Öğretim programlarında belirlenen hedeflerin ve değerlerin ders kitaplarıyla uyumlu olup olmadığı ve yine bu kazanımların ve değerlerin uygun şekilde verilip verilmediği, hedeflere ulaşma noktasında önem taşımaktadır. Araştırmanın amacı, 2018 sosyal bilgiler öğretim programında belirtilen değerlerin 4. sınıf sosyal bilgiler ders kitabında karşılığının olup olmadığının araştırılmasıdır. Araştırmada nitel araştırma yöntemlerinden doküman incelemesi yöntemi kullanılmıştır. Araştırmanın veri kaynağını, 2019 -2020 eğitim-öğretim yılında okutulan 4. sınıf sosyal bilgiler ders kitabı oluşturmaktadır. İlkokul 4. sınıf sosyal bilgiler ders kitabının incelenmesi sürecinde içerik analizi esas alınmıştır. Araştırmacı verilerin analizini NVivo 11 programıyla yapmıştır. Oluşturulan kod ve temaların doğruluğu ve güvenirliği uzman görüşü alınarak artırılmıştır. Araştırmanın sonucunda; kitabın içeriğinde 1023 adet değer ifade eden içerik tespit edilmiştir. Bu değer ifadelerinden 518'i metinlerde, 321'i resimlerde/görsellerde, 130'u ölçme -değerlendirme bölümlerinde, 54'ü etkinliklerde yer almaktadır. Ders kitabının içeriğinde en çok; ''sorumluluk, öz denetim, duyarlılık (çevre -kültürel miras)'' değerleri tespit edilmiştir. Kitapta en az; ''adalet, eşitlik, dürüstlük'' değerleri tespit edilmiştir. Bulgular ve sonuçlar çerçevesinde, ders kitabında ölçme -değerlendirme bölümlerinde ve etkinliklerde değer ifadelerinin daha fazla yer alması sağlanabilir.

People are equipped with the ability to learn something new every moment in their educational life and daily life. In the learning process, a great number of processes are applied to get the expected behaviour. Cognitive processes are the main point of our learning process. Cognitive development starts from the birth. Learning occurs by adding new information on the previously learnt information. At this point, metacognitive process includes a person's knowing his own actions, become aware of them, supervise them, think about them, draw conclusions and plan them. These skills also make learning process easier. It is highly important for our education system and students that the teachers have those skills, too. In that sense, primary school teacher candidates' metacognitive awareness level has been analyzed in this study. In the study, scanning method has been used to describe the current situation. Our sample includes the 1st, 2nd, 3rd and 4th grade students who study at two Education Faculty in 2015-2016 academic year in Turkey. 370 teacher candidates participated in this study. As the data collection tool, Metacognition Awareness Inventory which was developed by Schraw and Dennison (1994) and adapted to Turkish by Akın, Abacı and Çetin (2007) has been used. SPSS16 program has been used for data analysis. As a result of the study, it was found that primary teacher candidates have high level of metacognitive awareness and the correlation among parameters has been analyzed with Metacognition Awareness Inventory.

This research is a qualitative study aimed at revealing the situation about how values are gained in life science courses. In this research, ''case study model'', which is one of the qualitative research models, was used. In the first step of the research, face-to-face interviews were conducted with the classroom teachers about the in life science courses and the status of the values education in the context of values education with using the semi-structured interview method. In the second step of the research, the application processes of values education' in life science courses were observed. The research was carried out in the first semester of the 2018 -2019 academic year. Data were analyzed by using the NVivo qualitative analysis program. According to the research results; while the teachers stated that they used value clarification approaches so much in life science courses, the observations showed that teachers used values inculcation approach during the classroom applications. Classroom teachers used the most frequently values inculcation approach in the life studies lessons, then the values explanation approaches. As a result of the observations, value analysis and moral reasoning approaches weren't encountered. During the observations, it was observed that the classroom teachers taught value 485 times according to the values inculcation approach. Another value education approach that emerges in observations is the values explanation approaches. This approach has been used 46 times throughout the observations.

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Purpose: The purpose of the research is to reveal the status of distance education at home during the COVID-19 pandemic by consulting students and parents. Design/Methodology/Approach: “Case study model”, one of the qualitative research models, was used in the study. The study group consisted of 32 primary school students and 31 parents. Data were collected through interviews with parents and students. Content analysis was applied in the process of examining the student and parent interview recordings. The analysis of data was done using the NVivo qualitative analysis program. Findings: The answers of students and parent were grouped under six main themes as; "Educational Process, Family Support, School, Roots of the Problems, School or Distance Education?, Request-Suggestion”. Highlights: Distance learning devices and rooms are shared or used alternately when there is more than one student at home. It is understood that the responsibilities of parents on the education of their children have increased during the distance education process and this situation also puts a strain on the parents. During the distance education process it has been understood that problem in accessing (Education Information Network) EBA and disconnecting from EBA and Zoom during the lesson, not being able to enter the system due to the high number of users logged in at the same time, video and sound problems and lack of technological equipment.