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The aim of this study is to determine the attitudes and opinions of pre-service social studies teachers regarding astronomy education. Astronomy education, which deals with topics such as supernovae, asteroids, black holes, solar system and space, is considered important in understanding the situations encountered in daily life and having an idea. The research, which was designed according to the survey method, was conducted in the 2023-2024 academic year. Quantitative data were obtained according to the "Astronomy Attitude Scale (ATS)" adapted by Türk ve Kalkan (2017), and qualitative data were obtained with the "Interview Form" developed by the researcher. Independent t-test and One Way ANOVA were used to analyze quantitative data. Content analysis was used to analyze qualitative data. Among the variables of the study, it was determined that grade level, gender, academic grade point average, whether or not to follow scientific publications, and the settlement unit lived in before starting university did not affect the attitudes of pre-service social studies teachers towards astronomy education. According to the qualitative findings, it was determined that they summarized that space and planets come to mind when astronomy education is mentioned, social studies courses are related to astronomy, pre-service social studies teachers do not have enough knowledge about astronomy, they need to know astronomy-related topics, the values and skills in the social studies curriculum can be gained through astronomy education, and astronomy science should be included as a separate course in the social studies teaching undergraduate program. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Field Education (IJOFE) is the property of International Journal of Field Education (IJOFE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims at understanding the concept of "ideal citizenship" from the prospective social studies teachers' perspective. The study was conducted using narrative inquiry methodology. Narrative inquiry is a qualitative methodology that focuses on experiences, meanings and stories in the context of people, events and environments that individuals encounter during their lifetime. In narrative inquiry, the experiences of a person participating in the study are examined and considered as a whole. The participants were selected using a typical case sampling method. Data were collected from fifteen prospective social studies teachers. The participants third and fourth-year college students. Data were collected by using the Citizenship Perception Scale, the Active Citizenship Perception Scale and an open-ended questionnaire about the concept of ideal citizenship. The typical case for each university was determined through the results obtained using the scales and open-ended questionnaire. Each participant was selected providing that he/she had a conception of citizenship similar to the typical narrative of that site. Researchers conducted 2 or 3 semi-structured interviews with each participant. The researcher performed "problem-solution narrative analysis" (environment, person, action, problem and solution) to the data. The results revealed that two different narratives of ideal citizenship exist. The prospective social studies teachers fell into two categories as democratic narrative (DN) and patriotic narrative (PN). According to DN, people fail to internalize democracy in Turkey. DN implies that the ideal citizen is a democratic person who recognizes, cares about and respects for diversity. On the other hand, according to PN, Turkey is surrounded by dangerous countries. Moreover, narrators of the PN highlight that foreign countries have negative thoughts about Turkey. Therefore, for the PN, the ideal citizen needs to control his/her emotions, thoughts and actions by considering the good of their country. The results obtained in the current study showed that the prospective social studies teachers had different and even opposing narratives regarding the terms of problems, actions, places, characters and solutions on citizenship. Based on the results, some recommendations were made for citizenship education and future studies. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Policy Studies / Sosyal Politika Çalismalari Dergisi is the property of Journal of Social Policy Studies / Sosyal Politika Calismalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)