From Editor

Dear Readers,

Welcome to the June 2025 issue of the Anatolian Turkish Journal of Education. In this issue, we present important research and analyses in the field of education. Each of these works contributes significantly to educational advancements and innovations.

In the first study featured in this issue, the focus is on how the indigenous knowledge of communities living around Mount Slamet in Central Java, Indonesia, can be integrated into geography education for disaster preparedness. The research highlights that local traditions and sites have the potential to enhance community resilience against natural disasters.

The second study investigates the impact of artistic activities in teaching the "Matter and Industry" unit in 8th-grade science classes. The findings reveal that incorporating visual arts and educational songs into science instruction positively contributes to students’ academic achievement and holistic development.

The third study explores the influence of social media use and Islamic Religious Education (PAI) instruction on students’ perceptions of religious moderation. The results indicate that tolerance-based digital content and interactive religious education methods together help foster more inclusive and moderate attitudes among students.

In the fourth study, the impact of a technology-assisted instructional model designed to develop critical thinking skills is evaluated. Conducted with pre-service elementary mathematics teachers, the study shows that transformation geometry-based practices significantly enhance critical thinking tendencies.

The fifth study examines the experiences of teacher education program graduates who work abroad. Through narrative analysis, the research provides valuable insights into how undergraduate programs prepare teachers for international educational environments.

The sixth study provides a comparative analysis of the training and appointment processes of school principals in high-performing PISA countries such as China (Shanghai) and Singapore. The study aims to offer recommendations for structuring similar processes in Turkey.

The seventh study reviews postgraduate theses on classroom management in primary education in Turkey between 2016 and 2024. The findings indicate that most of the studies are quantitative in nature, conducted with teachers, and frequently utilize scales as data collection tools.

The eighth study examines the relationship between industrial engineering students’ academic self-efficacy and their attitudes toward the engineering profession. The results reveal a statistically significant positive relationship between the two variables, offering useful data for guidance practices.

The last study uses a meta-analysis approach to evaluate the impact of various mathematics interventions on number sense skills among preschool children in Turkey. The findings show that such interventions have a strong positive effect on the development of number sense.

We hope you enjoy reading these studies and that they provide you with inspiration and valuable insights into the field of education.

Sincerely,

Editor

Anatolian Turkish Journal of Education

2025 Gaziantep

Indigenous knowledge plays an important role in disaster mitigation, especially in the communities around Mount Slamet, Central Java, Indonesia. This study examines local tradition and sites such as Merti Bumi, Batur Kedawung, Igir Tembalang, and Batu Leebrag, which are the embodiment of adaptive strategies for volcanic disaster preparedness. Using a qualitative descriptive approach, data were collected through field observations, in-depth interviews, and document analysis. The findings of the study show that indigenous knowledge improves community resilience by providing early warning signs, spatial awareness, and culturally embedded mitigation measures. Integrating indigenous knowledge into geography education offers a holistic disaster risk reduction strategy, bridging traditional and scientific perspectives. However, the preservation of local knowledge faces challenges, including urbanization, generational shifts, and limited empirical validation. In addition, rigid national curricula often neglect community-based knowledge, thus limiting its integration into formal education. To address this issue, an inclusive framework is needed to incorporate indigenous knowledge into disaster education, ensuring its sustainability for future generations. The study underscores the importance of collaborative efforts between educators, policymakers, and local communities to maintain indigenous knowledge as a dynamic resource for disaster preparedness.

Abstract

The aim of this study is to examine the effects of teaching the eight-grade science topic "Matter and Industry" using educational songs and visual arts activities, in addition to the methods in the curriculum, on academic achievement and to explore student experiences. A sequential explanatory mixed-methods research design was used in this study. Study group consists of twenty-six eighth-grade students from a public middle school in Seydişehir, Konya, during the 2023-2024 academic year. In the quantitative part of the research, a quasi-experimental design with experimental and control groups was used. Data were collected through an achievement test, and the analysis was conducted using IBM SPSS Statistics 22. It was found that there was no statistically significant difference in the achievement scores of the experimental and control groups, but the academic average increases of both groups were the same. This result reveals that teaching science through art is as effective as standard curriculum methods in terms of students' academic achievement. In the qualitative part, a phenomenology design was used. Data were collected using semi-structured interview forms and student diaries, and content analysis was used to interpret the findings using the MAXQUDA programme. According to the findings, it was observed that science teaching integrated with artistic activities had a positive impact on students' cognitive, affective, psychomotor, and entrepreneurial skills. It is recommended that further research be conducted on the effects of incorporating artistic activities into science education, particularly regarding imagination, creativity skills, and knowledge retention.

Keywords: Science, Matter and Industry, Educational Songs, Visual Arts

Öz

Bu araştırmanın amacı; ortaokul 8. Sınıf fen bilimleri dersi “Madde ve Endüstri” konusunun öğretim programındaki yöntemlerin yanında eğitici şarkı ve görsel sanat etkinlikleri ile öğretiminin akademik başarı üzerindeki etkilerini incelemek ve öğrenci deneyimlerini ortaya çıkarmaktır. Çalışmada karma yöntem araştırmalarından, açıklayıcı sıralı karma yöntemler araştırma deseni kullanılmıştır. Araştırmanın çalışma grubunu 2023-2024 eğitim öğretim yılında Konya ili Seydişehir ilçesindeki bir devlet ortaokulunda yer alan 26 sekizinci sınıf öğrencisi oluşturmaktadır. Araştırmanın nicel bölümünde deney ve kontrol gruplarının olduğu yarı deneysel desen kullanılmıştır. Veriler başarı testi ile toplanmış, testlerin analizi IBM SPSS Statistics 22 programı ile yapılmıştır. Deney ve kontrol gruplarının başarı puanlarında istatistiksel olarak anlamlı bir farkın olmadığı ancak her iki grubun akademik ortalama artışlarının aynı olduğu tespit edilmiştir. Bu sonuç sanatla fen öğretiminin öğrencilerin akademik başarıları üzerinde standart müfredat yöntemleri kadar etkili olduğunu ortaya koymaktadır. Araştırmanın nitel desen bölümünde fenomenoloji deseni kullanılmıştır. Veriler yarı yapılandırılmış görüşme formları ve öğrenci günlükleri ile toplanmış, bulguların çözümlenmesinde MAXQUDA programı ile içerik analizinden yararlanılmıştır. Elde edilen verilere göre sanat etkinlikleri ile planlanan fen öğretiminin öğrenenlerde bilişsel, duyuşsal, psikomotor ve girişimcilik becerilerine olumlu etki ettiği görülmüştür. Sanat etkinliklerinin yer aldığı fen bilimleri öğretiminin hayal gücü, yaratıcılık becerileri ve bilgilerin kalıcılığına etkisiyle ilgili araştırmaların yapılabileceği önerilmektedir.

Anahtar Kelimeler: Fen Bilimleri, Madde ve Endüstri, Eğitici Şarkılar, Görsel Sanatlar

This study explores how social media usage and Islamic Religious Education (PAI) instruction influence students' perceptions of religious moderation at MTs Al-Islam. Religious moderation is vital for sustaining social cohesion within Indonesias pluralistic society composed of various religions, ethnicities, and cultures. However, the rise of the digital era presents new challenges, particularly through social media platforms that can shape students perceptions either positively or negatively. Utilizing a quantitative research method with a survey approach, the study involved 9th-grade students selected through stratified random sampling. Data collection was conducted using questionnaires assessing the frequency of social media use, the quality of PAI learning, and students' views on religious moderation. The analysis employed multiple linear regression to examine both individual and combined effects of the independent variables on the dependent variable. Findings indicate: (1) social media engagement significantly impacts students perceptions, especially when they access educational and tolerant content; (2) effective PAI instruction, especially through interactive and dialogical methods, enhances values of inclusivity and harmony; (3) together, these two factors synergize in fostering students moderate attitudes. The study suggests promoting digital literacy and adopting innovative teaching strategies in PAI to maximize the beneficial influences of both social media and formal education in nurturing a tolerant, inclusive, and harmonious younger generation.

This paper investigated the impact of a technology-enhanced instructional model developed to foster student's critical reasoning abilities on candidate mathematics teachers' critical thinking dispositions. To facilitate technology-supported instruction in transformation geometry and to enhance the critical thinking skills of pre-service teachers, lesson plans were developed in alignment with the content-based teaching approach, which is recognized as an effective method for promoting critical thinking. These lesson plans were subsequently implemented over the course of 14 instructional hours. The objectıves of the lesson plans were formed by the objectıves of transformatıonal geometry of secondary school mathematıcs course. The applıcatıons ın the teachıng of these objectıves were desıgned to develop the crıtıcal thınkıng skılls ıdentıfıed by facı̇one (1990).The study was conducted during the fall term of the 2019-2020 academic year, with 56 candidate teachers in the fourth grade at a state university in the Marmara Region in Turkey. The research used the Critical Thinking Disposition (CTD) scale as a data collection tool. The researchers implemented the CTD scale on candidate teachers as a pre- and post-test. Then, the researchers evaluated the results using the t-test for dependent samples and assessed the different aspects of the CTD (higher cognition, flexibility, systematicity, perseverance and patience, open-mindedness) framework. As a result of the research, according to the data of the CTD scale, implemented as a pre- and post-test on the candidate teachers, the pre-test critical reasoning abilities and sub-dimension mean points of the candidate teachers increased after the designed instructional model applications. Considering evaluations of these score increases statistically, there was a 0.05 significance level. The instructional model applications contributed to candidate teachers' critical thinking dispositions and sub-dimensions.

This study examines the experiences of university alumni who have pursued teaching careers abroad, providing insights into how their undergraduate education prepared them for international professional settings. Using a narrative inquiry approach, the research analyzes the journeys of 15 educators—10 female and 5 male—who transitioned from their home country’s higher education system to teaching in diverse cultural and linguistic environments. Their narratives reveal key themes, including professional preparedness, cultural adaptation, and institutional support for internationalization. Findings emphasize the importance of internationally oriented curricula, cross-cultural training, and global partnerships in equipping graduates for success in an interconnected world. By examining the alignment between national higher education policies and the realities faced by alumni abroad, this study contributes to the current knowledge on improving internationalization strategies and supporting educators in global mobility.

Öz

Okul müdürleri, ulusal eğitim sistemlerinin etkinliğini ve başarısını sağlamada önemli bir rol oynarlar. Eğitim alanındaki hızlı dönüşümler, okul liderlerinden beklenen rolleri ve yetkinlikleri kökten yeniden şekillendirmiştir. Bu bağlamda, değişen eğitim taleplerini karşılayabilecek nitelikli müdürlerin hazırlanması ve atanması esastır. Bu gerekliliği karşılamak için, uluslararası değerlendirmelerde yüksek performans gösteren ülkelerin politikalarını ve uygulamalarını analiz etmenin değerli içgörüler sağlayabileceği yaygın olarak kabul edilmektedir. Bu çalışma, Çin (Şanghay) ve Singapur'daki okul müdürlerinin eğitim ve atama süreçlerini karşılaştırmalı olarak incelemeyi amaçlamaktadır ve bu okullar Uluslararası Öğrenci Değerlendirme Programı'nda (PISA) sürekli olarak yüksek puanlar elde etmişlerdir ve bu uygulamaları Türkiye'deki mevcut durumla ilişkilendirerek değerlendirmektedir. Nitel araştırma kapsamında karşılaştırmalı bir anket modeli kullanan çalışma, seçilen ülkelerdeki ilgili akademik literatürü incelemek için belge analizini kullanmıştır. Karşılaştırmalı analiz, Çin (Şanghay) ve Singapur'un okullar için sistematik ve sürekli hizmet içi eğitim sunarken, Türkiye'nin bu alanda tutarlı ve yapılandırılmış bir yaklaşımdan yoksun olduğunu ortaya koymuştur. Ayrıca, Çin ve Singapur'daki hizmet öncesi eğitim ve liderlik geliştirme uygulamaları pratik deneyim, mentorluk ve uygulamaya dayalı öğrenmeye vurgu yapmaktadır. Bu bulgulara dayanarak, çalışma Türkiye'de okul müdürlerinin seçimi, eğitimi ve atanması süreçlerini iyileştirmek için öneriler sunmaktadır.

Abstract

School principals play a pivotal role in ensuring the effectiveness and success of national education systems. The rapid transformations within the field of education have profoundly reshaped the roles and competencies expected of school leaders. In this regard, the preparation and appointment of qualified principals capable of addressing evolving educational demands are considered essential. This study aims to comparatively examine the training and appointment processes of school principalsin China (Shanghai) and Singapore that they have consistently achieved high scores in the Programme for International Student Assessment (PISA) evaluate these practices in relation to the current situation in Türkiye. Employing a comparative survey model within the scope of qualitative research, the study utilized document analysis to examine relevant academic literature in the selected countries. The comparative analysis revealed that while China (Shanghai) and Singapore offer systematic and ongoing in-service training for schools, Türkiye lacks a consistent and structured approach in this area. Furthermore, the pre-service training and leadership development practices in China and Singapore emphasize practical experience, mentoring, and application-based learning. Based on these findings, the study offers recommendations to enhance the processes of selection, training, and appointment of school principalsin Türkiye.

Özet

Araştırmanın amacı, sınıf yönetimi alanında yapılmış ilkokul kademesini içeren lisansüstü eğitim tezlerini incelemektir. Araştırmadaki tezleri belirlerken Yök Ulusal Tez Veri Tabanı’nda izinli ve tam metin olarak ulaşılabilen ilkokul kademesini içeren tezler çalışmaya alınmış, çalışma 2016-2024 yılları arası ile sınırlandırılmıştır. Bundan dolayı araştırmanın veri kaynağını, 2016-2024 yılları arasında Türkiye’de, ilkokul eğitim kademesini içeren tezler oluşturmaktadır. Araştırmada betimsel analiz yöntemi kullanılmıştır. Sınıf yönetimiyle ilgili olarak ilkokul kademesini konu alan ve ölçüt örnekleme yöntemiyle belirlenen toplamda altmış dokuz lisansüstü tez araştırmada analize tabi tutulmuştur. Araştırma bulgularına göre; 2016-2024 yılları arasında sınıf yönetimi alanında ilkokul eğitim kademesini içeren lisansüstü tezlerin en fazla 2019 yılında yapıldığı, en fazla yüksek lisans düzeyinde olduğu görülmektedir. En çok tezin ana bilim dalı olarak Eğitim Bilimleri Ana Bilim Dalı’nda yapıldığı görülmektedir. Tezlerin daha çok sınıf yönetimi anlayışı, sınıf yönetimi becerisi ve yeterliliği ile teknoloji kullanımı konularını incelediği görülmektedir. Veri toplama aracı olarak ise ölçek ve kişisel bilgi formunun daha fazla kullanıldığı görülmektedir. Tezlerin daha çok nicel yöntemlerle hazırlandığı, buna bağlı olarak ilişkisel tarama ve betimsel taramanın daha fazla kullanıldığı; örnekleme yöntemi olarak da en fazla basit tesadüfi örneklemenin ardından ölçüt, kolay ulaşılabilir durum ve maksimum çeşitlilik yöntemlerinin kullanıldığı görülmektedir. Tezlerde en fazla ilkokul öğretmenleriyle çalışıldığı ve veri analiz tekniği olarak da daha çok nicel analiz tekniklerinin kullanıldığı sonucuna varılmıştır.

Abstract

The aim of the study is to examine the postgraduate theses in the field of classroom management including primary school level. While determining the theses in the study, the theses including the primary school level, which were permitted and available in full text in the Yök National Thesis Database, were included in the study, and the study was limited to the years between 2016-2024. Therefore, the data source of the study consists of theses covering the primary school education level in Turkey between the years 2016-2024. Descriptive analysis method was used in the study. A total of sixty-nine postgraduate theses on classroom management at the primary school level, which were determined by criterion sampling method, were analyzed in the study. According to the research findings; it is seen that between 2016 and 2024, the highest number of postgraduate theses in the field of classroom management involving primary school education level was in 2019, and the highest number was at the master's level. It is seen that most of the theses were conducted in the Department of Educational Sciences as the main discipline. It is seen that the theses mostly examine the issues of classroom management understanding, classroom management skills and competence, and the use of technology. It is seen that scale and personal information form are used more as data collection tools. It is seen that the theses are mostly prepared with quantitative methods; accordingly, relational survey and descriptive survey are used more; and as sampling method, simple random sampling is the most common sampling method, followed by criterion, easily accessible case and maximum diversity methods. It was concluded that most of the theses were conducted with primary school teachers and quantitative analysis techniques were mostly used as data analysis techniques.

Özet

Bu çalışmada, endüstri mühendisliği öğrencilerinin akademik öz yeterlik algıları ile mühendislik mesleğine yönelik tutumları arasındaki ilişkiyi incelemek adına ilişkisel tarama yöntemi kullanılmıştır. Araştırmanın örneklemi İstanbul Medeniyet Üniversitesi endüstri mühendisliği bölümünde eğitim alan 131 öğrenciden oluşmaktadır. Öğrencilerin tutumlarını ölçmek için “Mühendislik Mesleğine Yönelik Tutum Ölçeği” ve akademik öz yeterlik algılarını ölçmek için “Akademik Öz Yeterlik Ölçeği” gerekli izinler doğrultusunda kullanılmıştır. Verilerin analizi kapsamında betimsel istatistik yöntemleri ve Pearson korelasyon analizi uygulanmıştır. Çalışmanın sonucunda öğrencilerin öz yeterlik düzeylerinin orta seviyede olduğu (m=2,64) ve mühendislik mesleğine yönelik yüksek düzeyde olumlu tutum (m=4,054) sergiledikleri görülmüştür. Kız ve erkek öğrencilerin akademik öz yeterlik algıları ve mesleki tutumları arasında belirgin farklar bulunmamakla beraber bazı konularda farklılıklar gözlenmiştir. Öğrencilerin akademik öz yeterli algıları ile mesleki tutumları arasında orta düzeyde pozitif bir ilişki tespit edilmiştir (r = ,375; p < 0,05). Elde edilen bulgular daha önce yapılan çalışmalarla tutarlılık göstermektedir. Bu araştırma, özellikle endüstri mühendisliği öğrencileri özelinde yapılan nadir çalışmalardan biri olması nedeniyle literatüre katkı sağlamaktadır. Ayrıca, mesleki tutumlar ile öz yeterlik algısı arasındaki ilişkinin anlaşılmasına yönelik veriler sunarak, üniversitelerde uygulanabilecek rehberlik ve danışmanlık programlarının geliştirilmesine yönelik öneriler içermektedir. Çalışmanın sonucunda öğrencilerin öz yeterlik algılarını güçlendirmek için bireysel ihtiyaçlara uygun özelleştirilmiş rehberlik hizmetleri ile grup danışmanlığı programları önerilmektedir

Abstract

In this study, a correlational survey design was employed to examine the relationship between industrial engineering students’ attitudes toward the engineering profession and their perceptions of academic self-efficacy. The sample comprised 131 students enrolled in the Industrial Engineering program at Istanbul Medeniyet University. The “Attitude Scale Toward the Engineering Profession” was utilized to assess students’ professional attitudes, while the “Academic Self-Efficacy Scale” was used to measure their self-efficacy perceptions, in accordance with the required permissions. Descriptive statistical methods and Pearson correlation analysis were applied to analyze the data. The results indicated that the students exhibited a moderate level of academic self-efficacy (m = 2.64) and a highly positive attitude toward the engineering profession (m = 4.054). Although no significant differences were found between female and male students in terms of academic self-efficacy and professional attitudes, variations in certain areas were observed. A moderate positive correlation was identified between academic self-efficacy and professional attitudes (r = .375; p < .05). The findings are consistent with previous research. This study contributes to the literature as one of the few investigations focusing specifically on industrial engineering students. Furthermore, it provides data to better understand the relationship between professional attitudes and academic self-efficacy, and offers original recommendations for the development of guidance and counseling programs that can be implemented in universities. Based on the findings, it is recommended that personalized guidance services tailored to individual needs and group counseling programs be implemented to strengthen students’ perceptions of self-efficacy.

Özet

Bu araştırma, farklı matematik müdahalelerinin okul öncesi dönemdeki sayılarının dağılımına dahil edilmesi amacıyla yapılmıştır. Bu amaç doğrultusunda 'Türkiye'de yapılmış olan farklı matematik müdahalelerinin okul öncesindeki dönem sayısında hissinin arttığı etkinin genel etki büyüklüğü nedir?' sorusuna yanıt aranmıştır. Ayrıca çocuklarda sayı hissinin gelişmesinin oranları, çalışma türü ve müdahale türüne göre değişip değişmediğinin belirlenmesi için analizler yapılmıştır. Araştırma için kaydedilen anahtar kelimeler veri tabanlarında aratlanarak makale ve lisansüstü tezlerden oluşan 87 sağlıklı ulaşılmış, değerlendirme kriterlerini sunan 15 çalışma standardı dahilinde sunulmaktadır. Bu döngünün etki büyüklüğü değeri hesaplanarak saklanan veri analizleri, rastgele etkiler modelinin esaslarından oluşturulmuştur. Verilerin analizinde CMA (Kapsamlı Meta Analizi) programı kullanılmıştır. Araştırmadan elde edilen bulgulara göre matematik müdahaleleri ile sayım yeteneklerinin gelişimi arasında olumlu yönler ve geniş düzeyde (1,45) bir ilişki olduğu belirlendi. Ayrıca, birimlerin etki büyüklükleri arasındaki aralıklara göre anlamlı bir farklılık göstermezken; Çalışma türü ve türüne göre anlamlı bir farklılık gösterdiği tespit edilmiştir.

Abstract

This study was conducted to examine the effect of different mathematics interventions on number sense skills of preschool children. For this purpose, an answer to the question 'What is the overall effect size of different mathematics interventions on number sense skills of preschool children in studies conducted in Turkey?' was sought. In addition, analyses were conducted to determine whether the development of children’s number sense skills varied according to sample size, study type and intervention type. The keywords determined for the research were searched in databases and 87 studies consisting of articles and postgraduate theses were reached, and 15 studies that met the evaluation criteria were included in the study. The effect size values of these studies were calculated and the data were analyzed based on the random effects model. CMA (Comprehensive Meta Analysis) program was used to analyze the data. According to the findings obtained from the research, it was determined that there was a positive and large (1.45) relationship between mathematics interventions and the development of number sense skills. In addition, while the effect sizes of the studies did not show a significant difference according to the number of samples, it was determined that there was a significant difference according to the type of study and intervention type.