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The concept of large-scale assessment has long been on the concern of the education system worldwide. PISA, which is one of the large-scale international assessment, has been administered in a number of countries worldwide since 2000. When PISA was first launched, there was an "unconditional acceptance" of this new application worldwide, whereas studies conducted in recent years show that all positive and negative effects of PISA are open to discussion and these discussions are increasing in number. Taking these as a starting point, the present research aimed to determine mother tongue teachers' views on PISA tests. Aiming to reveal how the changes created by the universal effect of PISA in language education are perceived and handled by teachers, this study was carried out with the relational survey method. The obtained categorical data were analyzed by frequency analysis and logistic regression. The study group consists of 98 teachers teaching mother tongue. In this research conducted to determine mother tongue teachers' views on PISA tests, teachers stated that PISA was effective in developing higher-order thinking skills in mother tongue lessons. In addition, according to teachers' opinions, PISA affects the assessment and evaluation process the most among the learning and teaching processes. According to the other findings, teachers stated that the question types in national tests changed based on PISA and they partially approved of this change. Also, they thought that PISA reading questions were incompatible with Turkey's education system, and they found Turkey's rise in the latest PISA reading skills ranking significant.

This study aims to set an example for the possibility of giving socio-cultural education in the early childhood period via examples of art which belong to Turkish culture. At the present time, cultural values change and reduce their effectiveness together with globalization. For this reason, it is necessary for the individual to know and internalize the culture in which s/he takes part beginning from the early childhood period so that cultural values can get through globalization period with minimal damage. In this sense, the necessity of giving sociocultural education in the early childhood period arises. In this study, activities of musical instruments, ceramics and marbling art which represent our culture have been given place as part of some art activities belonging to Turkish culture due to the fact that both they reflect the creativity and the inner world of the children and they are some of the values belonging to the culture. As musical instruments which represent our culture, “kabak kemane,” bagpipe, drum and “kopuz” have been chosen and the activities have been prepared and carried out for a week on 6 year-old group in a nursery school. The study, which has been carried out through the pattern of action research that is one of the qualitative research methods, has been applied in two stages as pilot practice and main practice. 24 children have attended to the research; 11 of them have been included in the process during the pilot practice and 13 of them have been included during the main practice. It has been tried to enhance the validity of the activities used in the research by the aid of pilot practices. The implementation phase has been recorded in a camera and the recorded images have been put down on paper. The written data, and the speech, the expressions and the products of children during the activities have been subjected to interpretive analysis. As a result of the research, within the context of sociocultural education of the children, it has come out that they use the skill of reasoning and problem-solving, they make association with daily life, they establish cause and effect relation, they can establish empathy and they have perception of past and concept of moment. Some meetings have been held with the children a month after the activities were carried out. As a consequence of these meetings, it has been seen that 9 children of 11 remember “kabak kemane”, 6 children remember bagpipe, 11 children remeber drum and 7 children remember “kopuz” which are introduced within the context of musical instruments belonging to Turkish culture. It has come out that only 5 children remember marbling art and ceramics.