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This research aimed to examine in terms of creativity the problems posed by the secondary school seventh grade students by using story cubes. In the research, qualitative research method was used in order to describe in depth the students' perspectives and their creativity in problem posing. The study group consisted of 12 students attending two public secondary schools - one in low and the other in high average achievement level- in Tepebaşı and Odunpazarı districts of Eskişehir province in 2018-2019 academic year. Mathematics course grades were taken as the basis for the selection of the students participating in the research, Considering the academic achievements of the students, two students -a girl and a boy- for each individual achievement level (high, medium and low), a total of 12 students from two schools were selected. Nine story cubes were used as the data collection tool in a semi-structured problem posing activity. The creativity of the students was evaluated in terms of fluency and flexibility criteria through the problems posed by them in the two activities. The level of fluency in the problems posed was determined by the "total number of mathematical problems posed", and the degree of flexibility was determined by the "number of different learning sub-domain of the problems posed" by looking at which learning sub-domain the problems belonged to. As a result, it was determined that the students could pose at most 12 and at least 6 problems in both activities. Based on this result, it can be stated that more than half of the students have an above-average fluency by posing problems above the average number. On the other hand, it was determined that the number of different learning sub-domain to which the posed problems belong is at most 4 and at least 2. From this result, it can be stated that the diversity of learning areas and thus the flexibility of the students is low. [ABSTRACT FROM AUTHOR]

grade "Force and Energy" chapter within the framework of the science course, 2018 curriculum. For this purpose, 34 multiple-choice items were prepared whereby the information in the learning outcomes in the force and energy chapter in the curriculum would be measured mostly with high-level cognitive processes. The application study of the test was conducted with 144 students studying in the 2018-2019 academic year. Necessary corrections were made based on opinions of field experts to establish clarity of the test items, sufficiency of time, and scientific accuracy of the information in the items. Item discrimination and item difficulty indices for each item were calculated according to the answers collected after the application of the test. After the item analysis, 12 items were removed from the test and the Force and Energy Achievement Test including 22 questions was prepared. The mean item difficulty of the Force and Energy Achievement Test was calculated as 0.41 and the mean item discrimination as 0.39. [ABSTRACT FROM AUTHOR]

For the curriculum to be implemented more effectively and efficiently, the Ministry of National Education (MoNE) has distributed teacher guidebooks to primary and secondary school teachers since the 2005-2006 academic year. In 2018, the teacher guidebooks, which instruct and advise teachers in the delivery of the course, were abolished. However, the literature has a significant number of studies on the value of teacher guidebooks. Using Q methodology, the goal of this study is to determine the views and perceptions of social studies teachers working in Diyarbakır (a city located in eastern Turkey) regarding the Ministry of National Education's 7th grade social studies teacher's guidebook distributed until the 2018-2019 academic year and the removal of these books. The mixed-method research technique was used to conduct this study, which contains both qualitative and quantitative elements. In this phenomenological study, an online interview was conducted via Zoom using the Q methodology. The study group consisted of 30 social studies teachers from several secondary schools in Diyarbakır, each with a varied level of professional experience. The data were collected using the Q methodology form, which was produced by the researchers following the literature and the opinions of experts in the field. This form included the Q items, the Q sort in which these items were placed, and open-ended questions to determine the participants' views on extreme values. The PQMethod 2.35 software was used to examine the data in the Q sort in the Q methodology form filled out by the participants. The answers submitted by the participants to the open-ended questions were analyzed using descriptive analysis. According to the findings of all the analyses, it was determined that the 7th grade social studies teacher's guidebook had positive aspects and that removing these books had negative consequences for social studies teachers, and that it would be more beneficial to redevelop the guidebooks and present them to teachers for use. It is reasonable to conclude that the removal of the teacher guidebook will have negative implications, particularly for new teachers. Furthermore, it has been suggested that the future guidebook for social studies teachers should facilitate course activities, eliminate the lack of knowledge in the course content, and assure the efficiency of time management. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca 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.)

Many studies showed that computer-assisted teaching had positive effects on students' success, attitude, permanent and motivation. On the other hand, some studies showed that students had various difficulties and some misconceptions about circle and disc subject. It is recommended to use computer technology effectively in the modeling of geometric concepts and the discovery of relationships. In this context, computer-assisted teaching material supported with GeoGebra software for "Circle and Disc" subject has been developed. The aim of this study is to introduce teaching material supported with GeoGebra for "Circle and Disc" subjects at seventh grade. The teaching material was carried out with 22 seventh grade students in a secondary school in Isparta. After the classroom application, teaching material supported with GeoGebra was revised in accordance with the opinions of teachers and students. As a result of the application, it was determined that teaching material supported with GeoGebra provides the opportunity to observe and discover in a dynamic environment, visualize the concepts and offers the opportunity for conceptual learning. [ABSTRACT FROM AUTHOR]

In the process of acquisition of writing skills, writing autonomy is the self-learning responsibility of the student and the student's ability to conduct self-learning in this context. The aim of the present study was to determine the writing autonomy levels of the middle school 7th grade students and the differences between these levels based on various variables. The study group included 527 seventh grade students attending secondary schools in Efeler district in Aydın province, Turkey during the 2018-2019 academic year. The study was conducted with the general survey model. The study data were collected with the "Writing Autonomy Scale". The study findings demonstrated that the general average writing autonomy score of the students was 46.059 ± 9,370 (Min = 22; Max = 66). While there were no significant differences between the writing autonomy scores of the students based on parental education level and attending preschool education; however, there were significant differences based on the number of books read the previous year, final Turkish course grade and gender variables. [ABSTRACT FROM AUTHOR]

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty of Education 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 was going to measure the readability of the 7th grade Farsi textbook (academic year 1395-96) based on the three readability formula. We wanted to find out how much the mentioned book is in accordance with the readability formula from the viewpoint of the principles of the material development. The research method was descriptive content analysis according to Fog, Fry and Flesch formula. The research questions included: 1. is the readability of the book’s material in accordance with the 7th grade students, considering their age and learning levels criteria? 2. Could the material and content of the book be learnt without the teacher, independently? 3. Have the principles of curriculum planning, including the principle of simple to difficult, been observed in the development of the textbook? 4. How much the readability of the related textbook measured by the Fog, Fry and Flesch formula correspond to each other? Findings showed that in the 7th grade Farsi textbook of the 1395-96 academic year: 1. the content is not in accordance with the 7th grade level. According to the Fog, Fry and Flesch formula, the readability of this book is at the level of the University and even it is appropriate for the higher levels. 2. Due to the very much difficulty of the material, the textbook could not be used independent of the teacher. 3. The material at the beginning, middle and end of the textbook shows that to some extent the principle of simple to difficult has been observed according to the Fog formula, but not according to the Fry and Flesch formula. 4. The readability of the mentioned textbook measured by Fog, Fry and Flesch formula correspond to each other to a great extent.

Text The main purpose of this study was to develop a valid and a reliable mathematical achievement instrument that measured students" academic achievement in mathematics for Saudi Arabian students in grade 7th (second semester) that was based on the content of the mathematics curriculum in Saudi Arabia. A content analysis and a pilot study were conducted. A total of 32 students from Saudi Arabia participated in the study to measure the reliability. The development of the instrument involved: a) analyzing the content and the goals of the mathematics curriculum, b) designing a table of specification and a blue print based on the analyses, c) generating the items of the instruments, d) examining the appropriateness of the administration instructions and the items" phrasing, e) checking for the validity and reliability of the test. The analysis of the instrument indicated that the test had an acceptable level of content validity, and Cronbach"s alpha was 0.82, which was an acceptable level for the internal consistency of reliability. [ABSTRACT FROM AUTHOR]

The ultimate objective of reading skills education is to train individuals who can fully comprehend what they read. In the present study, the correlation between reading strategies metacognitive awareness and reading comprehension levels of 7th grade students in middle school and whether these variables differed based on the gender variable was investigated. The study was conducted with the survey design, a quantitative method and included 217 middle school 7th grade students, it was determined that the mean supporting reading strategies and general reading strategy, scores of the students were intermediate, the mean problem solving strategy score was high, and the mean reading comprehension score was low (16,793 ± 5,985 [Min = 3, Max = 33]). It was also determined that reading strategies metacognitive awareness levels of the students differed based on gender favoring the female students in all subscales. It was concluded that reading comprehension levels of the female students were higher when compared to the male students. [ABSTRACT FROM AUTHOR]