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This study aims to evaluate mathematics curriculum used in social sciences high schools' preparatory classes based on Stufflebeam (CIPP) evaluation model in terms of context, input, process and product dimensions. With this aim, this study seeks to answer "How is preparatory class mathematics curriculum (PCMC) evaluated in terms of its context, input, process and products?" from the viewpoint of teachers and students. Case study method which is one of qualitative research methods is used in this study. The study is carried out in the first term of 2021-2022 academic year in a social sciences high school which uses National Ministry of Education's curriculum. Participants of the study are 65 students and four mathematics teachers. Mathematics achievement test and interview forms are used as data gathering tools. The results of the study revealed that both teachers and students have critical views of context, input, process and product dimensions of the curriculum; however, the criticisms intensify in process and product dimensions of the curriculum. Another finding of the study is that specific conditions of schools and characteristics of students and teachers have a major impact on commitment to curriculum, teaching-learning processes and learning outcomes. Some recommendations are made for implementers and researchers based on the findings of the study. [This article includes an extended summary in Turkish.]

The aim of this project was to develop an 8-week values education program and evaluate how well it raises preservice teachers' awareness of values education. This was an experimental and qualitative study conducted in April - May 2019 in eight 70-minute lectures at the Faculty of Education of Manisa Celal Bayar University. An 8-week values education program was developed, then, its effectiveness was evaluated using an experimental pretest-posttest control group design. The sample consisted of 47 students (35 females, 12 males) randomly assigned to two groups: Data were collected using a demographic characteristics form and the Schwartz Value Survey, which consists of 56 values. The values education program was based on eight values derived from the Schwartz Value Survey. A qualitative research method was also used. Data were collected through semi-structured interviews conducted by the researchers. Research results showed that The Values Teaching Educational Program-developed by researchers- had a positive effect on values such as responsibility, social justice, modesty, open-mindedness, protecting environment, honesty, and helpfulness. But it was not found statistically significant difference between control group and experimental group over "successful" value. The qualitative results also show that the values education program met participants' expectations and improved their perceptions and awareness of values and their motivation to put them in practice. Lastly, the values education program helped the experimental participants develop positive views of the program itself and its content, material, activities, duration and the group leader.

The purpose of this study is to evaluate the effectiveness of Global Citizenship Training Program (GCTP) prepared for teacher candidates. The training program lasted for 13 sessions and 32 volunteering Turkish teacher candidates participated in the program. The mixed method was utilized for this study. The pre-test and post-test scores of teacher candidates from "Global Citizenship Competency Perception Scale" (GCCPS) and "The Respect of Differences Scale" (RDS) make up the quantitative part of the study, while participant diaries and evaluation forms consisting open-ended items make up the qualitative part of the study. The results of the study reveal that GCTP has positive effects on teacher candidates' global citizenship competency perception and level of respect for differences. The diaries also show that the training enabled teacher candidates: to deepen their knowledge of global citizenship, to make a detailed analysis and inquire various issues like multiculturalism, women, children and handicapped individuals' rights, to develop their global citizenship competencies, to face their own bias and change their perspectives. Also, they expressed that the activities and materials used in the training were effective. Film activities, script writing and creative drama are identified as the most enjoyed activities by teacher candidates.

Migration can be regarded as a social phenomenon by changing the policies of social life and countries. Both the whole world and Turkey act as a scene for diverse and intense migration mobility in recent years Escape way of economy, changes in political and social life, readjustment of borders in Eastern Europe and developments in Middle East have accelerated individual and massive migration movements. It is clear that the immigration phenomenon and its multicultural life and effects will continue to transform for many years. It is important to determine the migration perceptions of prospective teachers who will prepare generations for such an age of transformation. The aim of the study is to examine migration fact and effects of migration on education from prospective teachers' points of view. To answer the main statement of the research, two sub-questions were formed. 1) With which metaphors migration fact is explained by prospective teachers? Which categories can be formed in terms of common features of metaphors revealed by prospective teachers? 2)What are opinions of prospective teachers on effects of migration fact on educational system? In this research phenomenologic pattern method was used. The prospective teachers were asked a metaphor question in parallel with research questions and an open-ended question. The data was decoded by content analysis method. 152 prospective teachers participated into the study. As a result, categories of "new life," "psychological dimension," "socio-cultural dimension," "child and woman abuse," "tragedies experienced during migration," "migration geography" and "economic dimension" were formed from the metaphors produced relating to migration fact by the prospective teachers. The prospective teachers produced both positive and negative metaphors, however most of metaphors were negative. Categories of "education programs," "future of education," "social-emotional education for social agreement" and "school structures and management relationship" were formed based on opinions of the prospective teachers relating to the effects of migration fact on Turkish educational system.

The aim of this study is to evaluate the professional development program on web based content development (WBCD) designed by the Ministry of National Education (MoNE). Based on the theoretical CIPP model by Stufflebeam and Guskey's levels of evaluation, the study was carried out as a case study. The study group consisted of the courses that opened in Izmir in the spring semester of 2009, in which 37 teachers and four trainers attended. Quantitative data for the study was collected by two separate questionnaire forms, while the qualitative data was gathered from focus group and individual interview forms. The quantitative data collected was analyzed using descriptive statistics, while content analysis was applied to the qualitative data. The results of the study showed that the program had been designed without a needs analysis, that teachers were reluctant to implement the program, and that at the end of the program implementation, teachers had not managed to prepare web based instructional materials despite the fact that they had been included in the objectives of the program. In addition, it was found that teachers did not develop web based instructional materials for such reasons as the frequency of changes in curriculum, the ease of use of the existing/ready materials, and the perception of developing web based materials as a challenging task requiring expertise and team work. The study showed that the WBCD program could not meet its objectives, and the program was therefore found to be inadequate in encouraging teachers to integrate their instructions with technology. It was recommended that professional development programs like WBCD should be ongoing in all areas of the profession, rather than at particular periods of time.

Although a centralist education system is in place in Turkey, studies show that while implementing the curriculum developed by the Ministry of Education, teachers make changes based on their own preferences or depending on students. Curriculum fidelity can be defined as the degree to which teachers or stakeholders abide by a curriculum's original design when implementing it. Even though no clear position has been determined as to whether teachers' abiding strictly by the designed curriculum is beneficial or not, it is argued in the related literature that by determining fidelity of implementation, it is possible to explain the reasons for success or failure of curriculum innovations, and to specify the changes in the curriculum and their outcomes. In this study, the concept of curriculum fidelity is introduced through a review of the literature, then its historical background, importance, and methods of measurement are explored. Factors affecting curriculum fidelity and related research in the Turkish context are presented, and prominent features of curriculum changes reflected on the practice of education are studied. It is concluded from the study that the factors affecting curriculum fidelity in Turkey are teacher characteristics, curriculum properties, teacher training, institutional features, regional, social, economic, and cultural characteristics, a centralist education system, high-stakes tests, and student characteristics. Because of the understanding of viewing teachers as technicians responsible for implementing a curriculum designed by experts and directors, it cannot be possible to have expert staff that can adapt the curriculum to the conditions of their region, school, or class. This vicious circle drives teachers to ambiguity in planning and implementation; teachers having difficulties abiding by the curriculum under the conditions of the region, school, and class carry out curriculum implementations different in theory and in practice. Suggestions for practice and future research are also included in this study.

In this study, trimethylolpropane triglycidyl ether/diethylenetriamine (TD) and glutaraldehyde/diethylenetriamine (GD) polymer particles are synthesized as catalysts for hydrogen production from NaBH4 methanolysis and NaBH4 electrooxidation. SEM, FT‐IR and TGA characterization methods are applied to determine the surface morphologies, chemical structures, thermal stability and decomposition of the synthesized polymer particles. The parameters affecting the hydrogen generation rate on NaBH4 methanolysis are investigated and optimum conditions are determined. Under optimum conditions, the hydrogen generation rates of TD and GD polymer particles are obtained as 34903.2 and 97998 mL/min.gcat, respectively. The activation energies of TD and GD polymer particles are also calculated as 16.86 and 18.14 kJ/mol, respectively. The catalytic activities of polymer particles as anode catalysts in NaBH4 electrooxidation are determined by CV, CA, EIS analyses. The specific activities of TD and GD polymer particles are acquired as 0.54 and 0.64 mA/cm2, respectively. These results indicate that the synthesized polymer particles are promising catalysts for electrooxidation and methanolysis of sodium borohydride. [ABSTRACT FROM AUTHOR]

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Activated carbons were obtained from poplar sawdust with H3PO4 activation in this study. Activated carbons were produced as 2:1 (PL2-400), 3:1 (PL3-400), and 4:1 (PL4-400) by mass chemical substance/chip ratio at 400 °C carbonization temperature with an impregnation process. These activated carbons' surfaces were identified by BET, SEM-EDX, and FTIR analyses. Cr(VI) heavy metal adsorption was carried with activated carbon (PL4-400, 1345.26 m2/g), which has the highest surface area. Adsorption was carried out at the 2-9 pH range, in the range of 0.001-0.1 g activated carbon, and at temperatures of 25, 35, and 45 °C. The Kinetics of Cr(VI) adsorption was characterized by using adsorption kinetic models. The relationship between adsorbent and adsorbed is explained by Langmuir and Freundlich isotherm models. It was observed that the Cr(VI) adsorption on PL4-400 was more compatible with the Langmuir adsorption model. In addition, ΔG°, ΔS°, and ΔH° values were determined by making thermodynamic calculations, and the applicability of the adsorption was identified as endothermic and spontaneous. [ABSTRACT FROM AUTHOR]

This research aims to reveal the differences and similarities between the countries in English listening skill, one of the four basic language skills within the scope of secondary school seventh grade English teaching programs in practice in Türkiye, Portugal and Poland in the 2021-2022 academic year. The study data were obtained by interview, document analysis and online survey application. Mixed method research design was used in the research, including both quantitative and qualitative data collection methods. The determination of the participants was based on voluntariness and criterion sampling methods. The opinions of six English teachers from Türkiye, two from Portugal and three from Poland, who participated voluntarily within the scope of the qualitative sample, were sought. In the quantitative sample, eighty one English teachers working at secondary school level in Salihli, Manisa, Türkiye, participated in the questionnaire prepared by the researchers. The opinions of Portuguese and Polish English teachers were taken in writing due to the distance of the countries. Descriptive and content analysis were used to analyze the data. According to the data obtained from the research, compared to the English teachers in Türkiye, Portuguese and Polish English teachers stated that they can be more comfortable and flexible in educational situations and choose their own textbooks while achieving the objectives of the English curriculum. While there are no listening tests for listening content in Türkiye during the evaluation of listening skills learning outcomes, listening tests are conducted in Portugal and Poland in order to see whether the objectives of listening skills are achieved. As a result of the interviews with the teachers, Turkish and Polish English teachers found the listening content insufficient, while Portuguese English teachers stated that the listening content was sufficient. As a result of the document analysis, it has been determined that the Polish English textbook has a richer scope compared to the Turkish and Portuguese English textbooks in terms of content and redundancy of units. [ABSTRACT FROM AUTHOR]