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The objective of this study is to determine the ways in-service teachers in Turkiye make use of open educational resources and their opinions on using them. For this purpose, the explanatory sequential design has been employed. 588 teachers have participated in the quantitative part of the study; and ten have participated in the qualitative part on a voluntary basis. Data collection instruments have been (a) a personal information form developed by the researchers comprised of 16 questions and (b) a semi-structured interview form with 3 questions. The personal information form has been administered online to participants via social media. Whereas the interviews have been conducted using Zoom teleconferencing software. According to the findings, more than half of the teachers are knowledgeable on the matter of open educational resources and information resources consist of social media. It has been determined that female teachers make greater use of open educational resources than males. It has been established that the most significant affordance of open educational resources is the way it saves time and space for teachers, whereas lack of time and knowledge are the primary obstacles against using open educational resources. Additionally, the opinions of teachers show a demand from their employing organizations towards activities for raising awareness towards the matter of open educational resources and it has been shown that they wish to be encouraged on this matter. It has also been expressed that they expect quantitative and qualitative improvement of the resources provided by the Ministry of National Education, as well as support and cooperation on the use of open educational resources.

This study investigated the role of administrative support in the correlation between teachers' perceptions of organizational support and their levels of leadership. This study adopts a relational screening model. The study population consisted of teachers in elementary, middle, and high schools. The sample consisted of 304 teachers selected through convenience sampling. Data were collected using the "Organizational Support Scale," "Administrative Support Scale" and the "Teacher Leadership Scale." The findings indicate significant positive relationships between teachers' perceptions of organizational support, perceptions of administrative support, and their levels of leadership. When examining whether administrative support mediated the impact of organizational support on teacher leadership, significant effects were observed on the paths connecting organizational support, administrative support, and teacher leadership. Specifically, the paths from organizational support to teacher leadership through administrative support were significant, whereas the direct pathway from organizational support to teacher leadership was not, suggesting that administrative support fully mediated this model. Considering these research findings and the existing literature, it is advisable to structure organizational support and administrative practices that foster teacher leadership in both in-school and out-of-school settings by legal regulations.

In this study, the orientation of the first-grade primary school students to school was ensured by creative drama activities. Activities that lasted 21 hours were applied to ensure that the students adapted to the school, their friends, their teachers, school staff, and places in the school. Parents, classroom teacher, 19 students and two prospective teachers as observers participated in this study. Quantitative data were collected before and after the drama workshop by the "Objectives Attainment Evaluation Form" and this data were compared with the non-parametric tests. Qualitative data were obtained using written and individual interviews. This study contributed positively to students' communication and cooperation, recognizing the school and the class and realizing the school and classroom rules. The findings showed that school orientation studies improved social skills, such as empathy by increasing interaction between the school, the parents, and the students. The families participating in these activities stated that they understood their children better, felt like children, and they implied they remembered their childhood years. The current study displayed that creative drama activities significantly facilitated the orientation of the students to their schools.

The study was conducted using a qualitative research method to examine Montessori preschool education practices in Turkiye. The study group consisted of 14 teachers in Montessori classrooms of preschools in the central district of a province in Turkiye. The data were collected with a Structured Classroom Observation Form, Material Control List and Semi-structured interviews. The MAXQDA 2022 software was used for the analysis of teacher interviews. According to the findings, the structure of the Montessori classrooms was generally in accordance with the Montessori philosophy, and there was a sufficient number and variety of Montessori materials in the classrooms. Practical life and mathematics activities were frequently included in the program. The most commonly used materials were sensorial and cosmic field materials. Teachers felt inadequate about Montessori practices. There were problems with the high-class size, mixed age, cost and supply of material. According to teachers, education provides children with self-regulation skills and enables effective learning. In addition, education has some advantages for parents and teachers. Children were bored with the activities, parents had insufficient knowledge of the practices, and teachers had time management problems. Finally, teachers offered recommendations for improving practices.

The present study aimed to reveal science education research (SER) general trends via VOSviewer version 1.6.17 software program. For this purpose, a bibliometric analysis of 13,242 articles in the Education and Educational Research (E&ER) category of Web of Science (WoS) was performed. It was found that there was a significant increase in article counts since 2007, and that the most articles were published in 2020. The first conclusion of the current research was that funding support is an important factor in SER article counts published in WoS. The bibliometric analysis results showed that the most frequently used keywords in SER articles were science education, STEM/STEM education, nature of science, assessment, professional development, science, scientific literacy, argumentation, gender, and conceptual change. Another conclusion of this study was that science education researchers' interest varied according to certain year intervals. The study revealed that the most preferred topics were nature of science and professional development during 2007-2021. Additionally, research interest in the topics of conceptual change, scientific literacy, chemistry education, and attitudes during 2007-2016 declined during 2017-2021. The top four research topics in recent years were STEM, argumentation, self-efficacy, and motivation. The countries where most publications came from were the USA, UK, Australia, Turkey, and Canada. The results of this study showed that science education researchers' interest varied according to countries. The results of the study revealed that STEM/STEM education is mostly referred to in articles from the USA, Australia, UK, Taiwan, and Canada. Additionally, while there was more interest in the nature of science in the USA, Turkey, UK, and Canada there was more interest in argumentation in the USA, Turkey, UK, and Taiwan. Additionally, this study revealed the most cited SER articles' distinctive features and strength collaborations between countries and between authors. The results provided a comprehensive review to understand the recent developments in the SER.

In this study, we aimed to examine the impacts of COVID-19 vaccines on mental health and relationships between psychological factors and vaccine acceptance in Turkey during the early pandemic period. The study included 1042 adults (70.9% females) with a mean age of 29.55 (SD = 10.29). The results showed that vaccinated participants had lower levels of COVID-19-induced anxiety and depression, and higher levels of life satisfaction compared to those without the vaccine. Furthermore, we found that COVID-19-induced anxiety and protective behaviours towards COVID-19 significantly increased the probability of vaccine acceptance, while depression significantly decreased it. Accordingly, governments should consider the mental health consequences of vaccination, as well as vaccine acceptance and refusal. More attention should be paid to psychological factors associated with attitudes towards the COVID-19 vaccine.

This study aims to determine the state of awareness of cyberbullying of preschool parents in Edirne, whether they are cyberbullies or cyber victims, and whether they create strategies by taking security measures to combat cyberbullying. The research was conducted in the 2019-2020 academic year, a total of 15 public, private and independent kindergartens of the Ministry of National Education in Edirne city center were held with parents whose children were educated. The Cyberbullying Scale for University Students, developed by Tanrikulu and Erdur Baker (2020), the questionnaire prepared by the researcher, and the interview form prepared by the researchers were used as a data collection tool. Content analysis was performed for the data obtained from interview forms. SPSS 24 software was used for all analyses. According to the results of the analysis, parents' cyberbullying levels are lower than cyber victimization levels. Being cyberbullying levels of male parents are higher than female parents. Being cyberbully levels are higher for parents who use the Internet for an average of 3-5 hours per day than parents who use 0-2 hours. It is also found that being cyberbullying levels are higher for parents who had not heard of cyberbullying than parents who had heard of it. The parents who participated in the study stated that they were most aware of the concept of cyberbullying through social media. More than half of the parents who participated in the interview emphasized that they have the main control and responsibility to protect children from cyberbullying, and they also emphasized that parents should restrict the usage time of the Internet and information technologies for their children.

This study aimed to determine whether the administrators and teachers of preschool education institutions are aware of cyberbullying, whether they are cyber victims or cyberbullies, and their situations of creating strategies by taking security measures to combat cyberbullying. In this regard; A total of 15 public, private and independent kindergartens and teachers of the Ministry of National Education in Edirne city center were included in the study. The Cyberbullying Scale for University Students, developed by Tanrikulu and Erdur - Baker (2019) was used as a data collection tool, the survey forms and the interview forms prepared by the researchers were used for managers and teachers. According to the results of the analysis, administrators and teachers' cyberbullying levels are lower than cyber victimization levels. Teachers who have not heard of cyberbullying are more likely to be cyberbullying than teachers who have heard of it. When the cyberbullying and cyber-victimization status of the teachers participating in the research were analyzed by age, it was concluded that younger teachers were more likely to be cyberbullies than older teachers. Managers with younger children are more cyberbullies than managers with older children. The managers and teachers who participated in the study stated that they learned the concept of cyberbullying most from social media. In addition, it was determined that participants' strategies to combat cyberbullying were also different from each other. Most managers and teachers have stated that seminars on cyberbullying should be held for them, and that family education is also important.

The purpose of the present study was to adapt COVID-19 Induced Anxiety Scale (CIAS) and Protective Behaviors towards COVID-19 Scale (PBCS) into Turkish language, and to investigate their psychometric properties. 593 adults participated in the study. Data were collected through CIAS and PBCS as well as The Fear of COVID-19 Scale (FCS). Cronbach alpha ([alpha]) and McDonald's Omega ([omega]) coefficients were utilized for reliability of the Turkish forms of the scales, and validity of the scales was tested with exploratory factor analysis, confirmatory factor analysis and criterion validity. The analysis showed that [alpha] and [omega] reliability coefficients of both scales were over 0.70. The results of exploratory and confirmatory factor analyses revealed that CIAS had a single factor structure while PBCS had three dimensions as indicated in original forms of the scales. Significant and positive relationships were also found between the scores obtained from CIAS and PBCS and fear scores. To conclude, Turkish forms of CIAS and PBCS were proved to be valid and reliable tools to measure severity of COVID-19 induced anxiety through CIAS and individuals' protective behaviors towards COVID-19 through PBCS.

The aim of this study is to describe the negative experiences encountered by in-service K12 teachers in Turkey with respect to distance education practices applied urgently and compulsorily during the COVID-19 pandemic period. Analyses have been carried out on responses of teachers in order to determine the factors affecting them, so as to illustrate an example and to try to understand the impacts of decisions taken by the Turkish Ministry of National Education during the initial stages of the pandemic. The study follows a descriptive survey model and employs quota sampling based on the first level Nomenclature of Territorial Units for Statistics of Turkey. 1071 teachers participated in the study on a voluntary basis during the 30 March-1 June 2020 period by filling out a questionnaire form developed by the researchers. Quantitative and qualitative analyses of data were carried out via SPSS 24 and NVIVO 10 software, respectively. Findings indicate the most prominent problems reported by teachers are the lack of internet/device access by students as well as lack of experience of teachers with distance education. Analyses of problem frequency based on demographics have revealed that female teachers were more likely to suffer from the lack of IT skills. Teachers in the age group of 41+, who belong to generation X, also tend to experience more problems due to the lack of IT skills in comparison with their younger peers. Moreover, issues such as internet and infrastructure inadequacies experienced in rural regions, low participation rate of students in the online courses, indifference of parents, and failure of teachers to be sufficiently active in the system, were considered as problems by the teachers; and solution suggestions have been presented accordingly.

Romantic relationship quality is affected by a number of individual and environmental factors. In evaluation process of romantic relationship, individual's criteria and the resources that create these criteria have great importance as well. The main purpose of this study was to investigate the correlations among perceived parental relationship behaviors, dyadic perfectionism in romantic relationships, and relationship quality. The research sample comprised 246 students who studied in different departments at Trabzon University and had a romantic relationship at that time. As a result of the analysis, significant correlations were found between the perceived parental relationship behaviors and dyadic perfectionism in romantic relationships, and relationship quality. In addition, it was determined that order and social support scores of females were significantly higher than males. In line with the results, the previous studies reveal that negative patterns between parents and perfectionistic tendencies in relationships negatively affect romantic relationships.

Teachers have an important role in the achievement progress of students with dyslexia. Therefore, measuring teachers' knowledge and perception of dyslexia is important. Given that an instrument that measures both teachers' knowledge and perception of dyslexia is not available, this study aims to develop a scale to measure primary school teachers' knowledge and perception of dyslexia. Two hundred and one primary school teachers participated in the study, and exploratory factor analysis was conducted to identify the dimensions of the scale and to select scale items. Configural, metric and scalar invariance across gender groups was supported. This study also examines whether teachers' knowledge and perception of dyslexia differ with regard to their backgrounds. The results showed that there was no significant relationship between primary school teachers' teaching experience and their knowledge of dyslexia. Also, their knowledge of dyslexia did not differ with regard to other variables of the study. On the other hand, there was a positive, but weak relationship between teaching experience and teachers' negative perceptions of dyslexia. Primary school teachers who took a course about dyslexia in college had lower negative perceptions of dyslexia than teachers who did not do so. Teachers' perceptions did not differ with regard to taking an in-service seminar, reading a book or an article or teaching a student with dyslexia. The current study is expected to contribute to dyslexia research in terms of providing a scale to measure teachers' knowledge and perception of dyslexia.

After the World Health Organization declared COVID-19 a pandemic, universities in Turkey, like many other countries, began compulsory distance education in March. Most of the courses are conducted by distance education. Millions of students and academics have been involved in distance education through technologies enabled by the existing infrastructure of their own universities. The difference in distance education infrastructure and readiness among universities has been seen more clearly in applications. The variety of course materials shared with students, synchronous and asynchronous processing of courses, teaching practice and internships, examinations, varied from university to university. In addition, in this process, universities have tried to continue education without disruption and have had to tackle some problems. Technological, pedagogical, psychological, administrative, ethical and security issues concerning students, academics and other employees have been faced. Some problems have remained on the agenda for a longer time, especially for universities that do not have a distance education background and do not have the opportunity to complete distance education. While some of these problems were resolved by the decisions of the Higher Education Council (YÖK), some were tried to be solved by the internal dynamics of the universities or by inter-university solidarity. In this study; YÖK resolutions announced between March - June, guiding the distance education practices of the universities in Turkey and university educations conducted in line with these resolutions were discussed. In this research, which is a case study, the official websites of the relevant institutions and field literature were used to collect data. Descriptive analysis was made by dividing the obtained data into themes and sub-themes. In addition, taking into account the data obtained, recommendations were made by the researcher on the distance education operations of universities.

This study was carried out to determine the effect of literature circles on the social skills of fourth-grade elementary school students. To this end, the study was designed as a quasi-experimental study and carried out on 74 students in a public elementary school in the Pamukkale district of Denizli, Turkey. The literature circles method was administered to an experimental group for 18 weeks. In the control group, activities continued in line with the current Turkish Course Curriculum. "School Social Behavior Scales" were used as a data collection instrument. A comparison of the scores on the scales revealed that there was a significant difference between the experimental and control groups in favor of the experimental group. The results imply that the literature circles method had a positive influence on the development of the students' social skills.

The aim of the research was to determine school administrators' management capabilities of teacher differences. The research was conducted with mixed explanatory sequential design which means using a combination of qualitative and quantitative research methods. In the quantitative phase of the research, the sample of the study consists of 324 teachers and 43 school principals who work in the state primary, secondary and high school in the province of Usak in 2017-2018. In the qualitative stage of the research, the study group was determined on the basis of volunteerism. Accordingly, 11 school administrators and 14 teachers from the sample group in the quantitative phase participated in the study. The quantitative data of the study was gathered through 'The Scale of Diversity Management' However, semi-structured interview form was used as a qualitative data collection tool. In the analysis process, test t and One Way ANOVA were performed. Nevertheless, descriptive analysis was employed for the qualitative data. Findings demonstrated that teacher perceptions on school administrators' management capabilities of differences were high. According to the results of interviews conducted to gather information in- depth, school administrators were stated to be capable of managing the differences. It was found that there was a significant difference between school administrators and teachers in terms of task concerning the level of school administrators' management capabilities of teacher differences. The perceptions of school administrators on the management of teacher differences were higher compared to the perceptions of teachers. Based on the qualitative findings of the study, virtually all the school administrators pointed out that they were able to manage teacher differences and to use them in favour of the school. On the contrary, teachers rendered that most of the school administrators were able to be notice differences; however, they had problems in using the differences in favour of their schools. Another finding of the study referred that the levels of school administrators' management capabilities of teacher differences varied depending on the year of service. Senior teachers considered the levels of school administrators' management capabilities of teacher differences relatively high. Additionally, the perceptions of teachers working at different stages of schools regarding school administrators' management capabilities of differences were observed to differ. The perceptions of primary school teachers, compared to secondary and high school teachers, with respect to school administrators' management capabilities of teacher differences were higher. As a result, in light of the findings, school administrators are advised to recognize teacher differences more closely and to achieve the aims of their schools by converting the differences in opportunities.

The aim of this research was to investigate whether there was a predictive effect of the frequency of laboratory use of students, their academic success and attending various opportunities to learn science outside the classroom on the fifth and sixth grade students' scientific process skills performance (SPSP). Also, it was investigated whether there was a significant relationship between the students' SPSP and the grade level in which the concepts included in the test items were appropriate. The quantitative research methods were used in this study. Data were collected from 458 fifth and sixth grade students. Regression analysis was conducted to determine the effects of the frequency of laboratory use of students, their academic success and attending various opportunities to learn science outside the classroom on students' SPSP. As a result, it was determined that students' academic success was important predictor variables that affect the fifth and sixth grade students' SPSP. It was also determined that the frequency of laboratory use of students had an important predictive effect on students' causal scientific process skills performance (C-SPSP). Additionally, it was determined that various opportunities to learn science outside the classroom such as attending in science fairs and reading scientific journals had an important predictive effect on students' SPSP. Although, it was also determined that the students' SPSP differs according to the grade level, statistically significant relationship was not found between the students' SPSP and the grade level in which the concepts included in the test items were appropriate.

The aim of the research is to reveal opinions of prospective teachers on democratic education and democratic behaviors of teaching staff at the universities, based on opinions of both university prospective teachers and teaching staff. Qualitative and quantitative research methods were used together. The sample of the study consists of 37 teaching staff and 152 senior students at the departments of Primary School Education, Science Education, Religious Culture and Ethics Education. To articulate the prospective teachers' opinions about democracy and democratic education, a semi-structured interview form and a questionnaire were developed to see their self-efficacy. The "Democratic Classroom Management Scale" was used to collect data for self-evaluation of the teaching staff's democratic behavior in the classroom. It was also adapted for the prospective teachers. Content analysis technique was used in analysis of the qualitative data. SPSS package program was used in analysis of quantitative data. In addition to frequency and percentage calculations, t test and ANOVA analyses were made. The study showed that the teaching staff considers their classroom practices democratic. However, the prospective teachers perceive the teaching staff moderately democratic. They, however, believe that they will grasp highly democratic attitudes in the class when they begin to teach.

The Common European Framework of Reference (CEFR) is used in Turkey by teachers, administrators and researchers to support English language teaching and learning. This paper discusses the knowledge and use of the CEFR by a group of teachers. Eight teachers were interviewed about the CEFR and carried out an assessment task. Findings show that the teachers knew of the CEFR, had a positive view of its contribution to English Language teaching in Turkey, used CEFR-related practices such as self-assessment in class and could use CEFR tables to successfully assess sample performances. On the other hand, findings also show that the teachers had received little or no training about the CEFR, they had difficulty in applying the CEFR to their classroom assessment practices and they showed that they have only a vague idea of the CEFR proficiency levels for assessment. After reading CEFR tables they say that the language used in the CEFR is generally suitable for teachers to use, but they feel that the level of the language used in the English version of the tables is too high for their learners to benefit from.

Although critical thinking has been on the agenda for the past few decades, there is a serious gap in the field of foreign language teaching especially for quantitative research carried out regarding the teaching of this process as a skill. When the case is the teaching of critical thinking in EFL courses more specifically, teaching critical reading skills shares the same problem as one of its sub-skills. Yet, it is of utmost necessity to proliferate this kind of research to reach beyond epistemological deductions to delineate the borders of such a significant skill. Thus, the current study is designed as quantitative research that aims to contribute to foreign language teaching literature utilizing the procedures of both descriptive and inferential statistics. In this sense, a specifically developed critical reading scale was chosen and distributed to the third-year EFL students of a state university in Turkey to obtain the required clear data to detect any probable connection between their age and attitudes and to assess their evaluation concerning the easiest and hardest sides of the critical reading process. The results indicated beneficial findings for the interests of EFL literature.

The present study is a quantitative research that attempts to scrutinize the place of students' views on integrating contextual micro-grammar revision with contextual vocabulary teaching consistent with Constructivism. Therefore, the study investigates the first and the second-year students' attitudes towards a new technique that attempts to consolidate these two techniques into one while taking their individual differences and age factor into account. In compliance with the purpose of the study, a case-specific scale was developed to provide a better projection. It was applied to the first and second year university students at the English Language and Literature Department of a state University in Grammar II and Oral Communication II courses simultaneously. As the results of the data were analyzed through both descriptive and inferential statistics, also in light of the previous studies in the literature, the technique turned out to be sound and promising for the interests of the field of foreign language teaching.

In this research, the purpose is to investigate the practice of teacher candidate procedure and engage in a discourse on the teacher candidates' views on the practice. The qualitative method has been used in order to analyze teacher candidates' views on the subject. The subjects of the study comprise 57 teacher candidates currently working in Bayburt. Semi-structured interview forms consisting of questions about the way the teacher candidate education is implemented and questions that refer to their thoughts about the practice were used as data gathering instrument. In this research, content analysis technique has been used for the analysis of the data collected through the interviews. The codes reached through the answers from the informants and their frequencies have been given. The codes with high frequencies have been supported with excerpts from teacher candidates. As a result of the study, it has been found out that most of these teachers who were involved in teacher candidate training consider it 'a waste of time'. With flexibilities allowed and without proper planning, the practice of the procedure is found to have prevented achievement of the goal. Furthermore, the practice of contract adjunct teaching has also brought about some contradictions.

Despite the numerous studies investigating the nature of anxiety and its relationship with several age groups in the context of foreign language classroom anxiety, these two subjects are still in need of further quantitative investigation. Accordingly, the current study investigated the major factors that lead to students' foreign language classroom anxiety levels, and the possible relationship between anxiety and age. To do this, Horwitz's (1986) Foreign Language Classroom Anxiety Scale (FLCAS) was distributed to the third-year students of the English Language and Literature Department of a state university in the Oral Communication II course. The data obtained were investigated by both descriptive and inferential statistical procedures to reveal the major factors of foreign language classroom anxiety and its possible relationship with age. The results indicated unusual findings which are due to be beneficial for the interests of foreign language teaching researchers.

The aim of this study is to reveal prospective teachers' thoughts and observations about school principals. In the study, the qualitative and quantitative research methods were used together. In quantitative research method, a questionnaire was developed and survey research was conducted with the help of this questionnaire. In the qualitative method, the study of the phenomenology was preferred in order to reveal the experiences and meanings related to the phenomena. The sample of the study consists of 60 senior students at Bayburt University Faculty of Education departments of Primary Education and Science Education. The "Questionnaire of Perceptions of Prospective Teachers About School Principals" developed by researcher was used in this study. In addition, other data collection tool was the observation reports that prospective teachers observe and then write a day of school principals. SPSS package program was used in analysis of the quantitative data. Content analysis was used in analysis of the qualitative data. Perceptions of prospective teachers about school principals were found to be positive and the study showed that gender and department didn't affect the thoughts of prospective teachers.

"Values Education", which added to Mathematics Teaching Program at the Turkish Academic Year of 2017-2018, is revised and updated as "Our Values" on January of 2018. "Our Values" based on a grown value system that aims to maintain the existence of societies preserve the unity and togetherness of societies and have the real educational success like every stage of individuals' life. The Ministry of National Education has determined the base values, which should be gained during the education of Mathematics, as justice, friendship, honesty, patience, respect, love, responsibility, patriotism and helpfulness. The aim of this study is making the students realize their own values and making them gain the helpfulness values by using creative drama activities during the education of Mathematics. In this study, "helpfulness value", which is under the topic of "Our Values" of Mathematics Teaching Program, was tried to put into practise by creative drama activities. In the study, experimental method which contains pretested and postested control group is used in order to show the behaviour difference between experimental group, which activity based creative drama method was applied, and the control group, which activity based creative drama method was not applied. This study is designed as a controlled experimental study with pretest-posttest. The group of study consisted of 106 students, which studying in 3 different provinces (Aydin, Afyon, Usak) in the same region. Both experimental and control group was consisted by 53 students. In the study, data were collected from "helpfulness scale" which developed by Demirci (2017). As a result of the study, the helpfulness scale score of experimental group, which activity based creative drama was applied is high but there is no meaningful difference between helpfulness scale scores of experimental group and control group.

Despite the widespread adoption of chatbots in tourism, there is limited research on their role in digital storytelling from residents' perspectives. Drawing on Social Presence Theory, the primary objective of this study was to examine the impact of a chatbot's anthropomorphic conversation style (emotional vs. neutral) on perceived digital storytelling components in destination marketing. Additionally, the research explored how digital storytelling through chatbots influenced residents' place attachment and, consequently, their engagement in value co-creation. To address these research objectives, the study adopted a quantitative perspective and employed an experimental design. Data were collected from 176 residents of Side, Turkey, using convenience sampling, and all hypotheses were confirmed. The perceptions of digital storytelling expressed as emotional (experimental group) were found to be more positive than the neutral (control group). In addition, digital storytelling significantly influenced place attachment, which was a significant predictor of value co-creation. Finally, place attachment partially mediated the relationship between digital storytelling and residents' value co-creation. The findings provided valuable insights for tourism stakeholders such as businesses, policymakers, and researchers, guiding the effective implementation of chatbots in destination marketing, investigating residents' perspectives regarding emotional digital storytelling by chatbots, and enhancing residents' engagement in value co-creation. [ABSTRACT FROM AUTHOR]

The purpose of this study is to identify the factors that affect the secondary school students' attitudes in science. This study was conducted using survey method. The sample of the study was 503 students from four different secondary schools in Bartin and Düzce. Data were obtained using the Survey of Factors Affecting Students' Science Attitudes (SFASSA) and the Survey to Determine the Degree of Importance of Categories Affecting Students' Science Attitudes (SDDICASSA). Qualitative data were subjected to a content analysis. For the analysis of the quantitative data, descriptive analysis was used. According to the results of the study, teacher is the most important category affecting the students' science attitudes.

In this study, it was aimed to investigate the factors affecting students' science achievement according to student science teachers. The survey model which is one of the quantitative research methods was used. The sample was consisted of total 606 student science teachers from four state universities in Turkey. The data were obtained by using the Questionnaire of Factors Affecting Students' Science Achievement (QFASSA). The data were analyzed by using the descriptive analyzing technique. The factors affecting students' science achievement were analyzed under five dimensions. The result of the study shows that the most important factors affecting student science achievement according to student science teachers are the items in the dimensions of teacher and curriculum. The results also indicates that the most important predictor of science achievement is "teaching the topics in a way that may arouse the students' curiosity" in the teacher dimension of QFASSA.

The aim of this study was to determine the prevalence of different types of cyber bullying, the ways in which cyber bullying occurred, whether the identity of cyber bullies were known, and reaction to being cyber bullied among pre-service teachers. Relationships between gender and likelihood of being a cyber bully/victim were also investigated. Using a questionnaire based on the Cyber Bully and Victim Scale developed by males were found to engage in cyber bullying more than females. Cyber bullying mainly occurred through e-mail, text messages, and phone calls. Although most cyber bullying victims talked with others about their experience, most cyber bullies did not talk about their harmful behavior to others. Victims often did not know the cyber bully and ignored the cyber bullying when it occurred.

The current study is a quantitative research that aims to throw light on the place of students' views on contextual vocabulary teaching in conformity with Constructivism (CVTC) in the field of foreign language teaching. Hence, the study investigates whether any significant correlation exists between the fourth year university students' attitudes concerning CVTC in terms of their individual differences and their achievement scores. In this sense, a case-specific attitude scale was also developed for the purpose of the study. The results juxtaposed with the previous findings in the literature indicate that CVTC would serve new benefits for the interests of foreign language teaching.

The aim of the present research is to reveal the predictor relationships between the values held by married individuals, resilience and conflict resolution styles. The research adopts a relational screening model that is a sub-type of the general screening model. The sample of the research consists of 375 married individuals, of which 173 are females and 202 males, selected through random sampling from married individuals between 2013 and 2014. In the research, the Values Scale was used to determine which values were held by married individuals, the Resilience Scale was used to determine individuals' levels of resilience, and the Scale of Conflict Resolution Styles was used to determine which conflict resolution styles were preferred by married individuals. Data were analyzed by the AMOS 16 Program's "Structural Equation Model." The research found that the most important variable affecting resilience are the values held by individuals. This case suggests that the values of married individuals differ according to their resilience levels. According to another finding of the research, the most significant variable affecting conflict resolution styles are the values held by married individuals. As such, conflict resolution styles used by married individuals differ on the basis of values. Furthermore, it was concluded that the second most important variable affecting conflict resolution styles was married individuals' resilience levels. This suggests that the conflict resolution styles used by the married individuals differ according to their resilience levels.

Violence is an important issue in our country just as it is in the societies worldwide. Violence in schools as an interdisciplinary issue of sociology and psychology disciplines affects the school climate and students' learning processes negatively. It slows down students' development while defining aggression and sort of crime behaviors. In this study, the frequency of violent behaviors occurring in middle schools and school administrators reviews and precautions on this matter were analyzed. The study group of the present research consisted of 21 school administrators serving in Istanbul-Esenyurt district , public middle schools, in 2013-2014 academic year. A qualitative method was used and asked to the school administrators open-ended questions on how they manage violent behavior in their schools. The results were evaluated by 3 experts and were classified into 5 themes. According to the results, types of violent behaviour that were seen in schools were physical, verbal emotional and sexual.

The purpose of this study was to ascertain whether the pre-service teachers taking the Scientific Research Methods course attained basic research knowledge and skills. In addition, the impact of the process, which is followed while implementing the course, on the students' anxiety and attitude during the course is examined. Moreover, the study attempted to determine the pre-service teachers' self-efficacy beliefs in terms of doing scientific research. The study was carried out using an action research design. The sample of the study consisted of 27 pre-service teachers in the third year of the undergraduate program of Elementary Science Education in a state university in the northwest of Turkey. The study was completed in classes (each class lasting 50 minutes) in 14 weeks (two classes per week). The study data was collected with a questionnaire including nine open-ended questions in order to identify the opinions of the pre-service teachers about the course on Scientific Research Methods. A concept success test including short-answer, true-false, multiple-choice and open-ended questions were used in order to determine whether the course content was learnt by pre-service teachers. According to the research results, the pre-service teachers who took this course had decreased levels of anxiety towards doing scientific research. They stated that this course was important and necessary. It was found that this course ensured that the pre-service teachers gained some skills such as article writing, article review, and literature review.

The present study aimed to develop science teaching competence belief scale (STCBS). Secondly, the study also investigated whether science teachers (STs) and pre-service science teachers' (PSTs) competence beliefs regarding science teaching in the resource room differed with respect to certain variables. Another purpose was to determine the predictive effect of gender, education level, legislation knowledge, self-confidence, affective tendencies and knowledge and skills related to some key concepts on STs and PSTs' science teaching competence belief (STCB) scores. Quantitative research methods were used in this study. The research data were collected from 336 STs and PSTs for the validity and reliability of the STCBS. According to the exploratory factor analysis results conducted after item analysis, the scale consisted of 35 items with five sub-dimensions. The Cronbach's alpha reliability coefficient of the overall scale was found to be 0.92. The STCBS was applied to 287 STs and PSTs to determine whether there was a predictive effect of certain variables on STs and PSTs' STCB scores. The results of the study revealed significant differences in favour of fourth-grade PSTs and in favour of PSTs who took special education lessons. As a result, it was found that there was a negative relationship between STs' workload and STCB scores. Also, there was a positive relationship between professional experience and STs' responsibilities to teach science to special education students. The study also revealed that collaboration with special education teachers, parents and school administration increased STs' STCB scores. In addition, there was no relationship between the resource room experiences of STs and STCB scores. The results of the study demonstrated that gender, self-confidence, affective tendencies and knowledge and skills related to mainstreaming/inclusion and evaluation from key concepts were significant predictors of STCB.

In this study, we aimed to examine the impacts of COVID-19 vaccines on mental health and relationships between psychological factors and vaccine acceptance in Turkey during the early pandemic period. The study included 1042 adults (70.9% females) with a mean age of 29.55 (SD = 10.29). The results showed that vaccinated participants had lower levels of COVID-19-induced anxiety and depression, and higher levels of life satisfaction compared to those without the vaccine. Furthermore, we found that COVID-19-induced anxiety and protective behaviours towards COVID-19 significantly increased the probability of vaccine acceptance, while depression significantly decreased it. Accordingly, governments should consider the mental health consequences of vaccination, as well as vaccine acceptance and refusal. More attention should be paid to psychological factors associated with attitudes towards the COVID-19 vaccine. [ABSTRACT FROM AUTHOR]

BACKGROUND: Given the importance of cultural diversity in healthcare, the shift from "cultural competence" to "cultural humility" has become crucial. This transition is particularly relevant for nursing students in multiethnic regions, such as Southeastern Anatolia, Turkey, where diverse cultural interactions can significantly impact their professional development and practice. OBJECTIVE: This study was conducted to determine the cultural humility levels of nursing students. METHODS: This descriptive study was carried out with nursing students in two universities in the Southeastern Anatolia region, where the immigrant population is dense, in Turkey. RESULTS: In this study, the total mean score of the Cultural Humility Scale of the students participating in the research was 70.03±16.01. A significant difference was found between the Cultural Humility scale mean scores of the students and their gender, nationality, native language, experience of going abroad, desire to live in another country, and enjoying spending time with people from different cultures (p < 0.05). Significant positive correlations were determined between the average scores provided by the students on a 0–10 scale, indicating the importance they placed on cultural diversity in nursing education, and both the total score of the Cultural Humility Scale and the mean score of its sub-dimensions (p < 0.01, r = 0.273) CONCLUSION: This study found that the cultural humility level of nursing students living and studying with people from various cultures is sometimes exhibited. [ABSTRACT FROM AUTHOR]

Background: In recent years, limited studies have evaluated the development of cultural awareness, sensitivity, skills, communication and competence among nursing students using different models and curricula. Objectives: This study aimed to evaluate the effectiveness of a new internationally developed curriculum for transcultural nursing education. Methods: This mixed methods study was conducted on nursing students (n = 83) who attended a transcultural nursing course from 2021 to 2022 during the fall semester. A paired samples test was used to compare total scores, and the related-samples Wilcoxon signed-rank test was used to compare subscale scores. Results: The vast majority (94.0%) of the participants mentioned Islam as their religion. Turkish was the mother tongue of 91.6% of them, while 10.8% were able to speak English and 6.0% were able to speak Kurdish fluently. The mean score for the achievement of cultural competence subdimension posttest was significantly greater (p < 0.001). Posttest mean scores for challenges and barriers in providing culturally competent care subdimensions were significantly lower (p = 0.003). The mean score on the culturally sensitive communication subdimension pretest was 21.00 ± 4.76, and the mean score on the posttest increased to 23.02 ± 6.05, which was a statistically significantly greater difference (p = 0.024). According to the qualitative results of our study, five main themes were analyzed: transcultural nursing as an opportunity, transcultural nursing as a didactic process, transcultural nursing as a professional field, transcultural care as a safe environment, and transcultural care as an obligation. Conclusions: In this study, after a semester of continuing education, nursing students developed respect for cultural diversity, cultural competence, and culturally sensitive communication. [ABSTRACT FROM AUTHOR]

Background: The adaptation process for new nursing graduates is challenging, with transition shock and colleague violence impacting both individuals and institutions. Objective: This study investigates transition shock and colleague violence among newly graduated nurses in Turkey during their adaptation process. Methods: The study involved 235 newly graduated nurses from a state university in Turkey with at least six months of clinical experience. Data were collected using the Nursing Transition Shock Scale and the Exposure to Colleague Violence Scale. Results: Among the participants, 27.23% experienced colleague violence and 56.17% witnessed it. The mean score on the Nursing Transition Shock Scale was 53.62 ± 15.39. Female nurses and younger age groups faced more challenges. Conclusion: Supportive work environments, mentorship programs, and collaborative teamwork are crucial for newly graduated nurses. Updating nursing education programs to prepare students for these challenges is essential. This study underscores the need for targeted interventions. [ABSTRACT FROM AUTHOR]

Objective : This study aimed to examine the effect of a contextualized intervention program on the level of noises in the neonatal intensive care unit (NICU) in Konya, Turkey. Background : For the healthy development of preterm infants, NICUs should have noise levels within safe limits. Methods : A single-center, before-and-after study design was employed. Participants included one head nurse, four physicians, 42 nurses, six physician assistants, and 14 other staff members. The contextualized intervention program involved environmental modification, behavioral modification, and resource management. Sound level measurements were recorded at two-hour intervals over a week before the program's initiation, after the first cycle, and following the installation of central monitor screens. Data analysis utilized SPSS 25, employing percentile calculations, one-way analysis of variance, and Bonferroni tests. Results : The evaluations in the second level of NICU showed that the noise level recorded on weekday mornings and evenings was significantly lower for the third measurement compared to the first and second measurements. However, at the weekend the noise level recorded in the morning was higher in the second measurement than the first, with no significant difference found for the third measurement. The evaluations in the third level of NICU showed that on weekdays the noise level recorded in the third measurement was significantly lower than in the first and second measurements (p <.05). Conclusion : The implementation of a contextualized noise reduction program in our NICU led to significant improvements in noise levels, particularly during morning and evening shifts. [ABSTRACT FROM AUTHOR]

The aim of this study was to reveal the effects of Problem-based Learning (PBL) on the metacognitive awareness and attitudes toward chemistry of teacher candidates with different academic backgrounds. The study was carried out on one group using both pre-and post-test experimental studies. The findings of the study were obtained through quantitative approaches. The sample of the study was 70 "first-year undergraduate students" at a state university in Turkey taking General Chemistry/General Chemistry-II classes. The study was implemented during the spring semester of the 2011-2012 academic years and for a period of 20 hours. Quantitative data was obtained using the Metacognitive Awareness Inventory and the Chemistry Attitude Scale. Two dependent sample t-tests were used for the pre-and post-test comparisons. The findings showed that PBL was more effective in developing metacognitive awareness levels of students with weak science background knowledge compared to those with strong science backgrounds. In addition, the findings showed that PBL was effective in increasing the attitudes positively toward chemistry of students with weak scientific backgrounds. (Contains 3 tables.)

The aim of this study was to develop a valid and reliable instrument to measure Turkish kindergarten students' understandings of some science concepts and scientific inquiry processes which are grounded in the Turkish Preschool Curriculum. The sample of the study was 371 kindergarten students, 12 Subject Area Experts (SAE), and 7 Turkish Language Experts (TLE). Six stages were followed in the development process of the instrument: (i) item formulation, (ii) content validity, (iii) language validity, (iv) item difficulty and discrimination index, (v) factor analysis, and (vi) reliability. First, an item pool was constituted with 42 items. Second, SAEs and TLEs rated these items in respect to the degree to which they reflected the content and their understandability and grammar accuracy in Turkish. Third, all items were implemented kindergarten students, and 26 items were eliminated according to their item difficulty and discrimination index values. Last, factor analysis and reliability were studied by means of the data belonging to the rest of items. Results revealed that the instrument with 16 items had two factor structure and acceptable reliability.

Though pre-school education is not compulsory in Turkey, having foreign language education in kindergarten has been an upward trend lately. Besides, as there has been an increasing demand on language education in kindergartens, a large number of kindergartens have begun to give English language education so as to meet the demand. However, most of the English teachers working in kindergartens have difficulty in finding right instructional materials appropriate for kindergarten students since there is not an official curriculum for such schools developed by the Ministry of Education. The teachers thus usually need to develop their own materials. The fact that portfolios reflect learners' language learning process and involve various products that learners prepared during the process make them suitable for kindergarten students. The aim of this qualitative study is two-fold: (1) to reveal the advantages of using language portfolio in kindergartens and, (2) to put forward suggestions for how to enrich use of language portfolio and instructional materials in these schools as well as effective language learning.

Teaching students with disabilities in an inclusive classroom may be regarded as a challenge for teachers accustomed to teaching in the regular classroom; therefore teachers should require the basic characteristics of effective teaching. The use of educational materials makes learning and comprehension easier for students at all levels. For students who have learning difficulties, educational materials are more important. In this research study, it is aimed to determine classroom teachers' ways to choose, develop, and use of instructional materials for inclusion students in their classes. It is also important to support the development of inclusion programs by using the knowledge gathered in this research study. Qualitative and quantitative data collected throughout the research study display the inefficiency of teachers to develop and use instructional materials for inclusion students. (Contains 3 tables.)

The purpose of this research was to investigate the effects of the computer-assisted and computer-based instructional methods on students achievement at computer classes and on their attitudes towards using computers. The study, which was completed in 6 weeks, were carried out with 94 sophomores studying in formal education program of Primary Teaching Department of Education Faculty at Trakya University. The participants were distributed into experimental and control groups by pre-test post-test control group design. A computer attitude scale, a level-designation test and a practice test were used to collect the data. To evaluate the data, t test was used in the program of SPSS 12.00. According to the study results, the students receiving computer-assisted instruction during their computer classes showed higher success on the practice test than the students taking classes with computer-based instructional methods. Additionally, a considerable difference has not been seen in the attitude of the students towards using computers from the other standpoints of the study.