Araştırmanın genel amacı, sınıf öğretmeni adaylarının eğitim programı, öğretim, öğretimi planlama ve öğretimi değerlendirme kavramlarına ilişkin bilişsel yapılarının ortaya çıkartılmasıdır. Bu genel amaç doğrultusunda, sınıf öğretmeni adaylarının ilgili kavramlara ilişkin bilişsel yapılarının nasıl haritalandığı ve kavramsal bilgi durumlarının tespiti üzerinde durulmuştur. Tarama modeline göre yürütülen araştırmanın çalışma grubunu, 2017-2018 eğitim yılında Gaziantep ilindeki bir vakıf üniversitesinde öğrenim gören 109 sınıf öğretmeni adayı oluşturmuştur. Araştırmada veriler kelimle ilişkilendirme testi aracılığıyla toplanmıştır. Elde edilen veriler kesme aralığı tekniğine ve betimsel analize göre bulgulara dönüştürülmüştür. Araştırmada sınıf öğretmeni adaylarının eğitim programı, öğretim, öğretimi planlama ve öğretimi değerlendirme kavramlarına ilişkin çok sayıda kelime ürettikleri ancak dört kavram arasındaki bağı hedef/kazanım, öğrenci, öğretmen ve süre/zaman olmak üzere sınırlı kelimelerle kurdukları tespit edilmiştir. Adayların eğitim programı kavramını merkeze almaları dikkat çekmiştir. Ancak zihinlerinde, öğretimi değerlendirme kavramını diğer kavramlara göre daha bağımsız kodladıkları da görülmüştür. Bu durumlar, birbirleriyle ilişkili bu kavramların zihinlerdeki yapılanmasının yetersizliğini göstermiştir. Adayların eğitim programı kavramıyla ilgili en fazla, öğretimi planlama kavramıyla ilgili ikinci sırada, öğretim kavramıyla üçüncü sırada ve öğretimi değerlendirme kavramıyla da ilgili en az kavram yanılgısı yaşadıkları da tespit edilmiştir. Adayların eğitim programı kavramıyla ilgili bilimsel açıdan kabul edilmeyecek kavramsallaştırmalarının fazla olduğu; öğretimi değerlendirme kavramıyla ilgili de bilimsel açıdan doğru olmayan kavramsallaştırmalarının en az düzeyde olduğu saptanmıştır. Anahtar Kelimeler: bilişsel yapı, eğitim programı ve öğretimi, kelime ilişkilendirme testi.

This study aims to unify the effect size of experimental studies that were carried out to determine the effect of teaching strategies, methods and techniques on creative thinking skills, and to find out whether this effect size was of significant differences for certain variables. A meta-analysis of 19 studies investigating the effect of teaching strategies, methods and techniques published between 2005-2019 on students' creative thinking skills was conducted. The study results revealed that teaching possessed a moderate effect on students’ creative thinking skills varying considerably based on the grades the study group and the discipline dealt with in the study yet no meaningful difference in terms of the country it was carried at and no experimental effect for the applied teaching strategies, methods and techniques.

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The purpose of the study is to examine the positive and negative experiences of teachers through a model in the process of designing a transdisciplinary integrated curriculum within the framework of IB-PYP. The design of the study included a holistic, multiple-case approach. The study was carried out with 50 teachers, among which 7 (14%) are male and 43 (86%) are female, in the IBEC teacher curriculum at a university in Turkey in the 2018-2019 spring and 2019-2020 fall academic terms. IBEC was given in Istanbul, Ankara, and Gaziantep cities in Turkey. The data were collected with researcher diary, focus group interviews and reflective writings, and analyzed through content analysis. In the study in which the transdisciplinary integrated curriculum was designed using a model, it was observed that the model brought systematic approach to teachers. The integrated curriculum design was realized through the cooperation of teachers from different branches, which proved to be efficient to cooperate with different disciplines. Emphasizing that they had difficulty in selecting practices for planning and evaluating the teaching process, the participant teachers also affirmed that specifically these stages developed them professionally. In designing the program, teachers also developed coping skills. It is understood that the brainstorming technique relieved teachers' challenges. It was found that teachers' experiences were of significance in effective design of the integrated programs. School-based program development, collaborative work, and the ability to meet the needs of different disciplines with a common mechanism were become evident over time.

In this study, it is aimed to adapt the Scientific Reasoning Scale (SRS) into Turkish. The translated form has been provided to the students enrolled at different levels together with a form in which they were requested to present what they have understood and the reason of their responses. It was seen that the explanations of students to one item were inconsistent or insufficient, and an alternative item was added to the test. Investigations based on PCA and CFA revealed that the psychometric properties of the test containing the alternative item were better. Moderate and positive correlations were found between the SRS scores and the CCTDI and LCTSR scores. The applications carried out before and after the course on scientific research methods carried out during a term at the undergraduate level revealed that a significant increase in the SRS scores was achieved. It was seen that there was significant difference between the scores of the students enrolled at undergraduate and graduate levels. Average item difficulty was .40 and discrimination indices was .50 and over. As result, it is seen that SRS could be used for measuring the scientific reasoning ability of the undergraduate students.