Aim of this research is to determine the effects of combined teaching method which is developed according to student-centered education on critical thinking of students in the Planning and Evaluation Lesson in teaching. This research is designed according to pre-test-final test control group model, which is one of the experimental methods. In order to create experimental and control group from social sciences teacher training department first and second education students, 35 students is taken from each groups by carrying out cluster analysis on six different criterion. Experimental application took six weeks. Data were obtained through California Critical Thinking Disposition Inventory (CCTDI). As a result of this experimental study, it is determined that there is an increase in student’s tendency of criticizing. On the other hand, it is observed that critical thinking tendency could not be improved meaningfully for student’s sub inventories on analytic thinking, curiosity and self-confidence. For this reason, convinient methods needed to improve such aspect of students in different combined teaching model should be selected.

The aim of this study is to examine the applicability of the encryption activity about coding system named “substitution chipper” and to determine what the students’ views in regard to this activity are. For that purpose this research is carried out with 72 students who are at 7th grade of primary school. Previously by handing out work sheets to the students, the activity is carried out. Then, the views of each student about the coding activity are taken in writren. After the encryption activity is completed, by examining of work sheets which handed out previously to the students and evaluating the positions of the students during the application, the applicability of activity is examined. The views of the students about the activity are determined with the examination of the feedback forms taken from students. At the end of the study, the result is that activity which is used in this study is con-venient and usable for 7th grade primary school students. When it is considered that students have positive opinions about ciphering activi-ties and all the students have not experienced such activities until 7th grade, it is thought that creating and using ciphering activities related with some mathematical subjects will be useful.

This study examines the effects of the implementation of interdisciplinary approach in 8th grade mathematics lessons on mathematical achievement of students. The participants of the study in which pre-test-post experimental model was used, consisted of 66 of 8th grade students enrolled in a public school in İstanbul. To collect data, Mathematics Achievement Test developed by the researher was used. Lesson plans developed according to the principles of interdisciplinary approach were implemented during five weeks and analysis of covariance (ANCOVA) was computed by SPSS package for the analysis of data collected. The results indicate that interdisciplinary approach has positive effect on mathematical achievement.

When preparing educational curricula, students' cognitive levels should be considered in the first place and activities appropriate for the cognitive processes of the students' age level should be developed. J. Piaget who put forward a critical theory on individuals' cognitive development explained in detail the skills that individuals should possess in terms of specific periods. This present study aims to understand to what extent primary school students realize the expected abstract operation skills. To this end, the case study model, as one of the qualitative research models, was applied. 300 students from the 4th, 5th, 6th and 7th grades participated in the study. In order to demonstrate students' achievement level of the abstract operations skills, a measurement instrument called the "Abstract Operations Period Skills Test" (AOPST) was developed. The reliability and validity of the instrument was tested by the researchers. According to the results of the study, students' achievement of skills specific to the abstract operations stage was found to be at a low level and the poorest skill was determined to be hypothesis formation. Suggestions related to the findings are also pro-vided in this present study.

The aim of this research is to adapt the Humility Scale (Elliott 2010) to Turkish and to examine its psychometric qualifications. The research was conducted on total 648 (289 -+ 359) university students two different state universities. The validity and reliability of the scale was examined by test re-test, Cronbach alpha, exploratory and confirmatory factor analysis and criterion related validity methods. The Trait Forgivingness Scale was used for the criterion related validity together with Humility Scale. It is found that Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy is 71.4 and value of Bartlett’s test of sphericity χ2=478,827 (p< .001, df= 78). Results of confirmatory factor analyses demonstrated that 13 items yielded four factors as original form and that the fourdimensionals model was well fit (x²=153.37, sd=56, RMSEA=.069, CFI=.91, IFI=.91, GFI=.94, SRMR=.080). Factor loadings ranged from .29 ile .58. Cronbach Alpha internal consistency coefficient was found as .63 for openness sub-dimension, .67 for self-forgetfulness sub-dimension, .72 for mod-est self-assessment sub-dimension, .79 for focus on others subdimen-sion and .81 for whole scale. In the concurrent validity significant re-lationships (r=.52) were found between the Humility Scale and Trait Forgivingness Scale. Test-retest reliability coefficient was .63. Corrected item-total correlations ranged from .33 to .53. Overall results demonstrated that the Humility Scale could be named as a valid and reliable instrument that could be used in the field of psychology, psy-chiatry and education.

With the establishment of the Republic, the idea to grow suitable generations for the republic has been born. To achieve this idea, new cultural and educational policies have been adopted. Within these improvements, national educational councils have been effective as well as congresses held in the area of language and history. In this work, the reflection of the decisions taken about the education of history in the National Education Councils held between 1939-2010, in regard to that period and also today have been evaluated. Document browsing methodology has been used in the work. List of subjects and discussions taken place in these councils have been tried to be documented and analysed. It has been observed that although these councils convened 18 times in the history of the republic, only those taken place in the years of 1943, 1949, 1974, 1982 and 1988 included discussions and decisions taken about the education of history. In this context, subject in regard to lesson of history such as the syllabus of history, training of teachers of history, tools needed in the educatino of history, course hours needed for the lesson of history have been discussed at those national education councils. In conclusion, it has been observed that the government of the early period of republic paid much attention to the education of history and constructed an educa-tion of history in order to grow a new type of citizens which were the main focus of bringing up.