Academic Journal of Education and Social Sciences
Academic Journal of Education and Social Sciences (AJESS) is an international peer-reviewed journal that brings together original academic studies in the fields of education and social sciences. Our journal aims to strengthen the research ecosystem of faculties of education while offering an integrated perspective with social sciences. Focusing on the intersection of education sciences with disciplines such as psychology, sociology, history, philosophy, anthropology, and communication, AJESS publishes both theoretical and applied research. With an interdisciplinary approach, we prioritize studies that examine the individual, societal, and cultural dimensions of education. AJESS has adopted the continuous publication model, whereby manuscripts are published promptly upon completion of the peer-review and editorial processes without waiting for a scheduled issue. The journal is indexed in a wide range of national and international databases and is actively continuing its application and preparation processes for inclusion in prestigious indexing services such as Web of Science, Scopus, and TR Dizin. The journal covers studies in the following core areas: Education Sciences: Teaching methods, curriculum development, teacher training, learning psychology, educational technologies, equity in education, and assessment approaches. Social Sciences and Education Interaction: The influence of social theories on education, the impact of social structures on educational processes, educational policies, and cultural transformations. Interdisciplinary Studies: The intersection of education with artificial intelligence, media and education, ethics in education, and other innovative topics. AJESS is committed to hosting high-quality, ethically sound, and innovative research, fostering academic development in the fields of education and social sciences.
All published content is protected under the the Creative Commons Attribution (CC BY) 4.0. License.
Development of Social Domain And Curiosity About The Social World Scales in Early Childhood: Teacher And Child Forms
This study developed two complementary instruments to assess the social domain in preschool children using two distinct sources of information. The Social Domain Scale Teacher Form measures classroom social behaviors based on teacher observation. The Curiosity about the Social World Scale Child Form measures children's curiosity about people, rules, occupations, and social differences through children's own responses. Data were collected from 500 preschool children aged 48 to 72 months. Six experts reviewed the item pools, and Item-CVI and Scale-CVI values were calculated following Davis (1992) and Polit and Beck (2006). For the teacher form, the sample was randomly split into EFA (n = 250) and CFA (n = 250) subsamples. The teacher form converged on 17 items across three factors. The child form converged on 14 items across four factors. Both forms showed acceptable fit in CFA (teacher form: CFI = 1.000, RMSEA = .000, SRMR = .034; child form: CFI = 1.000, RMSEA = .000, SRMR = .037). Cronbach's alpha for the total scales was .85 and .76, and McDonald's omega was .91 and .87, respectively. Test-retest reliability was assessed over a three-week interval with a subsample of 80 children and their teachers; correlations ranged from .78 to .89 for the teacher form and from .80 to .88 for the child form. The correlation between the two total scores was r = .32. The subscale correlation pattern is consistent with the interpretation that the two instruments measure related but distinct constructs.
Scale development, social domain, social curiosity, preschool social studies, multi-informant assessment.
Copyright (c) 2025 Şükran Uçuş Güldalı (Author) https://creativecommons.org/licenses/by/4.0
The Role of Emigrant Political Press in Nation-Building: A Historical and Discourse Analysis of The Newspaper Sakartvelo (1903–1905) And Its Contribution to The Formation of The Georgian Socialist-Federalist Ideology
This study examines the Georgian emigrant newspaper Sakartvelo (Georgia), first published in Paris in 1903, and its role in shaping national-political ideology and party formation in early twentieth-century Georgia. Drawing on Agenda-Setting and Postcolonial Theory, the research explores how an uncensored emigrant press functioned as a platform for ideological expression, political mobilization, and institutional development. Using a qualitative historical approach and content analysis of archival issues (1903–1905), the study identifies key themes such as national autonomy, federalism, and social reform. The findings show that Sakartvelo played a transformative role by facilitating the transition from general national discourse to structured party-oriented communication. It contributed to the ideological formation of the Georgian Socialist-Federalist Party and enabled transnational political dialogue with European intellectuals. The study concludes that emigrant press can serve as a powerful instrument of political transformation, especially under conditions of censorship, by shaping public consciousness and supporting nation-building processes.
Emigrant, press; political communication; Sakartvelo.
Copyright (c) 2026 Nino Mindiashvili- Tamar Tagvadze (Author) https://creativecommons.org/licenses/by/4.0
Examining the Relationship Between Preservice Teachers' Attitudes Toward Post-Graduate Education and Their Academic Self-Efficacy
The aim of this study is to examine the relationship between preservice teachers' attitudes toward graduate education and their levels of academic self-efficacy. This research was conducted using the quantitative research method and the relational survey model. The participants of the study consisted of 340 preservice teachers studying at the faculties of education in various universities located in the Central Anatolia Region of Turkey. The data collection instruments used in this study included the Graduate Education Attitude Scale and the Academic Self-Efficacy Scale. The data were collected online between December 1, 2024, and March 1, 2025. The obtained data were analyzed using descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA), and Pearson correlation analysis. The findings revealed a positive and significant relationship between preservice teachers' attitudes toward graduate education and their levels of academic self-efficacy. Additionally, significant differences were found based on grade level and department, while no significant differences were observed based on gender.
Academic self-efficacy, Attitude, Graduate education, Preservice teacher.
Copyright (c) 2026 Emirhan Aktaş (Author) https://creativecommons.org/licenses/by/4.0
TEACHERS' VİEWS ON THE ROLE OF THE SOCİAL ENVİRONMENT İN CLASSROOM MANAGEMENT İN PRESCHOOL EDUCATİON INSTİTUTİONS
It is known that the individual, school, and classroom environment interact with the social environment. The preschool period, in particular, is a critical phase for individual development, further increasing the importance of this interaction. Understanding how the dynamics of the social environment are reflected in the preschool institutions where individuals take their first steps in education and in the classroom management processes of these institutions can contribute to a better understanding of the subject. In this context, this study aimed to examine the effects of the social environment on classroom management in preschool educational institutions. The study collected data using a phenomenological design, a qualitative research method. The study group consisted of 25 preschool teachers working in three kindergartens and three primary schools affiliated with the Ministry of National Education in Şanlıurfa province. Data were collected through interviews with the teachers. The data obtained were analyzed using content analysis. The findings of the study reveal that preschool teachers' classroom management practices are significantly influenced by the social environment within which the school operates. It has been determined that socioeconomic and cultural factors are determinants of children's development, readiness for learning, and academic achievement, and this is directly reflected in classroom dynamics and management. Furthermore, families' communication with the school and teachers, their level of cooperation, and their active participation in educational processes play a significant role in the effectiveness of classroom management. The study found that the social environment directly impacts preschool educational environments. Therefore, the social environment must be taken into consideration when developing educational policies and classroom management plans.
Copyright (c) 2026 Gül ÖNCEL- Fadile Erkan Özer (Author) https://creativecommons.org/licenses/by/4.0
From Learning Objectives To Learning Outcomes: Structural Transformation of Learning Goals in Türkiye’s 2018 and 2024 Science Course Curricula
The purpose of this study is to comparatively examine, within the “Earth and Universe” content area of the first unit in Grade 5, how learning objectives and learning outcomes are structured in Türkiye’s 2018 and 2024 Science Course Curricula, and through which steps the process components in the 2024 curriculum further elaborate these learning goals. Using qualitative document analysis, the curricula were analysed through deductive content analysis. The analysis centred on Grade 5 and the “Earth and Universe” content area that forms the focal point of the first unit in both curricula. In total, seven learning objectives from the 2018 curriculum and four corresponding learning outcomes from the 2024 curriculum were coded comparatively, using an analytic framework based on the Revised Bloom’s Taxonomy and the scientific literacy and competency dimensions emphasised in the PISA Science Framework. The findings show that the 2018 curriculum presents learning goals mainly as objectives-centred, single-action statements, whereas the 2024 curriculum frames learning outcomes as a more detailed and guiding sequence supported by process components. Notably, the 2024 text explicitly outlines steps such as selecting tools, accessing information, verifying information, and recording information, indicating greater visibility of literacy components related to information access and evaluation. In addition, the relational language in the unit title and the positioning of values and dispositions within curricula components suggest a more holistic framing of science learning. Overall, within the analysed content area and grade level, the study indicates that learning goals in the new curriculum are articulated more explicitly and systematically through process components. Accordingly, it recommends practice-oriented professional learning opportunities to help teachers translate process components into lesson design and assessment practices.
Bilimsel okuryazarlık, doküman incelemesi, Fen Bilimleri dersi öğretim programı, öğrenme çıktısı, süreç bileşenleri, kazanım
Copyright (c) 2026 Mehmet Kart (Author) https://creativecommons.org/licenses/by/4.0
AN INVESTIGATION OF PHONOLOGICAL AWARENESS SKILLS IN FIRST-GRADE ELEMENTARY SCHOOL STUDENTS WITH AND WITHOUT WRITING DIFFICULTIES
The aim of this study is to compare first-grade primary school pupils with writing difficulties and their typically developing peers in terms of the sub-skills that constitute phonological awareness. The research was conducted using a causal comparison design, one of the quantitative research designs. Within this scope, the data for the study were obtained with the participation of 47 first-grade primary school pupils attending a state primary school. The research data were collected in May of the 2023-2024 academic year. In the study, students experiencing writing difficulties were identified using the Multidimensional Legibility Scale, while phonological awareness was determined using the Early Literacy Development Assessment Tool (EGBA). The data obtained were analysed using the SPSS 24 software package. In the analysis of the data, the normality of the data was first investigated, and it was observed that the data showed a normal distribution in terms of skewness and kurtosis values. The results of the Independent Samples T-Test revealed that students experiencing difficulties in writing scored significantly lower than their typically developing peers in rhyming word matching (t(45)=-4.023, p<.05), rhyming sequence detection (t(45)=-6.705, p<.05), sound blending (t(45)=-5.721, p<.05), and total scores (t(45)=-8.850, p<.05). However, no significant difference was found between the two groups in terms of matching words that begin with the same sound (t(45)=-1.948, p>.05). These findings indicate that phonological awareness is an important skill for writing ability and writing acquisition in first-grade primary school students who experience difficulties in writing.
Writing difficulties, phonological awareness, legibility
Copyright (c) 2025 Halil İbrahim Öksüz- Doktora Öğrencisi, Serpil Elalmış- Dr. İsmail Yaşartürk (Author) https://creativecommons.org/licenses/by/4.0
Analysıs Of The Movıe Persona In The Context Of Carl Gustav Jung's Four Archetypes
Each narrative contains an imaginary meaning in itself. These images can have many meanings in the world we live in, in cultural, artistic texts and in cinema. In the contemporary world, these images are used extensively in visual texts, consciously or unconsciously. Such images are tried to be conveyed by blending them into cinematographic texts. The concept of "archetype", developed by Jung, describes the behavior patterns transferred from the past to the present with symbols. Jung applied these concepts to human behavior. Archetypal criticism examines the behavior of people in literary works and tries to explain the underlying reasons in the light of this. Today, archetypes of archaic culture are used a lot in cultural texts, especially in cinema. With these archetypes, the place of the individual in society; People aim to realize themselves in life and to gain a place in the adventure of existence.To do this, it must integrate with the self. In this study, information will be given about archetypal images used in visual texts and especially in cinema. Next we will talk about the four archetypes of the Carl Gustav Jung. In the last stage, the Persona movie will be centered and examined. The development of self-existence depends on the self-knowledge of the individual. The self's self-discovery depends on being aware of one's position in the universe. In Swedish director Ingmar Bergman's film "Persona", four archetypes were tried to be given to the audience through the persona-shadow relationship. Keywords: Ingmar Bergman, Persona Film, Archetypal Criticism, Four Archetypes.
Ingmar Bergman, Persona Film, Archetypal Criticism, Four Archetypes
Copyright (c) 2025 ŞENOL DANIŞMAN (Yazar) https://creativecommons.org/licenses/by/4.0
Effects Of Skill-Based Mathematics Questions On Teachers' And Students' Thinking Skills: Teachers' Perspectives
The purpose of this study is to examine in detail the effects of skill-based mathematics questions on the thinking skills of teachers and students. The research was conducted through semi-structured interviews with eight teachers working in Kayseri during the 2023-2024 academic year. The data obtained from these interviews were analyzed using content analysis, one of the qualitative research methods. In the study, teachers were asked questions aimed at understanding the impact of skill-based teaching practices, classroom interactions, assessment and evaluation methods, and student achievement. The findings indicate that teachers employ strategies that encourage students to think more deeply, develop critical thinking skills, and support collaborative learning. Additionally, it was determined that skill-based mathematics questions enable students to form a stronger connection with the learning outcomes and help them relate mathematics more meaningfully to real life. These questions have been shown to make learning more permanent and play a significant role in solving problems encountered in daily life. This teaching approach not only enhances students' mathematical thinking skills but also significantly improves their analytical and problem-solving abilities. Consequently, skill-based mathematics questions emerge as an important tool in improving both students' academic success and their ability to solve real-world problems. This approach allows teachers to use more effective methods in their lessons and enables students to participate more actively in the learning process. Keywords:Skill-Based, Thinking Skills, Interactive Learning, Critical Thinking
Skill-Based, ThinkingSkills, Interactive Learning, Critical Thinking
Copyright (c) 2025 Burak Yıldız- Dr. Öğr. Üyesi Ezlam SUSAM (Yazar) https://creativecommons.org/licenses/by/4.0
Investigation of School Counselors Attitudes and Opinions Towards Inclusive Education
This research is a qualitative study that aims to examine the perceptions, attitudes and opinions of school counselors towards inclusive education. In this research, which was carried out within the framework of the phenomenological design, semi-structured interviews were conducted with eight school counselors working in schools in 2023. The obtained data were analyzed by content analysis method and as a result of the analysis; Four themes were identified: perception and experiences, role and interaction, individualized education program and problems. The findings reveal that the undergraduate and in-service training processes of school counselors are not at the desired level in terms of inclusive practices and that the lack of practical knowledge limits effective inclusion practices. It is seen that the participants take on multidimensional roles both directly with the student and indirectly with the teachers and parents in the inclusion process. However, the inadequacy of the number of consultants, the limitation of physical conditions and the weakness of cooperation between stakeholders negatively affect the effectiveness of the process. The findings of the research show that teacher training programs and in-service trainings should be updated, the quality of their practices should be increased and the roles of school counselors should be strengthened in order to maintain inclusive education in a more functional way.
Inclusive Education, School Counselor, Individualized Education Program (IEP)
Copyright (c) 2025 Nurettin Yılmaz- Deniz AKDAL (Yazar) https://creativecommons.org/licenses/by/4.0
Comparison Of Item Selection and Ability Estimation Methods In Computerized Adaptive Testing: A Simulation-Based Study
In this study, the performances of different item selection and ability estimation methods were compared through simulation with Computerized Adaptive Testing. In this context, estimation errors of item selection and ability parameters were calculated using a simulated dataset based on the three-parameter logistic model, and simulations were conducted via SimulCAT software. In the study, Maximum Likelihood Estimation and Bayesian estimation methods were compared for ability estimation; the accuracy of ability estimation and the average standard errors were calculated for each method using Maximum Fisher Information and Maksimum Likelihood Weighted Information as item selection methods. During the testing process, interim theta values of individuals were also examined, and it was recorded which method yielded better results. A fixed-length rule of 20 items was preferred as the test termination criterion, and the test was terminated for each individual after answering 20 questions. The application was carried out with a total of 1,000 individuals, and item pool consisted of 500 items. The average of the results obtained from 25 replications for each method was used in the analyses. According to results, in the Maximum Likelihood Estimation method, the Maksimum Likelihood Weighted Inform function yielded the most accurate ability estimation with the least error; in the Bayesian method, the Maximum Fisher Information criterion provided the most accurate estimation. In interim ability estimation as well, it can be stated that the Maksimum Likelihood Weighted Inform function in the Maximum Likelihood Estimation method and the Maximum Fisher Information criterion in the Bayesian method yielded better results.
Computerized adaptive testing, ıtem selection methods, ability estimation
Copyright (c) 2025 Erbay Mermer, Ş. (Yazar) https://creativecommons.org/licenses/by/4.0
Examining the Role of National Athletes Followed by Secondary School Students on Social Media on Their Citizenship Attitudes
This study examined the effects of national athletes followed on social media by middle school students who participate in sports on their citizenship attitudes. In this study, conducted with a phenomenological design, students who regularly participate in sports and use social media were selected as participants. Data were collected through semi-structured interviews and analyzed through content analysis. The findings indicate that national athletes have a strong impact on students not only through their sporting achievements but also through their ethical values, social responsibilities, and posts that foster national awareness. Students perceive athletes as "hardworking," "characterful," and "country-loving" individuals and model these characteristics in their own lives. National holidays and social responsibility projects, in particular, reinforce students' feelings of "pride" and "national belonging." Consequently, national athletes' social media posts are an effective tool in developing young people's civic awareness and values, demonstrating the importance of conscious use of sports and social media in education.
Citizenship attitude, national athlete, social media, middle school students, phenomenological design.
Copyright (c) 2025 Hamide Mamatoğlu- Türkan Çelik (Author) https://creativecommons.org/licenses/by/4.0
Social Studies Teachers' Perspectives on Multicultural Education
Abstract Multiculturalism is a situation that takes place in our country as in many countries in the world. For this reason, answers are sought to the questions of whether or not multicultural education should be given in our country or if it should be given, how it should be given. In this context, the general purpose of this study is to determine the perspectives of Social Studies teachers on multicultural education. In line with this general purpose, 12 Social Studies teachers from different ethnic backgrounds were included in the study using purposive and criterion sampling. Since the attitudes of Social Studies teachers will be examined in depth with fewer participants, qualitative research method was used in the study. Descriptive analysis method was used to analyze the data. The analysis of the data started with the transcription of the audio recordings, all of the texts were read and the general framework was observed. According to the findings of the research, participants predominantly think that multicultural education is necessary. However, there are misconceptions about the definition of multicultural education. Social Studies teachers stated that the aims of multicultural education include respect for differences, reinforcing unity and solidarity, creating a common and higher identity, and gathering universal elements under a single roof. They also stated that multicultural education can be conveyed through museum visits, cooperative learning, doing and experiencing. Social Studies teachers generally do not consider themselves competent in providing multicultural education. They also stated that multicultural education would contribute to the education system of our country. They also think that multicultural education should be given in the social studies course. Key Words: Multiculturalism, Multicultural education, Social studies teachers
Copyright (c) 2025 İrem Yıldırım (Yazar) https://creativecommons.org/licenses/by/4.0
Investigation of Turkish teachers' views on secondary school students' writing skills
Developing writing skills like other language skills in Turkish language teaching is one of the main objectives of the education program and Turkish language course. It is noteworthy that students' writing skills have weakened especially in recent years. Both the developing and changing technology and the multiple-choice exams applied in our country have caused students to develop a negative attitude towards writing. The main task in improving students' writing skills and overcoming their prejudices against writing falls to teachers. In this context, in this study, it is aimed to reveal the effectiveness of the current teaching strategies, the difficulties encountered and the successes and shortcomings achieved by examining the views of Turkish teachers on the writing skills of secondary school students in depth. Accordingly, fifteen teachers with at least five years of teaching experience were included in the study. A qualitative research design was used in the study, and based on this method, teachers' opinions were obtained through a semi-structured interview form. The opinions were analyzed with MAXQDA 24 program according to the content analysis method. As a result of the analysis, themes, categories and codes were created. When the findings obtained from the research are analyzed, it is seen that Turkish teachers stated that students mostly had problems with motivation and focusing, and that they also had problems in the process of self-expression because they did not have sufficient reading habits. In addition, it is stated that the most common problem encountered in student products is capitalization. Another result was that the teachers preferred to mark the students' mistakes with colored pencils and show the correct ones among the methods of giving feedback to the mistakes made by the students in their written products. It is seen that teachers mostly prefer the methods of making students write stories and compositions in order to improve their writing skills. In addition, Turkish teachers stated that daily writing activities are necessary to improve their students' writing skills and that reading skills are directly related to writing skills.
Writing skills, writing errors, teacher opinions
Copyright (c) 2025 Mehmet TÜRKYILMAZ- Prof. Dr. İhsan KALENDEROĞLU (Yazar) https://creativecommons.org/licenses/by/4.0
Comparison of Turkish Language Curriculum (2019 and 2024 Education Model) in Terms of Evaluating Basic Language Skills
The planned execution of Turkish language education is of paramount importance. Curricula serve as the fundamental guide, delineating the learning outcomes, textbook structure, and assessment systems of Turkish language education. Therefore, curricula must be structured to align with contemporary needs, foster quality, and enhance academic skills. The methods by which listening and speaking skills, which develop first in individuals, and reading and writing skills, acquired later in school, are imparted to students, and how these skills are assessed, are specified within Turkish language curricula. It is essential not only to equip students with fundamental language skills but also to determine the extent to which these skills are effectively acquired. The assessment approach for these fundamental language skills is also integrated into the curriculum. The rapid advancement of technology, the emergence of new concepts daily, and the constant evolution of the qualities required by individuals necessitate the revision of educational curricula. In this context, it is unrealistic to expect an educational curriculum to remain in effect for many years. The ever-changing conditions inherently mandate curriculum modifications. This study examines the 2019 Turkish Language Curriculum and the 2024 Turkish Language Curriculum in terms of the assessment of fundamental language skills.
Copyright (c) 2025 Sinan YENİAY- Prof. Dr. Fatma AÇIK (Yazar) https://creativecommons.org/licenses/by/4.0
Comparison of Primary School Science Course Programs 2018 and 2024
In this study, the 2018 and 2024 Science Curriculums were compared and how the programs changed in terms of their philosophical approaches, teaching methods, outcomes, course hours, learning areas, values ​​education and measurement-evaluation processes were analyzed. The research was carried out using the document review method, one of the qualitative research methods, and the curriculum published by the Ministry of National Education was evaluated through content analysis. The findings show that the 2024 program has a more holistic, interdisciplinary and student-centered structure. In terms of teaching methods, active learning techniques were given more importance, and an ethical and sustainability-based approach was adopted along with scientific process skills. In addition, it was determined that the number of outcomes was reduced, and the learning processes were structured to support more in-depth learning. It was determined that process-oriented, skill-based and multi-faceted evaluation methods gained weight in the measurement and evaluation processes. The findings of the study show that the Turkey Century Maarif Model adopts a more innovative and contemporary approach in science education. Experimental research is needed to evaluate the in-class applications of the program.
Fen Bilimleri, Maarif Model, Öğretim Yöntem ve Teknikler
Copyright (c) 2025 Demir, M. F.- Demir, Z. (Yazar) https://creativecommons.org/licenses/by/4.0
A Review Of The Novel Tren Burdan Geçmiyor In Terms Of Feminist Critical Theory
The first discussions on feminism began in the 18th century. Feminist theory, which developed on the basis of Western Europe, continued its development by spreading to other geographies over time and expanded with different perspectives. Feminism basically aims to eliminate this deficiency by voicing gender inequality in political, political, social, economic, etc. fields. Feminism, as it is effective in many fields, also affects the field of literature. Especially through the images of women in literary products, it is aimed to make the arguments of feminism more visible. Sevinç Çokum's novel Tren Burdan Geçmiyor, published in 2007, is a very rich novel in terms of female protagonists. As a woman writer, Sevinç Çokum's handling of the female characters in Tren Burdan Geçmiyor will enable many determinations to be made in the context of feminist criticism. In the first part of the study, the history of the theory of feminist criticism was mentioned and the changes the theory has undergone were tried to be revealed. It is emphasized how many different perspectives have changed and enriched the theory, and the impact of political and political turning points on the theory is explained. In the second part of the study, after giving a brief summary of Sevinç Çokum's Tren Burdan Geçmiyor, the noteworthy female characters are brought to the fore. It is tried to explain how the female characters take place in the novel and their remarkable features in terms of feminist criticism theory are emphasized. How the novelist handled the female characters in the fiction was analyzed and the novel was evaluated in the context of feminist criticism theory.
Copyright (c) 2025 Özgür ARSLANGÖRÜR (Yazar) https://creativecommons.org/licenses/by/4.0
Examınatıon of Opınıons on The Earthquake of Classroom Teachers Who Have Experıenced an Earthquake
Earthquakes are one of the natural disasters that cause the greatest damage and loss of life worldwide. In addition to causing loss of life and property, earthquakes can also have psychological effects on those who experience them. By identifying differences in the pre-, pre-, and post-earthquake thinking of earthquake survivors, we can help them become more aware of and prepared for earthquakes. The purpose of this study is to examine the views of classroom teachers who experienced the February 6th earthquake in Gaziantep province regarding the earthquake. A phenomenological design, a qualitative research approach, was used in the study. The study group consisted of 26 classroom teachers working in the Gaziantep city center during the 2024-25 academic year. Easily accessible and criterion sampling methods were used in the study. A semi-structured interview form consisting of 12 questions was used as the data collection tool. Descriptive and content analysis methods were used in the analysis of the obtained data. The findings revealed that more than half of the classroom teachers were unaware that their region was an earthquake zone. Consequently, most were caught unprepared for the earthquake and failed to develop earthquake awareness before the earthquake. Even if they were aware of earthquakes, they were unable to apply what they knew during the earthquake due to fear, panic, etc. After the earthquake, participants stated that they questioned their earthquake knowledge and realized they were not sufficiently aware of earthquakes.
Earthquake, February 6 earthquakes, classroom teachers
Copyright (c) 2025 Bilal Polat- Prof. Dr. Yurdal DiKMENLİ (Yazar) https://creativecommons.org/licenses/by/4.0
Comparative Review of The Primary School Mathematics Course Teaching Program of 2018 and the Draft Teaching Program of the Primary School Mathematics Course of 2024
With the developments in science and technology, it has become mandatory to make arrangements in education and training programs that will meet the needs of the age. This study aimed to compare and examine the 2018 Primary School Mathematics Course Curriculum and the 2024 Primary School Mathematics Course Draft Curriculum published by the Ministry of National Education (MEB). A qualitative research model was used in this research. The research was carried out with the document review method, which is one of the data collection methods. In the research; Bloom's program elements based curriculum evaluation was taken as the criterion and the purpose, program approach and philosophy, units, evaluation dimension and educational status dimension were also included in the examination. The data were interpreted and given in the form of tables. In the analysis of the data; the sample was selected from the data subject to analysis and categories were created in this context. When the 2018 and 2024 Primary School Mathematics Course Curriculums were compared, it is prominent that the program philosophy is clearly stated in the 2024 program and the stated philosophy is more up-to-date. The adoption of a process-oriented, skill-based and thematic approach in the 2024 Primary School Mathematics Course Draft Curriculum instead of the unit-based approach in the 2018 Primary School Mathematics Course Curriculum appears as a structure that supports student development.
Copyright (c) 2024 Academic Journal of Education and Social Sciences https://creativecommons.org/licenses/by/4.0
Teachers' Perspectives on Primary School Students' School Adjustment Issues
This research aims to determine the main problems that primary school students encounter during the adaptation process to school in line with teachers’ views. The research question was determined as “What are the main problems that primary school students encounter during the adaptation process to school and how do teachers evaluate these problems?” Semi-structured interviews were conducted with 15 classroom teachers using the phenomenological research model. The data were examined using the content analysis method and the findings were divided into four main categories: emotional and social adaptation problems, academic adaptation problems, problems related to teacher and family interaction, and behavioral adaptation problems. According to the findings, it was determined that the students experienced adaptation difficulties such as school anxiety, difficulties in separating from the family, and problems in focusing on lessons. It was found that teachers emphasized obstacles such as lack of family cooperation and difficulties in adapting to classroom rules. It is suggested that teachers, family support, and in-school interaction should be increased in order to solve these problems. The results of the research serve as a guide for teachers and education policies and may contribute to the improvement of teaching methods and school support systems.
Examining Teachers' Views on the Use of Information and Communication Technology in Schools in Türkiye
This study investigates teachers’ perceptions of ICT use in primary school classrooms, focusing on its advantages, disadvantages, and effectiveness. The research aims to explore whether there is a relationship between schools’ ICT facilities and teachers' frequency of use, as well as the impact of in-service training on ICT integration. A mixed-methods approach was employed, utilizing both quantitative and qualitative data collection techniques. An online survey was conducted to gather numerical data regarding the availability of ICT facilities and their usage by teachers. Additionally, semi-structured interviews were held with five primary school teachers to gain deeper insights into their perceptions and experiences with ICT in teaching. The analysis of quantitative data using SPSS revealed no significant relationship between schools’ ICT facilities and teachers' frequency of use. However, there was a strong correlation between the frequency of ICT usage and in-service training. Teachers who received training were more likely to integrate ICT into their lessons effectively. Qualitative findings supported these results, highlighting that while most teachers viewed ICT positively, some faced challenges due to lack of training. The study concludes that ICT can enhance teaching effectiveness, particularly when teachers are adequately trained. Future research should address barriers to ICT integration and evaluate the long-term effects of training programs on teachers’ proficiency and confidence in using technology in classrooms.
Examining the Use of Web 2.0 Tools in Mathematics Classes from the Perspective of Primary School Teachers
In recent years, the rapid development of educational technologies has encouraged the adoption of innovative approaches in teaching processes. Mathematics education is of critical importance in terms of developing analytical thinking and problem-solving skills. In this context, the integration of Web 2.0 tools into teaching processes can increase students' interest in mathematics lessons and make learning processes more effective. The aim of the research is to examine the perceptions of primary school teachers regarding the use of Web 2.0 tools in mathematics lessons. In the study conducted with the qualitative research method, data were collected from 80 teachers working in 6 different schools. The data were obtained through semi-structured interviews and evaluated with the descriptive analysis method. The findings show that teachers find Web 2.0 tools more useful in terms of enriched teaching, permanent learning and student motivation. In addition, it was determined that the frequency of use of Web 2.0 tools decreased as the years of seniority increased. This research makes significant contributions to understanding teachers' adaptation to technology and the role of Web 2.0 tools in education.
An Educator's Personal Perspective on His Schooling and Teacher Identity Development
This study uses narrative inquiry to explore the author’s journey from being a disengaged and struggling student to becoming a dedicated educator. Through personal vignettes and reflections, the author examines key experiences that shaped his teaching identity, focusing on three main themes: disconnection from teachers, low expectations from others, and a lack of attention to school. A turning point came during the author’s undergraduate studies, where a respectful and inspiring professor helped him reconsider teaching as a career. This experience motivated the author to become an educator who prioritizes student engagement and avoids the mistakes of his former teachers. The study highlights the importance of creating inclusive and supportive classroom environments, particularly for students who feel invisible or disengaged. By reflecting on his past, the author emphasizes how personal experiences can shape teaching philosophies and practices. The narrative inquiry approach allows the author to explore the connections between his past struggles and his current teaching identity. While the vignettes and reflections are deeply personal, they offer valuable insights into the challenges faced by disengaged students and the potential for transformative growth. The study concludes with the author’s commitment to supporting all students, especially those who feel marginalized, and underscores the importance of empathy and respect in education. This reflection serves as both a personal exploration and a call to action for educators to create more inclusive and engaging learning environments.