<p style="text-align: justify;">This research aims to examine the effect of coding education on the analytical thinking skills of gifted students. The participants are 18 students, 11 to 12 years old. An embedded experimental mixed design was used in the research. The data collection was carried out with the Analytical Thinking Skill Scale to determine the difference in the analytical thinking skills of the study group before and after the coding training; the Analytical Thinking Skill Observation Form to determine the analytical thinking skill levels during the implementation process; and the semi-structured interview form to get their opinions on the coding training. The data were analyzed with a pre-test-post-test quasi-experimental design, descriptive analysis, and content analysis. The results show that coding education developed the participants' analytical thinking skills. The difference in the analytical thinking skills of the study group was not statistically significant in terms of gender. According to the students' views on the coding education application process, there was an improvement in the sub-dimensions of sorting, classification, comparison, and evaluation in analytical thinking skills; coding education developed problem-solving and thinking skills, was useful, encouraged students to choose a profession, and was entertaining, as well as negative opinions such as being difficult, boring, and requiring a lack of time.</p>

ARTICLE INFOThis research aimed to evaluate the Social Science curriculum based on the opinions of 5th grade students and Social Studies teachers working in the 5th grades of primary education institutions about the Social Studies Curriculum. This study, in which both qualitative and quantitative data are obtained, is designed as a mixed method. Qualitative data obtained through the interview form of 12 social studies teachers working in Manisa province were analyzed by content analysis. Descriptive analysis was used to support these analyzes. Standard deviation, arithmetic mean and frequency analysis of quantitative data obtained from the questionnaire from 233 students of 9 classes in 4 different schools in Manisa province were performed.As a result of the study, the following findings were obtained: It is seen that the achievements of the 5th grade Social Studies Curriculum are in line with the student level, understandable, and develop skills and values. Topics are reduced compared to the 2005 program, but there are no significant changes. It has been determined that the activities in the teaching learning process cannot be completed. It was determined that the test situations were more flexible in the 2018 program compared to 2005, but there was still a problem in the aevaluation parts due to the lesson hours and crowded classes. When comparing the 2005 and 2018 Social Studies Curriculum, no significant difference was found in terms of achievement, content, learning-teaching process and test situations dimensions. The majority of gains are the same and there are no serious changes in content. While explanations about the evaluation and learning-teaching process are given in the 2005 Social Studies Curriculum, the absence of explanations in the 2018 program can be considered as a deficiency of the 2018 curriculum.

El efecto de las actividades STEM en la actitud STEM de los estudiantes superdotados y el rendimiento STEM se examinaron en el presente estudio. Los participantes son 23 estudiantes superdotados que estudian en el Centro de Ciencias y Arte en el año académico 2020-2021. Las actividades se completaron en 54 horas lectivas en el marco del proceso de diseño de ingeniería. El método de la investigación se determinó como diseño mixto secuencial explicativo. Se utilizó un diseño experimental de grupo único como método cuantitativo y el estudio de caso como método cualitativo. Los datos se recopilaron con la escala de actitud STEM (SAS) y un formulario de entrevista semiestructurada al estudiante en el estudio de caso. Al final de las actividades STEM, el rendimiento de los estudiantes se evaluó con la rúbrica de evaluación STEM (SAR). Como resultado, hubo una diferencia significativa entre las puntuaciones medias previas y posteriores a la prueba de actitud STEM de los estudiantes después de la aplicación STEM. La actitud STEM no difirió significativamente según el género y el grado, mientras que hubo una diferencia estadísticamente significativa a favor de las alumnas superdotadas en la subdimensión de ingeniería y tecnología. De acuerdo con las opiniones de los estudiantes superdotados, se ha entendido que las aplicaciones STEM mejoraron las actitudes de los estudiantes y sus habilidades del siglo XXI.

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This study aims to examine the communication and collaboration attitudes of secondary school students according to some variables and to determine if there is a relationship between students' communication and collaboration attitudes. The survey model was used in the study, and the sample consists of 405 secondary school students studying in Salihli, Manisa. “Secondary school students’ communication attitude scale (SSSCAS)” and “Scale for Self-Evaluation of Collaboration Skills (SSCS)” were used to collect data. According to analysis results of the data obtained, it was found out that the communication and collaboration attitudes of the secondary school students were at a high level and did not show statistically significant differences in terms of gender and educational status of the parents. On the other hand, there was a significant difference according to owning tablet/PC variable. Besides, there is a positive relationship between secondary school students' communication skills attitude and collaboration attitudes.