ÖZ:Bu araştırmanın amacı çizgi-roman tekniği ile geliştirilen bilim-kurgu hikâyelerinin 11. sınıf öğrencilerinin yaratıcı düşünme becerilerinin gelişimine etkisini incelemektir. Çalışmada "tek gruplu ön test-son test deseni" kullanılmıştır. Çizgi-roman tekniği ile geliştirilen bilim-kurgu hikâyeleri eğitim materyali olarak kullanılmıştır. Çalışma kapsamında Fizik müfredatı modern fizik ünitesinde yer alan konularla paralellik gösteren, Jean-Pierre Petit ve Gilles d'Agostini (Petit, 1983) tarafından hazırlanan siyah beyaz çizgi-roman serisinin bir bölümü seçilmiştir. Araştırma, 2012/2013 eğitim-öğretim yılının birinci yarıyılında, Anadolu Lisesi'nde 30 öğrenci ile 5 hafta süreyle ders saatinde gerçekleştirilmiştir. Öğrencilerin yaratıcı düşünme becerilerini ölçmek için Williams (1980) tarafından geliştirilen Farklı Düşünme Testi (FDT) kullanılmıştır. Verilerin çözümlenmesinde ilişkili örneklemler t-testi, Wilcoxon işaretli sıralar testi gibi istatistiksel yöntemler kullanılmıştır. Araştırmanın sonuçlarına göre uygulamaya katılan öğrencilerin Farklı Düşünme Testi (FDT) son test ve ön test puanlarında ve yaratıcı düşünme becerileri alt boyutları olan esneklik ve orijinallik boyutları ön test puanları anlamlı bir fark bulunmuştur. Çizgi-roman tekniği ile geliştirilen bilim-kurgu hikâyelerinin öğrencilerin yaratıcı düşünme becerilerinin geliştirilmesinde kullanılabilecek bir materyal olduğu sonucuna ulaşılmıştır. Anahtar sözcükler: Çizgi-roman, bilim-kurgu, fizik eğitimi, yaratıcı düşünme ABSTRACT: The purpose of this study is to examine the effects of science fiction stories developed by comic technique on creative thinking skills of 11 th grade students. The one-group pretest-posttest design is used in the study. Science-fiction stories developed by comics technique was used as training materials. A black and white comic book series created by Jean-Pierre Petit and Gilles d'Agostini, which has parallels with modern physics unit of physics curriculum, was selected. The research was conducted in the first semester of the school year of 2012/2013 and carried out with 30 students who studied in Anatolian High School for 5 weeks during class hours. The Divergent Thinking Scale (DTS) developed by Williams (1980) was used to measure the students' creative thinking skills. Wilcoxon Signed Ranks Tests, the associated samples t-test, and descriptive analysis techniques were used to analyze the data. The results of the study revealed that there was a significant difference between Creativity Assessment Packet pre-test and post-test scores. Also, there was a significant difference between flexibility and originality pre-test and post-test scores, which are creative thinking sub-dimensions, of students who participated in the research. It was concluded from the study that science fiction studies developed using comic technique could be as a material to improve students' creative thinking abilities.

This research examines supervisional deviant behaviours depending on the primary school teachers' view in Izmir, Turkey. Organizational or workplace deviant behaviours have been studied in number of studies and these types of behaviours are determined. It is obvious that solving the problems of orgaizational deviance contribute to meet organizational objectives. Since the supervision process which aims at revealing the realization level of organizational goals is one of the important part of organizations, determining and solving the problems of supervisional deviant behaviours can also contribute to meet the targets. Therefore this study is organized to determine supervisional deviant behaviours in supervision process depending on the primary school teachers' opinions. Qualitative research was conducted in this study. Extreme-end sampling was used as a procedure of data collection. MAXQDA10.1 data analysis programme is used to anlayze the data. According to research findings supervisional deviant behaviours are observed in Turkish primary schools and supervisional deviance is influenced by three themes namely "supervisors' individual deviant behaviours", "deviant behaviours resulted from supervisors inabilities" and "supervisors unethical deviant behaviours". Consequently, educational system should take some measures to overcome the negative effects of supervisional deviant behaviours for better learning outcomes.

With a notice that was issued by the Ministry of National Education, all the public high schools were gradually converted into Anatolian High School as of 2010. The aim of this research is to determine the criteria of school reputation of Anatolian High schools and how and to what extent the criteria changed after the notice was issued. Qualitative research was conducted in this research. The procedure of data collection is rooted in a maximum variation sampling. Anatolian High schools located in Buca, İzmir, were classified according to students' placement scores and by dividing these schools according to levels such as upper, low and intermediate, two school principals from each level were interviewed face-to-face. The data were analyzed with the computer programme MAXODA. The findings were edited considering the implementation of converting general high school into Anatolian High School.