Bu araştırmanın amacı, okul öncesi dönemdeki çocukların epistemik merak düzeylerini öğretmen gözlemlerine dayalı olarak değerlendirmek üzere uyarlanan Küçük Çocuklar için İ-Tipi/Y-Tipi Epistemik Merak Ölçeği – Öğretmen Formu’nun geçerlik ve güvenirlik özelliklerini incelemektir. Ölçme aracı, 4’lü Likert tipinde derecelendirilen 10 maddeden oluşmaktadır. Ölçek epistemik merakı iki boyutta (İ-Tipi/İlgi ve Y-Tipi/Yoksunluk) değerlendirmektedir. Araştırmada, İstanbul ilindeki devlet okul öncesi eğitim kurumlarına devam eden 5 yaş grubundaki çocuklardan oluşan iki bağımsız örneklem kullanılmıştır. Açımlayıcı Faktör Analizi için oluşturulan birinci örneklem 145 çocuktan (K=80; E=65) oluşmaktadır. Doğrulayıcı Faktör Analizi için kullanılan ikinci örneklem ise 117 çocuktan (K=65; E=52) oluşmaktadır. Açımlayıcı ve Doğrulayıcı Faktör Analizi sonuçları, ölçeğin iki faktörlü yapısını doğrulamıştır. Güvenirlik analizleri ölçeğin iç tutarlılığının oldukça yüksek olduğunu göstermiştir. İç tutarlılık katsayıları toplam puan için .96, İ-Tipi Epistemik Merak için .93, Y-Tipi Epistemik Merak için .95 olarak hesaplanmıştır. Ölçüt geçerliği analizleri, epistemik merakın öğrenmede öz düzenleme davranışlarındaki varyansın %43’ünü, okula uyum puanlarındaki varyansın ise %20’sini anlamlı düzeyde yordadığını göstermiştir. Çalışma kapsamında uyarlanan ölçme aracı ile ölçülen epistemik merakın, beklendiği üzere okul öncesi dönem çocuklarının öğrenme süreçleri ve okula uyum davranışlarıyla güçlü biçimde ilişkili olduğunu göstermektedir. Bu sonuçlar, ölçeğin öğretmen formunun Türkiye'de 5 yaş grubu çocukların epistemik merak davranışlarını değerlendirmek için bilimsel açıdan nitelikli bir araç olduğunu ortaya koymaktadır.

While student self-selection is a prevalent method for forming cooperative learning groups in higher education, the underlying decision-making processes, particularly in non-Western contexts, remain underexplored. Based on in-depth interviews with 20 college students from different universities and disciplines, we revealed how self-selected groups are formed in Chinese university classrooms. Taking the social exchange theory as the analytical framework, it systematically explored the formation motivations, type characteristics and internal mechanisms of self-selected groups in course learning. The research finds that self-selected grouping can be divided into three major categories: convenience-based, utilitarian and free-riding, among which convenience-based type is the main grouping method. Furthermore, the three types are not isolated but dynamically adjust and present integrated features in accordance with the type of course and individual circumstances. The convenience-based grouping focuses on minimizing interaction costs and maximizing the convenience of interpersonal communication, aiming for low transaction costs and high emotional returns, as well as low integration costs and emotional security. The utilitarian-based grouping focuses on maximizing instrumental returns and practical goals, and is further divided into symbolic returns (high-score-oriented type) that pursue high-score-oriented acquisition of scarce academic resources and process-based gains from optimizing the collaboration process (complementary advantage type). The free-riding grouping is manifested as an imbalanced exchange system in social exchange, including strategic avoidance of input through active free-riding (with higher expected returns than personal investment) and passive free-riding due to structural constraints (forced to accept low-cost returns due to unequal exchange power). In this paper, we conducted a systematic study on the “passive free-riding” grouping, a type often overlooked. It depicts the behavioral dilemma of individuals who lose the opportunity to participate and are passively marginalized under the dual constraints of resource endowment and environmental division of labor, providing a new perspective for understanding the unequal exchange relationships in course learning groups.The Chinese students continuously weigh cost and benefit in group decision-making to achieve maximum benefit. This study reveals the rational exchange motives and formation logic of self-selected groups, making up for the limitation of insufficient attention to the group decision-making process in existing studies. This study illuminates the micro-level decision-making in group formation, offering a framework for educators to better guide cooperative learning and providing crucial empirical insights from a non-Western educational context to the broader literature on group dynamics.

The correct use of geographical concepts depends on the correct learning of the meanings of these concepts. In geography teaching, expressing elements such as place, rivers, lakes, mountains with special names; using terms and concepts specific to geography in explaining geographical phenomena and events; and making use of terms and concepts from various branches of science such as geology, biology, hydrology play an important role in the learning process. In this regard, the main objective of the project is to develop a three-dimensional educational material to enable secondary school students to learn about landforms in a more effective and interactive way. This project was designed with the STEAM (Science, Technology, Engineering, Art and Mathematics) approach to enable secondary school students to learn landforms in a more effective and permanent way. Within the scope of the project, an interactive educational material programmed using Arduino Uno and mBlock software was developed. This material, which appeals to students’ visual, tactile and auditory senses, supports the concretisation of landforms and offers a more interesting and understandable learning process compared to traditional teaching methods. In the study, the design-development research model was adopted and the effect of the developed material was evaluated with student opinions. The results indicated that students found this material enjoyable, interesting, and conducive to lasting learning. The project provides an innovative model for geography education and contributes to students’ conceptual learning about landforms by establishing connections between different disciplines. As a result of the interviews, all students expressed positive opinions about this material and stated that this project was more effective than the classical method and could be used in other courses.

Öğrencilerin akademik başarısında belirleyici bir faktör olan etkin katılım, öğrenme çıktılarını ve sınıf deneyimlerini doğrudan etkilemektedir. Eğitim alan yazınındaki önemi göz önüne alınarak, bu çalışmada, etkin katılımın davranışsal, bilişsel, duyuşsal ve yapıcı yönlerini ele alan dört boyutlu Etkin Katılım Ölçeğinin (Reeve, 2013) güvenirlik ve geçerlik analizleri yapılarak Türkçeye uyarlanması amaçlanmıştır. Bu doğrultuda, öncelike çeviri-tekrar çeviri yoluyla ölçeğin dil uyarlaması yapılmış ve dil eşdeğerliğinin sağlandığı görülmüştür. Ardından ölçek 400 lise öğrencisine uygulanmıştır. Yapı geçerliğini doğrulamak için Doğrulayıcı Faktör Analizi (DFA) yapılmış ve modelin uyum indekslerinin veri ile uyumlu olduğu ve Türkçeye uyarlanan ölçeğin orijinal yapıyı yansıttığı belirlenmiştir. Ölçekte yer alan maddelerin ayırt edicilik özelliklerini değerlendirmek amacıyla madde analizi yapılmış ve madde çıkarılmasına gerek olmadığı sonucuna ulaşılmıştır. Cronbach Alpha güvenilirlik katsayıları hesaplanarak ölçeğin güvenilir bir ölçme aracı olduğu bulunmuştur. Ölçüt geçerliği Güvenç’in (2015) ölçeğinden elde edilen puanlarla korelasyonu yapılarak değerlendirilmiştir. Ölçeğin geçerliğini ve güvenirliğini desteklemek için, öğrencilerin etkin katılımının cinsiyet, sınıf düzeyi ve akademik başarı değişkenlerine göre farklılık gösterip göstermediği incelenmiştir. Sonuç olarak, 17 maddelik, dört boyutlu Etkin Katılım Ölçeğinin geçerli ve güvenilir bir ölçek olduğu; lise öğrencilerinin etkin katılımlarının cinsiyete göre farklılık göstermediği, ancak sınıf düzeyi ve akademik başarıya göre farklılık gösterdiği ve başarılı öğrencilerin etkin katılım ortalamalarının daha yüksek olduğu bulunmuştur.

The aim of this study is to determine the artificial intelligence (AI) literacy levels of prospective teachers studying in different disciplines and to examine whether these levels show a significant difference in terms of variables such as gender, department, grade level, and academic achievement. The study, designed using a mixed-methods approach with a focus on quantitative data, included 364 prospective teachers studying at a state university during the 2023-2024 academic year. Data were collected using the “Artificial Intelligence Literacy Scale” and an open-ended questionnaire prepared by the researchers. T-tests, ANOVA, and Pearson correlation analysis were used to analyze quantitative data, while content analysis was used to analyze qualitative data. The results showed that prospective teachers generally have a high level of AI literacy, but the “Usage” dimension was lower compared to the “Ethics” and “Awareness” dimensions. Department-based analyses revealed that candidates in quantitative departments (Mathematics and Science) had significantly higher literacy levels than those in arts and primary school departments. Furthermore, a positive, moderately significant correlation was found between academic achievement (GPA) and AI literacy. Qualitative findings indicated that candidates primarily used artificial intelligence for academic support and content creation. In light of these findings, it is recommended that department-specific AI pedagogy courses be added to the curricula of faculties of education.

This study, conducted according to the correlational survey model, investigated the relationships between middle school students' mathematics achievement and their mathematics anxiety, attitudes, and self-efficacy. The study was conducted with the participation of 740 middle school students selected according to appropriate sampling procedures. The data were analyzed using correlation analysis, the independent samples t-test, and ANOVA. Effect sizes were also calculated in cases where the dependent variables differed significantly across the independent variables. The highest correlation between the scales and their dimensions was found between the general mathematics attitude scale and the interest dimension, while the lowest correlation was found between the mathematics achievement score and the general mathematics self-efficacy and anxiety scale. Negative, significant relationships were observed between math anxiety and math achievement scores, interest, anxiety, effort, necessity, self-efficacy, and the overall math attitude scale. Our research findings provide strong evidence that students' self-efficacy beliefs play a significant role in the learning-teaching process in mathematics education. Accordingly, it is recommended that teaching programs be structured to target the development of students' mathematical self-efficacy. To achieve this goal, teaching strategies and practical examples that support students' self-efficacy beliefs can be incorporated into mathematics curricula, encouraging teachers to use different teaching methods and techniques. Furthermore, to enable teachers to play an effective role in developing this skill, mathematics teachers can be supported through seminars and training as part of professional development programs focused on self-efficacy.

The purpose of this research is to evaluate the opinions of classroom teacher candidates on the 2024 primary school first grade math course. The study group of the research consists of the 39 volunteering class teachers, in the senior year of Classroom Education Program, Faculty of Education, Kahramanmaraş Sütçü İmam University. In this research, prepared with the qualitative research pattern, an interview form was used, that is semi-structured, consisting of open-ended questions, as the data gathering tool. The data of the research obtained was analyzed via content analysis. According to the results of the research, the classroom teacher candidates stated positive opinion in general related with the 2024 primary school grade one math course curriculum. However, the classroom teacher candidates voiced as a negative opinion at most that the learning outputs are detailed and complex, the activities related with the content are inadequate, the applicability of the skills is low, and the differentiating activities are not quite applied in the classrooms. Furthermore, the classroom teacher candidates stated that some concrete materials, games and measurement and evaluation activities in the curriculum are not completely reflected in the related course books.

This study examines the impact of game-based and simulation-supported learning environments on students’ academic achievement, engagement, and technological pedagogical competencies in social studies education. Despite the increasing integration of digital technologies in education, the pedagogical effectiveness of combining game-based and simulation-supported approaches remains underexplored, particularly in relation to established theoretical frameworks such as Technological Pedagogical Content Knowledge (TPACK). To address this gap, the study employed a mixed-method research design involving 64 secondary school students divided into experimental and control groups. Quantitative data were collected through achievement tests, TPACK scales, and engagement measures, while qualitative data were obtained from interviews, observations, and reflective feedback. The findings indicate that students in the experimental group demonstrated significantly higher levels of academic achievement and engagement compared to those in traditional learning environments. Specifically, the experimental group showed a significant increase in academic achievement (Δ = 19.30, p < .001), whereas the control group showed a limited and non-significant improvement (Δ = 6.40, p > .05). Beyond the empirical findings, the study contributes to the literature by proposing the TPACK-GSL model as a preliminary conceptual extension of the TPACK framework. Drawing on evidence derived from students’ learning outcomes and experiences in game-based and simulation-supported learning environments, the model suggests that technology integration may be understood as a dynamic and context-responsive process shaped by interaction, experiential learning, and pedagogical design. While the proposed model provides initial theoretical insights into technology-supported learning, further research is needed to validate and refine the model across different educational contexts, disciplines, and instructional settings.

Bu araştırmanın amacı 2024 yılında yenilenen Türkiye Yüzyılı Maarif Modeli Fen Bilimleri Dersi Öğretim Programı (3, 4, 5, 6, 7 ve 8. sınıflar) ve Sosyal Bilgiler Dersi Öğretim Programını (4, 5, 6 ve 7. sınıflar) gözlem becerisi bağlamında incelemektir. Araştırma nitel araştırma desenlerinden doküman analizine uygun yürütülmüştür. Araştırmada veri kaynağı olarak her iki dersin öğretim programı kullanılmıştır. Gözlem kavramının Fen Bilimleri Dersi Öğretim programında alan becerileri, kavramsal beceriler, beceriler arası ilişkiler, öğrenme çıktıları ve süreç bileşenleri, içerik çerçevesi, öğrenme kanıtları, öğrenme-öğretme yaşantıları ve farklılaştırma başlıkları altında yer aldığı görülmektedir. Gözlem kavramının Sosyal Bilgiler Dersi Öğretim Programı'nda alan becerileri, öğrenme çıktıları ve süreç bileşenleri, öğrenme kanıtları, öğrenme-öğretme yaşantıları ve farklılaştırma başlıkları altında yer aldığı görülmektedir. Fen Bilimleri Dersi Öğretim Programı'nın öğrenme çıktıları ve süreç bileşenleri gözlem kavramı bağlamında incelendiğinde, gözlem kavramının 22 öğretim hedefinde ve 35 kazanımda doğrudan yer aldığı görülmektedir. Sosyal Bilgiler Dersi Öğretim Programı'nın öğrenme çıktıları ve süreç bileşenleri gözlem kavramı bağlamında incelendiğinde, gözlem kavramının öğretim hedefinde doğrudan yer aldığı, sadece 6 kazanımda doğrudan yer aldığı görülmektedir. Araştırmanın sonucunda fen bilimleri dersi öğretim programının gözlem becerisini kazandırmada kısmen yeterli olacağı, sosyal bilgiler dersi öğretim programının gözlem becerisini kazandırmada yetersiz olacağı sonucuna ulaşılmıştır. Bu sonuçtan hareketle her iki öğretim programına gözlem becerisini geliştirecek hedefler konması önerilir.

The Finnish schooling model is widely recognised for its emphasis on equity, teacher professionalism, decentralised governance, and learner-centred pedagogy. This paper examines how key Finnish schooling principles may inform educational reform in developing countries. Drawing on a qualitative synthesis of peer-reviewed sources cited in the manuscript, the study identifies the most relevant Finnish principles, analyses the main constraints affecting their adoption, and synthesises adaptation strategies supported by the literature. The findings indicate that the most relevant elements of the Finnish model are equity and inclusion, research-based teacher education, professional autonomy, trust-based governance, and flexible, inquiry-oriented pedagogy. However, the review also shows that these principles cannot be transferred as a complete institutional package because their effectiveness depends on broader social, economic, and governance conditions. Resource inequality, limited administrative capacity, rigid accountability structures, and sociocultural barriers significantly shape reform possibilities in many developing contexts. The paper concludes that Finnish schooling is most useful as a source of guiding principles rather than as a model for direct replication. Contextual adaptation, long-term capacity building, participatory curriculum reform, and school–university–government partnerships emerge as the most credible pathways for meaningful educational reform. The study contributes to comparative education research by advancing a systemic, context-sensitive framework for learning from internationally admired education systems. Methodologically, the study is designed as an integrative thematic literature review. This approach combines narrative interpretation with thematic synthesis to integrate conceptual, empirical, and policy-oriented sources and to identify recurring principles, constraints, and adaptation pathways across the literature.

Social Emotional Learning (SEL) is a fundamental process that encompasses individuals' abilities to manage their emotions, establish empathy with others, develop positive social relationships, and make responsible decisions. The primary purpose of this study is to develop a valid and reliable scale to measure the social emotional learning skills of primary school students. The draft measurement instrument was designed to encompass the five core dimensions of social emotional learning accepted in the literature: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. To test the psychometric properties and construct validity of the developed scale, statistical analyses were conducted on the dataset. The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy was calculated to test the suitability of the data for factor analysis. Exploratory factor analysis (EFA) was applied to determine the factor structure of the scale. Confirmatory factor analysis (CFA) was subsequently conducted to verify the accuracy of the obtained structure and to test the model fit. Within the scope of reliability studies, internal consistency coefficients were examined for the whole scale and its sub-dimensions. The findings obtained from the analyses indicate that the developed scale has adequate psychometric properties. In conclusion, it was determined that the Social Emotional Learning Scale is a valid and reliable measurement instrument that can be utilized to assess the social emotional learning skills of primary school students.