, the author explores the teaching philosophies of a cohort of prospective foreign language teachers who build electronic portfolios during their student teaching year in the central region of Turkey. During the portfolio construction process, teacher candidates continue to revise their teaching philosophies. These narratives are analyzed in order to reveal the patterns of thinking that influence the professional trajectories of these candidates. Significant factors related individuals’ conceptualizations of good teaching, curriculum, and professional identity are dimensionalized with an application of correspondence analysis. The proximities on two-dimensional geometric space help interpret relations between the themes, participants, and factors. The findings are used to build heuristic tools for mentoring preservice teachers during portfolio construction.

Life in rural communities has never been like how it has been in urban areas. For instance, Sillaste (2005) noticed the increasing gap between urban and rural areas in terms of income, well being and quality of education. Although the context of rural schooling is considered to be appreciably different from its metropolitan counterparts, much of research on educational reforms has been directed to urban areas (Bauch, 2001), neglecting unique needs of rural education. To meet this need, rural lens as a new concept has been proposed to compel the attention of decision makers in education to reflect on the conditions of rural areas (Wallace & Boylan, 2009). Consistent with this idea, aim of the present study is to investigate and as well prioritize the needs of rural primary education in Turkey as perceived by primary school teachers who have an experience of teaching in village schools. This is a cross sectional survey research and tries to gain some insight into the world of participant village teachers. Data were collected via e-mailed questionnaires comprising 10 open ended questions. Using a convenience sampling, questionnaire was mailed to 124 village teachers, 27 of whom responded at the end. Statements of the participants were clustered into themes and analyzed independently by both researchers to control reliability. Results of the study were categorized under 5 themes: (1) reason of choice for being a village teacher, (2) adaptation to village life, (3) future plans of village teachers, (4) influence of working in a village school on personal and professional development of village teachers, (5) negative and positive aspects of being a village teacher. Findings and recommendations based on the study will be discussed further in the congress.

Pre-service TEFL programs are designed to prepare candidate teachers with the knowledge base necessary for teaching. In addition to knowledge, pre-service programs are also expected to provide student teachers with a variety of techniques and strategies for enabling them to acculturate into their profession. Yet, the opportunities offered through methodology and teacher practicum courses to build teaching skills for student teachers in these programs is not sufficient enough for analysis and consequent change in their teaching behavior. An effective way of creating a professional learning community particularly for teacher development is to use a process of peer-teaching that has been considered an effective technique for transferring theory into practice for pre-service teachers in teacher education programs This preliminary classroom study attempts to examine the impact of peer-teaching application on pre-service EFL teachers’ understandings of methodology course content and its effect on their learning and teaching experiences. The main goals of this study are to find out how teacher candidates view peer-teaching process and how they think their understanding of course content is affected when peer-teaching technique is implemented as well as their level of satisfaction when such strategy is integrated into their course content. The participants in this study were 38 pre-service teachers enrolled in a 14 week foreign language methods course at a large, public university in Istanbul. Data were collected qualitatively via observations, interviews, peer-evaluation papers and self-analysis of peer-teaching experience of the participants. All interview transcripts, field notes and written samples were inductively analyzed. Findings suggest that peer-teaching exercise is found valuable by teacher candidates in that it helps them to increase learning and to be reflective and at the same time it provides the students with opportunities of analyzing their own and fellow classmates’ presentation methods.

Thinking is based on intellectual activity and constitutes one of the basic pillars of the education process. Halpern (1996) defines critical thinking as “the use of those cognitive skills or strategies that increase the probability of a desirable outcome” (Wal 1999). Critical thinking, which is a high-level thought process, involves individuals capable of seeing things from various angles, without being prejudicial, and applying this thought process in various situations. Critical thinking is effective in avoiding situations like one-sidedness, being closed to new ideas, holding sentiments above reason and inability to support assertions with evidence (Willingham, 2007). Critical thinking is not a random mental activity; it is a structure of thinking which goes down to the root of the problems, analyzes them from different viewpoints, tries to comprehend, and, if necessary, opposes (Kahraman, 2008). These skills have become more eminent by the implementation of the student centered curriculum since 2005; acquainting students with such skills is a necessity in order to thrive and prosper in a global information society. The purpose of this study is to ascertain the critical thinking levels of 4th and 5th grade primary school students and then to determine whether these levels are differentiated on the basis of type of school, grade or gender. The population of this study consists of 4th and 5th grade primary school students in İstanbul and the sample consists of students at a state school and at a private school. The research employs the survey method and uses the Critical Thinking Scale (Analysis, Evaluation, Deduction, Interpretation, Explanation) developed by Demir (2006) as a data gathering tool. The analysis of data from the 44 point scale is carried out by SPSS software, and the data is currently under analysis.

Writing is considered one of the most difficult skills in language learning which requires learning the rules of academic writing, and also grammatical rules and a good amount of vocabulary like in other skills (reading, listening, speaking). Students face many problems and difficulties while they are trying to express themselves through writing and teachers use many methods and techniques in order to improve the writing skills of students. One of the current methods used in teaching and assessing writing in a foreign language is the portfolio assessment. Also regarded as "authentic assessment" or "performance assessment", portfolio assessment has become widely used in educational settings as a way to examine and measure progress, by documenting the process of learning or change as it occurs. Portfolios extend beyond test scores to include substantive descriptions or examples of what the student is doing and experiencing unlike standardized testing. This study aims to explore the perceptions of the English instructors and students regarding the effectiveness of portfolio assessment in reading-writing courses at preparatory education in School of Foreign Languages at Suleyman Demirel University. The study will utilize a phenomenological design which illuminates specific phenomena through how they are perceived by the actors in a situation. The participants of the study will consist of randomly chosen prep class students and 5 instructors teaching the course in School of Foreign Languages at Suleyman Demirel University. As data gathering methods, semi-structured interviews will be used.

The aim of this study was to find out mathematics anxiety of elementary second grade students. The study carried out on the 81 sixth, seventh and eigth grade students of one school selected in Bozyazı Region in Mersin, Turkey at 2007-2008 terms. Open-ended problems were used as data collection tool. Data were analyzed qualitatively(content analysis). Findings showed that elementary sixth, seventh and eighth grade students have mathematics anxiety whether they are successful or not successful. Results indicated that students' mathematics anxiety were mainly based on teacher, subjects, student and environment.

Teachers, school principal and parents communicate and interact with each other regularly to share their knowledge and experience in school environment. Communication is a major part in achieving the educational goals. For this reason, it is important for teachers to establish a healthy communication with school principal, colleagues and parents at all. Unfortunately, there is not much information available on teachers’ communication with their colleagues, school principal and parents in related literature. Therefore, the aim of this study is to develop a “Scale for Evaluating the Communication Skills which can be used to identify the communication skills of teachers with their colleagues, school principal and students’ parents. For this purpose, a 5 scale Likert type consisting 34 items and 7 open-ended questions was developed by the researchers. A 34 draft scale with different dimension was applied to 340 teachers working in one of the Turkish cities. To develop the instrument, the related literature was reviewed and three categories were named: (1) communication between teachers and school principal, (2) communication among teachers and (3) communication between teachers and parents. Each category consists of 11, 13 and 10 statements respectively such as “I greet with my colleagues in school”, “I feel comfortable around school principal” and “parents appreciate my works” were developed by the researchers. To address the validity of the items on the scale, item analysis and item discrimination indices will be used. Then, Principal Components Analysis with varimax rotation will be carried out to determine the construct of the scale. Results of this study will be discussed in detail during the presentation.

Some researches conducted in recent years have indicated that difficulties experienced in the matter of communication in the daily lives are mostly caused by the non-acquisition of proper listening habits. Effective listening skills are necessary for the quality of the education, learning of the students and their academic successes, in learning–teaching processes. Students learning by listening effectively use this skill as a learning tool for their all life. For that reason, listening skill which develops automatically before the school period should be developed systematically in every stage of the education. Teachers must have acquired listening skills in order to play an effective role in development of the listening skills. In this sense, it was found necessary to conduct a research for determining whether or not prospective teachers have these skills in their pre-service educations. This research aims at determining prospective teachers’ levels of having effective listening skills. In parallel with this purpose, effective listening skills of the prospective teachers will be examined in terms of various variables such as gender, department and university entrance score. The survey model will be used in the research. The universe of the research comprises of all the students receiving education in Firat University Faculty of Education. The sample of the research comprises of prospective teachers studying in the fourth grades of the departments of Firat University Faculty of Education Classroom Teaching, Social Sciences Teaching, Science Teaching, Turkish Teaching, Computer Teaching and Painting Teaching. As data collection tool, a scale for determination of prospective teachers’ skills of effective listening was used in the research. Data collection tool which was prepared and whose validity–reliability studies were made by the researchers was applied on the sample group. Data analysis of the research is on process now.

The aim of this study was to determine the view of primary school teachers about the new curriculum. The sample consisted of 214 primary school teachers who work in eight different schools. A two-part questionnaire developed by the researchers has been used to collect data. The first part of the questionnaire consisted of 22 items and four choices which were “Completely Disagree”, “Generally Disagree”, “Generally Agree”, and “Completely Agree”. The second part of the questionnaire composed of open-ended question which required written responses related to teacher views. The data showed that teachers defined the curricula change as a reform, but they believed that there were important deficiencies in developing and implementing process of the programs. Most of the teachers phrased that it was not asked their views about the programs in developing process; background required for the programs was not prepared before the implementation, qualified teaching materials were not sufficient, and teachers were not supported adequately.

The aim of this study is to determine the effect of analogy-assisted teaching on students’ understanding of the microscopic level changes during the phase changes of the matter. A quasi-experimental design was used in the study. Eighty sixth level students participated in the study, and both experimental and control group consisted of fourth students. A two-part test taken from the literature was used to collect data in the study (Kenan, 2005). In the first part of the test, students were asked to mark the judgments given them related to microscopic and macroscopic properties of states of matter as true or false. In the second part of the test, some properties were given to students and they were asked for mark one among three alternative which were increase, decrease and constant. The test was implemented to both group students as pre-test, and after the experimentation, the same test was used for post-test for two groups. In experimental group, an analogy activity related to microscopic changes occurring during the phase changes was presented to students and in-class discussion was made related to activity. Students in the control group were taught with traditional instruction. The data show that while there was no significant difference between the groups in pre-test, a significant difference was found between the groups in favor of experimental group in post-test. The results indicated that the performance of experimental group students was greater than the control group ones. And also, experimental group students were more successful than the control group ones in remedying the alternative conceptions.

The aim of this study is to determine the view of primary school teachers on in-service training course related with new curricula which have been implemented since 2005-2006. The sample consists of 216 teachers who work in different schools in Trabzon city center. A seven-part questionnaire was used to collect data. The first six parts of the questionnaire were taken from the literature and the seventh part was added by the researchers. The first four parts of the questionnaire were composed of 54 likert type phrase with 5-scale. The fifth part composed of 3-scale likert type phrase. In sixth and seventh parts, teachers were asked to write their views. Collected data showed that primary school teachers thought that in-service training about new curricula was necessary but was not effective.

The purpose of this study is to identify students’ views about the characteristics of democratic classrooms and how to enhance students’ democratic participation in the classroom and at the university. The subjects were 40 students in the second grade at the Faculty of Divinity at Ankara University during the first term of 2009-2010 academic year. 24 of the students were females, 16 of them were males. For data collection, students were asked to answer open-ended 6 questions related to democratic classrooms at the university level in the essay form. The questions were determined by the researcher considering the common themes mentioned in the relevant literature. Moreover, 10 voluntary students participated in semi-structured interviews after answering the questions to get more detailed information about their views. The sample was selected using random cluster sampling method. The students in one of the three sections were selected randomly to participate in the study. The qualitiative data involving writings and interviews were analyzed using content analysis in order to organize related data under similar categories and subcategories. The main themes that emerged from the study were considering students’ ideas before decision-making, providing equal rights for all students, characteristics of the teachers and the administrators with democratic values, characteristics of the students with democratic values, activities enhancing student participation and factors preventing students’ democratic participation. On the whole, the students desired that a more democratic and student-centered classroom should be provided for them, they should be educated to be more democratic in their attitudes, the instructors and administrators should provide students with equal opportunities and be less dominant at the university and the students should be encouraged to take part in decision-making process at the university level.

Universities are required to re-define their function in this rapidly changing world. According to the politicians, educationalists, university students and others constituting the community, the most fundamental reason behind the emergence of this need is the miscommunication between universities and society. The impression of "university and community are apart from each other" is the indicator of this miscommunication. This problem can be overcome by a cooperative and coordinated study between universities and society. The aim of this study is to evaluate the community service learning (CSL) appearing in teacher training curriculum in terms of the opinions of the governmental agency and non-governmental organization (NGO) administrators. The sample group consisted of 9 administrators from 6 institutes. Semi-structured interview technique was used in the study. Interviews lasted about 25-30 minutes and were recorded by the use of tape recorder and then were analyzed. Descriptive analysis approach was used in the analysis of the opinions of the administrators. For descriptive analysis, transcribing was made and then data were coded. Data were analysed and divided into meaningful units and were grouped under draft themes and categories. Following results were obtained at the end of the study: • Administrators were satisfied with projects developed by the students within the context of CSL. • Administrators expressed that the application has positive contribution to the institutions. • Administrators expressed the need for cooperative and coordinated study among students, lecturers and universities to achieve success in the application. They also expressed that lecturers responsible for the course do not pay strict attention to the application. • Administrators emphasized that students should be acquainted with the institution in order to develop projects corresponding with the mission of institution. • Some of the administrators emphasized that CSL should be taught in sophomore year rather than junior year and it should also cover both terms.

Teachers need to possess various knowledge and skills to plan for and implement effective teaching practices that promote students’ understanding and learning. However, they not only need to have in-depth knowledge of the subject-matter, pedagogy, and curriculum but also need to be able to deploy this knowledge effectively while teaching. Pedagogical content knowledge is a special knowledge base for effective teaching that involves interweaving various knowledge and skills. Therefore, the purpose of this study was to investigate what aspects of preservice secondary mathematics teachers’ pedagogical content knowledge developed in a secondary mathematics methods course and its associated field experiences. The data were collected in the form of interviews and observations. The methods and field experience courses were observed in fall 2008 at a large public university in the southeastern U.S. From the 30 preservice teachers, 6 of them were selected as the participants. Each participant was interviewed three times during the semester to detect, if any, changes in their pedagogical content knowledge. The data were analyzed according to the pedagogical content knowledge framework developed for this study such that pedagogical content knowledge was assumed to include subject-matter knowledge, pedagogical knowledge, knowledge of learners, and curriculum knowledge. The analysis of data revealed that preservice teachers’ subject matter knowledge was influential on the other components of pedagogical content knowledge. The preservice teachers’ ability to make appropriate connections among mathematical concepts, to generate different solutions and representations for problems, to address students’ difficulties and misconceptions effectively, and to choose appropriate examples to teach a particular topic were largely based on the depth of their subject matter knowledge. Therefore, a significant growth in preservice teachers’ pedagogical content knowledge could not be observed. The results implied that preservice teachers should be offered some special content courses that they study fundamental secondary mathematics subjects in depth.

Ders kitabı çocuğun yaşadığı toplumla bütünleşmesini sağlayan, o toplumun inançlarını, kültürünü, yaşam biçimini, felsefesini, etkileşim biçimlerini, gelenek ve göreneklerini açıklayan ve ilk öğreten kaynaktır. Öğrencilerin okuyup dinlediklerini anlamalarını, düşündüklerini söz ve yazı ile anlatabilmelerini kendine amaç edinen Türkçe dersinde, temel araç olan ders kitapları anlama ve anlatma çalışmalarının yürütüldüğü ana malzeme konumundadır. Bu ana malzemenin niteliği eğitimin istenilen hedeflere ulaşabilmesi için son derece önemlidir. Bu noktadan hareketle araştırmanın amacı, Türkçe öğretmenlerinin görüşleri doğrultusunda ilköğretim ikinci kademe Türkçe ders kitaplarının değerlendirilmesidir. Araştırma, betimsel nitelikte yapılacak olup tarama modeli kullanılacaktır. Çanakkale il merkezinde görev yapan Türkçe öğretmenlerine, araştırmacılar tarafından geliştirilerek geçerlik ve güvenilirlik çalışması yapılacak olan “Ders Kitabı Değerlendirme Ölçeği” uygulanacak ve elde edilen veriler frekans, t testi ve tek yönlü anova testleriyle SPSS kullanılarak analiz edilecektir. Elde edilen sonuçlar doğrultusunda öneriler geliştirilecektir.

Bilmeceler, kendine has özellikleri ile Halk Edebiyatı ürünleri içinde önemli bir yer tutar. Bilmeceler dikkatle incelendiğinde bilişsel gelişimde yer alan analiz, sentez ve değerlendirme basamaklarını içermektedir. Bu çalışmada bilmecelerin özellikleri ortaya koyulmuş buradan hareketle ortaya çıkan mantığın önemi üzerinde durulmuştur. Türkçe derslerinde ölçme ve değerlendirme çalışmalarında bu mantık değerlendirilmelidir. Bu mantık, öğrencilerin zihinsel, duyuşsal ve dilsel gelişimlerine katkı yapacaktır.

The subject of this study is the investigation of the underlying reasons of school dropout at the secondary level of formal education. The aim is to gain an understanding of the underlying reasons of school dropout from the perspective of the dropouts themselves. Along with the reasons of dropout, the personal views of the dropouts about education, educational system and the school institution were also investigated. A qualitative study was designed for this investigation where semi-structured in-depth interviews were conducted with five individuals who have left the school for at least three years. The interviews were conducted by the researcher himself. The individuals were selected by purposive sampling method. Along with demograpic information, individual educational historical data were collected and the individuals were asked how the dropout story was developed, what they think of education as a concept, the educational system and the school institution. The interviews were tape recorded and will be analyzed systematically. One important point cannot be disregarded in this study that the interviewees look at their dropout story from today. Because of this reason, this study should also be considered as a rethinking process of the dropout phenomenon within the educational system. This study can also help to understand the formation of the attitude towards the phenomenon of education. Another contribution of this study can be for the field of adult education such that dropouts are accepted one of the important target groups of adult education and in-depth information can be received about this target group with the help of this study.

The purpose of this study was to propose a linear structural model explaining the science achievement of the students with the relationship among a set of latent variables in TIMMS-R data with the sample size of 7841 for Turkish eight grade students. Exploratory factor analysis with principle components was employed to empirically reveal the underlying structure of TIMMS questionnaire. According to the results of exploratory factor analysis, five factors emerged based on the scree test. The five factors were explained as “student-centered classroom activities”, “perception of failure in science”, “teacher-centered classroom activities”, “socioeconomic status of students”, and “importance given to science”. These factors were retained to form latent variables for confirmatory factor analysis. In order to confirm the five-factor structure of model, confirmatory factor analysis was carried out with these latent variables. Findings of confirmatory factor analysis provided evidence for the five-factor model with good fit indices (CFI= 0.94; NNFI= 0.93; RMSEA= 0.04). For the latent variables constituted in confirmatory factor analysis, a path analytic model was proposed. The resulting path analytic model showed that the greatest effect on students’ science achievement came from socioeconomic status of students. Furthermore, it was found that as importance given to science increased, science achievement of students increased. In addition, as student-centered classroom activities increased, science achievement of students decreased; while science achievement of students increased as the teacher-centered classroom activities increased. Moreover, students’ perception of failure in science was positively correlated with students’ science achievement. In line with the literature, this study showed the significant impact of students’ socioeconomic status on their science achievement. This study also indicated that while teacher-centered classroom activities had a positive significant effect on students’ science achievement, student-centered classroom activities did not. This result questions us the implementation of teacher-centered and student-centered classroom activities in science teaching practices.

The purpose of this study is to investigate student teachers’ perceptions about the effect of characteristics of classroom management on classroom achievement. A survey design within the qualitative research paradigm was utilized to collect the data. The convenience sample included 100 voluntary student teachers from an Anatolian university in Turkey. The researchers reviewed the related literature and identified a total of 20 classroom management factors related to achievement. Participants were asked to indicate their opinions about the level of effect that each factor had on the achievement by using a 5-point Likert scale. The results revealed that all factors were perceived to have at least moderate influence on the achievement. The highest three ones were teacher-related factors and included teacher performance, teacher-student relationship, and good teacher modeling. Moreover, no significant differences across participant’s gender and major were found in the perceived effect of such factors on achievement.

The reasons of prospective teachers to choose teaching profession as a career both effect their attitudes during the education process and imply their perceptions of and approach to the profession. Therefore, the reasons of the prospective teachers form different departments in deciding to have a career in teaching profession draw many researchers’ attention. It is also discussed whether the reasons and motivations of the prospective teachers differ or not in undergraduate period or during non-thesis master programs. This research aims to detect the reasons of the prospective teachers who are studying in undergraduate or the non-thesis master programs in the Department of Secondary Education Science and Mathematics Studies Teaching and the Department of Secondary Education Social Studies Teaching in Gazi Universtiy. Additionally, it investigates whether the reasons of the prospective teachers studying in different programs and departments in choosing the teaching profession differentiate. The research is planned to be a descriptive one. The data is going to be gathered through open-ended questions asked to the prospective teachers. Being classified, the answers are going to be diverted into the form of frequencies and percentages. Whether there occur differences in terms of programs and departments is going to be analyzed by utilizing SPSS package program.

When examined carefully, it is seen that there is not an available and detailed curriculum designed for the aim of foreign language teaching with integrated cultural items of the target language in the programs of the schools under authority of the Ministry of Education and Turkish higher education institutions. In recent years, the specialists have an agreement on the issue that foreign language instruction should be carried out with the help of target language’s history, literature, geography and also its social characteristics. The idiom “it’s raining cats and dogs.” can be misinterpreted by a Turkish student without the knowledge of this idiom’s story in English history as “Cats and dogs are pouring down from the sky.” An important French architectural building “Saint Mary Cathedral, Notre Dame de Paris” can be misunderstood as “Our Parisian Woman” by a student who is unfamiliar with French culture. Both examples show that encountered foreign words and phrases can be misunderstood and mostly these words are perceived and interpreted according to learners’ own cultural figures. The aims of this study are to show the significance of culture-based foreign language courses and to make a contribution to the literature by regarding the views of researchers believing that culture and language are inseparable concepts. In this context, Erzincan University French Language Teaching Department students’ opinions on the relation between culture and language learning were received with the application of qualitative structured written response method. Then document analysis of written comments was evaluated. Consequently, the analysis on the participants’ written comments showed that a culture integrated foreign language course can make positive contributions to student learning, language learning process and learning environment.

The main purpose of this study is to determine the elementary mathematics teachers’ problems during the education process. Survey method was used in the context of descriptive methodology. The data was gathered from 92 elementary mathematics teachers who work in Trabzon via questionnaire during 2008-2009 academic years. The answers which were given by teachers were rated and analyzed with SPSS software package programme. At the end of study, it is determined that the most encountered problem of teachers was found to be the bias of students about the complexity perception of mathematics and so mathematics is considered to be a difficult lesson. Another problem that was found is that the students are not willing to do extra studies about mathematics other than school period. It is suggested that the students are need to be charged with homeworks suitable for their level to increase their self esteem and precautions need to be taken in order to not form any bias about mathematics.

The aim of this study was to determine freshman mathematics student teachers’ views, reasons for choosing teacher profession and anxieties of teaching profession. Within descriptive manner, case study research methodology was used. A questionnarie with three open-ended questions (The first two questions are related to their views of profession of teaching, third question is relevant with their their anxieties.) was administered to total 152 freshman mathematics student teachers enrolled to Department of Elementary Mathematics Education, in Fatih Faculty of Education, in autumn semester of 2009-2010. In analyzing data, prior to scoring all student teachers’ responses to the questions were thematically classified in regard to their similarities and differences. One of interesting results was that a significant proportion of them prefered their teacher education program because their scores of University Entrance Examination (UEE) only this program and their families fostered them to select teaching job. Further, it can be deduced that a significant ratio of the freshman student teachers saw profession of teaching as a respectable. In light of the results, some suggestions were made.

With a common saying, Religious Education activities as old as human history. These activities were performed conveying of culture to young generation throughout the centuries. But the scientific approach to these activities, have occurred only in last few centuries. Especially in Turkey, scientific researches on the religious education are fairly new. Religious education researches contribute to clarify right and wrong sides, strongnesses, weaknesses, or deficiencies of religious education activities. Thus Religious education researches have contributed these activities more scientifical. Additionally, this process provides religious education to develop theories; concepts, principles, methods etc. Recently, religious education research has increased very fast in Turkey. But this increasing has remained only in the number. The qualitative side still needs to be developed. It is possible to do some researches on this topic. One of the sufficient way to do more qualified these researches is to criticize, previous researches by new researches. Unfortunately, in our country, such kind of researches are very little. Such researches can provide opportunities, different aims, problems, methods, etc. for religious education researches and new research areas. These researches also contribute to develop the theories and practices of religious education. In this paper, we aim to discuss qualification of master's and doctoral thesis about Koran courses in Turkey. Therefore In this work it will be inquired; - problems, sub problems, - research methods, - variable types, - samples, - data collection techniques, - data analysis techniques, etc. of these researches. We use “content analysis method” in this study.

Misconceptions, that Students have, must be determined and overcomed for meaningful and permanent learning.Different instructional methods have to be used to determined students’ misconceptions. One of the effective methods using for this purpose is conceptual change texts (CCT). İt is explained that CCT are effective method because they reveal contradictions between scientifically accepted trues and the students’ probable misconceptions. The other effective method to overcome students’ misconceptions is Computer Assisted İnstruction (CAI).CAI is an instructional method which increases the students’motivation and assists the process of instruction, supply the individual learning environment to students and students are active when they are learning anything. In the last years it is seemed that CCT has been using frequently in studies abaut Misconceptions in Turkey. However, when examine this studies, While CAI can symbolize the information so students can learn meaningfully and permanently; it is seemed that researcher haven’t use the CAI. Thus, the first researchers in this field meet with various difficulties. İn this study, it is aimed that preapearing Computer Assisted Conceptual Change Texts for Overcoming Pre-Service Science Teachers’ Misconceptions and presenting an example of lesson process suitable for this method.For this aim ,we use Moodle- Learning Management Systems. Moodle is an Open Source software Package and it has generate instructional materials, assignments, exams, forums, chat rooms, links.İt is generally used in e-learning studies. It is thought that this study will present useful information abaout misconceptions,conceptional change,developing CAI materials and e-learning to new reseaechers and teachers and also it will contribute for new reseaechers using Computer Assisted Conceptual Change Texts and Moodle Learning Management Systems in their studies for the first time.

Yeni öğretmen yetiştirme programları kendisine söyleneni yapan teknisyen öğretmen yerine problem çözen ve öğrenmeyi öğreten öğretmenler yetiştirmeyi hedeflemektedir. Son gelişmeler yeni tip bir öğretmene ihtiyaç göstermektedir. Şimdiye dek öğretmenler, öğrenciler için profesyonel öğreticiler olarak algılanırdı. Fakat bugün öğrenmek ve öğretmek yeterli değildir. Artık öğretmenden kararlarının gelecekteki sonucunu tahmin etmek, hayata aktif katılmak, işbirliği içinde olmak, sosyal sorumluluklar üstlenmek gibi farklı nitelikler beklenmektedir. Bu yeni yönelimler ise yeni öğretim programlarını zorunlu kılmaktadır. Bu amaçla Yüksek Öğretim Kurulu 2006 eğitim-öğretim yılında eğitim fakültelerinde uygulanan öğretim programlarında güncelleme çalışması yapmış; bu kapsamda programlarda Hizmet Ederek Öğrenme temeline dayalı olan “Topluma Hizmet Uygulamaları” (THU) dersinin yer almasını kararlarlaştırmıştır. Topluma Hizmet Uygulamalar› (THU)” dersi, öğretmen adaylarının, topluma hizmet etmeye yönelik çalışmalarının okullarda uygulanmasına yönelik temel bilgi ve becerileri kazanabilmeleri için planlanan bir derstir. Bu ders aracılığı ile öğretmen adaylarının katılımcı ve demokratik bireyler olma, dayanışma ve işbirliğini pekiştirme, sorumluluk alma ve proje geliştirme ve uygulama konusunda daha katılımcı olmaları için deneyim kazanmaları beklenmektedir. Bu çerçevede THU ile öğretmen adayının kazanması beklenen nitelikler: • Topluma hizmet etmenin bireysel ve toplumsal yararını kavrayabilme, • Alanıyla ilgili hangi konularda topluma hizmet edebileceğini görebilme, • Topluma hizmet etmeye yönelik projeler geliştirebilme, • Düzenleyeceği çeşitli etkinlikler yoluyla topluma hizmet etme yeterliklerini geliştirebilme, • Topluma hizmet etme etkinlikleri sırasında kazanmış olduğu deneyimlerini çevresiyle paylaşarak kendisini geliştirebilme olarak sıralanabilir. Sürdürülmekte olan araştırma kapsamında hizmet ederek öğrenme sürecinin temel paydaşları olan öğretmen adayları, hizmeti alan sosyal kurumlar ve sürece rehberlik eden öğretim elemanlarının THU sürecinde kazandırılması beklenen temel nitelikler açısından algıları belirlenmektedir. Bu algılar çerçevesinde paydaşların karşılıklı beklentileri ortaya koymak, sürecin geliştirilebilmesi için görüş ve önerilerini belirlemek THU ders sürecinin geliştirilmesine katkı sağlayacağı beklenmektedir. Araştırma kapsamında nitel araştırma yöntemlerine yer verilmiş, görüşme ve gözlem ve doküman incelemesi ile bulgulara ulaşılmıştır.

Abstract Ataturk, who understood “the relationship between management and music” in political process of goverments in World History, knew the importance of relationship between the way of Turkiye Republic’s reach to international level within social, political, scientific, artistic context and contemporary music education that would have been given to the Turkish society. And with the foundation of Republic he started a lot of works about basic music education. Today, the process of accessing European Union is gone on. In this process there are a lot of barriers in political, economic, legal, social and cultural context. The one of the important components of cultural dimension is music. In this way, for the EU process, Turkey has to determine state policy to integration of contemporary world with Turkey Republic’s music education, culture, artistic. For the perform of Basic Music Education for the contemporary music culture of the society, in general, specific factors coexist in a contemporary form of qualifications is required. These can be categorized like these; “music courses in the curriculum of formal education institutions, music teachers, music programmes, music education environments, music artists, resources o music education, music industry's contribution, the effects and contributions of mass media. In this research it is reviewed 2009 primary school music course curriculum in the frame of EU accessing process’ effects and contributions in terms of music curriculum development that will be based on document analyze and its practical view. Key words: Basic Music Education, Curriculum, European Union, Adaptation

The study was conducted in the 2006-2007 academic year with 2 subject groups. The participants of the study were Intermediate Level students at CFL ELP. The method of the study was quasi-experimental. Data were processed through SPSS analysis. The present study addresses two research questions. The first research question is to find out if there is a significant difference in terms of speaking strategies between the group having traditional language education supported with communicative language activities and the group having traditional language education. As a sub-question of the first research question, the effect of gender differences on the students’ speaking strategies in both groups is sought. The second research question aims to find out if there is a significant difference in terms of attitudes to learning English between the group having traditional language education supported with communicative language activities and the group having traditional language education. As a sub-question of the second research question, the effect of gender differences on the students’ attitudes to learning English in both groups is sought. For this analysis, three questionnaires were given to the students. The first one is the Background Information Questionnaire (BIQ), the second one is the Oral Communication Strategy Inventory (OCSI) and the last one is an Attitude Test to Learning English (ATLE). In conclusion, all the findings from the research questions were explained and according to the results of the study, recommendations for further research were offered.

The curriculum renewed around requires of constructivist approach highlights the use of alternative student-centered learning environments besides the traditional ones. Expected from this learning environment is to provide more democratic and more student centered class, and more students’ effective learning for solving problems. Discussion what needs to be made for creating alternative learning environment is continuing in Turkey. In this context, nowadays one of the alternative methods discussed is project method was elaborated and popularized in worldwide by William H. Kilpatrick in 1918. In recent years, project papers are used in elementary schools, national/international project competitions are organized and the teachers are encouraged for using this teaching method in Turkey. In this process a number of questions started with “what, why and how” have emerged. The aim of this research is to describe the means of “project” and the difficulties and challenges faced during the implementation of the projects in primary mathematics lessons. The study is conducted with four in-service mathematics teachers (one teaches in private school, one teaches in training center and the two teaches in public school) and four preservice mathematics teachers (students in faculty of education). The qualitative data were obtained through semi-structured interviews. The interviews were taped with the consent of the participants. The data were examined by content analysis method consisting the phases of coding, finding themes and organizing the data with respect to the themes. The findings of the study were presented with three different main themes with “means of project”, “project implementation process” and “difficulties”. Project is the way of attaining deep and rich knowledge and it is a long-term study. In implementation process, the teachers are experiencing difficulties in determining appropriate project tasks and project tasks are selected from made project at an earlier time and by searching internet generally. The teachers think that project tasks must be appropriate to the individual differences of students and project method used for cognitive development of students. The projects may be suggested by the teacher, but they are planned and executed as far as possible by the students themselves, individually or in groups. The pre-service mathematics teachers think that the project method used for cognitive development and affective development of students (attitude, belief): This method motivates students for meaningful learning and makes mathematics practicable in their lives. But they had a lack of experience at project implementation process. The students view project tasks merely as a duty to get a favorable score or to pass a course. Finally the research findings have been discussed in the light of literature.

According to new physics curriculum, it should be highlighted that differences of physics achievements of students with different gender should be remedied and attitudes of students with regard to physics should be increased. The aim of this study is to investigate students’ attitudes towards physics in terms of their gender and grades. In this survey study, sample of the research was 841 students selected from various high schools located in the province of Trabzon. The data obtained from an attitude scale with 0.95 reliability coefficient was analyzed by SPSS software at the level of significance =0.05. The results indicated that there was a significant differences on students’ attitudes towards physics in terms of grades, and this differences caused from 9th grade students’ high scores on the attitude scale. It was also determined that there was a significant differences at 9th and 10th grades students’ attitudes in point of gender. It was seen that while 9th grade students were given more value to physics and had a positive perspective towards physics, 11th grade students were found more willing to make physics behavior. It was thought that the findings put forth that new physics curriculum practiced currently at 9th grade effected students’ attitudes positively. In addition, from movement of attitude scores of male and female students, it was understood that when the grade level of female students got high, their attitudes towards physics reduced. It was suggested that the findings of this study should be taken attention by the physics teachers, physics researchers and curriculum developers.

Impact of Standard Spoken Tamil in Singapore Tamil Classrooms Dr Seetha Lakshmi. Language is one of the most valuable assets and cultural resources of a community. A person’s first language or mother tongue language is vital to the upgrading of people and a country. A civilized and cultivated human is adding value to himself and humanity through his rich language. Currently in Singapore, followed by the Tamil Language Curriculum and Pedagogy Review Committee(TLCPRC) Report’s(MOE, 2005) key recommendations, Spoken Tamil/Standard Spoken Tamil has a place in Singapore Tamil classrooms. Tamil can be characterized by diglossia (Britto, 1986; Ferguson, 2000). According to Ferguson (2000), there are two main varieties of the Tamil language. The first is the formal or H variety that is used mainly in writing and is learned in schools. The second is the spoken or L variety that is used in informal conversations and is learned naturally through exposure. Although the two varieties differ, they complement each other in function. Schiffman (1998), who has researched the diglossic varieties of Spoken Tamil in Tamil Nadu and Singapore, claimed that there is indeed a variety of Spoken Tamil that has been standardized by informal consensus. He calls this variety Standard Spoken Tamil (SST). A number of research studies have been carried out on identifying, defining and developing Spoken Tamil/Standard Spoken Tamil variety in the educational and media domains. Revised curriculum and text books for selected primary classes were introduced from 2008 onwards. It is already two years after the implementation and now it is also time to assess the impact of this variety among the students as well as teachers. Hence this paper will share its research project(Lakshmi S., and Saravanan V., 2009) based qualitative analysis of 10 Primary School Tamil lessons’ transcriptions and interviews with the teachers based on the following research questions: 1. What is the impact of the Standard Spoken Tamil language which has been implemented in the school curriculum? 2. What are the responses of the teachers who teach this variety of Tamil language? 3. What do the students, who are the future Tamil speaking Singaporeans, think about the lessons and the techniques that are used by the teachers who teach Standard Spoken Tamil?

The aim of this research has been to examine whether and how the corpus of children's and adolescents' literature constitutes a source for instilling or, alternatively, undermining children's rights in the context of family violence. Literature does have the power to influence the child's mental and spiritual environment (Cohen, 1985). Children's and adolescents' literature contains a wealth of texts dealing with the violence experiences of children: both physical as well as verbal violence in the family. For this purpose we examined the plots of stories featuring abused children as their protagonists. In order to fulfill the aims of the research we formulated the following questions: what is the image of the abused child? What reasons are given for the child's state? How, if at all, do the different agents of society (meaningful adults, the education system, and the peer group) extend their help? The methodology used has been the methodology of content analysis; a series of procedures is used in analyzing the text aimed at arriving at significant diagnoses and generalizations from inside the text (Weber, 1985). The findings show that although the stories arouse sympathy and pity for the abused child, they do not constitute effective tools for dealing with cases of violence in the family. In these stories most agents of society, and law enforcement agents among them, are presented as shallow entities, implying that one should not have great expectations about their roles in society. Although these stories may be trying to portray an authentic social reality, their social message is actually loaded with helplessness.

Observational studies in classroom interaction have long been source of informing readers about the classroom dynamics. The advent of modern technologies in 20th century has revolutionized the possibilities for observational researchers but methods of research have not been correspondingly reformed to utilize these emerging possibilities. This paper focused on development of a framework for analysis of class talk to inform teachers about pattern of communication that are most suitable for promoting meaningful learning. The rationale behind development of FACT emerged from limited scope of the classroom interaction being reported in the research at present. Review of literature revealed that very few studies refer to the full text of the classroom protocol but focus on selected extracts from class talk which best suits their research questions. Selected extracts sometime are used out of context and interpreted out of proportions. It becomes very difficult for the readers to envision the context in which the class talk occurred. FACT was developed to overcome the problem mentioned above and is based on studying class talk as it happens without /with minimum interference/manipulation, accounting for complete class talk to give image of the whole class and then focusing on any/more parts of the lesson as required and for having a framework analyzing sequence of lesson instead of isolated lesson. FACT focused on three dimensions of classroom interaction further sub-divided into two categories each. The categories were Nature of Talk (Uni-focal, Multi-focal), Content of Talk (Thematic, Contextual) and Participants of Talk (Teacher-student, Student-student). Interaction of these three dimensions leads to eight teaching approaches. It is assumed that all types of class talk will be covered in these eight teaching approaches. The use of this framework can be used a source of Continuous Professional Development (CPD) by the teachers to build patterns of talk potentially helpful in improving the effectiveness of their teaching.

This research aims at determining the problems encountered in managing projects by project teams working in schools under the directorate of Çanakkale province national education and in vocational and public education centres. The research group is composed of 20 project teams who work in schools under the directorate of Çanakkale province national education and in vocational and public education centres and who manage at least one project. The whole group was targeted for reaching, and thus no sample was formed in the research. The interview method was employed in the research. The data were collected via the interview form developed by the researcher. The responses given by all the teams conducting projects were analysed using verbal methods. In conclusion, the following may be said: 1) the project teams prepared projects so as to learn about other cultures and to introduce their own culture, and to see the EU applications and to have new horizons. 2) The project teams received the most support from the Research and Development Unit – formerly called Projects and Coordination Unit- of Province Directorate of National Education and from schools which prepared projects in the past. 3) The problems encountered by the project teams in preparing projects from the most frequent to the least frequent were: finding foreign partners to their projects, filling in the application form, specifying a project topic, insufficiency of physical conditions (such as computers, printers, the internet), lack of time, insufficient number of teachers with knowledge of a foreign language, lack of experience, and lack of motivation (unwillingness). 4) The problems encountered in the application of the projects from the most frequent to the least frequent were: less performance than expected of some of the partners, lack of communication especially with foreign partners, disharmony between individuals in the team, higher cost of the projects than expected and less progress in work than expected.

The ELT curriculum innovation conducted in 2005 caused many problems on the part of the teachers and the students because of various reasons. Different requirements and characteristics of the new program led to occurrence of certain needs, with respect to the teachers and the students. The purpose of this needs assessment was to identify the needs of the teachers and the students regarding the new 5th Grade English Language Program. 94 students and 5 English teachers from three public primary schools in Ankara participated in the study. Data were collected by means of a survey questionnaire and half structured interview technique. Questionnaires were administered to the students and five English teachers were interviewed. Mortality and maturation were not serious threats for this study as it was completed in a short period of time. For hindering instrument decay each teacher was interviewed on a different day. The data analysis of the interview was performed by interpreting and generalizing the answers of the participants. The data analysis of the questionnaire was performed through descriptive statistics. The results revealed that teachers and students have several needs in relation to the new English program. These needs are in-service training on the new program for teachers, decrease in the content of the program and in the number of activities which repeat themselves, revising the sequencing of the units and the horizontal organization of the program (parallelism with other courses) and simplifying the wording of the instructions and the texts in the course. These needs should be met in order to eliminate the difficulties that the teachers and the students have during the implementation process for better application of the new program.

Globalization is the rapid spread of new formations and transformations in different areas such as technology, communication, education, health, economy and politics. As this process is related to economy to great extend, the effects of globalization do not take place at the same phase in developed, developing and underdeveloped countries. At the time of formation of new world order, powers that control international institutions evaluate the results and effects of globalization at their best advantage (Akkutay, 1999). Globalization has not affected economy only. The areas such as social conditions, perception of nation state, national culture, and education and health have also been affected by this process. Considering the social transformations occurred in the process of globalization, it will be seen that education has gained more importance for preparing people for the community and adaptations for social changes (Akkutay, 1999). Education is an effective tool not only for adapting the globalization but for overcoming the problems that occur or that can occur during this process. The purpose of this study is to explore different aspects of globalization process and to assess teachers’ perception regarding the effects of globalization on education. The study makes use of qualitative research design. Data were collected by means of an open-ended questionnaire about the effects of globalization on education. 16 teachers working at a public school in Ankara/Kızılcahamam in 2009-2010 education year participated in the study. The answers of the teachers were analyzed by using context analysis technique. The results of the study are important as they reveal the teachers’ perception related to the effects of globalization on education and the positive and negative aspects of the changes and transformations in education system resulting from globalization process. Key Words: Globalization, education, information era

Environmental issues are an important topic both in news, and in science education. Previous studies revealed that students hold many misconceptions relating to such issues as Greenhouse effect, global warming, ozone depletion, and acid rain. Generally in all countries the general public has developed an increasing awareness of world environmental problems, and one of the most acknowledged concerns is global warming, especially that aspect known as the “greenhouse effect.” Currently, students are exposed to these issues in their science classes at various points during their lessons; the amount and depth of exposure to these issues can be quite variable. These issues are also addressed in the printed media as well as through television programs. But such sources of information are often filled with misconceptions or errors. Indeed, even the term “greenhouse effect” is misleading because the causal factors of global warming are not the same as those which cause greenhouses to become more hot. Even when all of the various sources of information are correct, many aspects of atmospheric phenomena in general, and global warming in particular, are still confusing to both students and populations. These environmental problems can be very complex and they often interrelate in many ways, and this complexity further leads to misunderstandings among students as well as the general public. The trainees completed the Questionnaire which contained 30 statements about the greenhouse effect and global warming with Likert Scale choices. Results indicated that many students appeared to confuse certain major environmental problems (the greenhouse effect, ozone depletion, loss of biodiversity, air and water pollution, and nuclear power) in terms of causality, consequences, and in ways to alleviate these problems. Also, the students confounded the possible relationships between these various environmental issues. How do such misconceptions arise? This study conducted in primary school teacher trainees for primary teacher candidates and science teacher candidates a number of 413 in COMU, BAU, DEU, GAZİ and ODTU. Results determinate that the teacher trainee had a lot of misconceptions and misleads about this conceptions. Then the results valued for environmental education and general science education for future studies.

Knowledge is one of basic aspects of scientific literacy. For targeted enhancement of scientific literacy it is necessary to diversify methodical activities. Research results indicate on necessity to enhance formation of scientific literacy in chemistry lessons by motivating students to think about nature as unified system. Based on the results of a pedagogic research an alternative teaching method was developed. A spatial mind model is used for the application of this method which is based on the fact that our environment is dimensional. The action of the model is oriented to discovery the various thematic interconnections for the forming systematic knowledge based on understanding. The results obtained in the approbation of the method indicate that during chemistry lessons students showed greater interest, concurrently the level of students` knowledge raises up. The obtained systemic knowledge which is based on understanding enhances activation of students’ cognitive processes and stabilization of chemical knowledge. By developing such students’ competences which are creating scientific literacy is important to show meaning of knowledge in chemistry influence on environment and society.

Sociocultural Aspect as a Priority in Foreign Language Teaching Nikiforova Larisa National Academy of Security Service of Ukraine Department of Foreign Languages Email: choban@ukr.net Keyword: a socio-cultural competence, socio-cultural context, intercultural communication, sociocultural education, socio-cultural component, pluralingual personality formation. 1. INTRODUCTION Modern life convincingly proves that a foreign language competence is a must, unavoidable and important for people of the third millennium. A well-educated person is expected to have a fluent command of three to four foreign languages, which is a passkey to modern society. Proficiency in a foreign language is not only a correct use of foreign words but also a socio-cultural competence in the target language without which it is hardly possible to master a language. Beginning from the second half of the 20 th century the sociocultural component of the foreign language teaching is being radically changed in many European countries. In Ukraine this component is gaining its special significance too, as after the country became independent and sovereign its people got the opportunity to go abroad on a mass scale: get education, participate in different international seminars, conferences and programs, improve qualification skills, work or spend leisure time. And it is no wonder that people of Ukraine want to know more about the way people of different cultures live, they want to understand better socio-cultural peculiarities of foreigners, their customs, traditions and cultural-historical heritage. In a word, they want to know sociocultural standards of behavior required in intercultural contacts. The integration into the world society and the attempt to build an open democratic state sets a new goal for Ukrainian educational system. It has to form a personality that is not only a representative of a particular culture living in a particular place. This new person has to become a citizen of the world perceiving him/her self as an object of the culture polylogue and realizing his/her role, importance and responsibility in the global processes that take place in the world. Foreign language ( FL ) is one of the main instruments of forming this kind of personality with an informed sense of world. Research in the field of sociocultural studies clearly shows that forming and developing sociocultural competence along with tolerance, unprejudice towards different cultures can be fostered by means of learning the language of international communication [1]. That is why the trends in education reflect deep interest in the study of socio-cultural context. Consequently, there is a drastic change in the content of the Foreign Language teaching. Fewer teachers keep to the traditional structural approach. They consider that Foreign Language teacher should not only facilitate and control the acquisition of phonetic, lexical and grammatical knowledge, but also teach the use of language in the terms of intercultural communication. There is a strong connection between language, culture and communication. Naturally, cultural patterns, customs, the way of living are reflected in a language. Also, every language has specific vocabulary items, idioms, speech acts, concepts that are totally different in another language. Even if the borrowing takes place it is not simply a mechanical process but rather an automatic response to cultural contacts with a slight or drastic change in the meaning of the borrowed element. At the same time a person’s world model is always conditioned ethnically, i.e. the nation’s system of perception, thinking, behavior, emotions is different due to the vaious conditions of socialization, its own peculiar traditions, customs and even geographical position. That is why language barrier is not the only obstacle to overcome during the process of communication by the representatives of different cultures. There exists a cultural barrier that makes this communication even more difficult. Therefore, good intercultural communication skills depend not only on the profound language knowledge, but also on the presence of socio-cultural background knowledge about the Foreign Language culture [2]. Ability to use sociocultural knowledge effectively in communication means that FL learner possesses sociocultural competence. Sociocultural competence is sociocultural linguistic knowledge that is used adequately in the intercultural communication. Absence of the skills in sociocultural competence makes communication more difficult. Many people agree that the main reason of misunderstanding in intercultural communication is not the language difference but the difference in national mentalities of the communicants. 1.1. Problem Status Modern sociocultural situation opened new opportunities and perspectives for collaboration with different countries, which favours the development of culture dialogue as the way of comparing, collaborating and understanding different culture values. As a result, sociocultural aspect became a priority in FL teaching. Basically, it is impossible to speak about fully developed personality of a specialist without considering one’s sociocultural competence. However, there certainly is a need to explain what exactly is meant by sociocultural competence. For a number of reasons, aspects of sociocultural competence are very difficult to distinguish in terms of degrees of competence (in other words it is difficult to “scale” them). For sociocultural competence, it seems to be particularly difficult to write descriptions, which are not vague generalizations opened to a number of possible interpretations [3]. Therefore, there is no attempt here to define the competence, but a try to distinguish the main areas of knowledge and skills that are considered to be helpful in developing sociocultural competence. In order to do this, several approaches to sociocultural competence were analyzed: European (according to the Common European Framework of Reference (CEFR), American (according to Celce - Murcia), Russian (according to V. V. Sufonova) and Ukrainian (according to Gryshkova P., Borysko H.) Celce – Murcia, Dornyei and Thurrell suggest several parts of sociocultural competence: social contextual factors, stylistic appropriateness factors, cultural factors, nonverbal communicative factors. Among social contextual factors they name participant variables – age, gender, office and status, social distance, relations (power and affective), and situational variables – time, place, social situation. When talking about stylistic appropriateness factors, they mean politeness conventions and strategies, stylistic variation, degrees of formality, fieldspecific registers, etc. They consider cultural factors to be sociocultural background knowledge of the target language community, living conditions (way of living, living standards); social and institutional structure; social conventions and rituals; major values, beliefs and norms; taboo topics; historical background; cultural aspects including literature and arts, awareness of major dialect or regional differences, cross – cultural awareness, differences; similarities; strategies for cross – cultural communication. As for non-verbal communicative factors they name kinesic factors (body language), discourse controlling behaviours (non-verbal turn-taking signals), backchannel behaviours, affective markers (facial expressions), gestures, eye conact, proxemic factors (use of space), haptic factors (touching), para-linguistic factors acoustal sounds, nonvocal noises, silence. Sociocultural competence implies acquainting FL learner with the specifics of national cultural speech behavior and the ability to use those elements of sociocultural context that are relevant for uttering and perceiving speech from the native speakers perspective: customs, rules, norms, social conventions, rituals, social stereotypes, country studies knowledge, etc [4]. Following the CEFR, it is assumed that sociolinguistic competence might unite the following competences defined by the Framework, though they are distinguished as the components of other competences and exists on different levels of the competence scheme, thus are different in value and can’t be compared. The areas that concern sociocultural aspect in the Reference are socio-linguistic competence, sociocultural knowledge, intercultural awareness and intercultural skills [5]. Socio-linguistic competence is considered an aspect of communicative language competence and concerns rules of style, directness, appropriateness and register; socio-pragmatic rules and conventions covering turn-taking and politeness correction; and can be related to social contextual and stylistic appropriateness factors of Celce – Murcia’s sociocultural competence. Sociocultural knowledge is considered part of general competence (knowledge of the world) and thus separate from communicative language competence. Strictly speaking, knowledge of the society and culture of the community or communities in which a language is spoken is one aspect of knowledge of the world. It is, however, of sufficient importance to the language learner to merit special attention, especially since unlike many other aspects of knowledge it is likely to lie outside the learner’s previous experience and may well be distorted by stereotypes. The features distinctively characteristic of a particular European society and its culture may relate, for example, to everyday living, living conditions, interpersonal relations (including relations of power and solidarity), values, beliefs and attitudes, body language, social conventions, rituals [5]. Therefore, the area of sociocultural knowledge coincides in the content with the cultural factors of sociocultural competence model by Celce – Murcia. Next area that deals with sociocultural aspect is intercultural awareness. Knowledge, awareness and understanding of the relation (similarities and distinctive differences) between the world of origin and the world of the target community produce an intercultural awareness. It is, of course, important to note that intercultural awareness includes an awareness of regional and social diversity in both worlds. It is also enriched by awareness of a wider range of cultures than those carried by the learner. This wider awareness helps to place both in context. In addition to objective knowledge, intercultural awareness covers an awareness of how each community appears from the perspective of the other, often in the form of national stereotypes [5]. Finally, intercultural skills and know-how include the ability to bring the culture of origin and the foreign culture into relations with each other; cultural sensitivity and the ability to identify and use a variety of strategies for contact with those from other cultures; the capacity to fulfil the role of cultural intermediary between one’s own culture and the foreign culture and to deal effectively with intercultural misunderstanding and conflict situations; the ability to overcome stereotyped relationships. Intercultural awareness also is a factor that both stimulates studying and facilitates harmonic development of an individual by means of communication in an intercultural dialogue. This is a goal that highlights the socio-cultural component of the Foreign Language competence. Thus, forming socio-cultural competence is usually understood as the complex of knowledge about values, beliefs, behavior patterns, customs, traditions, language, culture achievements peculiar to a particular society and characterizing it through the process of socio-cultural education “the process of getting the personality accustomed to the culture and folk traditions of the target language” [1]. There are many ways, methods and forms of developing sociocultural competence. Having specified what is meant by sociocultural competence, we should decide what a teacher should do to form and develop it in the learners. We try to find out what practical and theoretical basis is behind the words “teaching culture”. According to C. Kramsch, there is a hesitation when we talk about teaching of culture. One often reads in teacher’s guidelines that language teaching consists of teaching four skills plus “culture”. This dichotomy of language and culture is an entrenched feature of language teaching around the world. Culture is often seen as mere information conveyed by the language, not as a feature of language itself, cultural awareness becomes an educational objective in itself, separate from the language. If, however, language is seen as social practice, culture becomes the very core of language teaching. Cultural awareness must then be viewed both enabling language proficiency and as being the outcome of reflection on language proficiency [1]. Russian educators also consider culture teaching an integrative part of the content. However, despite the fact the language and culture study was theoretically grounded by the most prominent Russian educators (I.L. Bim, B.A. Lapidus, R.K. Minyar-Beloruchev, G.V. Rogova, etc.), the attempts to integrate sociocultural component in education were narrowed to speech patterns and national specificity of the studied materials. Some researches view sociocultural component as a isolated element of the education content which contradicts the integrative nature of it. Most educators now agree that since language is social and culture is the only source for education content, sociocultural component should be interwoven into FL teaching content, and be present in all its components to preserve the connection between them. M.A. Bogaturyova suggests the following model, which includes two aspects:  linguistics; • teaching foreign language (teaching languages and culture by the means of the language); • sociolinguistics (using the language in various social contexts);  informational; • knowledge about culture:  culture achievements (music, literature, folklore, artifacts);  etiquette, i.e. accepted behavior patterns, politeness strategy, personal space;  clothes;  national cuisine traditions;  non-verbal language, i.e. gesture, mimics;  sound reflecting emotions;  values and customs, i.e. everyday activities that characterize country’s lifestyle;  education system, social institutions;  country studies (geographical position, climate, political and economical systems) [6]. This totally corresponds with the view of Ukrainian educators, who state that sociocultural component is an integral part of both content and of the context in which the language is taught. Thus, Ukrainian educators also consider that this aspect should be taught both explicitly and implicitly. This is also proven by the way sociocultural components are treated in foreign language teaching content: sociocultural knowledge is divided into linguistic and non-linguistic, which coincides in content with Bogaturyova’s linguistic and information aspects. It is advised using the following methodology to teach sociocultural content: anthropological and sociological studies based on acquired knowledge including critical cultural text analysis of “expository” texts (e.g. advertisements, instructions, maps, etc.), media texts, fiction texts, ethnographic approach; traditional, ethnosemantics [7]. The next methods and forms suggested by Widowson H.G. to develop sociocultural competence are considered appropriate when teaching sociocultural aspects are integrated in the teaching content: comparative method, which comprises discussions of different kind. Traditions, customs that differ from the native culture are discussed in class. “Critical incidents” method that purports to illuminate the differences between verbal and non-verbal communication. According to this method the students are given the description of social incident in communication which resulted into misinterpretation due to the cultural differences and mentalities. “Cultural capsules” method. It is concentrated on one of the differences in cultures, such as differences between customers in Ukraine and Greet Britain. For communicative practice, activities such as role-plays, drama or pair work seem ideal as they allow for students to experiment and receive feed back in a controllable environment. It is explained that though the use of plays or parts of plays, the following are learnable: • rote learning and repetition of a model; • attention to exact wording; • practice in all four skills; • motivating and authentic language and activity; • instances of culturally and contextually appropriate pragmatic use; • integration of linguistic with paralinguistic use. When forming sociocultural competence, it is recommended to use newspapers, because many examples of cultural differences can be seen in the advertisements, headlines, etc. A special attention should be paid to TV programs, because there the students can see the language in action [9]. “Audio-motor” method. For example, the teacher tells the student to role-play a party where there will be people from different culture. The students have to meet the guests according to the etiquette, use jokes, etc. The teacher and the rest of the students have to observe and critically evaluate verbal and non-verbal communication of the students. As it was just mentioned, authentic video materials used for developing sociocultural competence are named among the best practices. However, there are attempts to justify developing sociocultural competence by setting it as an independent objective. For example, a pragmatic awareness approach is suggested by M. Handford to develop sociocultural competence. As the educator himself says that approach is not intended to be a language-teaching panacea: the primary aim is the development of sociocultural awareness through the study of pragmatically-laden texts. Improvements in such areas as vocabulary, spelling, fluency and listening are probable, yet unintentional, outcomes of this approach. Representational texts have been chosen because they are ideal for developing the empathy that is a perquisite for cross-cultural understanding. There are two types of activity that are useful for developing pragmatic awareness:  awareness raising activities;  opportunities for communicative practice. Handford justifies his approach by turning to Kramsch, who says that teaching how to shape contexts of interaction cannot be done directly by a well-dosed administration of facts Pragmatic knowledge can only be acquired through observation and analysis and a feel for the whole social context. It is not an “if-then” affair. It requires, therefore, a totally different pedagogical approach [1]. At this stage Handford touches a very problematic area of his approach. The problem lies in the fact learners requires something from teachers that they often neglect to teach. Students need and have a right to feel they have learned something tangible from every lesson and in dealing with a subject as abstract as sociocultural competence, there is the possibility for this desire to be unfulfilled. Handford sees the way out in making the studied norms explicit, so the class can obtain something tangible, which can also be done at the beginning of the lesson through anecdotes, videoclips, or a quick role-play with the teacher “demonstrating” on a student. However, there are some challenges of sociocultural competence development. It is obvious that sociocultural aspects are a very uncomfortable area to teach. First of all, the skills and knowledge acquired as the result of teaching sociocultural aspect are very difficult to evaluate. For example, with vocabulary or prescriptive grammar, we can easily check whether the input has been effective, with sociocultural competence, we are primarily encouraging skills and sensitivity to context, that are not open to a comparative type of assessment [10]. Teachers who, quite rationally, lake to test and score their students’ progress in the classroom are therefore unlikely to enjoy teaching awareness raising. Another possible dilemma for the teacher is to decide whose sociocultural norms should be taught and how to analyze them systematically in the first place. Handford considers that what the student deciders to do with this information is not under the teacher’s control, but the student should be encouraged to develop an outlook which is informed and attentive. To create such teaching / learning situation the contemporary teacher must have thorough background knowledge of culture of English speaking countries. When introducing cultural content the teacher must maintain complete neutrality. His approach must be informative, analytical and objective so as not to prove the superiority of one culture over another. The teacher should stimulate students’ intellectual curiosity about the target language culture by means of choosing appropriate materials, techniques and activities, which leads to developing materials and exercises based on realia and authentic texts. There are many sources of authentic materials that can be adapted and used in FL lessons; the most important of them are: literature, newspapers, magazines, songs, videofilms, radio and TV broadcasts. Therefore, authentic texts are probably the source for setting the cultural norms to be shown. REFERENCES 1. Kramsh C. Context and Culture in Language Teaching. – Oxford Univ. Press, 1996. – 295 p. 2. M. Celce – Murcia, Hinkel E. Building awareness and Practical skills to Facilitate Cross – Cultural Communication // Edition – 3 rd ed. – Heinle and Heinle, 2001. – 502 p. 3. Халеева И. И. Некоторые проблемы обучения межкультурной коммуникации на основе коммуникативного подхода // Психолингвистика и межкультурное взаимопонимание: Тезисы докл. Х Всесоюзного симпозиума по психолингвистике и теории коммуникации – М., 1991. 4. Сафонова В. В. Изучение языков международного общения в контексте диалога культур и цивилизаций. – Воронеж: Истоки, 1996. – 168 с. 5. Общеевропейские компетенции владения иностранным языком: изучение, преподавание, оценка: Совет Европы. – Страсбург, 1996. 6. Богатырева М. А. Социокультурный компонент содержания профессионально – ориентированного учебника: Дис… канд. наук. – М., 1998. 7. Kohonen V. Communicative Language Teaching in the Classroom. Report on CDCC Workshop Strassburg, Europarat, 2005. 8. Widdowson H. G. Teaching Language as Communication. - Oxford University Press, 1978. – 186 p. 9. Stern H. H. Fundamental Concepts of Language Teaching. – Oxford University Press, 1983. – 237 p. 10. Byram M. Sociocultural competence in language learning and teaching. Studies towards Common European Framework of Reference for language learning and teaching. Education Committee Council for Cultural Co-operation. Strasbourg: Council of Europe Publishing, 1997. – 122 p.

Recent years have witnessed the push toward communication which was understood as a constant process of interpreting messages and negotiating meaning. Thus, communication is not defined as a single, temporally linear process but a constitutive of specific interactional/transactional scenes and events. What is more, acquiring communicative competence in the target language became the main goal of language education. Such terms as learner needs and abilities, social interaction, interpersonal negotiation, interpretation of context and discourse, appropriateness established a theoretical framework for the concept of communicative competence. Thus, foreign language teaching/learning is assumed to be deeply-rooted in context, in social interaction, and in negotiation of meaning. It has been widely acknowledged that some communication problems occur due to cultural and gender differences. Nevertheless, some barriers to effective communication are inherent in the foreign language and may result from specific classroom practice. This paper will be based on research conducted in Poland among adult foreign language learners and will investigate some communication problems the language learners encounter in the foreign language classroom. It will focus on such barriers to effective communication as polarization, indiscrimination, fact-inference confusion, the dynamism of grammar, clichés and euphemisms, i.e. communication problems inherent in the language. Furthermore, while investigating foreign language learners’ communicative behavior, the paper will discuss such barriers as decontextualized vocabulary, inefficient listening strategies, the classroom situation (i.e. power and status difference, communication noise, psychological and social context, temporal and physical context), the structured aspect of a communicative task and the learner’s self. As it has been assumed, unless foreign language learners learn to communicate in the classroom, they will never be capable of communicating in real life situations. Therefore, having investigated the learners’ communicative conventions and communication barriers they encounter, the paper will include some pedagogical implications.

Pedagogical knowledge is essential in any kind of teaching domain in an educational setting (Shulman, 2000). In Turkey, students in mathematics education department of faculty of education receive pedagogical education (which includes guidance, classroom management, and counseling courses, etc...) whereas students in mathematics department of science faculty do not. Regardless, graduates of both degrees are qualified to teach in mathematics classrooms in public or private schools and private education centers. In accordance with this condition, the purpose of our study is to investigate how mathematics teachers with a bachelor degree from science faculty with a certificate of pedagogical education perceive the effectiveness of pedagogical education. In the pedagogical education, the study will focus on special teaching methods, guidance and program development domains In this study, the sample is chosen from the mathematics graduates from science faculty who had a certificate of pedagogical education after working as a mathematics teacher for at least 2 years. With regard to the aim of this study, semi-structured interviews, all of which were tape-recorded and transcribed, were performed with 15 mathematics teachers. To have detailed information, one faculty member was also interviewed. Data gathered from semi-structured interviews are analyzed by means of pattern coding (Miles & Huberman, 1994).The transcribed data was shown to the interviewees for confirmation to increase the validity of the study. However, descriptive statistics was also used to enrich the findings of the study. The results will be discussed in detail during the session.

The purpose of this paper is to extend the knowledge of challenges in developing higher education in security management. Earlier literature includes very little knowledge of developing higher education in security management, and particularly of the related challenges. Thus, there is a clear need to increase the knowledge in this area. This paper contributes by identifying and describing the nature of various challenges in developing higher education in security management. The article is based on empirical observations in the process of developing a master’s degree programme in security management. The development process of the master's degree programme took 22 months, starting from the initiation of the project and ending up to the point when the first students began their studies in the program. Several challenges emerged during the process and they are reported in this paper.

In this study, we propose to explicate teaching language through literature that helps student teachers become more easily aware of L2 pragmatic features. Thus, that awareness enables them observe the pragmatic difficulties influence language learning, as well motivates them become interested in target culture. Additionally, literature accepted as an authentic material that can be adjusted someway to the levels of learners, gives several opportunities for preparing teaching materials. Here, we examine the portfolio studies of the third grade student teachers of ELT department, YTU, which were the requirements of Teaching Literature course. The portfolios were prepared according to the contents of the course book, Literature (Duff, A., 2007). They include the worksheets designed by student teachers, targeting teaching mainly grammar, vocabulary, translation, textual cohesion and coherence. The data of our study was gathered through the worksheets, and it mainly focuses on those following points: How do student teachers approach literary texts (which kind of advantages or disadvantages they encounter while coping with literary texts)? Which literary texts do they decide as teaching materials? How do they internalize and interpret target cultural enrichment? Which linguistic structures and communicative functions do they pay more attention? Which language samples of real life settings they try to demonstrate? Our aim is to show teaching language through literature initiates the student teachers’ pragmatic input in progress, and provide them to prepare authentic teaching materials in terms of their developing teaching competencies.

In order to respond to the demand for a Problem Solving Scale in Turkey, a project, supported by TUBİTAK and called “The Development and Turkish Norm Study of a Problem Solving Scale for Children who are pre-school and elementary school [Grades K - 5]” was started. In the first stage; It was made focus meeting with five preschool teachers. And, It was created “The Need Analysis Form for Teacher”. In 2nd stage; Need analysis form was applied to 170 preschool teachers and the data was analyzed. In 3rd stage; It was created subheadings and items of Problem Solving Scale. Scale items were drawn, than It was created preschool forms and Its answer’s booklet. In this study, It was presented norm study for Turkey of The Problem Solving Scale for pre-school children

THE PURPOSE OF THİS STUDY İS TO DETERMİNE THE EMPATHY LEVELS OF PRESCHOOL STUDENT THEACHERS AND COMPARE THE EMPATHY LEVELS OF FIRST YEAR AND LAST YEAR STUDENTS RELATION TO VARIOUS VARIABLES. THE SAMPLE GROUP WAS CONSISITED OF 240 PRESCHOOL STUDENT THEACHERS (FIRST YEAR STUDENTS=120 and LASTS YEAR STUDENTS=120) WHO WERE ATTENDING DEPARTMANT OF PRESCHOOL EDUCATION AT MARMARA UNIVERSITY. THE DATA WAS COLLECTED BY USING THE SCALE OF EMPATHY QUOTIENT WHICH SATNDARDISED INTO TURKISH BY BORA and BAYSAN (2009). THE ORIGINAL FORM OF EMPATHY QUOTIENT WAS DEVELOPED BY SHAW, BAKER, BARON-COHEN AND DAVİD (2004). THE DATA WAS ANALYZED THROUGH RELATED ANOVA'S. THE RESULTS OF STATISTICAL ANALISES WERE ASSESSED WHİTH p<0.05 SIGNIFICANCE LEVEL.

Nursing students with a part of the internship training, health education process of preparation, students can fulfill the role of nurse educators in terms of student nurses is one of the expected behavior. In this research, health education as a result of the implementation process, inadequate items whether, if any disruption of the process was due to determine which items and make the necessary adjustments to the process of evaluation of health education is aimed. This study; 2008-2009 academic year in the spring semester of Nursing and Health I Instructor application 1st class school of Nursing students prepared by the processes of health education are examined individually to evaluate the types of identifier records to review work and to participate in research that accept and application files that deliver students formed the study sample (n =240). Research data, prepared in accordance with the relevant literature by researchers Identifier Information Form and Health Education Assessment Process Application Form was collected using. Data analysis, number and percentage will be considered. The survey of 240 students who received the file has been received and 720 health education evaluation process continues. According to research findings, nursing students' health education and skills development process and the results will be determined in accordance with the recommendations and will contribute to undergraduate education in nursing will.

Eğitim-öğretim kalite ve niteliğini yükseltmek içinde yazı tahtası kullanımı önemli bir sorun oluşturmaktadır. Tahtadaki yapılanlar, uygulananlar ile öğrencilere görsel eğitim de verilir. Bu yolla soyut olan içerikler örneğin, atom altı dünyanın büyütülmesi ve güneş sisteminin küçültülmesi gibi. Bütün bu olaylarda somutlaştırıcı eylem ve etkinlikler söz konusudur. Problem Cümlesi : İlköğretimde soyut içeriklerin somutlaştırılmasında yazı tahtasının (akıllı tahta vb) rolü inkâr edilemez ancak, öğretmenler bu konuya yeterince önem vermemekte ve tahta kullanımını ihmal etmektedirler. Öğretimde, öğretmenler arasında tahta kullanma bakımından ortaya çıkan farklar var mıdır? Yazı tahtası kullanımında cinsiyetler açısından hangi değişkenler rol oynamaktadır? Yazı tahtası en çok hangi derslerde kullanılmaktadır? Çalışmanın Amacı : Öğretim içeriklerinin somutlaştırılması, öğrencilerin öğrenmelerini kolaylaştırıcı bir işleve sahiptir. Öğretmenlerin bu konuya ne kadar değer verdikleri ve uygulamaya aktardıkları araştırmaya değer bir konudur. Amaç; öğretmenler, anne-babalar ve öğretimle ilgili kişilerin yazı tahtasını veya akıllı tahtayı kullanmaları konusunda daha duyarlı olmaları gerektiğine dikkati çekmektir. Yöntem : Araştırma İstanbul Üsküdar ilçesi ilköğretim okullarındaki 50 öğretmen ve Marmara Üniversitesi İlköğretim Bölümü Sınıf Öğretmenliği Ana Bilim Dalı 2. Sınıf öğrencileri üzerinde uygulanmıştır. Betimsel-deneysel yöntem kullanılmıştır.

The purpose of this study is to investigate the needs of researchers in Turkey in the scientific research context and to get their views about mobile performance support systems (MPSSs) offered as a corresponding solution to their needs. For this, researchers’ views about professional needs in the scientific research context were taken by conducting interviews with two different focus groups that consisted of six researchers each. The results of the analysis of their views suggested that most of researchers need support regarding research design, methods, and new research approaches as well as a performance support system to access just in time information, to solve their problems, and to provide interactive coaching and guidance

On Monday, 09 November 2009, about 200 students of School of Physical Education and Sport (BESYO) of the Adnan Menderes University in Aydın protested against the movement of their department from Aydın to Nazilli in an unusual way. This reaction of students was the largest and most sustained student protest action in the history of ADÜ. Students chanted some slogans including “We don’t want to move out to Nazilli”, “Students aren’t commercial property” and “We aren’t herd”. They announced that the purpose of this demonstration ‎is to show the wrongness of university’s decision about the movement of BESYO. Perhaps the students’ disorganizations, political discrimination, lack of the student leaders and inability may have weakened their ability to successfully put pressure on the administration. Further, student organizations in this movement were characterized by instability and conflict. The aim of this study is getting information about causes, processes and ends of this demonstration. In this study, we employed the technique of in depth interview. Our findings show that a good protest movement requires being well-organized, self-confidence and good communication skills.

The aim of this study is to investigate social studies teacher candidates' learning styles according to the Kolb Learning Style model in terms of same variables -class level, age, gender . The study was carried out by the participation of 200 social study teacher canditates in 19 Mayıs Üniversity, Education Faculty . “Kolb Learning Style Inventory-versiyon 3” was used as a data collection tool. The data were analyzed by frequency, percent value, arithmetic mean, standard deviation, Pearson Chi- Squire Independent and One Sample Analyze technique. As a result, the social studies teacher candidates'learning styles has been show any differences according to the age; and yet it varies according to the class and gender. Furthermore, it has been found that teacher candidates have most Diverging Learning Style and least Accommodating Learning Style.

Universities and development necessary for development of the country of manufacture of the information and human resources are the institutions was raised. Therefore, universities no longer determine the future of nations which have taken their place among the major institutions. Also in higher education institutions, more evaluation of the results (output) given the importance of students with all the living areas will lead to integration, the school environment, physical and psychological well-being as a state school can be defined as perceptions regarding the quality of life affects. Overall purpose of this study, Trakya University Keşan Vocational and technical programs in the social life of university students, students are assessed based on perception. Technical program of study in social study sample is 520 students have created. As data collection tool developed by the University Doğanay and Sarı Quality of Life Scale (ÜYKÖ) is used. According to the survey results relating to the quality of students, university life is no significant difference between perception.

Türkçe eğitimi bölümlerinin tarihi Yüksek Öğretim Kanununda 1982 yılında yapılan değişiklikle birlikte başlamaktadır. Türkçe eğitimi alanında uzmanlaşmış öğretmen ihtiyacı ile açılan bu lisans programlarında Türkçe öğretmeni yetiştirilmeye başlanması yine bu alanda uzmanlaşmış kişilerden faydalanılması gereğini ortaya çıkarmıştır. Bu ihtiyaca cevap verilmesi için öncelikle alanda uzman yetiştirme görevini üstlenecek yüksek lisans programları açılmış bunu daha ileri seviyede doktorluk programları takip etmiştir. Türkiyede ilköğretimin ikinci kademesinde Türkçe öğretmenine olan büyük ihtiyaç Türkçe eğitimi bölümlerinin pek çok üniversitede lisans, yüksek lisans ve doktorluk programları seviyesinde açılmasını da beraberinde getirmiştir. Çalışmada Türkiyede Türkçe eğitimi yüksek lisans programları arasında uygulamadaki benzerlikler ve farklılıklar, bunların sebepleri ve sonuçları üzerinde durulacaktır.

Scientific-technological developments occurring throughout history, science and technology as well as in elementary social studies courses have been addressed. In social studies course "science and technology" issues 4, 5, 6 and 7 Social Studies Program has been included in the primary classroom. The aim of research, "science and technology" issues relating to teachers what they think of is to remove. Thus, in social studies courses in science and technology teachers' ideas about the reveal of these issues, as well as teaching in schools how to do so more efficiently and how to be effective for the removing of the information is considered. Surveys of teachers' science and technology "to identify issues related to vision is for a qualitative study. In this study, 4 and 5 classroom teachers in social studies classes entering class was taken as sample. At the end of interviews obtained data, descriptive analysis technique is examined.

INFORMATION SOCIETY EDUCATION PROGRAMS ABSTRACT The aim of this study is to analyze the improvement and variation process of education programs in information society. Through the analysis of different opinions on education programs, information society and the characteristics of information society, we tried to find out how the improvement and variation in information society affect education programs. Moreover, in accordance with the elements of education program, we focused on the variation of education programs in information society and we set new views and trends for discussion. We tried to evaluate the variation of education programs in information society.

Abstract: Problem: The human have undertaken different roles and functions according to their sexuality in all age and society. Society’s beliefs, customs, traditions, norms so culture have been an important factor in existing of differences. In addition to this, individual’s education is important for this matter. Sexuality has been advanced in being determined of the social roles in all domains of life. Although the women’s role restricted to home life in early times has been changed in the course of time, it can not be said that improvement could not be supplied. The main starting point of women’s labouring is education. It seems possible to develop the expected changes by means of education. But, here the point of view of peoples directing education is important. The situation of women in society has been restricted to home and function of women has been assigned as bringing up child and house working. The rapidly developing industrialization since 19th century has supplied to the women, working as the free workers of family under heavy workloads in traditional agriculture societies, the opportunities to work outside with salary and get education. With the increasing education level and variation of the function in society, women has started to struggle to develop her social rights. The women’s gathering to social life, consequently removing sexual divergence, supplying the equality of women and men in all domains could be possible with a whole effort. It is regared as an important problem that the attitudes of peoples getting higher education to the women. How the university education effects the attitudes to women’s labour has been regarded as problem matter. The aim of This Investigation: Within this work it has been aimed to examine the attitudes of university students to women’s labouring. Through this aim , it has been searched to answer these questions. 1- How is the attitudes of university students to women’s labouring? 2- Is there any differences between sexuality in the attitudes of university students to women’s labouring? 3- Is there any differences between the students’ department in the attitudes of university students to women’s labouring. 4- Is there any effects of whether their mothers work in the attitudes of university students to women’s working. The Method of Investigation: this investigation is as the model of scanning. Literature scanning and technique of questionnaire have been used. The Limitations: Investigation has been limited to the students of last grade of the departments of Turkish, Social Sciences, Science, Primary School, Art and Music teaching in Nigde University. Collecting The Datas: ‘The Scale of the Aptitudes to women’s Labouring’ developed bu KUZGUN and SEVİM (2004) has been used and the gotten data has been evaluated in computer.

The rush for employment after graduation comes at the forefront in terms of making decisions concerning future. In the human life when satisfaction of essential needs is prevented, first fear and fury then anxiety emerge. Along with development of anxiety, occurrence of disturbances in individual’s sleep order is inevitable. From the fact that unemployment is a serious stress condition that disturbs status requirement, the extent of anxiety status of the unemployed individual can be predicted. In this direction, this research is a descriptive type of work aimed to study the effects of the anxiety levels of teacher candidates attending to 4th grade and completing their non-thesis graduate degree in College of Education of Ege University, concerning whether to be assigned or not on their status of hopelessness and sleepiness. The sub-problems of the research are “How high the Continuous Anxieties of the teacher candidates? Do anxiety levels of the teacher candidates influence their hopelessness and sleepiness status? Do their Continuous Anxiety, hopelessness levels and sleepiness statuses show significant differences according to variables? Is there a relationship between their Continuous Anxiety, hopelessness levels and sleepiness statuses? Among the teacher candidates who were attending to 4th grade and completing their non-thesis graduate degree in College of Education of Ege University, a total of 131 teacher candidates attending to sections such as Pre-School, Classroom Teacher, Computer Teaching Technologies and Training, Physics, Chemistry, Philosophy, Music, Mathematics, Geography, History, Turkish Language and Biology and accepted to participate in research were included in the scope of research. As a data collection tool “Personal Information Form”, “Spielberg’s Continuous Inventory”, “Beck Hopelessness Scale” and “Epworth Sleepiness Scale” were used. Data were collected by researchers between 20 April-15 May 2009 by obtaining institute’s necessary written approval. During analysis of the data, variance and correlation analyses will be performed through using a SPSS package program. In the course of research findings, the effects of anxiety levels of the teacher candidates related to whether to be assigned or not on their hopelessness and sleepiness status will be determined and some suggestions which will contribute to the field will be made in the direction of results to be obtained.

Nations/countries become either an effective actor or a passive object of globalization which is extensively experienced in our age. One of the competitive fields of globalization is language and cultural policies of the countries. The destiny of the nations will acquire a shape depending on their success or failure in this field in the next centuries. Turkish population in European countries, which has been increased from 1960s, lasting approximately a half-century and now covering the third generation, is more than 5 million. Supporting of this population by cultural policies which are being incited by globalization process, is a kind of national strategy, social and cultural policy for the government. It is also a social responsibility matter for each Turkish citizen. On this account, a series of activities have been implemented in the context of “Our Citizens Living in the Distance” Project which has been developed by Turkish Board of Education in 2008. In this project, a situation analysis has been made considering the educational backgrounds of Turkish children abroad. It has been concluded that, current curricula which is used for this target audience, needs to be revised on the basis of needs analysis and educational materials for certain levels should be updated according to the revised curricula In this paper, the cultural policies and language instruction strategies which have been predicated on the preparation of the said curricula and educational materials, and the other activities in the context of the project have been discussed. The experience gained from this unique project, which has been implemented in our country for the first time, is supposed to contribute to this field and pave the way for further activities.

ABSTRACT The concepts in human mind and the ideas determinig relationships between concepts form an information network. Concepts enables us to classify information efficiently and to transfer our knowledge to others. Besides the concepts in sciences are related to each other, mostly they are complex and abstract. As a result, student edge away from meaningful learning and he begins to gain information through memorisation method. Therefore students have misconceptions gradually. Misconceptions are the information composed of personal experiences and they can not match scientific facts and thoughts. In last 20 years, the number the studies on misconception have been pretty high. In this study, the goal is to decribe the misconceptions of pre- servive class teachers about some basis facts and concepts. The participants of the study consisted of 60 students who studied in 2nd grade at Eskişehir Osmangazi University in the Unit for Class Teacher in Faculty of Education in 2009 – 2010 academic year. The survey was formed by 6 open-ended questions consisting of the spreading of sound, its nature and features topic. Investigation findings and results will be shared later.

In the last decades, in order to achieve learning based on understanding, the importance of interdisciplinary teaching and multi dimensional approach towards the problem solving has been emphasized, along with the integration of disciplines. The most suitable programs for such multi interdisciplinary approaches are Science-Technology Instruction Programs (STIP) and Mathematics Instruction Program (MIP) due to the magnitude of available application areas and similarities in the approaches used towards problem solving in these disciplines (NCR, 1996). Thus our research is based on the exploration to the question: ‘How does STIP relate middle school content to MIP in order to establish interdisciplinary connections’. Descriptive situation analysis is used and all data is obtained through ‘document analysis method’. The STIP is the central focus in our analysis. In the STIP, all learning material is categorized under four themes: Livings and Life, Physical Acts, Substance and Change, Earth and Cosmos all of which are analyzed in this research. In this study, the details of ‘Rudiments Related to Unit Organization-Explanations’ in STIP and the dimension of ‘Association with Other Disciplines’ in MIP are taken into consideration. Our research shows that while connections from SCIP to MIP were done directly and effectively for the 6th grade level, such a direct connection was not exist for the 7th and the 8th grade levels.However the analyses of programs indicate that the 6th grade level instruction program is supported with in-direct connection by the example activities, only in-direct connections are exist in both 7 th and 8th grade levels’ instruction programs. Based on the findings of this study, suggestions are made both to the authors of the textbooks and the developers of the curriculum, to make these connections more explicitly and more effectively. Moreover, some suggestions can be also made to teachers who are the applicators of the programs according to our findings.

Many problems confront a gifted child, including boredom and frustration in school as well as isolation from peers. There is a growing recognition that gifted students are being poorly served by most public schools. One of the most important task of teachers is to identify a gifted students. But it is not always easy. Teachers are successful only about 10 to 50% of time in picking out the gifted children in their classes. The aims of this paper are to describe the characteristics of gifted students, the ways to recognizing them and to make some suggestions to improve their potentials

For 81 years, -beginning with the establishment of Turkish Republic and going with Letter Revolution-, education of first reading and writing has still been discussed in Turkish society. It will be discussed from now on because it is the case of bringing up a generation and existence. First reading and writing studies in Turkey started with Atatürk’s principal in Nation Schools (Millet Mektepleri) in 24 November 1928 and went on with sentence method in 1926, 1936 and 1948 Primary School Curriculum Programs. Although it was said as “sentence method” in these programs, “letter” or in other words “synthesis” method, had been used for years. In order to activate the “adjoining writing” in first reading and writing education, changing the method and presenting the it as a new invention, doesn’t it disregard both us, the veteran teachers, learning pscyhology of children and the old curriculum programs? First reading and writing is the most important turning point of human life, which determines our future. It is the first activity and excitement that makes the one “an individual”. To make this excitement continuous and active is necessary. It is direct proportion with teachers’ wise personality. Being role model is essential. Unfortunately, there is no agreement in the terminology used in teaching of first reading and writing. That’s why 1st level, 1st period, 1st class teachers face with difficulties in both method and techniques. Therefore some teachers find a way through by mixing all methods and get children to comprehend reading and writing. However, the main problem starts from now on. What is the problem? Increasing of those who do not read and write. With this study, we will discuss the subject with primary education 1st level 1st period 1st, 2nd and 3rd class teachers. We selected 2 formal and 3 private schools from Çanakkale, and 1 school from a village affliated to Çanakkale, 1 from Ezine and 1 from Lâpseki province, 25 teachers from 8 schools totally, as sample.

The development of educational organizations since their beginning has tendency of improving the conditions that determine the learning process and its outcomes. During a long period of time, the public and the scientific community considered educational organizations as social units where teachers teach and children/students/youth learn, because they are younger and know and can do less. In today’s world of scientific, technical and technological innovations this paradigm is abandoned and a new idea of educational organization where everybody learns is promoted, accepted and implemented. In these organizations teachers, children/students and parents learn. This paper argues in favor and emphasizes the need for building organizational culture that promotes lifelong learning for those who teach, via elaboration of certain forms of organizational learning and their implications on professional development of teachers.

Problem statement: What are the essential needs of the 21st century child? How can we, as educators best serve those needs? How can we create a peaceful, constructive learning environment and how can we most effectively support the learning needs, especially the socio-emotional development of children in our care within the challenges of 21st century education. Developing effective learning programmes that support the primary teacher with practical, culturally appropriate learning materials is a challenge. Participatory research can inform our understanding of the effectiveness of such programmes and contribute to good practice in schools. Methodology: This research examines issues related to implementation of an evidence-based Life Skills Education Programme aiming to develop a peaceful learning environment, enhance resiliency in children and build skills for the 21st century in Turkish schools. Lions Quest Life Skills Education Programme, a practical application programme supported by professional development, was adapted as for use in Turkish kindergardens and primary schools from an existing programme under the supervision of the Boğazici University Peace Education Application and Research Centre (BUPERC). Reflective practices within this programme focusing on modeling participatory learning and building coping skills in children are examined and addressed. Classroom strategies designed to build a relationship-centred learning environment and skills for peaceful co-existence in children and adults are studied as exemplified through LQ programme-based activities. Constructive participatory teaching approaches aiming to foster peaceful discourse, particularly to enhance effective communication skills, aggression-free conflict management and healthy decision making eg. ‘reflective circles’, are considered for their contribution to promoting understanding, self-awareness and empathy in children and teachers, in support of the acquisition of key skills needed to negotiate, create and maintain peace in schools and the community. Findings — Preliminary study of teacher attitudes and teacher/student behaviours observed through programme-related professional development and classroom practices indicate positive findings and pinpoint issues related to the successful adaptation and implementation of such programmes in schools in Turkey. The conceptual framework underpinning this evidence-based resiliency and asset-enhancement programme model informs the research findings. e) Implications/Conclusions Findings from implementation in 15 locations across Turkey point to the essential nature of professional assets and needs, particularly in the area of participatory approaches to developing social and emotional skills in younger children and the provision of strategies for the empowering use of enquiry in the classroom. Although preliminary, these findings may be significant for practitioners, school administrators and educational policy makers in Turkey. The study aims to exemplify good practice related to the transformational potential for youth of trusted adults scaffolding social risk situations.

According to mathematics educators one of the main purposes of mathematics education is teaching how to solve problems. There is not a precise and specific way to reach the solution of problems. Teachers should teach problem solving strategies which challenge ability of their students’ sense of wonder and reasoning instead of giving the problem solving route. Consequently problem solving strategies used in lessons and how they are used are very important. In this study, problem solving strategies used in mathematics lessons were determined. Moreover, how the teachers use strategies and which matters are important in choosing their strategy were investigated. The test with seven open ended problems has been prepared for data collection. Five middle school mathematics teachers were selected in the study and the test asked to the teachers for solving the problems with using different strategies. The teachers’ verbal explanations were asked for each problem. How the teachers use strategies were determined using the interviews with teachers. According to content analysis results it was seen that teachers used classical strategies. Frequently used strategies are “construct an equation” and “make a pattern”. For the teachers using “construct an equation strategy” is easier to get correct solutions and students can solve the problems faster and with less error. The teacher prefer this strategy more when teaches mathematics problem solving challenges. However it is not always the case that the teachers make use of the same "construct an equation" type method. Though its amount is not much it has been discovered that in some of the solutions teachers used other strategies such as building up charts etc. Finally search findings have been discussed in light on related literature.

The interrelated relationship between a cooperating teacher, a student teacher, and a university supervisor is a crucial aspect of the practice teaching experience in pre-service teacher education. Establishing a professional relationship is critical to the learning that occurs during the practice teaching and is a fundamental component that requires a professional approach by all parties (Ferrier-Kerr, 2009). This study examines the cooperating teachers’ perceptions of the practice teaching within the structure of school experience and teaching practice courses as a part of the language teacher education program. The study explores school-faculty relationship and the necessary components for an effective practice teaching process to be realized in language teacher education programs along with strengths and weaknesses experienced in the eyes of cooperating teachers at schools. The data were collected during an in-service teacher training program organized by the Board of Education for in-service teachers of English working at various regions of Turkey. Participation in the study was on a voluntary basis. Eighteen in-service English teachers responded to an open-ended questionnaire designed by the researchers. Further data came from interviews conducted with a selected group of participants. According to the results of the study, the cooperating teachers agree on the necessity and the importance of school experience and practice teaching courses. Although the cooperating teachers assume that the practice teaching is a process, they are critical about the application in terms of school-faculty relationship and the status of student-teachers at schools. The findings of this study pose crucial implications for language teacher education. One of the implications of this study is that a well-structured plan and a professional approach by all parties is needed for a successful practice teaching process.

The preschool period is a time that sets the foundations of life, during which children develop and change quickly. It is in this period that children acquire their basic habits, socialize through various activities, and improve their cognitive skills and talents. Preschool education may be defined as “a systematic type of education where educators and families are active and which supports healthy child development, sets the foundations of a positive personality, and fosters children’s creativity and self-confidence by considering their developmental levels, personal differences and talents from birth to the onset of compulsory elementary education” (Zembat, 2001). In the acquisition of these skills, the family and preschool institutions play a critical role. Opportunities provided for the children and positive adult support during this time help the best preparation of children for life, whereas things that are denied to children may lead to difficulties as they prepare for life. Even though preschool education in Turkey dates back to the Turkish Reformation, it was only accepted widely after the 1980’s. Preschool education in Japan also emerged around the same time as the Turkish Reformation but became popular much earlier. Today, the rate of preschool attendance in Turkey for 5 and 6-year-old children is only 25%, while in Japan it is 95%. As a developing country, Turkey’s education level is low when compared to the high education level in Japan, a developed country. This study aims to compare the views of these two societies with different development levels and cultures about preschool education. To meet this purpose, 300 Turkish and 300 Japanese mothers were given a questionnaire with items about their preschool children and their education. The results showed that Turkish and Japanese mothers had some similar and some different views. Both Turkish and Japanese mothers attached importance to preschool education, did not perceive the preschool institution as childcare, and thought that the preschool was more effective than themselves in their child’s education. Differently from Turkish mothers, Japanese participants believed that preschool education should last longer and be compulsory.

ABSTRACT: One of the concepts that have been studied is the diffusion concept which has an important role in vital events. The aim of this study is to determine the levels at students understanding the subject who had already studied subject diffusion, who are from the 1st grade, department of science education and from the 2nd grade, the department of classroom teaching and to investigate the misconception they are likely to have. Two-staged (multiple choice, open-ended) diagnostic test of misconceptions about diffusion has been applied to 175 students in total who are ÇOMU students. It has been determined that there are several misconceptions about the definition, aspects of the diffusion and the factors that effect diffusion ( Yıldırım and friends, 2004). It is also pointed out in several studies that misconceptions resist to even several educational methods that are applied on lessons, and are difficult to change (Gilbert, 1977; Johnstone, 1980). Odom and Barrow(1995), have identified the common misconceptions of some students of biology in a university by developing a diagnostic test about their understanding the subjects diffusion and osmosis. These concepts are classified in 5 listed as; granules and distribution, concentration, the effect of diffusion and osmosis on live life and the process of diffusion. It is considered that candidate teachers have an important role in young generations education. Teacher candidates should search the misconceptions about science and must find a way out to change while they were in school. With this reason, a test has been applied to compare the misconceptions of candidate classroom teachers, who form the basis of information, and the candidate science teachers, who form these information’s. (Diagnostic test on misconceptions has been applied but has not been evaluated.)

Academic plagiarism becomes very easy due to new opportunities provided by the Internet era. We believe that academic dishonesty is a major issue because it strikes at the heart of the academic and social values: honesty, trust and integrity. When dealing with education students, the future educators of children, academic dishonesty takes on added significance with much graver consequences for our society. The current study reveals the opinions of Israeli teacher education students towards different aspects of plagiarism: did the student a) Violate a copyright b) Commit a criminal offense c) Commit a moral offense. As a result of the finding we suggest to focus on a plan for an institutional ethic code to reduce plagiarism and unconscious academic dishonesty. While most programs for reducing plagiarism focus on either the appropriate sanctions and penalties for acts of plagiarism or in ways of prevention by explanation (of the concept of plagiarism and of the rules of academic writing). The aim of a code of ethics is to direct the personal and professional behavior of individuals in the organization. In our case the aim is to guide students and instructors to the set of standards and norms during the educational process. Since a code of ethics defines the values and norms to which an organization or professional community commits. Such a code should describe a system of basic principles likely to determine the do's and don'ts of the community standards. It must be a clearly stated and written document, as detailed as possible and containing many comprehensive examples. It is the basis for creating an organizational environment heightening members' self-awareness of proper behavior (Yizraeli, 2000). Reference Yizraeli, D. (2000). Ethics and Social Responsibility: Israeli Studies. Dov Yaz, Tel-Aviv: Cherikover (Hebrew)

The objective of this survey is to determine the problems encountered by teachers during first literacy education with voice based sentence method. Scanning model has been used in the survey. The data were obtained by the “Scale of Problems Encountered during the First Literacy” that is developed by researchers. In the first part of the questionnaire which is composed of two parts; there are questions about demographic informations of teachers participated in the survey and in the second part there are five point likert style questions aims to reveal the teachers’ opinions about voice based sentence method. For the statistical analysis of the data benefit from SPSS package program has been recieved and percentage (%) and frequency (f) technics have been used. At the end of the survey it has been determined that; during the process of first literacy the teachers encounters the problems caused from their professional development, curriculum, physical conditions of the schools they work in and stakeholders of the education (from students, parents, school administration, teachers).

Adjacent italic handwriting is a kind of handwriting where the word is formed without raising hand and all letters are adjecent to each other. The aim for writing adjacent italic way is for producing the letters quickly and fluently without spoiling their appearences. In the Turkish Teaching Program which was issued in 2005; it is foreseen that from the first class it is necessary to start with adjacent italic handwriting and for all writing works adjacent italic handwriting should be used. In this survey it is aimed to determine the problems that teachers encounter while teaching adjacent italic handwriting in first classes. In the survey scanning model will be used. The data will be obtained by “Questionnaire of Problems encountered during teaching Adjacent Italic Handwriting” which is developed by Şahin, one of the researchers. In the first part of the questionnaire which is composed of two parts; there are questions about demographic informations of teachers participated in the survey and in the second part there are three point likert style questions aims to reveal the teachers’ opinions about problems that they encounter while teaching adjecent italic handwriting. Benefit from SPSS package program will be received in the statistical analysis of data obtained from the questionnaire and percentage (%) and frequency (f) technics will be used. It is believed that the suggestions made according to the survey results will lead further researches and will contribute in solving problems encountered while teaching adjecent italic handwriting.

Abstract The aim of this work is to determine the elements, which hinder peace, and to emphasize the importance of the contribution of Foreign Language learning to international peace. As the barriers threat the peace in the international area, the prejudgments of people about different nations, dissimilarity of value judgments, systems of different belief, sharing of resources and action of terror can be asserted. The communicative barriers arising form people not knowing each other can be eliminated through well-planned foreign language teaching. It is claimed that the Foreign Language learning can provide a great contribution to the awareness of the cultural differences and tolerance, flexible thinking, as a result, to the international peace. It can be said that the Foreign Language learning can mediate the overcoming of international communicative barriers. Keywords: world peace, foreign language teaching, prejudgments, communicative barriers.

The education program developed in order to be implemented in the pre-school educational institutions consists of four basic elements as objectives, content, learning-teaching processes and measurement and evaluation. Efficiency of the program and achievement of these mentioned objectives depend on the conformity among these four elements. Besides the conformity of elements, learning-teaching process in which learning activities are included have been accepted as more important. During the learning-teaching process, organization and conduction of the activities in Science-Nature and Mathematics subjects include a considerable process. In order to make this process positive, it is crucial for pre-school teachers have qualification related to the learning-teaching process. Especially programs based on constructivist theory are processes organized by learning activities rather than teaching. Learning environment for learning activities should be organized appropriately in order to motivate students and attract their attention to the subject. The aim of this study is to determine the level of difficulty for pre-school teachers about their efforts to organize and conduct the activities related to the subjects of Science-Nature and Mathematics. The research has descriptive property and thus survey model has been used. The pre-school teachers working in the pre-school institutions in the centre of Canakkale province compose the universe of the study. A scale has been prepared by determining the possible difficulties that teaches face during the process that they do the activities related to Science-Nature and Mathematics. Validity and reliability of the prepared scale have been found highly. Statistical processes such as t, F, % will be benefited for the data analysis. Since the data analysis process has been continuing, the part of findings and results will be presented in the congress.

It is known that high school students, when approached in terms of the characteristics of the developmental period they are in, have to deal with many problems. When they are not able to solve these problems by themselves, they need other people’s help. This help may come from parents, friends or teachers. Sometimes these helps may be insufficient and the help of a psychological consultant may be needed; because professional help from a consultant is required to solve the individual’s personal, social, educational and professional problems in his/her struggle to develop an identity. The effectiveness of this service depends on the motivation and readiness of the person who needs psychological help. Attitudes towards seeking professional psychological help may determine the behavior of their demanding it. Attitudes cannot be observed, but it is assumed that they cause some visible behavior; that is, what prepares a person for a behavior is an inclination. Some feelings the person have towards various objects, his/her opinions and knowledge about them and his/her attitude towards them are mostly determined by their attitudes. For this reason, to get information about attitude enables us to forecast the person’s future behavior. Attitudes cannot be observed, but they are assumed to lead some observable behavior; in fact it is an inclination preparing the person for a behavior. rnIn this study, it was aimed to determine whether the attitude of high school student, who are in adolescence period that has a critical importance in getting many behaviors, towards seeking professional psychological help change according to some variables or not. 350 students who are attending high schools in Burdur city center make up the research group. The data were obtained through “The Attitude Scale Developed about Seeking Professional Psychological Help”. They are in the stage of analysis. rn

In one of his studies, Piepho (1986) stated that the ability of proper communication in foreign language could be developed ideally as a result of interaction made through the communication and conversation among individuals and groups. However, he added that the level of communicative competence development depends on the fact that whether collaborative teaching or learning environment is provided or not and it is also related to the quality of practices. From this point of view, in the present study, it is discussed that to what extent the authority of the teacher is reduced and learning techniques such as individual work, pair work, group work and role adopting and playing providing active participation of the students in the lesson are made use of in foreign languages courses based on communicative approach in the conditions of Turkey. Instructors and students’ opinions on foreign language teaching through various social interaction styles are taken into consideration. As a result of the research, the opinion that the participation of students could be provided by means of varying in-class activities has gained much importance; however, it is determined that there are problems caused by instructors and students, physical conditions and learning organization related to the practicability of activities providing interaction among the students.

Nowadays, web learning resources are widely used in educational systems. But the variety of types and the lack of information about the resource limit the scope of use and reuse of that material. To solve this problem learning resources are described as a learning objects, which are reusable pieces of knowledge. Representation o learning objects involves metadata (LOM), which describe different types information about them. To make reusable and interoperable learning objects, we will need to add some semantic labels to LOM. In this aspect, ontology as a knowledge modeling means is used for describing LOM to help with the semantically searching and retrieving of Learning Objects. In this paper, we present the Ontology based Learning Object Metadata System. Applicatıon area of the proposed system is Computer Education and Insrtructional Technology. The aim of the System is to develop the Structure of the learning-educational objects metadata and to provide easy access to context of the learning object repository, its update and reuse by using the domain specific ontology. Semantic searching is one of the main functions of our application, which uses semantic relatedness between the concepts. The System provides international standards for developing for learning objects metadata. The functional description of the System is given. The Design process of domain ontology has been described also. The Ontology includes Turkish and English terms on Computer Education and Instructional Technology. Presented system may be a useful tool for academicians, students, teachers and anyone who is interested in computer education. We think that the system specially will help to those who want to receive computer education via e-learning. The idea and methods, have been proposed in the paper may be help to increase the quality of the education system, specially E-learning and remote education system.

The aim of this study is to briefly evaluate the researches done in our country about the constructionist approach in teaching biology and to examine the case of transition process of the re-organized educational system with regard to education of biology . In this study, the Collecting Documentary Data Method has been used. The results obtained are as follows: The Constructionist Approach, by its nature in general, is suitable for modern Biology Education. The Constructionist Approach, when compared with the traditionalpattern, is the method which leads the individual from memorizing to conceptional learning. It is also effective in eliminating delusive notions in students minds. However, it ,s more time consuming than the traditional method. As regard to students academic achievements, there is no significant difference between the construcitonist approach and the traditional method When the physical infra-structure of the educational institutions in our country is considered, the constructionist approach is not widely applicable. Our teachers are not equipped with enough knowledge and skills required by the constructionist approach.

The purpose of this study was to determine the level of self-efficacy of prospective mathematics teachers about the teacher competencies identified in 2009 by Ministry of Education. In addition, some new teacher competencies were aimed to propose by using the views of prospective mathematics teachers. The list of teacher behavioral states can be summarized as an extended type of general features of teachers and is very valuable for teacher training institutions. The necessity of training teachers accordance with these competencies requires teacher training institutions to review their objectives and develop new training programs. The sample of this study consists of 96 total prospective teachers study in mathematics sections of Faculty of Science and Faculty of Education, in Inonu University. To determine the level of self-efficacy about teacher competencies of prospective mathematics teachers, “Scale for Self-efficacy About Teacher Competencies” was prepared and used by researcher. “Subject Matter Competencies” published by Ministry of Education (2009) was used to prepare the scale. In this study, those were tried to illuminate; 1. What is the level of self-efficacy of prospective mathematics teachers about teacher competencies? 2. Does the level change accordance with the faculties, grades and academic success? According to the findings of study, the level of self-efficacy about teacher competencies of prospective mathematics teachers both is adequate and has some differences in terms of some demographical variables. In addition, a few new teacher competencies are identified by researcher using the prospective mathematics teachers' views.

At present,English for Academic Purposes (EAP) course has been offered at the Center for Foundation Studies (CFS), International Islamic University Malaysia (IIUM) for quite some time now. Undeniably, EAP provides benefits in developing students' language proficiency in their academic fields.In this center, the EAP course is research based and is meant for students from the department of Sciences such as Medicine, Pharmacy and Nursing. However, in every semester, there will be some lecturers who are not keen in teaching this course. Lecturers who are assigned to teach EAP can be heard complaining about teaching EAP to the researcher, who is also the course coordinator of EAP. After much convincing by the course coordinator, these lecturers will agree to teach this course. This scenario repeats in every semester and has been like a trend for the EAP course in CFS. Thus, this research seeks to know and understand the reasons behind these lecturers' reluctance in teaching this course. It is important to investigate this issue for better facilitation of the course. The attitude of lecturers' in teaching this course plays an important role in determining the success or failure of this course. It is hoped that the findings of this research will be able to help the authorities of IIUM to look into the curriculum of EAP, if there is a need to change. A qualitative approach has been employed, using the case study technique to study the problem.

In this study, within the scope of insight gained through literature review, specific characteristics of culture that coursebooks are expected to include and the methods to transfer cultural knowledge throghout the learning process were singled out and a control list has been prepared. This control list comprises 2 steps and 31 sub-groups. The questions what the viability of using a control list in investigating cultural eleements in coursebook is, how the target culture is defined in primalry school coursebooks, and how powerful these books are in terms of presentation of the target culture elements were three fundamental cases that were sought to be answered within the scope of the present study. The primary data of the study were the data collected from the analysis of the two of the coursebooks that are used in Ministry of National Education’s elementary schools through the constructed control list. In accordance with the ideas and suggestions that have been obtained through the literature review, the findings of the study indicated that the constructed control list can effectively be used in analyzing how cultural elements are handled in course books. The content that is presented in the name of culture mostly covers Turkish culture, sparing little space for the target culture.

In this study, within the scope of the insight gained through literature review, specific characteristics of culture that course books are expected to include and the methods to transfer cultural knowledge throghout the learning process were singled out and a control list has been prepared. This control list comprises 2 steps and 31 sub-groups. The questions what the viability of using a control list in investigating cultural eleements in coursebook is, how the target culture is defined in primalry school course books, and how powerful these books are in terms of presentation of the target culture elements were three fundamental cases that were sought to be answered within the scope of the present study. The primary data of the study were the data collected from the analysis of the two of the course books that are used in Ministry of National Education’s elementary schools through the constructed control list. In accordance with the ideas and suggestions that have been obtained through the literature review, the findings of the study indicated that the constructed control list can effectively be used in analyzing how cultural elements are handled in course books. The content that is presented in the name of culture mostly covers Turkish culture, sparing little space for the target culture.

The goal of this research is to investigate how opinions of first grade students, coming from different types of preschools and attending different primary schools, change from the beginning to the end of one school year about their preschool and primary school teachers. In this context, we use a qualitative case study method, with a sample of 27 first grade students in order to observe changes in the opinions of students and subsequently analyze important differences between these school types. Our sample includes three different categories of first grade students: 9 students who graduated from the age-six class of a National Ministry of Education Primary School and continuing the same type of primary school, 9 students who graduated from the age-six class of a private primary school and continuing with the same type of primary school and finally 9 students who graduated from an Independent Preschool Administered by the National Ministry of Education and continuing in a National Ministry of Education Primary School. For each student, relevant data was collected through interviews with semi-structured questionnaires, conducted twice at the beginning and at the end of a seven month period within the 2008-2009 academic year. Following these interviews, we investigated any differences or similarities between the answers of students coming from different types of schools. As an additional outcome of this study, we were also able to identify changes in the opinions of each student between the two associated interviews. A detailed description of our results will be presented during the conference since we are still in the process of analyzing the data and interpreting the outcomes. We believe that the results of this research will yield important information for preschool and primary school teachers on what can be done to improve the quality of educational settings.

Environmental issues especially the greenhouse effect and global warming are some of serious problems that the Earth faces today. It is very important to understand possible reasons for these environmental phenomena and their effects on human beings and on the planet. In the literature there has been many studies investigated student conceptions of environmental issues (Bozkurt & Cangünsü- Koray, 2002; Darçın, Bozkurt, Hamaloğlu & Köse, 2006; Kılınç, Stanisstreet & Boyes, 2008; Shepardson et al., 2009). On the other hand, there is little research on teachers’ conceptions of these issues (Groves & Pugh, 1999; Khalid, 2003; Papadimitriou, 2004). Therefore, the purpose of this study was to identify pre-service teachers’ conceptions of the greenhouse effect. One hundred and nine pre-service teachers taking environmental education course at a large northwestern university in Turkey, participated in the study. As an instrument, Environmental Issues Questionnaire (Boyes & Stanisstreet, 1993) consisted of 36 items was translated into Turkish and the reliability coefficient of scale was calculated α= 0.79. An analysis of data indicated that there are statistically differences among different departments and is no significant difference on gender. Pre-service science teachers have more scientific conceptions than those pre-service teachers studying at elementary and gifted education department. The findings of the study indicated that pre-service teachers have similar misconceptions as students’ misconceptions discussed in the literature. Findings and implications of the study will be discussed in detail.

The aim of this research is to determine the effect of educational Technologies and material supported science and technology teaching on the Science Process Skills of 5th grade primary school students for this reason the software made for teaching the subjects of “ The World, Sun and Moon” unit of the science and Technology lesson was prepared with the Macromedia Flash 8 program.The Primary School in Keşap, Giresun is the scope of this quasi experimental design study which is suitable fort he “ Pre-test , Post-test control group” model.The participants are 56 studenrs from the classes of Cumhuriyet Primary School of the 2009-2010 academıc year.For this research, as the data collection device, researchers used “Science Process Skills Test”. In the analysis of the research data, arithmetic mean, standart deviation was used t-test was used to compare the pre-test, post-test results of the two groups. As a result of this research, it has been Seben taht the applied program has a positive influence on the Science Process Skills perception of students.

It has been acknowledged in the literature that teachers are active, thinking decision-makers who make instructional choices by drawing on complex and personalized networks of knowledge, thoughts and beliefs. This study aims to investigate how teachers perceive the concepts of teacher, student teacher, school principal and student by using metaphor analysis. The data were collected through a survey from a sample of thirty-five in-service English teachers from various regions of Turkey who represent the whole English teacher population in Turkey. Participation in the study was on a voluntary basis. The respondents were required to supply a metaphor for the following concepts; teacher, student teacher, principal, and student. The participants were also given a chance to explain the relationship between the concepts and the metaphors that they have written. The survey was designed in Turkish which is the mother tongue of all the participants to enable a more direct analysis of their conceptualization. Data were analyzed and categorized by three different judges. All the metaphors were sorted into coherent groups, thereby establishing the ‘main metaphors’ (e.g., Provider, Leader…). After categorizing the metaphors on their own, the judges negotiated any differences in their classification of metaphors to reach a consensus. According to the results of the study, the participants used metaphors to define teachers as the resource person and the provider. The metaphors used for students indicate that they are considered as the passive receivers by the respondents. As for school principals, the results revealed that they are perceived to be the authority figure at schools. Lastly, the student teachers were defined as inexperienced idealist apprentices. The results of this study suggest that each metaphor we use to think about stakeholders in the education influences how we think about our field and in subtle ways also influences teaching and learning.

Based on the results of a research study conducted with a group of English language learners at the university level, this presentation will discuss several issues in relation to using electronic portfolios in improving English language learners’ pronunciation. Participants in this study collected, selected and organized artifacts of their pronunciation, and presented them electronically to show understanding and growth over time. A critical component of portfolios in this study was learners’ reflection on their individual pieces of work. This encouraged individual students to become engaged in their learning process. It was observed that electronic portfolios empowered them to take control of their own learning. They developed the self-awareness to articulate their own strengths, weaknesses, achievements, disappointments, and learning experiences. This resulted in learner-centered documentation of deep learning with a focus on lifelong and self-directed learning.

The entrance system of the secondary school has been an important problem in Turkey and changing along the time affects primary school students, parents, teachers and the administrators. It is considered that this effect has a big responsibility on the groups mentioned above, particularly students in educational, psychological and social dimensions. According to the decisions of 17th Council of Education, OKS being taken at the end of the 8th grade has been repealed. One examination in OKS rose to three in Level Examination (SBS), and that directs parents have their children to study in better schools. In the process of entrance of high school education, parents tend to private schools from state schools. SBS which is taken at the end of the 6th, 7th and 8th grade has increased the demand for specialized schools. The aim of the research is to determine the perception of teachers, parents and administrators about SBS, whether it brings solution of transition to secondary education or not. Besides, the success differentiates between state and the private schools and the effects of demographic factors on SBS will be determined. The study will be the first study to determine the views of the teachers, parents and administrators for SBS. In this regard, the study is considered to fill an important gap. Method This research includes in state, private and specialized schools’ teachers, administrators and the parents of the students who will attend in the examination of 2009-2010 academic year. This research is a descriptive research. This research has been done in Çanakkale. The research groups are the primary schools in Çanakkale and its countries. Research is limited to state, private and specialized schools’ teachers and administrators and the parents of students attending in SBS. Expected Outcomes This research is to determine the views of the teachers, parents and administrators for SBS.

By the developing science and technology, the demand of scientifically literate people increases day by day. Therefore, the new curriculum, which was started to be applied in 2004, aims to make students become scientifically literate. To become scientifically literate, the nature of science (NOS), which typically means the epistemology of science, should be understood well. To make the students know the common aspects of NOS very well, the teachers should have an adequate conception of NOS themselves. In other words, knowledge of the science teachers about NOS is very important. For that reason, firstly their awareness should be assessed. One way of increasing the awareness of NOS is using history of science. Therefore, it is important to produce an instrument including some examples from the history of science. If an instrument composes of items which state aspects directly and by the help of examples from the history together, the answers of both types of items may compare and this provides much reliable evaluation. The main purposes of this study are to prepare a reliable instrument including items which state NOS aspects explicitly and which state the aspects via some examples from the history of science, to compare the participants answers to both type of items, and to assess the NOS conception of fourth grade pre-service science teachers in Çanakkale Onsekiz Mart University. The instrument which is a three point likert type scale and composed of 25 items was applied to 56 fourth grade pre-service science teachers in ÇOMU. The reliability is calculated as 0.6369. The frequency analysis of the answers was done by the help of SPSS. The results showed that pre-service science teachers have inadequate NOS knowledge.

Century we are living in, energy is an important factor in determining the living standards and the future of socities. Perspective for this type of energy is clear to the effect unless through a conscious process of education and also prejudice is thought to be mostly clear. For this purpose, a scale has been developed to help to determine the teacher candidates’ attitudes toward nuclear energy. Descriptive model is used in this study. Initiall, a 5 scale likert type scale consisting 54 items was developed and the scale was administered to 247 first grade students who had been attending in Primary School Education at the Rize University Education Faculty in the 2009-2010 academic year. Before the scale development, large-scale literature survey done by the existing attitude scale study will be used to guide the preparation of the attitude scales were examined for the purpose. Comparison of extreme groups and item-total correlations were made to look scope of validity and construct validity of this scale. The item-total correlations of all the items in the scale have changed between 0.288-0.624 and t values were observed to be significant. Kaiser-Mayer-Olkin (KMO) coefficient of the scale was found to be 0.851. Bartlett test results, 1982.902 (p <.01) was calculated as. These values shows the applicability of factor analysis and the correlation between items. As a result of a serios of factor analysis four factors emerged, consisting of 20 items and accounting for the 57.97 % of the variance. . "Nuclear Energy Attitude Scale" Cronbach's alpha reliability of coefficient was found to be 0.862. Health information about nuclear energy acquired based on right attitude be transfered to students by teacher candidates. In this way it is expected to reduce incomplete and inaccurate information about this issue.

The purpose of this study is to examine the attitudes of non-thesis master’s degree program geography teacher candidates towards teaching profession regarding several socio-cultural features. The study was conducted at different universities with 218 geography teacher candidates enrolled with the Geography Education Non-Thesis Master’s Degree Program. The study was made by survey model. Data were collected by the “Attitude Scales towards teaching profession” developed by Çetin (2006) and “Personal Information Form” developed by the authors. Data were analyzed by t-test, ANOVA (F) and LSD techniques. The results are given below: 1- The average of candidates’ attitude grades are in favor of female candidates. 2- There is no difference between whether candidates who work at a job. 3- According to variables of the type of high school graduated, educational level of parents, occupations, income level and living place, there is no difference of candidates’ attitudes scores. 4- Candidates’ enrolled with the Geography Education Non-Thesis Master’s Degree Program reason of preference influence on attitudes to teaching profession.

AN ASSESSMENT TOWARDS SPECIAL APTITUDE TESTS PERFORMED IN THE ARTS AND CRAFTS TEACHER’S TRAINING DEPARTMENTS OF LETTERS FACULTIES ABSTRACT Accepting students to higher education institutions is generally performed via central arrangement by The Higher Education Council (YÖK)..However, students are accepted to such colleges as fine art faculties,conservatories,various sports colleges, teacher’s training departments of arts and crafts, and music departments in Letters Faculties via special aptitude tests.These schools accept students to their special aptitude tests according to students’ first-stage scores after Student Determining Test (SDT-OSS). Related faculties or departments in each university arrange these axaminations themselves.Directions in a university on how to perform these tests are also prepared by the universities themselves.Occasionally there exist several differences related to the directions. Therefore, test results could lead to controversies among universities as for all aspects. This study aimes at enlightening the controversies, as well as determining how the tests are being performed. The study investigates the special aptitude tests performed in The Teacher’s Training Department of Arts and Crafts of Ahmet Kelesoglu Letters Faculty, Selcuk University, and The Teacher’s Training Department of Arts and Crafts of Letters Faculty, Fırat University during 2008-2009 Academic Year. The topic also includes applications carried out in other universities in addition to the procedures involving the students winning the tests of both so-called universities. . The study is based on questionnaries, scanning of the literature and the investigation the documents on the tests.Questionnaries include the periods the students prepared for the tests.From both universities,totally 178 students,43 boys and 135 girls, were enrolled into the study.In scanning the literature, previous thesis and articles written and performed in this field, related directions and statements in mass media instruments were taken into account.However, the investigations on test documents were performed on the drawings of the designings by the students during the undergraduate periods. The assessments by the lecturers in The Teacher’s Training Department of Arts and Crafts of Ahmet Kelesoglu Letters Faculty, Selcuk University were found out through interviews in order to determine whether the tests were satisfactory or not. Accumulated data indicate that students pass through a preparation course before the tets. Secondary and high school education periods were determined to be insufficient alone.Therefore, the accuracy of the tests in order to assess the skills of the students could not be obtained obviously. It was observed that the source of speculations on test results were mainly related to course centers. It was also determined that students failing the tests and those using illegal routes to win the tests speculated on the objectivity of the results.Another fact drawing attention was that most of the students won the tests as their first choice. As a conclusion, several suggestions were put forward to solve the problems encountered in the tests.

AN ASSESSMENT TOWARDS SPECIAL APTITUDE TESTS PERFORMED IN THE ARTS AND CRAFTS TEACHER’S TRAINING DEPARTMENTS OF LETTERS FACULTIES ABSTRACT Accepting students to higher education institutions is generally performed via central arrangement by The Higher Education Council (YÖK)..However, students are accepted to such colleges as fine art faculties,conservatories,various sports colleges, teacher’s training departments of arts and crafts, and music departments in Letters Faculties via special aptitude tests.These schools accept students to their special aptitude tests according to students’ first-stage scores after Student Determining Test (SDT-OSS). Related faculties or departments in each university arrange these axaminations themselves.Directions in a university on how to perform these tests are also prepared by the universities themselves.Occasionally there exist several differences related to the directions. Therefore, test results could lead to controversies among universities as for all aspects. This study aimes at enlightening the controversies, as well as determining how the tests are being performed. The study investigates the special aptitude tests performed in The Teacher’s Training Department of Arts and Crafts of Ahmet Kelesoglu Letters Faculty, Selcuk University, and The Teacher’s Training Department of Arts and Crafts of Letters Faculty, Fırat University during 2008-2009 Academic Year. The topic also includes applications carried out in other universities in addition to the procedures involving the students winning the tests of both so-called universities. . The study is based on questionnaries, scanning of the literature and the investigation the documents on the tests.Questionnaries include the periods the students prepared for the tests.From both universities,totally 178 students,43 boys and 135 girls, were enrolled into the study.In scanning the literature, previous thesis and articles written and performed in this field, related directions and statements in mass media instruments were taken into account.However, the investigations on test documents were performed on the drawings of the designings by the students during the undergraduate periods. The assessments by the lecturers in The Teacher’s Training Department of Arts and Crafts of Ahmet Kelesoglu Letters Faculty, Selcuk University were found out through interviews in order to determine whether the tests were satisfactory or not. Accumulated data indicate that students pass through a preparation course before the tets. Secondary and high school education periods were determined to be insufficient alone.Therefore, the accuracy of the tests in order to assess the skills of the students could not be obtained obviously. It was observed that the source of speculations on test results were mainly related to course centers. It was also determined that students failing the tests and those using illegal routes to win the tests speculated on the objectivity of the results.Another fact drawing attention was that most of the students won the tests as their first choice. As a conclusion, several suggestions were put forward to solve the problems encountered in the tests. Key Words:Special Aptitude Tests, Design, Training, Art Training, Training System

A technological intervention to explore children’s aspirations in socially disadvantaged areas in England and India Ekta Sodha 1.43, E.G. West Centre, School of Education, Newcastle University, NE1 7RU, Newcastle upon Tyne, England. Email ekta.sodha@ncl.ac.uk Abstract This paper outlines an experiment exploring how educational technology can be used to change children’s aspirations in socioeconomically challenged areas in two countries, England and India. The intervention took place in socially disadvantaged communities in the east end of Newcastle Upon Tyne, (Long Benton), England and in the “notified slums” of the Old City of Hyderabad, Andhra Pradesh, India. The intervention used TED (Technology, Entertainment and Design) Talks, a collection of videos from prestigious conferences, as the media input for the experiment. The intervention took place over three months. A total of 8 videos were carefully chosen: for example, Carolyn Porco on planetary science, and Paola Antonelli on the science and aesthetics of design. Every week one video was shown to three different groups of 25 children from three different schools in each study location (150 children in total). The children were between the ages of 7-9 years, as this is widely accepted to be a crucial age just before children start forming realistic aspirations. In Long Benton, the intervention took place at the Community Learning Centre set up by the local government authority. In Hyderabad it took place in three schools that were equipped with purposely-constructed computer labs for a range of experiments. Each lab contained 9 computers and high speed broadband internet connection. A Projector, sound system and laptop computer were all brought in by the researcher. The intervention involved three steps to a session, each taking about three hours, around one hour per step. Step 1 involved showing the chosen video to one group at a time. For example, one of the videos was of Carolyn Parco on planetary science and Mission Cassini. Step 2 involved giving a minimum of two keywords to facilitate the children to look for information on the web related to the topic, for example, “Mission Cassini”, and “Carolyn Porco”. In Step 3 children were expected to summarize the information found and take notes from the web. Finally, they gave a group presentation to the class on what they found from the web for the given topic. Data collection and measurements were triangulated using questionnaires (pre-intervention and post-intervention), observations and focus groups of students and parents. Detailed video recordings were taken to aid the physical observations. Results showed a shift in the aspirations of students. Interesting observations emerged in terms of the learning method, including how children responded to a minimum dependence on external help, group dynamics and shifts from traditional ways of learning. Further research on developing new classroom pedagogy is explored.

The main aim of this research is to point out the underlying reasons about the lack of motivation at academic activities concerning Attribution Theory. Attribution Theory try to understand to how the people answer “why” question and how they do casual explanations. This research is a qualitative based research. The work group consists of 25 university students in the state of Ankara. The means of data collection in the research is a semi structured interview form and the results of the analysis have revealed that the university students attribute the lack of motivation at academic activities to “academician, inadequate time, the concept of the public administration”.

One predicament facing an educationist is whether grammar should be taught formally, or allowed to be naturally acquired, especially where there has generally been a deterioration of students’ grammar skills among English as second language (ESL) learners in Malaysia, particularly in the use of a syntactical category like prepositions. In order to get to the depth of the issue, a a case study research design was carried out. This study was carried out on students from the International Islamic University Malaysia. The study sought to determine the extent to which students acquired English prepositions in the naturalistic setting, the different types of errors in students’ use of prepositions, in the use of alternative locative frames, and whether there was a specific pattern in acquisition of prepositions. Data from students’ written samples were collected at six monthly intervals over three years. The progress of the students was monitored over this period. An analysis of students’ use of prepositions in the various writing tasks was carried out. Although errors persist, most subjects showed improvements in their use of prepositions, more so in the prepositions ‘to, ‘of’ and ‘in’. The errors they committed were of two kinds: errors of commission and errors of omission. They had more errors of commission than errors of omission. These findings imply that grammar should be taught in a way that is compatible with the natural processes of acquisition. Learners should also be developmentally ready to acquire prepositions.

Problem Statement: Creative writing is putting on paper freely one’s feelings and thoughts about a topic using one’s imagination. Creative writing involves originality, expressing the familiar in novel ways, producing experiences, and presenting interesting content. Purpose of the study: The aim of this study is to examine in depth the creative writing outcomes of primary school students at 4th and 5th grades. Method of the study: In this study, document analysis strategy was used within the framework of the qualitative research method. The content of the creative writing outcomes from students was evaluated in detail. Sampling:The universe of the study was composed of the students in 4th and 5th grades in the central town of Denizli. In determining the sample, “maximum variety sampling method” was used. The study was conducted on 412 students in 6 primary education institutions. Data collection instrument: In the evaluation of creative writing outcomes, the “Evaluation Criteria for Creative Writing Form (ECCF)”, developed used by Susar Kırmızı (2009), was used. Creative writing outcomes were read in detail by both the researchers and were scored in accordance with ECCF. Data analysis and interpretation: During the reading process, the codes were established, which were then gathered to form the themes of the study. Since the evaluation of written expression outcomes is still under way, the information on the results cannot be currently presented.

The aim of this study is to determine the relationship between attitudes and academic achievements of 8th grade students towards science. The sample of the study was 8th grade students from schools in Altındağ county, Ankara. Material and personal information from the PISA (2006) student application form draws on the data collection tool was used. Data were tabulated by one way ANOVA, F, t and Scheffe tests, then correlation coefficients were measured. It was found that the attitude points of 8th grade students were different according to gender and educational level of mothers. But there is a significance difference according to their fathers' education level and number of books in the house. According to learning level; there is a significance difference according to gender and educational level of mothers. This situation is an advantage for female students. It was found that 8th grade students’ attitudes towards science lesson is quite positive and there was positive and high relationship between 8th grade students’ science success and attitudes towards science lesson (r=.716, p<.01).

Scientific and technological developments that have rapidly been and will be affecting the whole world have emphasized the need for qualified man power once more. Undoubtedly, it is the well-trained teachers who will meet this need. To achieve the desired productivity is widely related to the teacher’s classroom management ability. It is hard for teachers lacking classroom management ability to establish an effective educational environment. In building an efficient educational process, effective classroom management is the basic requirement. In the absence of potent classroom management, it is unlikely to have individuals acquire voluntary behaviors planned by education system. Classroom management can be defined as providing and sustaining a proper environment and system for education carrying out an efficient coordination between educational programme and plan, teaching management, effectiveness in training, technology, time, space, teachers and students ( Sarıtaş, 2000). Teacher’s skill forms the basic of classroom management. To get the educational targets both teachers’ educational and management qualities must be improved. Educaters should be well-trained in the field of classroom management to realize classroom management carefully. In this research, it has been aimed to determine the ideas of candidates on classroom management. Scanning method has been adopted in this study. 550 students in the third or fourth grade studying in Afyon Kocatepe University at the Faculty of Education in 2009-2010 educational year form the scale of this study and examples are 225 students in third and fourth grade chosen independently from the scale. The data have been gathered via questionnaire containing likert type questions. The discoveries obtained through this study are interpreted after statistically evaluated. Furthermore, some recommendations are made in the light of these results.

After the government declared a republic forming many new regulations and in all institutions as a result of this change is going. For modern society as a development problem in educational institutions and these institutions in the system and change these regulations grant received more than Training arrangements are related to state policies, as well as national education system of countries in similar samples were taken. As a result, our country in 1924 from various countries at the start of a formal invitation to the informal as well as by foreign experts to bring our education system out and were asked to keep reports. Although this process is interrupted during the İnönü Although Turkey between the years 1924-1960 from the influence of foreign experts in education has been felt more The goal of our research about the educational systems of foreign experts held to determine the adequacy of the reports as a qualitative positive and negative aspects is revealed. For this, they prepared the report and an objective has been reached with respect to evaluation has been kept.

In the early years of Social Studies education, great attention was given to “Social Studies Laboratories” and a teaching and learning pedagogy called “The Laboratory Method” in the US. This study examines historical documents about the development of the social studies laboratory. The researcher examined certain periodicals published in the US such as Education, The Historical Outlook and The History Teacher’s Magazine along with the non-experimental historical research methodology. In an age of inquiry-based projects and “hands-on” approaches to the learning of Social Studies, a brief historical overview of the foundations of such approaches in the Social Studies seems appropriate from US perspective. Parallels are drawn by using comparative approach, and suggestions made, for a twenty-first century approach to a Social Studies Laboratory and a Laboratory Method of teaching the many disciplines that define the Social Studies. The findings of this study indicate that despite the social studies classroom, method and laboratory may have changed a great deal over the past century, the goals of the social studies teacher have not changed. In conclusion, a valuable lesson is to be learned from the early development of the social studies laboratory: the room, the technology and the innovative ideas are meaningless unless accompanied by a commitment to move toward student-centered activities and learning, a twenty-first century version of the “laboratory method”. It is when technological access becomes inexorably entwined with teaching strategies that empower students to use, develop and critique the technology that substantive learning takes place in the social studies classroom.

Corporal punishment is defined as inflicting pain somebody’s body who doesn’t present desired behaviors or presents undesired behaviors. In the developed world, experiencing information society, corporal punishment is still in the agenda in educational system in Turkey. In this study, it is aimed to determine vocational high school teachers’ attitudes concerning corporal punishment in terms of various variables. The research is in scan type and a descriptive study. The research universe consists of the teachers who work at Vocational High schools in Isparta, Antalya and Burdur in 2009-2010 semester. The research sample is 110 teachers who work at six different schools which are at low, medium and high socio economic levels at research universe. In the research, the scale which is developed Gözütok (1993), is used to determine teachers’ attitudes concerning corporal punishment. For analyzing data, for independent groups, t test and one way variance analysis are used. According the findings of research, teachers’ schools’ socioeconomic levels, teachers’ vocational seniority, gender, children and class size make difference between attitudes concerning corporal punishment. But variables as teachers’ department, marital status, numbers of the children they have don’t make any significant differences on the attitudes concerning corporal punishment.

Academic communication and information sharing is provided by discussing several academic works conducted in the domain of science and generating new conceptions. When the review on literature is accepted as the primary road in conducting new scientific researches and when it is taken into consideration that these reviews are mainly based on research abstracts, it is concluded that investigating of these abstracts as the sub-titles of researches in terms of their being indicators of the researches’ quality and whether they include identifier subjects of general information about the researches is fairly important. Principally, Publication Manual of the American Psychological Association (APA) is used as the official style in writing scientific papers. According to this manual, it is specified that an abstract of a scientific research should accurately and adequately present the purpose and the content of the research; furthermore it should contain the participants’ features, the hypothesis, data collection tools and basic findings of the research. It is also stated that all of those have to be presented by limited words. The purpose of this study is to investigate the abstracts of thesis and dissertations completed at the Departments of Measurement and Evaluation in state universities in Turkey between the years 2000-2008, considering APA style in terms of format and content. Within the framework of the study, a data collection tool that aims to investigate the abstracts of the researches’ systematically has been devised. Abstracts will be studied by this instrument by each researcher independently and in order to attain the inter-participant consistency, the codes with regards to the coding scheme in data collection tool given to the same abstracts will be compared. Data will be analyzed through descriptive and content analysis. The content of the abstracts will be presented and interpreted by either based on frequency counts and percentages of the categories used in deciding whether the specified criteria are matched or giving direct quotations.

One of the models that are commonly used in accordance with constructivist approach is the 5E model. It is a model that consists of activities which increase the wonder of research of student, satisfy the expectations relevant to topic and use knowledge and abilities actively. In this model some other techniques can be used such as cases. While case based learning model gets students meet real world problems, it is a technique filling the space between hypothesis and practicing in teaching- learning atmosphere. The purpose of this study is to show the effect of case study based 5E learning cycle on 6th class primary school students’ on their attitude towards science courses subjects and on their success while being taught of “the systems of body structures” units of science and technology courses. The sampling of this study is constructed from the 40, 6th class students of Emniyetçiler Primary School, in Yenimahalle district of Ankara province. In this research, an experimental pattern with pretest-posttest-control groups was used. Several practices were performed in the frame of Science and Technology Teaching Program by applying 5E model supported with case study to the experimental group and 5E learning model to the control group. In experimental group, it was used case studies which is selected from newspaper According to the model of control-group pretest-posttest design with experimental pattern, “Achievement Test of Unit on The Systems of Body Structures” and “Attitude Survey on Science and Technology Lesson” were implemented 2 times as at the beginning and at the end of the implementation. Statically evaluated outcomes brought out that the education done with the 5E model supported with case study did not have meaningful impact on student success and his attitude toward science.

The purpose of this study is to determine the levels of learning strategies usage of secondary school science and mathematics fields teacher candidates and from which resource they learn these learning strategies and the differentiation situation of teacher candidates’ learning strategies according to gender, department and parents’ education background variables. The universe of the study is secondary school science and mathematics fields teacher candidates studying in Eskişehir Osmangazi University in 2009-2010 academic years. Scanning model has been used in the study with 100 teacher candidate. As a data collection means, “The Scale Determining Learning Strategies” which was prepared by the researcher by taking into consideration “The Scale Determining Learning Strategies” developed by Karalar (2006) and by adding eight items and also making arrangements on other items was used. The Scale consists of 38 five-component items and the Cronbach Alpha was found as 0,85. The reliability coefficient of Repetition Strategy (RS) is 0,58, Meaning Strategy (MS) is 0,68, Organization Strategy (OS) is 0,66, Executive Cognition Strategy (ECS) is 0,51, Sensual Strategy (SS) is 0,51. These are sub dimensions of the scale. The data of the research were analyzed by using SPSS 16.0 statistic program. Each sub-scale scores of the arithmetic mean and standard deviation taken from determining the learning strategies used by teacher candidates were calculated. T-test and ANOVA were used to determine whether differences occurred according to teacher candidates’ gender, department, and parents’ education background in using strategies. In order to determine the learning sources of strategies that teacher candidates use, frequency and percentage of the every suggestion of “The Scale Determining Learning Strategies of Teacher Candidates Used” were calculated for “From Whom Did You Learn” part. According to the research findings, it was found that teacher candidates used most organization strategies and least sensual strategies. The usage of strategies did not differentiate according to teacher candidates’ parents’ education background, but it differentiated according to gender and department. It was found that repetition, meaning, organization, executive and sensual strategies used by the teacher candidates were learned by themselves.

Preschool education is of vital importance for children in terms of the acquisition of the knowledge of social and moral rules. With the increase in experience together with the age, it is considered that the conceptions concerning moral and social field at children change and that the ability to distinguish the rules increase. In the current study, it was aimed to examine the knowledge of social and moral rules at children in terms of different variables. One hundred and twenty children at the age group of six attending to a preschool education institution were taken as samples. Five pictures expressing social rules and five pictures expressing moral rules developed by Smeneta (1981) and arranged by Seçer and Sarı in Turkey (2006) were used as the tool of data collection. t-test and one way variance analysis (ANOVA) were used in the analysis of the data. As a conclusion, a significant difference was found between the duration of attendance to preschools by children and the knowledge of moral seriousness and the care takers and child’s knowledge of generalization of social rules (p<.05).

The general purpose of this research is to determine the effectiveness of giving teacher tip sheets and feedback to the general education teachers on reducing their criticism behaviours towards mainstreamed students and the effectiveness of giving teacher tip sheets and feedback on generalizing and maintaining of those reduced criticism behaviors. The design of this study is multiple probe design across subjects, a variation of the multiple baseline design. The subjects of this study are three mainstreamed elementary school students one of whom has learning disability and two of whom have attention deficit hyperactivity disorder and their teachers, in Ankara province. In order to collect data, throughout this research target behavior record form was developed and used. In the research, the teachers were supplied with the teacher tip sheets by the researcher/consultant in order to decrease teachers’ criticism behaviors. After implementing these teacher tip sheets, the teachers were given feedback on their implementing the teacher tip sheets. The graphical analysis methods are used to analyze the data obtained through the research. The findings are as follows. Giving the teacher tip sheets and feedback is effective on reducing of the three teacher’s the criticism behaviors. The general education teacher’s maintaining those reduced criticism behaviors 14, 16, and 18 days after the implementation. Giving the teacher tip sheets and feedback is effective on the general education teachers’ generalizing their reduced criticism behaviors in Turkish Class into Maths Class.

The purpose of this study is to determine the attitudes of primary education science teacher nominees regarding Physics Laboratory. For this purpose, an attitude scale had been developed in order to determine the attitudes of the teacher nominees regarding the activities at the scope of Physics Laboratory. Timur and Şahin (2009) Physics Laboratory attitude scale was used to obtain data. The scale consists of 3 sub-dimensions. Croanbach  reliability coefficient of the scale had been calculated as 0, 93. This developed Physics Laboratory attitude scale had been applied on 180 Primary Education Science teacher nominees in fisrt, second, third and fourth class. According to the date obtained after application of the attitude scale on teacher nominees, in general, it had been determined that teacher nominees are in eagerness regarding physics laboratory, their anxiety levels are not high and they appreciate physics laboratory and in each sub-dimension, several differences in sex and department basis had been determined and proposals had been submitted.

The aim of this study is to evaluate the activities i different criteria such as entertaining, quaintness, instructive, permanency and doing at home and expose the common trait of this activities in the unit ‘ if pressure never existed’ involved in the science course programmed of 7th grade at primary school. In science course when the lessons are given with efficient and entetaining activities, it is defined the participatians of students. In this study, the subjects in the unit ‘ ıf pressure never existed’ are taught with efficient and entertaining activities in inquiry-based learning. For data collection in this research, a view survey which is composed of five criteria such as entertaining, quaintness, instructive, permanency and doing at home has been employed. Also, the researcher explained the participatians of students during the process of activities with its observations. This observations were procured from writing of students’ ideas about activities and the process of lesson.Accordint to the analysed data, ten activities in five different criteria were presented on a table and determined the common trait of this activities. Moreover, ıt’s established these activities enhanced the participatians and motivations of students.

Tekerlemeler, çocuklar için sözlü edebiyatın en önemli ürünlerindendir. Çocukların dil ve zihin gelişimine birçok katkı sağlamaktadır. Okul öncesi dönemde çocukların oyunlar ve masallar vasıtasıyla tanıştığı tekerlemeler, iç yapı ve dış yapı özellikleri ile çocukların edebi kişiliklerinin gelişmesini sağlayan zengin bir türdür. Ancak tekerlemelere daha geniş bir açıdan bakılması zorunluluğu vardır. Tekerlemelerdeki kelime düzleminin tam olarak anlaşılamadığı görülmektedir. Bu çalışmada, anlamsız ve basmakalıp görülen kelimeler arasında anlam bağları değerlendirilmiştir. Bu bağlamlar, bir zenginliktir ve çocukların dil ve zihinsel gelişim sürecinde sağlam bir alt yapı kurmalarına yardımcı olmaktadır. Yapılandırmacı yaklaşımın en önemli anlayışlarından biri, önceden yapılanmış bilgilerin bir temel oluşturması, yeni bilgilerin ise bu temel üzerine inşa edilmesidir. Çocukların okul öncesinde doğal ortamlarda elde ettiği bu temel yapının ilköğretim I.kademede yer yer metin olarak kullanıldığı görülmektedir. Ancak tekerlemeler, II. kademe ders kitaplarında yer almamaktadır. Tekerlemelerden II. kademede de yararlanıldığında, çocuklar gerek dilsel gerekse zihinsel gelişimleri açısından değişik kazanımlar elde edecektir. Çünkü okul öncesi ve İlköğretim I.kademede tekerlemelerden sadece ses benzerlikleri bakımından yararlanan çocuklar, bu dönemde soyut düşüncenin gelişimiyle birlikte anlam bakımından da tekerlemelerden yararlanacaktır.

Bu araştırmada, Gazi Üniversitesi Ticaret ve Turizm Eğitim Fakültesi üçüncü sınıf öğrencileri arasından Öğretim Teknolojileri ve Materyal Geliştirme dersini alan öğrencilerin Sınav Yoluyla Öğrenme Yöntemine (SYÖY) ilişkin görüşlerinin belirlenmesi amaçlanmıştır. SYÖY, öğretme-öğrenme sürecinin sınav temelli düzenlenmesine işaret etmektedir. Öğrencilerin sınav dönemlerindeki davranışları gözlenmek suretiyle geliştirilen yöntem bağlamında şu işlemler gerçekleştirilir: (1) öğrencilere işlenecek konuyla ilgili sorular dağıtılır ve onlardan soruları yazılı olarak cevaplandırmaları istenir; (2) cevaplama işlemi tamamlandıktan sonra, cevap kağıtları birbirleriyle değiştirilir ve kitap/ders notlarından da yararlanarak kağıtlar öğrenciler tarafından değerlendirilir; (3) değerlendirilen kağıtlar, incelenmek ve bir sonraki hafta öğrencilere dağıtılmak üzere öğretim elemanı tarafından toplanır; (4) kağıtlar toplandıktan sonra, aynı sorular öğretim elemanının rehberliğinde soru-cevap yöntemiyle sözlü olarak öğrenciler tarafından cevaplandırılır ve cevapların yetersiz olması durumunda öğretim elemanı devreye girerek sorunun anlaşılmasına katkı sağlar; ve (5) öğretim elemanı öğrencilerle birlikte konuyu özetleyerek dersi tamamlar. SYÖY’nin, öğrencinin sınav öncesi işlenecek konuyu çalışmak suretiyle konuyla ilgili ön hazırlık yapmasına, sınav sırasında ön hazırlık sırasında edindiği bilgileri pekiştirmesine, sınav sonrasında arkadaşlarıyla tartışarak eksiklerini görmesine, arkadaşlarından birinin kağıdını değerlendirerek bir yazılı kağıdını değerlendirme becerisi kazanmasına katkı sağladığı düşünülmektedir. Araştırmada, bir denemelik örnek olay araştırma deseni (the one-shot case study design) kullanılmıştır. Araştırmanın çalışma evrenini, Gazi Üniversitesi Ticaret ve Turizm Eğitim Fakültesi üçüncü sınıf öğrencilerinden 2009-2010 akademik yılı Güz döneminde Öğretim Teknolojileri ve Materyal Geliştirme dersine kayıtlı olanlar (N=230) oluşturmaktadır. Araştırma verileri, uygulama sonrasında Sınav Yoluyla Öğrenme Yöntemi Ölçeği (: 0,74) yardımıyla toplanmıştır. Elde edilen verilerin analizinde, frekans dağılımı, ortalama ve standart sapma gibi betimsel istatistikler hesaplanmış ve fakültedeki bölümler arasında karşılaştırmalı analiz yapmak amacıyla ANOVA yöntemi kullanılmıştır. Öğrencilerin; SYÖY ile ilgili görüşlerinin ortalama olarak “katılıyorum” ve “kesinlikle katılıyorum”a doğru bir eğilim gösterdiği gözlenmiştir. Bir başka ifade ile, ortalama olarak öğrencilerin SYÖY’ne ilişkin olumlu görüş bildirdikleri görülmüştür ve bu sonuç bölümlere göre değişiklik göstermemiştir.

Bullying is one of the greatest challenges of today's schools. This problem negatively affects students’ social and emotional learning as well as theirs academic development. Purpose of this study investigates to social-emotional learning’s abilities (communication ability, problem solving ability, coping ability and self-esteem enhancing ability) effect of two types of bullying (involved and not involved). Moreover, we wanted to examine different bullying statuses’ prevalence in participant. Furthermore, we analyzed bullying statuses by gender and class degree. Participants of this study were students from six different middle schools in Izmir on 2008-2009 academic years. Total participants of this study were 547 (6th grade n= 154, 7th grade n= 150, 8th grade n= 243). 276 of them were girls (50.50%) and 271 of them were boys (49.50%). Olweus’ Revised Bully/Victim Questionnaire (1999), The Social-Emotional Learning Skills Scale (Kabakçı, 2006) that was developed based on the Social Emotional Learning Approach (Elias et al., 1997), and demographic information form were used for data collection. For data analysis, we used descriptive statistics; chi-square and its effect size calculator’s Phi and Cramer V coefficients for investigate to prevalence of bullying and gender and grade differences in bullying statuses. And we used binary logistic regression for investigate to social emotional learning abilities effect on bullying. Findings show that boys were significantly more bully/victim than girls and there were some differences among grades in bullying statuses. Binary logistic regression analysis indicated that problem solving ability (β= -.057, S.E. = .026, Wald= 5.026, p= .025, odds ratio= .944) and self-esteem enhancing ability (β= -.063, S.E. = .022, Wald= 8.106, p= .004, odds ratio= .939) have protective effect from involved bullying. Therefore, problem solving and self-esteem enhancing ability are important pieces for preventing to bullying in school guidance programs.

Motivation of students plays crucial role in science education. Pedagogical-psychology theories of motivation within education offer social, achievement and cognitive motivational teaching techniques. Different kinds of science motivational teaching techniques can be based on observation and experiments. Combinations of motivational teaching techniques result in an upgrading of students’ motivation for science education. Additional upgrade of motivational effectiveness can be realised especially by interdisciplinary relations. From the pedagogical constructivist point of view it is important to select appropriate experiments and observational activities. Concrete examples of these motivational science techniques as hands-on and minds-on experimenting, application of experiments in everyday and safe life, entertainment-edutainment experiments, science family experimenting, experiments supported by ICT educational technologies, action research based experimenting are presented. All presented science motivational teaching techniques are based on empirical research. Motivational experimenting have to be apply in science education namely in the primary and lower secondary schools level. These experimental activities can support ungifted students and can help to identify and to develop students gifted in science. Results of our research we insert into science teacher training.

The quality of education and continuity in classes – the mutual area where educative activities are carried out mostly depends on class management. Class management is required as the required planning, the educative order, learning environment, acquiring the rules, and its continuation are crucial for obtaining a more effective and fertile education process. The learning process is straining the teacher during the education process when pupils of various levels and age groups are gathered together; pupils study varying topics during the same class, the pupils study on their own during the homework classes and vacant hours in multigrade classes. It’s a fact that crowded classes and the physical insufficiency of the classes, and the lack of the required material are also the causes of the difficulties for class management. Class management contains a multi- dimensional and complicated management process, and requires planning, attention and experience in multigrade classes. The difficulties faced by class teachers in multigrade classes are ascertained, and strategies and approaches applied are important for a more fertile and impressive education process. This study aims to establish the opinions of class teachers about the problems they face in class management at schools with multigrade classes. This research has been carried out on 92 class teachers who are on charge at schools with multigrade classes in Elazig. The related data has been derived with polls. A scale of quintet likert which consists of 25 articles has been utilized while deriving data. The SPSS bunch program has been utilized for using percent, frequency, and arithmetic mean methods for analyzing data obtained. It has been tested with the “ t” test and one way anova analyze on independent groups whether there is a difference between the opinions or not in accordance with demographic data.

The aim of this study is to examine the web sites and their frequency of use by university students according to various variables which are gender, pursued faculty and the place where the internet is accessed. Universe of the study is undergraduate students attending Sakarya University in total 22, 000. The sample of study is composed of 1292 students out of 22,000. In order to determine the sample in case of knowing the number of participants in the universe is used as method of determining the sample. The number of the participants from each faculty is determined by the method of ratio sampling. Data were collected by a questionnaire which was developed by researchers and finalized according to expert views. Questionnaire is composed of two parts. In the first part there are questions about personal information of the participants. In the second part there are questions about web sites and their frequency of use. Data were collected in October-November of 2009-2010 terms. The results of study revealed findings below: 1- When the findings are considered as a whole the most common web sites used are university web sites, down loading the files and daily news; the least web sites are governorship, friendship and nongovernmental societies. 2- The most frequently used web sites are down loading the files and e-mails. 3- According to gender variable, both female and male students are using the same web sites with same frequency. 4- According to faculty variable, all undergraduate students are using the same web sites. However, regarding the frequency of internet use, the faculties of education students are using university web sites and school of physical education and sports student are using the daily news web site. On the other hand, students from the other faculties are frequently using the e-mail. 5- According to place where the internet is accessed, the students having access to the internet from house, school, house-school, wireless network and internet cafe are using university web sites most commonly. As for ones accessing the internet through 3G are using the web sites of downloading files. According to frequency of use, the students having access to internet by house, wireless net work and 3G are most frequently using down loading files. The ones accessing in the internet from school and internet café are most frequently using university web sites. Accessing the internet from house-school, students are most frequently using e-mail.

Çalışmada Cumhuriyet Dönemi Türk Edebiyatının önemli hikâyecilerinden olan Memduh Şevket Esendal’ın “Feminist” adlı hikâyesi, metin dilbilimsel bağlamda çözümlenmeye çalışılacaktır. Çalışmada metin, metin dilbilim, Memduh Şevket Esendal ve edebî şahsiyeti hakkında bilgi verildikten sonra “Feminist” hikâyesinin; sıralı düzene bağlı dönüşümleri, art gönderimleri, eksiltili yapıları ve örtük yapıları tespit edilerek hikâyenin metin dilbilimsel görünümü ortaya konulacaktır. Çözümlemedeki amaç, metnin temel konusu ve bu temel konuyu meydana getiren at konuların tespit edilerek metnin görünen, anlaşılan kısmının yanı sıra derin yapısının yani metinde saklı olan anlamların meydana çıkarılmasıdır. Ortaya çıkarılan örtük anlamların ilköğretim 2. kademe Türkçe derslerinin işlenişi sırasında nasıl kullanılabileceği, öğrencilerin analiz ve sentez becerilerinin metinden hareketle nasıl geliştirilebileceği üzerinde tartışılacak ve bu doğrultuda öneriler getirilmeye çalışılacaktır.

Preparing children to primary education is one of the most important goals of preschool education, which includes childrens all life experiences until they start primary education (Oktay, 2007). To perform consciously readiness for reading and writing activities which must be supported during readiness to primary education, preschool teachers must select appropriate tecniques. In this way the purpose of this study is to determine the methods and techniques used by pre-school teachers in terms of the readiness for reading and writing activities and the problems faced during those activities. It will also be investigated whether those activities differ on age, teaching experience of preschool teachers, age, learning experiences, and number of students in the classroom. The population of this study consists of all pre-school teachers working in Afyonkarahisar, Turkey. The simple random sample obtained from the target population encompass totally 45 pre-school teachers working in Afyonkarahisar, Turkey. Data were collected through a demographical information form and a questionnaire that consists of two sections. Demographical information form includes questions related to teachers’ age, teaching experience, and learning experiences, age and number of the students in the classroom. In the first part of the questionnaire, there are questions asked for determining instructional methods and techniques used by preschool teachers in terms of the readiness for reading and writing activities. In the second part of the questionnaire, there are open-ended questions to determine difficulties which preschool teachers encounter with instruction methods and techniques. Data will be analyzed by appropriate statistical techniques and findings will be interpreted in accordance with the relevant literature. Results and discussion part will be presented at the congress.

The purpose of this study is to determine the effects of Erasmus Student Mobility Program (ESMP) in the light of students’ opinion about the instruction, language and culture of host countries. Nowadays, social and cultural interactions between countries have been done incredibly fast and affecting both national and international educational policies. That makes necessary to follow new developments to achieve the quality in education systems. So, countries must open their doors to share scientific studies to others and exchange their experiences. Turkey, as well, have been exchanging the students by taking part in European Union(EU) Erasmus Program that enables the students to see good examples, applications and different cultures as enrichment. In this study, the data will gather from the university students who had gone to a European Country to complete an instructional term in 2008-2009 by means of EU Erasmus Student Mobility Program. The students from Ahi Evran and Kırıkkale University will be chosen as both restricted universe and the sample of the study. A partly organized interview will be done to those students to get the qualitative data of the research. Categorical analyze which is one of the content analyze techniques will be employed to interpret the data. The original expressions of students will be stated to contribute the validity and reliability with in the text. QSR NVivo 7 packet program will be used to analyze the data.

The aim of this study is adressing the arising of the scientifically literate term and the process through to the present and the place and the importance in the educatin system and the society. Again in this study unlike the other studies about scientific literacy to inform about the desirable scientifically literate student characteristics and unlike the existing circumstance to be won of this features what kind of teaching methods and techniques that can be use.

In this study the relationship between the metacognitive strategies of university students and their academic success in foreign language will be examined. Metacognition refers to awareness and monitoring of one’s thoughts and performance, or simply, thinking about thinking. It also refers to higher-order mental processes involved in learning such as making plans for learning, using appropriate skills and strategies to solve a problem, making estimates of performance and determining the extent of learning. Metacognition is important in learning and it is a strong predictor of academic success. Students with good meta-cognition demonstrate good academic performance compared to students with poor meta-cognition. Students with poor metacognition may benefit from metacognitive training to improve their meta-cognition and academic performance. So, it is necessary to investigate the metacognitive strategies have been employed by university students. The data of this study will be gathered from randomly chosen undergraduate students who have been studying at Ahi Evran University in 2009-2010 academic year. “Metacognition Awareness Inventory” developed by Kumlu (2004) that is a survey instrument including each components of metacognition will be used to collect data. To get the data about their academic success in foreign language, researcher-designed survey instrument will be employed. The validity and reliability of the instruments will be calculated and after application, the results will be described using frequencies, percentages, t test and one way ANOVA by the help of SPSS package program.

SCHOOL DIRECTORS' LEVELS OF KNOWING, CONTROLLING AND SUPPORTING CURRICULA: A DESCRIPTION REGARDING TEACHER EVALUATIONS Ayhan Ural, Serap Tüfekçi Gazi University, Industrial Arts Education Faculty, Department of Educational Sciences, Gölbaşı/ANKARA SUMMARY Legal texts on schoolmasters’ duties express their duties, authorities and responsibilities as managing, evaluating and improving the school in accordance with the objectives. In order for the schoolmasters to succeed they have to know, read and review the curricula of the courses given in their schools. They have to communicate with the teachers so that the the instructional programmes can be carried out. They also have to arrange and control the school facilities for the successful implementation of the instructional programmes. The aim of this study is to collect teacher evaluations in order to determine school directors' levels of knowing, controlling and supporting curricula. A total of 49 schools -27 elementary and 22 high schools- in the city center of Ankara were accessed in this descriptive study. The sample consisted of 250 teachers randomly selected from schools that had been determined through the multistage sampling method. The data were analyzed by calculating frequency, percentage, arithmetic mean and standard deviation and performing t-test (independent samples t test), one way variance analysis (one way ANOVA) and Tukey test. According to the research findings, the participant teachers have reported that school directors' levels of knowing, controlling and supporting curricula are at the “medium” level. Key Words: Schoolmasters, Instructional Programme.

When working with the light microscope at the biology laboratory course, one of the essential problems for science and technology teacher candidates encountered is that drawing the images they obtained by hand. With this method it is known that teacher candidates often not draw the gained images correctly or they loose too much time during the drawings. Also, the huge differences between the real image and the teacher candidates’ drawings cause them to learn biology concepts wrongly. Besides, at the General Biology Laboratory course, teacher candidates examine only one or two image in the light microscope and not seeing the images of other groups.To overcome these problems we produced a method namely BIO-LAB-WEB aimed to remove the aforesaid issues is made. This method enables images to be published at the internet environment (www.fenegitimi.com/mikroskop) by recording the science and technology teacher candidates’ microscobic images with camera. Thus, teacher candidates can receive feedback from the researchers about the images they founded and discuss with each other at the forum setting. In this study we aimed to bring to light science and technology candidate teachers’s views on BIO-LAB-WEB. The application was made in 5 months time between September and January in the winter semester of 2008-2009 academic year. The sample of the study consists of 41 science and technology teacher candidates’ who were at students in Karadeniz Technical University, Fatih Faculty of Education, Department of Primary Education. As to collect data in the research, open ended questions were asked after the application to the 41 science and technology teacher candidates. NVivo 8.0 computer programme was used in order to analyse this qualitative data. Candidate teachers’ views were categorized and suggestions have been made on this direction.

As we know that, Arabic language is essential in Islam. The appointment of the Last Prophet Muhammad s.a.w. from the Arab and the revelation of Al-Quran Al-Kareem in Arabic language have made it spread out all over the world. Furthermore, Islam has determined the usage of Arabic language as the medium in its 'ibadah'. For the Arabs, this is an advantage to them because it is their mother tongue. They can speak, read and comprehend very well. But for non Arabs, no matter, what race, ethnic and citizenship we are, we cannot use our own languages in our 'ibadah', we must use Arabic Language in our daily obligations ('ibadah'). As such, it is very important for us, as muslims, not only to read but also to understand, to comprehend and to realize whatever we say in our daily 'ibadah'. So that, we must learn the Arabic language. This is the only way which will help us to improve the quality of our daily 'ibadah'. Memorization itself is not enough, we have to spend our time learning the language. Therefore, we present to you fundamentals, guidelines, methods, approaches and finally the module for religuous education which we hope will benefit the 'ummah'. We should realize that many muslims do not understand whatever they read in their daily ibadah. The religious education via Arabic language which special focus in daily 'ibadah obligation' should be designed to solve the problem.

Creativity is innately brought secret power which can emerge at any time throughout the life and can be enhanced if fostered. Properly designed art activities serve as a potential for emergence and the enhancement of children’s creativity in early childhood education. Those children who cannot express their emotions through oral language or other activities are provided such an opportunity to express themselves and reflect their thoughts, emotions and views on daily experiences. Art experiences foster creative thinking by stimulating imagination. There is a great variety of techniques to be used in art activities and a lot of various materials and equipments are available. One of the options for material selection is that of recycling materials which help children attain new experiences and ideas. Recycling materials include boxes, plastic bottles, pieces of cloth, rolls of paper towels, reels, beads, nutshells, tree shells and leaves with different shapes and sizes. One other advantage of using recycling materials is that children learn how to recycle these materials while they gain a sense of texture, shape, weight, wideness and space. Furthermore, this kind of an activity fosters creative thinking and enhances visual and tactual perceptions while the children create unique things. In this study, the status and the importance of the use of recycling materials in art activities mentioned in early childhood programs including the points to be born in mind while preparing and using such materials will be discussed and eventually sample products made with recycling materials by the children will be presented.

The aim of this research is to define the effect of teacher training institutions through oral history method. The first continually teacher training institution in Çanakkale was opened in 1956. In later years, this institution had continued educational period under different names, and it was been basis of Çanakkale Onsekiz Mart University founded in 1992. This research is important. Because it presents a review of the history of teacher training institutions in (in particular) and its results will be clarified to general teacher training (in general). The oral history researches that were made with teachers who graduated from the teacher education institutions except Faculty of Education in Çanakkale and the effects of institutions on historical development process have been reviewed in comparative way. Data was collected from narrations of witness and document analysis. These data was analyzed and evaluated in a descriptive way. According to findings, it has been seen that witnessing that based oral history method as important as printed sources to clarify institutions’ social and cultural development.

In effort to understand human and human behavior for centuries has been much effort, as a result of efforts significant progress have been made in understanding the human being and human could not be still exactly understood. Human is a social being. They are enters into interaction with others. In this their interaction they attempt to give appropriate responses to the situation. Some people have the ability to organize and control and provide appropriate responses to situations while others can not display the same skills and may also exhibit inappropriate behavior. This situation is closely related to adaptation with the individual's environment. In this study attachment that the individual's self-monitoring are thought to affect and ıts relationship has been examined. The sample of this study consisted of totally 400 students of university. The students were administered Relationships Scales Questionnaire adapted by Sümer and Güngör (1999) and Self Monitoring Inventory adapted by Bacanlı (1997). The data will analyze by Pearson Correlation Coefficient and One Way Anova Test. The findings will discuss under the light of literature and some suggestions will make.

Day by day technological gadgets come into our lives more and more. In the last decade, the mobile phone is an electromagnetic field source rapidly becoming widespread both in our country and in the world. Mobile phones cause electromagnetic pollution in two ways. Firstly, an intense electromagnetic field exists in the course of talking. Besides this, base stations form electromagnetic field in their close neighbourhood according to the frequencies of people’s talking. While the use of electromagnetic energy is increasing rapidly, people are exposed to more electromagnetic field day by day. It was supposed that mobile phones had negative effects just on the electronical systems of planes, buses, and automobiles until a few years ago. Yet, recent studies show that mobile phones can have serious damages from the point of people’s health. Especially as the qualities of mobile phones increase, their effects on people increase too. In this study, putting forth the relationship between the technological qualities of the mobile phones used by the candidate teachers and the dimension of the electromagnetic pollution created as the technological qualities change, and the data known by the candidate higher education teachers about the subject was aimed. The students attending to The Çanakkale 18 Mart University Faculty of Education Elementary School Department constituted the working group. In the study, ‘Mobile Phone Use Questionnaire’ and an attitude scale determining the electromagnetic field pollution sensitivities were used. As a conclusion of the study, the results were assessed by carrying out the exemplary determined with the ‘Mobile Phone Use Questionnaire’ and the attitude scale. *This researh was supported by COMU-BAP 2010/81 coded projects.

While the data society turns into communication society, it esily United with the trading means. Mobile phones are the technological products which were started to be used in the end of the twentieth century, rapidly spreading and becoming a part of our lives. Especially the use of mobile phones increase without depending on the development levels of countries. Similarly in our country, it is observed that there is the use of mobile phones showing no parallelism with the economic development level. As a result of this, it can be said that there are different social and psychological reasons behind benefiting from technological developments. The aim of this study is to investigate the effects of the use of mobile phones by the candidate primary school teachers on their personal qualities like self-esteem, idea leadership, and social identity functions. *This researh was supported by COMU-BAP 2010/81 coded projects.

It is a reality that media play very substantial role in the production and social distribution of knowledge. In addition, media provides the greatest communication opportunities to the people. Also, contemporary media provides very distinctive weapons to obtain power, wealth and prestige in the society. But, the media's negative effects on individuals should not be neglected. Because of the importance of media, media literacy lesson is taught in Turkey. Media literacy is the ability of a citizen to access, analyze and produce information for specific outcomes. The aim of this study is to examine the metaphors of primary students about the concept of media. This is a descriptive study since it aims to display existing situation. The research will be carried out in first term of 2009-2010 academic years with 8th classes of İbn-i Sina Primary School in Erzurum. 101 students will participate in this research. Open ended questions constructed by investigator will be used as data collection tool to take students’ opinions about media. Participants will complete the phrase of “Media is like . . . because . . .” to indicate their conceptualizations of learner. Data will be analyzed both qualitatively (i.e., content analysis) and quantitatively (i.e., chi-square and Mann-Whitney U). Collected metaphors will be collected under different conceptual categories. Within this framework, the metaphors developed by primary students will be analyzed and commented in five steps: Determining metaphors Classification of metaphors Developing categories Conducting validity and reliability Transfering quantitative data into SPSS package program. In order to determine whether the metaphors developed by students’ differ according to various variables, suitable statistical methods will be used to analyze.

Educational assessment has undergone a revolution in the last two decades. Twenty years ago, almost all judgments about student achievement were based on tests. Performance evaluation approach has emerged and nowadays, the successes of students’ have been not only measured by traditional tests. In its simplest terms, a performance assessment is one which requires students to demonstrate that they have mastered specific skills and competencies by performing or producing something. Similar to performance or authentic assessment is the term authentic learning and teaching. The aim of this research is to investigate the effect of performance assessment approaches to critical thinking skill perceptions. This experimental study is aimed at finding if there is a significant different between performance assessment approaches and lesson book based learning approach in relation to the students’ critical thinking skill perceptions. This study model is designed as experimental design with pre test – post test control group. “Critical Thinking Skill Perceptions Scale” has been developed by the researcher. Reliability an validity of attitude scale have been tested. Practice will be carried out at a primary school, in 7th grade students’ social studies lessons with the subject “Economy and Social Life”. Students’ critical thinking skill perceptions will be tried to developed. Research will be carried out in second term of 2009-2010 academic years. Features of both groups (experiment and control group) will be equal. These groups will be selected at random. While performance assessment approach will be used in experiment group, in control group lesson book based learning approach will be carried out. The data obtained will be analyzed using computer statistical package program (SPSS 16.0). The mean and standard deviation scores will be gathered from the two groups and t- test statistical method will be used to determine the difference between the groups. The degree of meaningfully will be accepted 0.5.

Rapid increase of environmental problems around the world enhances the importance of individual’s level of environmental knowledge and literacy. In terms of citizenship, knowing their environment, being sensitive towards environmental problems, and taking responsibility for their actions has become essential qualities every citizen should have. Elementary education has a vital role in raising environmentally sensitive and responsible citizens. However, elementary education programs in Turkey do not have any independent content area that includes learning standards regarding environmental education. Therefore environmental education and related standards took place in the elementary education program as an inter-disciplinary area. Courses such as life science (an integrated social studies and science course for the 1st, 2nd and 3rd grade levels), science and social studies have learning standards that concentrate on environmental issues. Therefore teachers of elementary grade levels and subjects should have basics of environmental sciences, be aware of local and global environmental problems, have the professional skills in order to integrate environmental issues with other subjects and help students acquire environmental citizenship qualities. Pre-service teacher education programs have an important role in educating teacher candidates about environmental citizenship skills and teaching efficacy. This study aims to describe pre-service elementary teachers’ perception of environmental citizenship and their teaching efficacy. Participants of the study will include pre-service teacher candidates from elementary education (grades 1 through 5) program, science education program and social studies education program of a faculty of education in a university in Turkey. Participants included 7 students from elementary education program, 5 students from social studies education program and 6 students from science education program. Focus group interviews used to collect data. Inductive data analyze was applied. Results of the study showed littering is the first environmental problem mentioned by the teacher candidates regardless of their education program. Teacher candidates’ perceptions of environmental citizenship generally include responsibilities instead of rights related to environment. In addition social studies teacher candidates perceive themselves less qualified in environmental education than elementary and science teacher candidates.

Scientific skill processes (SSP) gain student the ability of using research methods and make them active and also support the long term learning (Başdaş, 2007). In addition, SSP help the students to understand themselves (Lind, 1998) and facilitate to bring reliable solutions to problems encountered in daily life (Germann, 1994). The present curriculum of elementary school contains some objectives in order to improve SSP of students in Turkey. However, the implements have not completed yet and some requirements are needed in practice (Taşar et al,. 2003). The present curriculum doesn’t include enough activity examples in order to improve the level of SSP of students. Therefore, additional and high number of activity samples should be produced and presented for teacher. There are many studies about deficiency in SSP of students both in elementary and secondary schools (Temiz, 2001; Aydınlı, 2007; Hazır & Türkmen, 2008). One of the reasons of inefficiency in SSP of student is the knowledge based view which is far away from the daily life. Actually science bases inquiry and includes experiments and researches the natural events (Lee et al., 2004; Balım et al., 2008). According to Turpin (2000), inquiry based teaching affects improving of SSP of students positively. However, inquiry based teaching methods aren’t used frequently in Turkey because of the fact that this method needs lots of time and limited examples in this subject in present curriculum for the children. In addition, the activities in the curriculum aren’t related with the real life directly and some of them require expensive materials. In this study, a series activities based on composting are planned in order to improve SSP of students. The main characteristics of these activities are applicable by student easily and include elements of SSP such as observation, classification, measuring, hypothesis, estimation, controlling variants, testing hypothesis, solving problem, using the theories and models and reporting (Gabel, 1993). The aim of this study is to investigate the effects of activities based on composting processes on the level of SSP of 8th class students of primary schools. A series of activities, which answers the question of “How can we understand whether there are chemical changes during composting processes of domestic wastes?”, are prepared. The possible effects of these activities on the level of SSP of 8th grade students were analyzed by pre-end test model for the experiment and control groups. Both the current curricular activities in classroom and trial activities in university laboratory are applied to the experimental group and only existing curricular activities are applied to the control group in classroom during six months. The study group’s compost of totally 84 students, 43 of which is in experiment and 41 of which is control groups in an elementary school in Çanakkale in 2008-2009 academic year. A SSP test which is produced by Burns et al. (1985) and translated into Turkish by Özkan et al. (1992) was used in order to collect data and frequency and student-t tests were used in assessment of data. The results indicate that the activities affected the level of SSP of students positively. P.C. This research was supported by COMU-BAP 2009/63 and COMU-BAP 2010/111 coded projects.

In science and technology programmes developed and modernized especially in the view of measurement and evaluation, many changes have been done. The most prominent characteristics of the changes are measurement and evaluation techniques like pers and self evaluation in which students are included to process and the teachers take the responsibility. However, even though it is mentioned about its advantages, it has not been given the essential importance by both practioners and the students. In our works, it is aimed to determine the reliability of scores which the students gave when they took this responsibility. The work has been realized by the attendance of 27 students studying at the Gazi Osman Paşa University Science and Technology Department in Tokat. In the study, as part of the programmes of the science and technology and planning lessons, students are divided into groups according to the spiral principle of Science and Technology teaching programme. The students in the groups have presented the units in the 6., 7., 8th grades with different activities. The work took 14 weeks,before the practice, curriculum programme of science and technology is promoted and knowledge is given about alternative measurement and assessment techniques which take place in the curriculum by the teacher.Every week students present the determined subjects of science and technology, then, the form of peers and self assessment forms developed by students and practioner teacher are used and the results are compared with the evaluation that teacher has made.To determine the relation between the teacher scores and scores that students gave their classmates, the quotients of Pearson Correlation Technique is used. According results a positive high correlation is found between the scores of peers and teacher scores.

This study was conducted at Gazi University, department of English Language Teaching with 25 third year students to help teacher-trainees acquire a more reflective approach towards micro-teaching sessions of their own and those of their fellow-students. The participants were 25 third year students taking the courses Teaching language Skills I and ELT Methodology II. Micro-teaching workshops, as course requirements, allow teacher trainees to link theory with practice. The participants practice teaching their classmates who roleplay as students. The feedback and reflection stage that follows up gives an insight into the sessions and contributes to the learning process. However, the participants contributed very little and the majority seemed reluctant to provide feedback. Moreover, their feedback was often vague and judgmental and they often seemed to have problems in criticizing and receiving criticism. A questionnaire was distributed to discover the beliefs about and attitudes towards feedback and their concerns about being criticized. It also aimed to diagnose possible problems that hinder participants from actively reflecting on the experience. In the light of their responses, a smiley evaluation checklist was developed to provide sound feedback in the sessions. One lesson hour is devoted on how to give constructive feedback. After 3 weeks of using the checklist, a second attitudinal questionnaire was administered to assess the impact of the written feedback. The results indicate that the teacher trainees’ involvement increased dramatically. Written feedback through smiley checklist provoked a positive attitude change and appeared to lower their anxiety and concerns. The participants stated that they gained a deeper understanding and benefited much more from the experience.

Informatıon and technology age we live in makes change inevitable in the education system as in many areas. Therefore , an education system is based on contructivist approach and students are more active that is trying to develop. With a renewed curriculum, the increasing importance of supporting various educational activities to learning increased requirements for using different materials at courses. In this sense, “Learning Objects”, the students communicate with each other can, and various educational activities could have deals with the potential to be considered as supporting education. Proper-designed learning objects using the learning environment, students just by listening and learning by reading beyond the pass, students are active during learning, they learn by seeing and doing. In the literature, science, mathematics and language training in the use of learning objects, despite the lack of studies in the field of social studies is remarkable size. This study was conducted in the fall semester in 2009-2010 academic year. The purpose of this study to reveal the primary school students’ opinions about the use of learning objects in the social studies courses. Working group is composed of 30 fourth grade primary school students in Rize. The study was continued five weeks and at the end of the courses, compositions were written by students and these compositions were used as a data collection tool. Qualitative research methods used in research as a result of students' learning objects they like and so in an environment that social studies lesson processing fun, enjoyable indicate that, at the same time course used in the learning objects that lesson ideas that affect the face and the different emotions that have been found to provide coexistence. Using of learning objects in social studies courses, thought to be a solution to many problems encountered in this course.

Abstract In the early childhood period, it is highly significant to comprimise a social and physical environment which can support all aspects of child’s development. In this course ,enriched language experiences provided for the child will affect the child’s futuristic notion of life .Language structure is important for children. Language has a functional role in the child’s self expression , gaining of social and cultural values ,and fulfilling his social communication needs.Language helps the child to make a connection with the daily life. Children acquire the language as much as the environment allows in direct and indirect process of education.In accordance with the literature if a child learns to speak a language or his native language till the age of five, he can also learns another one then. Second language education in the early period helps the child to improve their abstract thinking abilities more compared to the children having an education based on one language. It has been acknowledged that language education provided in the early period has a positive effect on the children’s problem solving abilities.Having foreign language education improves the child’s native language ability. When learning the structure of other languages they also learn a lot about their native language.Similarly knowing a foreign language improves listening ability and memory capacity and thus giving a significant dimension to communication. Continuous and effective Early childhood educational programmes have a profound effect on both the child’s native language and foreign language education.It is of significant importance that in foreign language education priority be given to a proper native language education and foreign language education be provided by using the appropriate methods only if this is achieved. For this reason in this study by highlighting the importance of foreign language education in the early period and effective strategies and methods used in this process, some further recommendations will be provided.

New circumstances today in interior achitecture design and production created by information, communication and information technologies refer to a change of paradigm. Subject to developing technology and changing design processes, interior architecture and design schools are to be updated through these neccessities and hybrid educational methods are to be tested. Consequently the content and the aim of this study is defined to research facilities enabled by digital design approach for interior architecture design and applications, and in this sense to advance proposals with the aim of formulating a new educational system. In accordance with this aim current algorithmic and parametric design approaches have been researched and aimed to propound the advantages in the event of integrating them to interior architecture education. As a result of researches held within this study in interior design which is a component system, while students are not able to handle all components and parameters with conventional methods at the same time, through digital design approaches it has been proved that information, data, limitation and even acumen can be managed. Furthermore it has been realized that student does not have to be limited with facilities offered by algorithmic and parametric design approaches, that these limits can be eliminated with the use of various scripts and algorithm and each student can create his/her own original working environment. In conclusion, it will be provided to rearrange interior architecture education and design studios as experimental areas with digital design tools, train students using developing technologies in an appropriate way and having the ability of creation interconvertible designs with these tools. And this would help to create dynamic spaces with complex geometry in which different information layers are able to be used in an interrelated way.

Individuals that turn ideas into projects and implement them using their problem solving and attention skills, and then direct people to areas of entrepreneurship and create societal benefit are referred to as social entrepreneurs. Those that create beneficial projects for the society and nation not just to the individuals are also social entrepreneurs. Basic notion of social entrepreneurship consists of social goals such as developing social resources, struggling poverty, improving and expanding health services Social entrepreneurship also includes the awareness of responsibility for insider and outsider stakeholders (employees, shareholders, customers, suppliers, government, competitors...etc.) and an approach towards solving social problems. Corporate social responsibility perception forms the starting point of social entrepreneurship concept This study is regarded as continuation of a previous study on the determination of factors that affect corporate social responsibility perception of students of Biga Faculty of Economics and Administrative Sciences and which was presented in the VIth Non-governmentl Organizations Conference. Same study has been implemented in a wider form to the students of engineering faculty by taking into consideration the characteristics of the faculty. The aim of the study is to raise awareness in this subject by making a comparison between the students of two faculties that educate human resources to similar fields.

The purpose of this study was to determine differences among the mathematics teachers’ and teacher candidates’ opinions about teaching the thinking skills points of view their demographical characteristics. The sample of the study consists of 174 teachers and teacher candidates that selected randomly from mathematics teachers from primary schools and high schools in Eskişehir and Eskişehir Osmangazi University Faculty of Education and master degree students without thesis. Data were collected by “Teaching the Thinking Skills Questionnaire for Mathematics Teachers” with demographical information form. ANOVA and t-test were employed to analyze the data. According to the results of the study, there were some differences among the mathematics teachers’ and teacher candidates’ opinions about teaching the thinking skills points of view their demographical characteristics.

We are living in a country which is governed through the rules of the democracy. So, citizens’ democratic attitudes are very important for effectiveness of democratic principles. Family and school have important roles in democratic attitudes’ development process. And, in school among the other courses social studies plays an important role in training of citizens who have democratic attitudes. Because of this, social studies teachers’ attitudes gain more importance in this process. Teachers who have positive attitudes about democracy can teach them to their students. For this reason, democratic attitudes of social studies pre-service teachers were investigated in this study. The primary aim of this study was to determine the democratic attitudes of the social studies pre-service teachers. This study is a descriptive research. In this research, democratic attitude scale which was developed by “published for the attitude research laboratory” and adapted to Turkish educational system by Gözütok (1995) was used. Research group consisted of two hundred social studies pre-service teachers from four public universities in Turkey. The data were analyzed by one way ANOVA. According of the results of the research, democratic attitudes of teachers have been discriminated on teachers’ gender and their university. Besides, interviews were done with twenty of them. In interview process open ended questions which were related with democratic attitudes were asked to pre-service teachers. Each interview was audio-taped and transcribed verbatim. Interview transcripts were analyzed through inductive qualitative data analysis methods. Once all interview transcripts were coded individually line by line with low-level or open codes, categories were created based on the similarities and differences among codes.

Democracy is not merely related with politics, it is also populer in daily life conditions like interpersonal relationships, school environment and the other areas of societal life (Tourane, 1997). It contributes to the individual development, and enhancement of the awareness level towards social facts is a necessity in modern democracy. Besides, ciritical thinking, respect for different view points, considering the different extents of the events and evaluating them in this context are the other issues which should analyze parallel with democracy and active citizenship. Because of this, teaching students to reviewing their lives and other peoples’ life styles in a democtaric context is very essential in our modern world. Therefore, in social studies education, with the experiences like school councils, students have oppotunities towards participation, autonomy, equivalence, membership, rights and responsibility (Inman&Buck, 1995). In this study, because of the importance of the democratic school environmet in education process of the democratic citizens, the opinions of the primary school students about democracy practices in their classrooms were investigated. The data has been collected through standardized open-ended interview questions. Sampling selection was done through easily accessible sampling method. Due to being cost effective and the opportunity to study on acquaintance sample group, this method was chosen. Twenty 6th grade students formed the sample group. It proposed that descriptive and content analysis were used in qualitative research. In the light of this fact, the data that was collected in this study were interpreted with descriptive analysis. At the end of the study, it was found that, majority of the students think that, teachers’ behaviors in the classroom environment were democratic. But from their explanations about this, we understood that, they interpreted democracy in a wrong way. Students’ responses showed us that they did not feel themselves free in the classroom. Related with the participation, we found out that, students did not participate in the meaning of planning and application of the learning processes. Also, they did not informed about their rights in the classroom, but they knew their duties. And the other result this study is students’ unawareness about the school council in their school. References Inman, S. & Buck, M . (Eds) (1995). Adding Value?: Schools' Responsibilities for the Personal Development of Pupils. Stoke-on-Trent, Trentham Books. Touraine, A. (1997). “What is democracy?” Boulder, CO, Westview Press.

Belirli bir amacı veya işlevi yerine getirmek üzere etkileşim ve eşgüdüm içerisinde olan parçalar bütünü olarak ifade edilen bilgi teknolojilerinden arzu edilen fayda, bu sistemlerin etkin kullanımı ile söz konusudur. Her alanda yoğun olarak kullanılan bilgi teknolojilerinin özellikle eğitim sürecinde kullanımı kişisel gelişim ve bireyin eğitim sonrası çalışma yaşamına hazırlanması açısından önemlidir. Bu çalışmanın amacı, bilgi teknolojileri ile öğrenme ortamı arasındaki ilişkiyi incelemektir. Çanakkale Onsekiz Mart Üniversitesi, Turizm İşletmeciliği ve Otelcilik Yüksekokulu Seyahat İşletmeciliği Bölümü Biletleme dersi alan öğrencilerin tamamına yönelik olarak yarı-yapılandırılmış görüşme tekniği kullanılarak yapılan çalışmanın sonucunda, öğrenme ortamının teknolojik ve fiziki olarak yeterli olmasının bilgisayar destekli eğitim-öğretim alan öğrencilerin öğrenmesinde etkili olduğuna ulaşılmıştır.

The purpose of this study is to determine pre-service teachers’ understanding levels of the concept environment. The study was carried out during the fall semester of 2009-2010 academic year. The participants of the study consisted of 177 pre-service teachers enrolling to Department of Elementary Education in Faculty of Education at Aksaray University. Pre-service teachers were asked to prepare a concept list and draw concept maps about environment. The data of the study were collected through the analyses of concept lists and concept maps. The data obtained from concept lists were analyzed with descriptive statistics. Besides, concept maps were analyzed according to the correctness of the relationships between concepts. Results of the study revealed that pre-service teachers associate the term environment with other 150 terms. Moreover, pre-service teachers used very limited number of terms to form their concept maps and they were not able to show the relationships between the terms effectively. In the light of the findings, it can be claimed that although pre-service teachers associate many terms to define the environment, they aren’t able to make meaningful associations between these terms.

Nowadays, due to the fact that technology and science develop fast, the needs which are shaped according to this lead our education system to have some concrete changes. In Turkey, curriculums are regenerated by using constructivist approach. New understandings in learning domain such as constructivist approach, multiple intelligence, and project based learning, problem based learning etc. makes the traditional learning-teaching and assessment processes to change. Assessment is one of the most important parts of the education. Curriculums do not observe only the results of learning; they also observe the process and assess it. Not only for teacher but also for students, measurement and assessment provides to observe the process of students’ improvements. In order to use the factor of assessment as a learning tool in regenerated curriculums, rather than the product, it is more reasonable to use the tool which assesses the process. One of these tools; project expresses the work which students can do for doing some researches, making comments, obtaining new in formations, developing new ways of thinking and making some deductions. Another one of these tools is performance task. This task helps students to use their ability of cognitive, affective and psychomotor science like thinking critically, solving problems, understanding of what they have read, creativity, doing some researches. As a result of the researches about project and performance tasks, teachers indicated that students have some difficulties about using tools, so they make their parents to do their works. According to one of the previous researches, some project and performance tasks are accomplished by parents rather than students themselves. By taking the previous researches as references this research is aimed to show the views of parents about their project and performance tasks. In the research, survey method will be used. Research’s survey prepared by researchers will be utilized to parents. Analyses of data obtained in these survey will be shared after the process of research will be finalized.

The main purpose of this study is to reveal some reflections emerged during the design and implementation of material according to Multiple Intelligence Theory (MIT). In this case study research, a worksheet on the properties of multiplication in rational numbers was developed and it was implemented during 2008-2009 school year on 16 seventh grade students studying in an elementary school in Trabzon. The implementation continued three hours. In the first and second class hours, the questions on the worksheet were solved by the students by working with deskmates. In the third class hour, the answers of the questions were discussed with the students. Furthermore in this class hour, the students were asked to make mind map in order to develop their logical-mathematical and visual intelligence and in order to develop their verbal intelligence they were asked describe what they learnt to their deskmates and to write down their feelings and views about the activity. At the end of the study, it was concluded that MIT is feasible in the instruction of multiplication in rational numbers, altough it was found quite time-consuming due to requiring a large number of instruments. Moreover, it was determined from the students’ writings that the learning environment designed according to this theory facilitated understanding and it made the lessons more enjoyable. Based on these results, researchers and educators were recommended to develep and use in the classes similar materials for the instruction of other subjects in mathematics.

ABSTRACT The purpose of this study is to find out the most preferred language learning strategies by adult male Turkish students. Participants in this study were 100 adult male Turkish students who have been learning English as a foreign language at a private university in Turkish Republic of Northern Cyprus. All of the participants were male with similar educational backgrounds. The students declared that they did not have any formal or informal instruction in the area of language learning strategies. In order to measure the frequency of strategy use, Strategy Inventory for Language Learning (SILL), which was devised by Rebecca Oxford (1990) as an instrument for assessing the frequency of use of language learning strategies by students, was used in this study. SILL is the most widely used inventory for determining the language learning strategies all over the world by students of foreign languages. The questionnaires were distributed to respondents after being translated into Turkish. Responses were analyzed in terms of frequency of language learning strategy use. The analysis was done for each of the items in SILL in order to have a clear idea of the most preferred strategies of the respondents. The results of the study presented the most preferred language learning strategies by the adult male Turkish students. Strategy item 32 (I pay attention when someone is speaking English), strategy item 31 (I notice my English mistakes and use that information to help me do better) and strategy item 33 (I try to find out how to be a better learner of English) are some of the most frequently used language learning strategies. Regarding the findings of this study having the same study on adult female Turkish learners is highly offered. In addition to the previous point, either teachers or students should know the language learning strategy use in order to have a qualified language learning education.

Taking advantage of technology in all fields of educational settings has a positive influence on individuals. One of those fields is visual arts education. Nowadays technology is an inevitable must for both parties as users and viewers. Especially if we take modern-day arts and technology into consideration, using technology in educational settings of visual arts becomes a necessity. In this age, taking advantage of information and communication technologies has a vital importance. In this study, Elementary School Visual Arts Curriculum which has been published by National Educational Ministry in 2007, “Learning Outcomes” component has examined in order to using technology. According to the results, using technology takes part in all elementary school classes’ learning outcome statements, just one statement in 8. class’s Visual Arts Culture learning, and three statements in Museum Consciousness learning. Therefore, there are just four clear statements those are about using technology. Activity examples which are in relation with “Learning Outcomes” contain clear or implicit statements about using technology.

The purpose of this study was to find out current issues and trends within the Turkish literature about educational technology research. The researchers conducted a content analysis on educational technology articles that were published in Turkish and in online journals. They determined appropriate keywords for web searching and used online indexes to gather the data. A total of 332 papers were retrieved and analyzed according such themes as publish year, article topic or research problem, article type, research design, and data collection techniques. Frequency analyses were conducted and the results were tabulated for each theme. The overall results revealed that the number of Turkish articles increased until 2005 and then gradually decreased. The most investigated issue was the comparison between technology-supported and traditional education. Majority of the articles were empirical research and utilized quantitative methodologies. Test questionnaire was the most used data collection technique in this sample of articles. The results and implications were discussed within the context of educational technology research and application.

With the introduction of uninterrupted compulsory primary education in Turkey in 1998, to compensate for teacher shortage in certain branches, new certificate programs have been launched under the auspices of MoNE and HEC. The aim of these programs is to equip prospective teachers with necessary pedagogical knowledge. Along with academic certification, attitude is a crucial factor that influences teaching effectiveness, which ultimately leads to students’ success. Thus, attitudinal assessment of teachers’ is important because their attitudes about teaching profession play a pivotal effect on the students’ attitudes and achievement. One may assume that students entering education faculties deliberately prefer to become teachers so they might have positive attitudes towards teaching profession. However, since TEFL certificate trainees come from different academic backgrounds, their attitudes might vary. While studies describing pre-service and in-service EFL teachers’ attitudes towards teaching profession exist in literature, to our knowledge research on TEFL certificate trainees’ attitudes is limited in number. Being the first phase of an on-going research, this part of the study aims to investigate TEFL certificate students’ attitudes towards teaching profession and it seeks to find answers to the following questions. 1. What are the attitudes of prospective TEFL certificate teachers’ towards teaching profession? 2. Is there a relationship between the attitudes of prospective TEFL certificate teachers’ and independent variables such as gender, age, marital status, academic background? 3. What are the reasons of attending TEFL certificate program? 4. How do prospective TEFL certificate teachers’ describe good teacher qualities? The study was conducted at Yıldız Technical University with TEFL certificate trainees. Quantitative data was gathered via a questionnaire consisting of fixed-response, Likert-style and open-ended questions provided qualitative data. The questionnaire was administered to the students (n= 290) enrolled in the program during the 2009–2010 academic year.

Early childhood period contains the most critical years in which an individual obtain rudimentary knowledge, attitudes and skills. In this term, it is required to present systematical and planned applications so as to make the individual gain certain behavior and to support their development. Early childhood education program consists of activities which help to gain learning abilities in a direct way. Some of these are science activities. Science activities in education program are quite important for children’s discovering, exploring, establishing cause-effect relation, observing and problem solving. Therefore, applying different approaches and techniques and improving education environment with different materials during educational activities play a significant role in reaching aimed targets in children. In this manner, examples of programs about science activities consisting various methods and techniques practiced in early childhood education institutes will be included in this research. Necessary suggestions will be made in this direction.

The subject of this paper is to consider a human being on the basis of possibilities of his/her structure of being. The aim of this paper is to interrogate the ontological and anthropological foundations of education and investigate the role of education in the humanization of a human being and the conditions of the possibility of such as education. The question will be considered in parallel to the views of some philosophers from the history of philosophy such as Platon, Aristoteles and Kant. Especially, the connections between the form of giving content to the concept of “nature” in the Ancient Greek Philosophy and the concept of education as a human phenomenon are investigated.

The present study aims to designate whether there is a relationship between the preschool administrators’ leadership styles and the school culture. The survey method is employed. The sample consisted of 188 randomly selected primary school teachers working in state and private preschools located in Kadıköy, Ümraniye, Maltepe, Kartal, Fatih, Beşiktaş and Bakırköy, the districts of Istanbul, in the academic year of 2008-2009. In the data collection process, The Multifactor Leadership Questionnaire 5 – x short (MLQ)” was used to determine the leadership behaviors of the preschool administrators and School Culture Survey was applied to determine the school culture. The data was analyzed by employing The Pearson Moments Product Correlation Coefficient and Multiple Regression Analyze techniques on SPSS program. The results of the study reveal that there is a statistically significant relationship in a positive way between the preschool administrators’ leadership styles and the school culture in all sub-dimensions.

The paper shows the importance of biographic research of youth in difficult conditions of socialization so that their resocialization through the planned help can be efficient. It presents a qualitative research made recently which encompassed youth in difficult life situations and pleads for a pedagogical relationship based on individual biography and empowermnet, resources and participative role of a young person in his/her own help-planning. The author shows how youth experience such a help. Youth involved in the research, who are threatened with social exclusion, often reject school and are faced with the placement in a reform institution and psychiatry. Most of them have problems with various forms of addiction and were also the victims of perpetrators of violent acts in the past. The research carried out tried to answer the question of how efficient help was for these young people and how can a subjective view be included in the help relationship. It especially exposes the aspect of internal motivation of youth for change and the role of joint planning of concrete objectives of help for a successful resocialization.

New state education program brings new challenges in teaching RE as compulsory school subject. Slovakia guarantees the religious freedom by its Constitution. Children and young people are lead to respect religious diversity. Our research is connected with the main problems the teachers have to face in creating new model of RE.