Although environmental problems such as global warming have been scientifically determined and affect all people, some people reject the existence of these problems. According to the literature, denials of these problems are generally shaped by the influence of ideological evaluations. In more recent study Campbell and Kay (2014) argued that denial of the problem may be caused by an aversive perception of the proposed solution. In this study, solution aversion hypothesis, which was generated to understand the denial of scientific facts was examined in the context of Kurdish Question which is still a controversial issue in terms of its solution and definition in Turkey. Two different solution suggestions (aversive and sympathetic) were presented to the participants, and the level of acceptance of the Kurdish Question was measured. Results showed that exposure to the aversive solution did not affect the acceptance of the Kurdish Question. Moreover, it was observed that the left-wing individuals accepted the existence of the Kurdish Question more than right-wings but the levels of nationalism and religiosity were not related to acceptance of the problem. The findings and limitations of the study were discussed within the framework of the dynamics of the Kurdish Question and related literature. Suggestions for future studies and policies were presented.

Keywords: Conflict; Intergroup relations; Solution; Solution aversion; Kurdish question.

In this review, the theoretical foundations, practice steps, basic structure, practical information for the practitioner, and related studies about DIR/Floortime model which is delivered as an early intervention for children especially in the early childhood period with Autism Spectrum Disorder (ASD) are given. DIR/Floortime is an intervention model that is relationship-based and constructed on individual differences, can be used by both professionals and families. Floortime is the intervention method of a model and basically, it is aimed to develop a child’s functional emotional developmental capacities and increase them to typical development level by semi-structured plays with the child. Effective Floortime sessions are created by following the child, creating a continuous circle of communications, and ongoing approximately 20-25 minutes lasting playtimes. There was no research investigating the effect of DIR/Floortime on children with ASD in our country. Studies that are conducted out of our country have been analyzed and it is seen that DIR/Floortime is an effective intervention method especially if it is used in early childhood. It is expected that this model is used more systematically, and more research is being made to search for its effectiveness. It is aimed that this review will also contribute to the theoretical foundations of research which will be conducted in our country.

Keywords: Autism Spectrum Disorder; DIR/Floortime; Early intervention; Functional emotional developmental capacity; Circle of communication (CoC).

This study aimed to explore how middle school eighth-grade students perceive the skill of “perceiving time and chronology” included in the social studies curriculum. To this end, the study examined the metaphors that the students used for the ability to perceive time and chronology, their reasons for using these metaphors, the cartoons or pictures that the students drew, and the semi-structured interviews with the students. The study used a qualitative research design and methodological triangulation involving data collection through metaphors, semi-structured interviews, and document analysis. The sample consisted of 590 eighth-grade students (297 female-293 male) from 9 puplic middle schools. The study used maximum variation sampling. Accordingly, in the fall term of the 2016-2017 academic year, residential areas with low, middle, and high socioeconomic status (SES) were selected from among the central districts of Ankara according to the 2016 data of the Turkish Statistical Institute on SES. The data were analysed and interpreted using content analysis. With respect to the skill of perceiving time and chronology, 22 valid metaphors were obtained from 33 participants with a low SES, 27 valid metaphors were obtained from 41 participants with a middle SES, and 27 valid metaphors were obtained from 42 participants with a high SES. Regardless of the difference between the low, middle and high SES backgrounds, the majority of participants perceived the skill of perceiving time and chronology as “what reflects a certain order, reveals differences, has continuity, provides benefits, and poses difficulties”. It is recommended that more weight should be placed on activities that strengthen the skill of perceiving time and chronology to overcome the inadequacy in students’ perception of chronology and to ensure the permanent learning of history subjects, which constitute an important part of the social studies curriculum.

Keywords: Perception; Skill; Metaphor; Social Studies; Time and chronology.

This research is a descriptive study conducted to examine the extent to which the variables of psychological inflexibility and cognitive flexibility predict the self-compassion levels of university students and whether students' self-compassion levels show significant differences according to some personal variables and perceived parental attitudes. The sample of the study consists of 323 university students (246 female, 77 male) attending first and fourth grades in different departments of the Faculty of Arts and Sciences of Istanbul Aydın University. In the study, “Self-Compassion Scale”, “Acceptance and Action Form-II” and “Cognitive Flexibility Inventory” and “Personal Information Form” were used to measure data. Pearson product-moment correlation analysis, regression analysis, t Test, Kruskal-Wallis H and Mann Whitney-U were used to analyze the data. According the results of the study, there was a high negative correlation between self-compassion and psychological inflexibility, and a moderate positive relationship between self-compassion and cognitive flexibility. Also, it was found that psychological inflexibility and cognitive flexibility significantly predicted self-compassion. While the level of self-compassion showed a significant difference according to grade level and perceived parental attitude, no significant difference was found in terms of gender. The level of self-compassion of the students attending the fourth grade was found to be significantly higher than the students attending the first grade. According to perceived parental attitudes, significant differences were found between students’ self-compassion levels. The findings were discussed in accordance with the literature and suggestions were made.

Keywords: Self-compassion; Psychological inflexibility; Cognitive flexibility; University students; Perceived parental attitude.

In this research, it was initially aimed to determine the effect of an interdisciplinary nature education program on the environmental attitudes of gifted students and prospective teachers and their understanding of the nature of science. Secondarily, it was intended to reveal the effect of this program on the prospective teachers’ knowledge level about behavioral characteristics of the gifted students. This research was designed as a semi-experimental design without pre-test-post-test control group among quantitative research methods and there are 16 primary school students and 16 prospective teachers were enrolled as participants. “Environment Attitude Scale for Primary School Students”, “Environmental Attitude Scale”, “Attitude Towards the Nature of Science Scale” and “The Scale for Rating the Behavioral Characteristics of Gifted and Talented Students” were used as data collection tools in the research. The data were analyzed by using Paired samples t Test or Wilcoxon Signed-Rank Test according to their distribution. According to the results of the research, it was found that the nature education program was effective in increasing the attitudes of the gifted students towards the environment, but it was found that there was no statistically significant effect on the perception of nature of science. In terms of prospective teachers, it was found that the nature education program had neither statistically significant effect on the environmental attitudes nor the perception of nature of science, but it was found to have a positive effect on the increase of the knowledge levels about the behavioral characteristics of the gifted students.

Keywords: Gifted students; Nature education; Attitude towards environment; Nature of science; Prospective teacher.

The aim of this study is to adapt the “Scale of Knowledge and Beliefs about Developmental Dyslexia” developed by Soriano-Ferrer ve Echegaray-Bengoa (2014) to Turkish. The participants are 260 classroom teachers whose age range varies between 28 and 59. Concerning the validity of the scale various analyses were performed including content validity analysis, construct validity analysis, discrimination power analysis, and predictive validity analysis. About the reliability of the scale internal consistency Cronbach Alpha coefficient was calculated. The findings indicated that the scale has three factors and good modal fit indices (χ2/sd=2.80, RMSEA=.080, SRMR=.052, NFI=.90, NNFI=.93, CFI=.93, IFI=.93, GFI=.93, AGFI=.90). Reliability analyses showed that internal consistency coefficients for the scale as a whole and the factors vary between .78 and .87. Discrimination power of the items in the scale is found to be more than .30 which reflects a desired level of discrimination. According to results of CFA, it was determined that the three-factor structure of the original form of scale was confirmed in the Turkish culture.

Keywords: Scale of Knowledge and Beliefs about Developmental Dyslexia; Validity; Reliability.

The aim of this study is to determine whether there is a significance between the emotional labor levels of teachers. Survey model was used in the study. 237 teachers working in primary and secondary schools in Bartın city center were included in the study. Data were collected through emotional labor scale. t Test and ANOVA Test were used for data analysis. According to the results of the research, it was determined that the emotional labor levels of the teachers were medium, the role-playing dimension was low, the level of deeply acting role was high and the level of real emotions was very high. It was determined that there is a difference between the levels of emotional labor behavior according to the variables of gender, professional seniority, age, type of school and educational status.

Keywords: Emotional labor; Role-playing; Deeply acting; Natural emotions; Primary school teachers; Secondary school teachers.

The aim of this study is to determine how the change in the transition to secondary education exam system affects 8^th grade students’ anxiety, motivation and achievement levels for science lesson, which type of question students prefer to measure the success of science course and how the transition system to secondary education should been according to the students. The method used in accordance with the aim of the study is descriptive survey model. The study was conducted with 607 8^th grade students attending five public primary schools in the lower, middle and upper socio-economic environment in the Küçükçekmece district of İstanbul. The data were collected with an opinion determination form which included open-ended questions. As a data collection tool, an opinion determination form consisting of open-ended questions developed by the researchers was used. The data were analyzed by content analysis technique. As a result of the research, it was determined that the change in the transition system to secondary education, 62.8% of the students increased their anxiety, 57.7% stated that their motivation and 48.6% decreased their success towards science. In spite of that the rate of students who stated that the change in the transition system to secondary education positively affected their anxiety, motivation and achievement levels does not exceed 10%. In the measurement of science course achievements 90.6% of the 8^th grade students in primary education stated that they would prefer to use multiple-choice question, 6.3% open-ended question and 3.1% multiple-choice and open-ended question. According to the results obtained from the students about how the new examination system should be, it was determined that the highest rate is to having TEOG system, having multiple choice questions, not having correction factor, having a grade point average and having a central exam.

Keywords: Science education; Transition to secondary education exam system; Anxiety; Motivation; Success.

This study aimed to examine the relationship between prospective teachers’ participative assessment beliefs and individual innovativeness state. The correlational survey method was used in this study and the study group was comprised of 313 senior students studying in faculty of education. The data of the study were collected via “Beliefs About Participative Assessment Instrument” and “Individual Innovativeness Scale”. The data obtained were analyzed through Statistical Package for the Social Sciences (SPSS). The results of the analysis showed that prospective teachers have a high level of participative assessment beliefs while their individual innovativeness state was determined to be in the category of interrogators. In addition, a positive relationship was found between prospective teachers’ participative assessment beliefs and their individual innovativeness state. Finally, prospective teachers’ participative assessment beliefs were found to be a significant predictor of their individual innovativeness state.

Anahtar Kelimeler: Beliefs; Individual innovativeness; Participative assessment; Prospective teachers; 21^st century skills.

Comparative educational studies provide pedagogical information exchange between various countries. The developments related to social studies courses that is taught with same name in many countries are more likely to produce interests for Turkey. This research aims to compare Social Studies Curriculums of state of Ontario and Turkey in term of citizenship education. The social studies teaching programs of all Canadian states were examined and these two samples were selected for comparison. Data sources of the research that is conducted with document review method are 2018 Ontario and Turkey social studies curricula. After the investigation, it was decided by the researchers that social studies programs of Ontario and Turkey will be compared. The data obtained from the programs were evaluated with descriptive analysis. Research results have shown that while citizenship education topics in Turkey social studies curriculum are collected under “Active Citizenship” learning outcome, Canadian curriculum (Ontario) has a special definition of the citizenship which covers all classes. In addition, while The Ontario program has an emphasis of the citizenship on local, national and global levels, the attributes and responsibilities of citizens in Turkish curriculum are mostly defined within the concept of Turkish citizenship. However, it is possible to conclude that both programs aim to raise active and responsible citizens who are knowledgeable, produce knowledge, think critically, solve problems and communicate effectively.

Keywords: Social studies curriculum; Canada; Turkey; Comparative education; Citizenship education.

The aim of this study is to develop a valid and reliable scale appropriate to the cultural structure that can be used to measure the lying tendency of secondary school students. The participants were 391 secondary school students studying in Şahinbey/Gaziantep 2017-2018 Education Year. In scale development study, Lawshe’s Content Validity Ratio was used for content validity, exploratory factor analysis and confirmatory factor analysis were used for construct validity. Criterion validity study was also conducted. Scale items were examined with item total and item remaining correlations. Cronbach Alpha coefficients were calculated. As a result of exploratory factor analysis, a 23-item and a two-factor (lies for social reasons and lies for emotional reasons) structure, which explains 43% of the total variance was obtained. In the confirmatory factor analysis, 23 items were found to be compatible with two dimensions (x²/sd=2.44, RMSEA=.056, SRMR=.045, TLI=.90, CFI=.91). The criterion related validity value is p<.000 r =.31, Cronbach Alpha reliability coefficients are .89 for social reasons and 84 for emotional reasons, .91 for whole scale. The scale was administered to 68 students at two-week intervals for test-retest reliability. The coefficients were .77 for total test, lies for social reasons (p<.000) r=.77 and lies for emotional reasons (p<.000) r=.56. As a result of the analyzes, it was seen that the lying tendency scale (LTS) had acceptable validity and reliability within limitations of this study. Further studies are needed to investigate psychometric properties of the scale on larger samples for.

Keywords: Lie tendency; Validity; Reliability; Scale.

In this study, it was aimed to determine the opinions of individuals who have taken amateur instrument education in formal and private non-formal education institutions about learning to play the instrument. The study group of this research, which is designed as a case study, is comprised of 26 participants who have taken amateur instrument training in public and private non-formal education institutions in Çanakkale and Balıkesir.In the study, semi-structured interview technique was used as a data collection tool and content analysis method was used to analyze the data obtained. During the data analysis phase of the study, the four-step stage was followed as coding data, creating themes, organizing themes and interpreting the findings. During the data analysis phase of the study, the four-step stage was followed as coding data, creating themes, organizing themes and interpreting the findings. According to the data obtained from the study, it was concluded that learning to play instruments was effective on individual life, social environment and the idea of ​​acquiring a profession, and it was determined that motivation, attitude, self-sufficiency belief and metacognitive awareness were closely related to learning to play the instrument. In line with the results obtained in the study, it can be suggested to develop measurement tools in which concepts such as motivation, attitude, self-sufficiency and metacognitive awareness can be measured especially in amateur instrument education.

Keywords: Music education;Amateur music education; Instrument education; Amateur instrument education; Learning to play instrument. 

The first aim of the study was to examine the relationships among undergraduate students’ satisfaction with academic major choice, academic self-efficacy, academic locus of control, and attitudes towards cheating. Second, we investigated the mediating roles of academic locus of control in the relationships between undergraduate students’ satisfaction with academic major choice and attitudes towards cheating, as well as in the relationships between their academic self-efficacy and attitudes towards cheating. The sample consisted of 715 undergraduate students (Female=452; Male=263), majoring in diverse fields of study in different faculties at a large university located in the Western Black Sea Region of Turkey. An exploratory correlational design was used in the study and in line with this, a latent-factor correlational analysis and the structural equation modeling analyses were conducted. The results showed that satisfaction with academic major choice and academic self-efficacy were significantly and negatively related to both external academic locus of control and attitudes towards cheating. The results also demonstrated that external academic locus of control fully mediated both the relationship between satisfaction with academic major choice and attitudes towards cheating as well as the relationship between academic self-efficacy and attitudes towards cheating. It was concluded that undergraduate students’ satisfaction with their academic major choice, academic competence they believe that they have, and explaining academic outcomes that they achieved by referring to internal or external frames of references were selectively related to their attitudes towards cheating. Implications for education and directions for further studies were also discussed in the study.         

Keywords: Attitude towards cheating; Satisfaction with academic major choice; Academic self-efficacy; Academic locus of control; Mediation analysis.

Teachers have problems besides many duties and responsibilities. These problems in general can be mentioned as; training/education of teachers, economic problems, legal and social status problems, organization (unionization), numerical distribution and professional publication problems. Among these problems, unionization is the subject of the research. The purpose of the research is: “Examining the views of teachers about professional organization (unionization)”. To achieve this goal, the effects of teachers ‘gender, seniority, branch and educational status on their views on professional organization and the reasons of teachers’ membership to unions were examined. Among the general screening models, relational screening model was used in the research. The data of the quantitative dimension of the study was obtained via the “Professional Organizational Attitudes Scale of Classroom Teachers and Administrators Scale”. The universe of the research consists of teachers working in Burdur city center and its districts in 2016. As a sample of the study 778 teachers selected from this universe by stratification sampling method. The quantitative data obtained were tested with descriptive statistics, independent samples t-test and one-way analysis of variance (ANOVA) using computer package programs. Data obtained with a semi-structured open-ended question; evaluated through descriptive analysis and content analysis. As a result of the research, it was revealed that; teachers who are not union members have a more positive view of organization than teachers who are union members; young teachers have a more positive view of professional organization than more senior teachers; the teachers made union changes mostly due to political reasons.

Keywords: Organization; Teacher; Teacher unionism; Unionization.

Although most of the students can successfully finish their school, it is an important educational problem that a significant number of them fail. Academic failure can be an indication that the student is experiencing social, emotional, or behavioral difficulties. The reason for the child's academic failure may depend on psycho-social factors as well as health problems. One of the resources provided for the student’s school success is family support. The purpose of this study is to examine the extent to which parents’ home-based involvement in their children's school lives and their parenting styles predict students’ school success. The parent version of the “Leuven Adolescent Perceived Parenting Scale” and parent form of “High School and Family Partnerships: Teacher and Parent Scales” were used in the study. Data were collected from 197 parents whose child attended 8^th, 9^th, 10^th and 11^th grade. Regression analysis revealed that the “Parent involvement at home” and “Responsiveness” variables predict students’ success significantly. These variables explain 15.8% of the total variance of school success. Home-based involvement and responsiveness of the parents have an important effect on increasing adolescent school success. School psychological counselors, school principals, and teachers have an important role in ensuring parental involvement and in developing their parenting skills.

Keywords: School success; Parental involvement; Parenting style.