In this study, MoNE 2019-2023 strategic goals and strategic objectives under these goals were prioritized and hypothetical impact-relationship between them were presented in order to provide an example for decision-makers and to contribute to the efficient and productive use of public resources by making use of Analytical Hierarchy Process method and DEMATEL which are of the Multi Criteria Decision Making methods. The objectives and targets in the MoNE Strategic Plan were examined depending on the evaluations made by school administrators and academics who are experts in strategic planning, prioritization was made by determining the weights of strategic objectives and targets, and the hypothetical impact-relationships between strategic objectives were revealed. According to the results of the AHP, the 4th strategic goal (Students with ability to find solutions for social problems, contribute to social, cultural and economic development of the country will be trained by the help of a secondary education system that prepares them for higher education in accordance with their abilities and capacities) was found to be the most weighted and the 7th strategic goal (A supportive private schooling structure will be put into practice for all the schools in accordance with the international standards) was the least weighted. According to the results of DEMATEL, the 1st strategic goal (All of our students will be provided with the common values of our civilization and humanity, knowledge, skills, attitudes and behaviors that are the necessities of time) was determined to be the most centralized one in the strategic plan, the 2nd strategic goal (An effective and productive management structure and organizational structure that is in accordance with modern norms will be made dominant) was the most influential goal for all others and the 7th strategic goal was the most affected one.

Keywords: Multi-criteria decision making, AHP, DEMATEL, strategic plan

DOI : 10.16986/HUJE.2021067518 [HTML]

The purpose of this research is to examine the writing mistakes and writing skills levels of primary school students. The sample of the research in the descriptive survey model consisted of 232 students studying at the lower, middle, upper and lower socio-economic levels in the Nizip and Karkamış districts of Gaziantep in 2016-2017 academic year. The data are collected using by ‘Writing Mistakes Evaluation Scale’, ‘Multidimensional Legibility Scale’ and dictation text. As a result of the research, it is determined that there are mistakes in the writing of the letters in the direction of writing, in a right-angled manner and in line with the lines; the sufficiency of the letters in the word, in the legibility of words, in finding missing or unnecessary letters in words, in forgetting the points in words. When examined according to sentences; at the beginning of the line, the distance between the sentences, the use of punctuation marks has been found to have mistake. When the manuscripts are examined as a whole, it has been seen that the error has been made in preserving the oblique in the writing, writing the written text obliquely, finding a general aesthetics of the writing. At the literacy level of the students’ writing; there is a significant difference in favor of female students in the second and fourth grade; there is no significant difference between first and third grade students. In addition, according to the socio-economic level, there is a significant difference in the first, third, and fourth grades in favor of students with good socio-economic level.

Keywords: Writing Skills, Writing Mistakes, Legibility in Writing

DOI : 10.16986/HUJE.2022.450 [HTML]

This research aimed to determine the reasons why prospective teachers preferred the teaching profession by gender and discuss the common stereotype that labels teaching as a female profession. The research employed a qualitative descriptive and phenomenological design and typical case sampling method, which is a purposive sampling technique. The study group of the research consisted of 1st, 2nd, 3rd, and 4th-year prospective teachers at two education faculties of state universities in Turkey, Departments of Primary Education, Social Sciences and Turkish Education, Foreign Languages, Mathematics and Science Education, Computer and Instructional Technologies Education, Educational Sciences, and Fine Arts Education. Data were collected using a semi-structured questionnaire and analyzed with content analysis. Participants preferred the teaching profession mostly because of individual reasons, such as their own choice or being interested in the field. Another reason following these reasons was "self-identification". According to the participants' views, the teaching profession was characterized by being both a male and female profession (not identifying gender; loving the profession; being talented), being a profession appropriate for females (working hours suitable for females; identifying females with the profession; being compassionate and patient; being aesthetical and polite; and low salary), being a profession appropriate for males (establishing authority in the classroom; being natural; identifying females with the profession due to the lack of knowledge), and considering the job as a male or female profession depending on the situation. Based on the research findings, we concluded that prospective teachers might be trying to establish a balance between economic factors and gender factor.

Keywords: Gender, the profession of woman, feminization, teaching profession, the choice of teaching profession

DOI : 10.16986/HUJE.2021073629 [HTML]

Early literacy refers to the prior knowledge, skills, and attitudes that one acquires before formal literacy skills in the preschool period. The literature suggests that the acquisition of early literacy skills in the preschool period has a significant impact on academic skills such as learning to read and reading comprehension in the following years. In addition to increasing academic achievement, early literacy skills help children gain a positive attitude toward literacy and enable them to adapt easily to literacy learning in the future. Therefore, intervention approaches that support the development of early literacy skills in the preschool period are of great significance. This review depicts the conceptual framework of early literacy and describes the intervention approaches used in the development of early literacy in the preschool period in terms of content and technique.

Keywords: Early literacy, phonological awareness, print awareness, intervention approaches

DOI : 10.16986/HUJE.2022075079 [HTML]

The aim of this research was to develop a comprehensive understanding related to evolution of educational research in Turkey. For this purpose, bibliometric analyses were conducted on 6,731 SSCI articles in order to determine the general trends of Turkey-addressed educational research. According to results of the analysis conducted with the VOSviewer program, the first article in the last 40 years of educational researches was published in 1981. The number of articles increased rapidly since 2007 and reached the highest number in 2012. The most frequently used keywords in articles were teacher education, science education, higher education, gender, reliability, self-efficacy, validity, attitude and academic achievement. In addition, although Turkey-addressed educational research’ core topics tended to become obvious, differences were found in the core topics’ components. This research revealed that Turkish educators were interested in misconceptions until 2005, validity and reliability during 2006-2015, attitude and motivation since 2006, academic achievement and self-efficacy during 2011-2020. Teacher education and science education remained popular for 40 years. It was found that education researchers interested in higher education for the last 15 years and focused on distance education, teacher candidates and professional development for the last 5 years. The most productive author in educational research was Ö. Geban. The most cited author for his articles was M. Çalık. The most productive authors’ specialties were science education and instructional technology education. The most cited authors in articles' references were Ş. Büyüköztürk and A. Bandura. In addition, this study revealed that 49.1% of the articles were published in journals with the address "Turkey". The most productive universities in educational research were Hacettepe University and Middle East Technical University. The most cited articles’ distinctive features were the use of instructional technologies in these researches.

Keywords: Bibliometric analysis, educational research, Turkey, VOSviewer, Web of Science, WoS

DOI : 10.16986/HUJE.2022.451 [HTML]

The aim of this research was to put forward whether the senior undergraduate students’ career decision self-efficacy, their gender, the situation that faculties at which they study provide job easily or difficultly after graduation, if they selected their department willingly or unwillingly predict or do not predict their career adaptability and career optimism. To that end data were collected from senior undergraduate university students (n=323) studying at four faculties of a state university from two of which students can find jobs easily and from two of which they can find jobs difficultly after graduation. 156 of these students were female and 167 of them were male. Data were analyzed by multiple regression analysis and dummy coding is done while categorical variables are included in the analysis. According to the regression analysis results, students’ career decision self-efficacy and the way they select their department predicted their career adaptability and career optimism meaningfully; whereas, their gender and the situation that faculties at which they study provide job easily or difficultly after graduation did not predict their career adaptability and career optimism meaningfully. In terms of the results of the research; the significance of improving the career adaptability and career optimism of the university students who are on the way of passing to business life from university and of supporting them together with the different variables was put forward. In this regard findings were discussed and some recommendations were suggested.

Keywords: Career adaptability, career optimism, career decision self-efficacy

DOI : 10.16986/HUJE.2022.448 [HTML]

The purpose of the present study is to identify the effectiveness of the teaching process undertaken by means of definitions on the definition of the mathematical concepts included in number sets by pre-service mathematics teachers as well as their conceptualisation concerning the operations performed. The study is designed as a case study, a qualitative research method, and conducted with the participation of 68 pre-service middle-school mathematics teachers selected through purposeful sampling. It makes use of individual interviews, worksheets and teaching process videos as data collection tools. The study is conducted in two stages: The first stage involves revealing the definitions by pre-service teachers of the mathematical concepts included in number sets prior to teaching through definitions during individual interviews. As for the second stage, the definitions and conceptualisation by the pre-service teachers were examined within the framework of worksheets and teaching process videos during the course titled "Fundamentals of Mathematics I" taught through definitions. This allows the researcher to identify the effectiveness of definitions on the processes of definition and conceptualisation among pre-service teachers. The findings of the present study lead to the conclusion that teaching through definitions is effective in the definition and conceptualisation of the concepts included in number sets by pre-service teachers. Furthermore, pre-service teachers are also seen to make definition-based explanations during persuasion, generalisation, and proving. Definitions are found to be effective in the use of mathematical language and representation by pre-service teachers.

Keywords: Teaching through definitions, definition, conceptualisation, pre-service middle-school mathematics teacher

DOI : 10.16986/HUJE.2022.445 [HTML]

COVID-19 has affected education. Education is one of the areas affected. Although many countries closed educational institutions, as the government policy offered, Turkey continued through distance education. The aim of this study is finding out the effects of distance education on assignments and exams, distance education satisfaction level, and effects of some factors (gender, employment status, state of education, age) on education. Sampling group consisted of 683 volunteer parents of students selected by simple random sampling method. “Distance Education Activities Satisfaction Scale” was developed for data collection Results show that gender and employment status created a significant difference in distance education satisfaction level; and state of education created a significant difference in effect of distance education on assignments and exams, distance education satisfaction level, and effect of COVID-19 on education. Furthermore, the effect of COVID-19 on education was predicted by some variables; effect of distance education on assignments and exams, parents’ state of education and distance education satisfaction level.

Keywords: COVID-19, distance education activities, distance education satisfaction, effect of distance education on assignments and exams

DOI : 10.16986/HUJE.2022.447 [HTML]

In the research, it is aimed to address the views of primary school teachers about grammar teaching with a holistic approach. The research is a qualitative study, and a case study approach has been adopted. The study group consists of 101 primary school teachers working in Istanbul. The data were collected with a semi-structured interview form developed by the researchers, and the content analysis technique was used in the analysis of the data. According to the results of the research, it has been determined that primary school teachers have high self-efficacy perceptions of grammar teaching and they do not need in-service training. In addition, teachers state that they teach grammar in primary school, and they consider it necessary, that they need a separate lesson hour for grammar teaching, and that they experience problems arising from the abstractness of grammar subjects. They find the Turkish course book insufficient in terms of the number and scope of the subjects and activities. They think that the teacher's guidebook is necessary for terms of being a guide for the teacher. They use worksheets in grammar teaching, they prefer two different methods, from example to rule and from rule to example, and they use videos on digital platforms and activities in the textbook. It is recommended to prepare a grammar teaching book and a teacher's guidebook that will minimize the differences in practice among teachers. Other suggestions are to organize in-service courses that include grammar strategies, methods, and techniques suitable for the primary school level, and to update the Turkish lesson curriculum in line with the needs of the primary and secondary levels.

Keywords: Primary school, grammar teaching, functional grammar

DOI : 10.16986/HUJE.2021073746 [HTML]

Play is vital in strengthening peer interactions and developing effective social interaction skills in early childhood. Group games, in particular, offer children an effective social communication environment. The present study aimed to determine whether group games effectively reduce social dissatisfaction in 5-6-year-old children. As a research design, a pre-test post-test control group experimental design was used. The research was carried out on 40 preschool children in the 2018-2019 academic year. The experimental group (n=20) had game education programs with enrichment peer interaction for 11 sessions, whereas the control group (n=20) had a traditional education program during the same period. “Loneliness and Social Dissatisfaction Scale” was used as a data collection tool. It was concluded that there were no significant differences in pre-test scores regarding children’s loneliness and social dissatisfaction. However, it was seen that there was a significant difference between the post-test mean scores of the experimental and control groups in terms of loneliness and social dissatisfaction. As a result, it can be said that the group play education program was effective in increasing children's social satisfaction.

Keywords: Group games, loneliness, dissatisfaction, satisfaction.

DOI : 10.16986/HUJE.2021074145 [HTML]

The aim of this study is to analyze the articles published as Turkey-addressed in SSCI and ESCI indexed journals by in the “Education & Educational Research (E&ER)” thematic field in the Web of Science (WoS) databases in the last decade. For this purpose, the published articles as Turkey-addressed between the years 2010 and 2019 were examined with respect to the distribution of the number of articles, the number of citations and uncited articles, journals’ indexes, and Turkey’s ranking in international field and universities’ rankings, and the distribution of the articles to the journals. In the study, it was clear that the number of articles published as Turkey-addressed in the educational field tended to increase over the years, and this increase is due to the number of articles in ESCI indexed journals. Moreover, it has been determined that Turkey is ranked as 6 in the total number of articles in the educational field when compared to other countries. The top three universities that contribute are (i) Hacettepe University, (ii) Gazi University, and (iii) Middle East Technical University. In addition, the three most published journals are (i) Education & Science, (ii) Educational Sciences in Theory and Practice, and (iii) Hacettepe University Journal of Education. Based on the research data, it can be said that although the publications of our country seemed to be at a good level quantitatively in the international field, we remained in a local state on a global scale according to the journal addresses of the published articles.

Keywords: Education research, citation analyses, journal impact factor, bibliometric analysis, Turkey-addressed articles

DOI : 10.16986/HUJE.2021067584 [HTML]

This study investigated the effects of instruction in the use of context clues to infer the word meanings from context on the reading comprehension of four fourth-grade elementary school students who had difficulty constructing meaning from what they read (<50% comprehension average). Before the intervention, a reading vocabulary test instrument was used to assess whether participants had the ability to infer word meanings from context. Afterward, wrong analysis inventory was used to screen study participants' initial levels of reading comprehension. Following the intervention, social validity data were obtained to assess the social validity of intervention outcomes via a social validity survey that included in-person interviews with all participants. Baseline data showed that all participants had poor reading comprehension scores on the dependent measures, which included short answer response items. The intervention results indicated that after the instruction, from the baseline to the independent performance phase probes each participant increased their reading comprehension scores significantly. Data from social validity demonstrated that all four participants were highly very satisfied with all items, indicating positive reactions to the instructional intervention. Participants believed that this type of instruction provided themselves with important experiences in which they learned how to read the words in texts, and understand unknown word meanings they encountered during reading. This study suggests that an instruction task based on the process of learning word meanings from context for students with poor reading comprehension appears to be a practical, and powerful model for improvement of their achievement in reading comprehension.

Keywords: Reading comprehension, context clues, infer word meanings, strategy instruction, students with reading comprehension difficulties

DOI : 10.16986/HUJE.2021067899 [HTML]

Humankind always has an effort to produce information and code (write) it in order to keep the information permanent. While information has been produced before the invention of computer was subjected to the process of reading on the basis of tactual materials (such as clay, rock, papyrus, paper); whereas together with the spread of computers and internet, information has begun to be produced in the electronic environment and offered to readers in this environment. The purpose of this study was to investigate high school students’ habit of reading printed and e-books comparatively within the context of certain variables. In line with this purpose, semi-structured interview technique which is among qualitative data collection techniques, was used in the study. Target population of the study consisted of fourth-grade high school students having education in a city center of Central Anatolia in the 2019-2020 academic year. In this context 51 students were included in the study survey. In order to collect the study data, face-to-face interviews were conducted with students using a semi-structured interview form which was developed by the researchers and the data acquired were recorded in both written and audial forms. At the end of interviews, the data were analyzed via content analysis method and various concepts and correlations were analyzed in line with the purpose of study. According to the results of the research, it was concluded that while most of high school students preferred to read from the printed book, they generally have low-level book reading and also the readers.

Keywords: High school student, printed book, e-book, reading habit

DOI : 10.16986/HUJE.2022.446 [HTML]

The purpose of this research is to propose a model to predict the academic performances of students and prevent their possible academic failures in the future. This research was conducted as an educational data mining application. The academic data of 1570 students who graduated from four departments of Akdeniz University, Faculty of Education between the year 2012 and 2017 were used in the research. All the exam scores, final grades, weighted averages of semester grades, and graduation grades were used in the study. Two main models have been developed for predicting students' academic success using data mining techniques and algorithms. The First Model is the Student Graduation Grade Estimation Model. This model is aimed to predict the future graduation grades of the students. Sub-models were developed using Artificial Neural Networks and Multiple Linear Regression Analysis. It was observed that the developed models predict the graduation grade of the students with an accuracy of 94% to 97% from the 1st semester’s data. The second model developed in this research is the Early Warning Model for Students’ Possible Academic Failures in the Future. The model predicts whether the general weighted average grades will fall below 2 in the future, according to the students’ 1st year’s 1st-semester grades. Under this model, the accuracy of the sub-models which were developed using Logistic Regression and Decision Trees was found to be 72% to 87%. As a result of the research, a model was proposed to prevent the academic failures in the future by predicting the student's academic performances. It can be asserted that educational institutions can benefit effectively and efficiently to increase students success by using the proposed model.

Keywords: Prediction of the academic performance, academic warning system, educational data mining, decision trees, artificial neural networks

DOI : 10.16986/HUJE.2021068491 [HTML]

Psychology teaching is mostly teacher-centered which can omit students’ active learning as reported by the instructors of psychology. In higher education, video-based cases are widely used for students’ group discussions in which students are actively involved. Anchored instruction (AI) with seven design principles presents video-based meaningful contexts in which real life problems are embedded. There are limited number of studies embracing such design principles in the area of psychology. In this study, we aimed to utilize three principles of AI to teach psychology via a concurrent convergent design. 50 out of 115 participants registered for an introductory psychology course were assigned to either AI or traditional method (TM) conditions and the remaining were used as controls. We used conventional methods of teaching for the TM group by exposing them regular in-class lectures. On the other hand, the AI group watched a video on a therapy session and had group discussions in addition to in-class lectures. Both treatment groups were tested on related developmental psychology topics in the beginning and at the end of the experiment. Even though the difference was not significant, students in the AI condition scored higher than their counterparts at the post-test. The analyses of final exam scores while controlling midterm scores showed that the AI group significantly outperformed the TM group at the finals. Ingroup discussions from the AI condition revealed that students used their knowledge to solve the problems embedded in the video by referring to expected developmental psychology concepts and processes. In conclusion, this study showed that AI can provide psychology students at higher education an in-depth learning experience which motivates them to study in the long run.

Keywords: Teaching of psychology, educational technology, developmental psychology, higher education, anchored instruction

DOI : 10.16986/HUJE.2021073745 [HTML]

The study aimed to reveal the intermediate-level English language learners' perceptions of the usefulness of the feedback on the different aspects of their paragraphs (e.g., content, organization, language use, etc.) and the usefulness of various types of direct and indirect feedback. The study also aimed to explore their perceptions of the usefulness of writing in a process approach (i.e., outlining-first draft- revision- final draft) and determine students' preferences for the amount of feedback on their written works. The writing instructor of 48 of them was Turkish instructors of English (TIE), whereas 36 of them had international instructors of English (IIE). After students completed five structured paragraph writing tasks, a survey was implemented on 84 volunteer students. Descriptive statistics and non-parametric test Mann Whitney's U test were used to analyze questionnaire responses and compare students' perceptions who were trained by TIE and IIE. Open-ended responses were analyzed in MAXQDA to determine the frequencies of codes. The results indicated that both groups of students rated the usefulness of the feedback they received quite high for almost all components of their paragraphs. However, there was a significant difference between the two groups in terms of their perceptions of the usefulness of the indirect feedback with comments or error codes and process approach to writing. Students also reported that they wanted all errors in their written work corrected regardless of how they feel.

Keywords: Corrective feedback, indirect feedback, written feedback

DOI : 10.16986/HUJE.2021068382 [HTML]

The purpose of this current study is to make a contribution to the literature by investigating university tutors’ (UT) and cooperating teachers’ (CT) practices in one special education department’s teaching practice programme in Turkey from the student teachers’ (ST) perspective. The relations between the programme participants with a phenomenological research design were analysed in order to determine how the programme works, and possibly make suggestions for improving it. Therefore, the following research question was addressed: How do STs perceive the UTs’ and CTs’ practices within a special education department’s teaching practice programme? Fourteen STs in a teaching practice programme were interviewed in the 2016-2017 academic year. The data were analysed using thematic analysis, and four contexts were created for better clarification: professional, partnership, material, and personal contexts. Results indicated that UTs’, CTs’ and STs’ practices, and ST’s standpoints in the programme need to be handled by considering participants’ collective level of agency and each one’s professional agency based on relational agency.

Keywords: Supervision, teaching practice programme, student teachers, special education, thematic analysis

DOI : 10.16986/HUJE.2021069059 [HTML]

In this research, the art of fashion design education in undergraduate programs in Turkey, courses offered in the program, graduates and expert opinions in the context of the evaluation is intended to develop recommendations for the training. For this purpose, the art education courses offered in the program of 30 universities that offer education at the undergraduate fashion design level have been examined and with the graduate opinion form applied to fashion design graduates, the competencies required by their job positions, the state of acquiring these competencies in the art education they have received, what are the art education courses that are effective in gaining the competencies and their content what should be questions were answered. 35 graduates were reached at the undergraduate level in receiving the opinions of the graduates. In line with the findings obtained from fashion design art education course reviews and graduate opinions, an expert opinion form was developed and opinions of twenty-four experts from twelve universities were obtained. With the findings obtained from the opinions of the graduates and experts, suggestions regarding art education were developed. The research is a study in survey model and mixed research design. In analyzing the research data, descriptive statistics on the basis of frequency, percentage distribution and multiple response analysis were applied to the data collected with the measurement form. In the study conducted within the framework of curriculum, graduate and expert opinion, it is concluded that the current arts education courses are seen as incomplete, especially on the basis of practice and activities. The recommendations made for the field of art education in fashion design are important in terms of increasing the quality and success of students in education, reaching the quality of employment that the sector sought, and providing data to the lecturer.

Keywords: Fashion design, art education, art education in fashion design, art education classes in fashion design

DOI : 10.16986/HUJE.2021067541 [HTML]

Proving is considered to be one of the most important activities in mathematics. Some of the studies on mathematical proof provide various useful tools, which enable us to analyze the proving processes of students. Recent studies have shown that the proving process of students needs to be evaluated comprehensively and coherently considering the proving strategies students use and the mathematics level of the community students are in and they communicate with. To this end, Habermas’ construct of rationality has been used by the researchers to analyze some mathematical activities, such as problem solving, proving and modeling. Habermas’ construct of rationality is composed of three integrated components which are epistemic, teleological, and communicative rationality. This study is a qualitative case study, which aims to analyze the proving processes of university students in the field of algebra within the context of these rationality components. The results of the study revealed that the algebraic proving process of the students has substantially been affected by the interaction between the rationality components. Furthermore, based on the needs that arose during the analyses, it is recommended to add new sub-components to the modeling requirements of the epistemic rationality and the communicative rationality components of Habermas’ construct of rationality.

Keywords: Algebraic proof, proving process, Habermas’ construct of rationality, algebra

DOI : 10.16986/HUJE.2021069742 [HTML]

The purpose of the current study was to reveal the experiences and conceptions of the students who had been subjected to the schooling system. In addition to the research in the related literature, both qualitative and quantitative analyses were conducted in the study, and a complete picture was tried to be presented. The participants of the study were 1782 elementary and secondary school students. In this study, the participants’ experience patterns and abstractions were obtained by operating a relational survey approach by capturing their metaphoric reasoning. Qualitative analysis resulted in 17 (e.g., place of love and confidence, the centre of control and discipline, unsafety and unnecessary place, the field of development and maturation, knowledge transfer centre, the centre of cognitive and practical apprenticeship, the centre of selection) themes reflecting schooling perceptions of the students gathered under four higher-order thematic categories (positive attitudes, negative attitudes, epistemic underpinnings and productivity). Quantitative analyses confirmed that the participants emphasized that the school-led mental images incorporated the affective characteristics and elements (positive attitudes, negative attitudes). However, it was observed that there were very few proportions devoted to school perceptions with regards to epistemic underpinnings and product categories, including pedagogical and cognitive sub-elements. As a significant outcome, it was observed that the positive perceptions of the participants were significantly displaced by the negative ones from the first grade to the end of the secondary education level. Various educational suggestions were made in light of the study outcomes.

Keywords: School, schooling, metaphorical reasoning, school type, learning, teaching

DOI : 10.16986/HUJE.2021073564 [HTML]

One of the important goals of science education is to have scientifically literate people. One of the central components of scientific literacy is the nature of science (NOS). Textbooks, which are the concrete materials of curriculars, have an important function in teaching NOS. The purpose of this study is to determine the how chemistry textbooks address NOS by publishers, school types, and chemistry topics. The Reconceptualized Family Resemblance Approach to NOS (RFN), recently offers an alternative framework for nature of science analyzes, was used as the framework to analyze the textbooks. Four 9th grade chemistry textbooks by different publishers for two different types of high schools were examined. The results showed a total of 419 citations related to NOS and 335 of them were related to the cognitive-epistemic structure of science while 84 of them were addressed the social-institutional structure of science. On the other hand, there isn’t any single citation related to the political power structures that form the social-institutional aspect of science in the textbooks. Within the social-institutional aspect of science, which is less represented in the textbooks, social values of science were addressed more often. More citations were found related to NOS in the textbook, which is taught in science high schools that aims to prepare students to science and technology related professions. The units of "chemistry as a science field" and "atomic and periodic system", which are the first two chapters includes more references to NOS. In addition, it was realized that none of the citations explicitly addressed NOS. The results show that a significant effort is needed both in practice and research for teaching the social-institutional aspect of science in chemistry education as well as in science education.

Keywords: Nature of Science, Scientific Literacy, Reconceptualized Family Resemblance Approach, Chemistry Textbooks, Content Analysis

DOI : 10.16986/HUJE.2022.455 [HTML]

The aim of this research is to determine the extent to which Turkish-Islamic scientists are included in the science textbooks used in secondary schools in Turkey and Azerbaijan, two countries with common cultural history. Within this framework, the textbooks prepared according to the current Science course curriculum in Turkey and Azerbaijan have been examined by document analysis within the scope of qualitative research. According to the data obtained from the study, Western scientists are given more space in textbooks both in Turkey and Azerbaijan, while Turkish-Islamic scientists and their scientific studies are less included. It has been presented as a suggestion that including Turkish-Islamic scientists from Turkey and Azerbaijan in the textbooks in both countries will motivate students towards science.

Keywords: history of science, science, scientists, textbooks

DOI : 10.16986/HUJE.2022.449 [HTML]

The purpose of this study is to investigate the relationship between parents' marriage conflict resolution styles and the adolescent conflict resolution behaviors, and to test the mediator role of the adolescent emotional regulation in this relationship. The study sample consisted of 186 students aged between 11 and 14 who were educated in secondary schools attached to the Ministry of National Education and their parents. "Conflict Resolution Styles Scale" for parents, "Conflict Resolution Behavior Scale" for adolescents and "Emotion Regulation Scale for Adolescents" were used for collecting data in the present study. The research findings show that there are significant relationships between some subscales of parent marriage conflict resolution styles and adolescent conflict resolution behaviors. According to this, the positive conflict resolution style of the mother is significantly related to the problem solving behavior of the adolescent, and the negative conflict resolution style of the mother is significantly related to the aggression behavior of the adolescent. On the other hand, the father's submissive conflict resolution style was found to be significantly correlated to the adolescent aggression behavior. Further, it has been found that internal functional emotion regulation has a partial mediating role and external dysfunctional emotion regulation has a fully mediating role in the relationship between mothers' negative marriage conflict resolution style and adolescent aggression behavior.

Keywords: marital conflict, conflict resolution styles, emotion regulation

DOI : 10.16986/HUJE.2021073520 [HTML]

The aim of this study is to reveal the changes in organizational socialization and organizational citizenship behavior and the dynamics of the relationship between these two variables in the education process. For this purpose, longitudinal panel research method and single group pretest posttest model were used. The research was carried out with the attendance of the inspector candidate at the Police Supervisors Training Center under the Turkish Police Academy. After successfully completing their theoretical and practical training in a year in this center, students begin to practice their professions. The data was collected through a questionnaire prepared using the Organizational Socialization Scale developed by Chao et al. (1994) and the Organizational Citizenship Behavior Scale developed by Podsakoff et al. (1990). The analysis included 1660 data from the surveys conducted at the beginning of the theoretical training, after that, and at the end of practical training. According to the results, although theoretical training has a positive effect on organizational socialization, it has no effect on organizational citizenship behavior, on the other hand, it has been determined that applied practical training has a positive effect on both organizational socialization and organizational citizenship behavior. In addition, it was concluded that the relationship between organizational socialization and organizational citizenship behavior gradually strengthened throughout the education process.

Keywords: Organizational Socialization, Organizational Citizenship Behavior, Training and Organizational Socialization, Training and Organizational Citizenship Behavior, Longitudinal Research

DOI : 10.16986/HUJE.2022.461 [HTML]

This research aims to explore the continuity of the pre-school education program and the primary school Turkish literacy program in the context of early writing skills. These skills are identified within the scope of cognitive, socio-cultural, linguistic, and psycho-motor skills, and it is critical that there is a continuity of these education programs prepared for the children not to experience transition problems between the two educational settings and to ensure that they are complementary to each other. In this way, children will adapt to school more easily through developing their academic skills, and their learning skills will also be supported. In this study, the 2013 Preschool Education Program, which guides the early years education of 36-72-month-old children, and the 2019 Turkish Language Teaching Program were examined in terms of early writing skills. The document analysis method, which is a qualitative method, was used in the research, and the analyses were completed by using the NVivo12 program. The aims of the programs, necessary qualifications, activities, achievements, materials, types of writing, learning-teaching approach, assessment and evaluation approach, classroom organization, genre, and writing skills were examined in the extent of the study. As of the results, similar and different characteristics while supporting writing skills were found, and the aspects in which they support each other, and differences were determined. Findings showed that children’s development in both settings was approached as a whole, and it was aimed to transform the writing awareness developed in the pre-school period into the writing habit in the primary school program. It has been also revealed that both programs complement each other and support the transformation of writing skills into a behavioral system; in these programs, a student-centered and process-oriented approach, and multi-dimensional assessment tools for writing were emphasized. Therefore, integrity in terms of socio-cultural, cognitive, psychomotor, and linguistics skills was ensured. The main differences can be summarised as having a play-based approach in the preschool program and a learning-oriented approach in the Turkish Lesson Curriculum, different types of activities, preschool program being more comprehensive and richer in terms of suggested resources, the diversity of classroom arrangements, and the lack of themes in the preschool program with regards to early writing skills.

Keywords: Early writing development, continuity, pre-school education, first-year primary education

DOI : 10.16986/HUJE.2021073587 [HTML]