ÖZBu araştırmanın amacı, bilişsel esnekliğin yordanmasında kültürel zekânın ne düzeyde katkıda bulunduğunu belirlemektir. Bilişsel esneklik, öğretmenlerin sahip olması beklenen ve yetiştirecekleri öğrencilere de kazandırmaları istenen yeterlikler arasında bulunmaktadır. Kültürel zekâ ise; kültürel bilgi, farkındalık uygulamaları ve davranışsal beceri birikimine dayanan çok boyutlu bir yetkinlik olarak belirmektedir. Çalışma grubunu, Çanakkale Onsekiz Mart Üniversitesi (ÇOMÜ) Eğitim Fakültesi'nde öğrenim gören 260 öğretmen adayı oluşturmaktadır. Araştırmada veri toplamak amacıyla Dennis ve Vander Wal (2010) tarafından geliştirilip; Sapmaz ve Doğan (2013) tarafından Türkçe'ye uyarlanan "Bilişsel Esneklik Envanteri (BEE)" ve Ang vd. ( 2007) geliştirilip, Türkçe'ye uyarlaması İlhan ve Çetin (2014) tarafından yapılan "Kültürel Zekâ Ölçeği" kullanılmıştır. Araştırmada elde edilen verilerin analizinde betimsel istatistikler (frekans, yüzde, aritmetik ortalama ve standart sapma) ve çoklu regresyon analizi kullanılmıştır. Araştırmada ulaşılan bulgulara göre, öğretmen adaylarının bilişsel esneklik ve kültürel zekâ düzeyleri yüksektir. Öğretmen adaylarının üst biliş ve motivasyon puanları bilişsel esneklik düzeyini olumlu yönde etkilerken, biliş ve davranış puanları etkilememektedir. Ayrıca öğretmen adaylarının kültürel zekâ toplam puanları, bilişsel esneklik düzeylerini anlamlı olarak yordamaktadır. Anahtar Kelimeler: Bilişsel esneklik, kültürel zekâ, öğretmen yetiştirme, öğretmen adayları.

The purpose of this study is to determine to what extent problem-solving skill contributes to the prediction of lateral thinking. The sample of the research consisted of 475 undergraduate students, more specifically 357 female (75.2%) and 118 male (24.8%) students, attending the Faculty of Education at Çanakkale Onsekiz Mart University in Çanakkale, Turkey. The Problem-Solving Inventorydeveloped by Heppner and Petersen (1982)and the Lateral Thinking Scaledeveloped by Semerci (2016)were employed in the study to collect data. The descriptive statistics (frequency, percentage, arithmetic mean, and standard deviation) and multiple regression analysis were used to analyze the obtained data. According to the findings of the study, the lateral thinking levels of the teacher candidates were high, and their problem-solving skills were at a positive medium level. The teacher candidates' confidence in problem-solving ability and approach-avoidance scores positively affected their lateral thinking levels, on which their personal control scores exerted negative effects. In addition, the participating preservice teachers' total scores of problem-solving skills significantly predicted their lateral thinking scores.

In the research, it is aimed to analyze the roles of teachers teaching in distance education in the Covid-19 pandemic period and to investigate the obstacles encountered in the realization of these roles. The aim of the research is examined with the post-positivist paradigm and analyzed with the phenomenological design which is one of the qualitative research methods. In the research, participants were chosen from the teachers of Mathematics, Foreign Language, Science, Turkish and Social Studies who teach at least 15 hours or more per week in distance education. The data collection process in which data triangulation was performed included diaries kept by teachers for five days, individual interviews and focus group interviews. Transcripted data were analyzed by content analysis technique. According to the findings of the research, it was observed that the roles of the teachers who participated in the study were “communicator”, “collaborator”, “facilitator” and “learner” teacher during the distance education in Covid-19 pandemic. It has been observed that there are obstacles in the realization of roles in issues such as injustice / inequality in education, subject-centered program, structure of the education program, professional development, student and parent unwillingness. Teachers stated the features that teachers should have in the process of distance education as technopedagogical content knowledge, planning instructional activities, being able to measure distance assessment and provide student motivation.

The 2010's are when information and informatics age coexist, information overload has been transformed into a mass engineering tool, "imposing bombardment" has become the norm. The most influential tool of this cultural-industrial act is news media. Efforts to educate young adults, who are most active in touch with information, in view of news media are needed. Skepticism has the potential to improve news media literacy of young adults. The present study investigates whether young adults' skepticism levels predict young adults' news media literacy levels. The research problem was analyzed with correlational research model. Two different research populations (Çanakkale Onsekiz Mart University and Atatürk University) were determined for the purpose of the study. The results revealed positive, moderate, significant relationships between skepticism levels and news media literacy of young adults. "Self-determining" and "interpersonal understanding" competencesthe components of skepticism -have a positive effect on news media literacy. The "search for knowledge" and "questioning mind" has the potential to positively affect news media literacy.

The present study investigates the relationship between epistemic freedom and epistemic violence. The problematization was based on adults. Due to adults’ responsibilities for education, the study focuses on adults’ levels of education-related epistemic freedom and epistemic violence. The research problem was analyzed with the correlational research model. The sample consists of 129 participants between 22 and 67 years. The data were collected with epistemic violence-freedom scale. The study revealed that adults’ level of accepting education-related epistemic violence and resorting to education-related epistemic violence were “moderate” and “low”, respectively, while their enjoyment of epistemic freedom in the past was between “moderate” and “high” and their tendency to education-related epistemic freedom was “high”. The authors found a significant, negative, and weak relationship between adults’ levels of “resorting to epistemic violence” and levels of “enjoyment of education-related epistemic freedom in the past” and “their tendency to education-related epistemic freedom”. The authors also observed a significant, positive, and moderate relationship between adults’ levels of “enjoyment of education-related epistemic freedom in the past” and “their tendency to education-related epistemic freedom”. The authors suggest that individuals should be provided with a freedom-based education and setting.