This study attempts to answer the question 'Does a Constructivist Learning Approach have any effect on learners' academic achievement, retention and attitude scores?' As a result of a systematic investigation of experimental studies carried out between 2002 and 2015 in national and international area, 324 (218 articles, 106 theses) studies were found. Pre-test-post-test and group comparison processes were applied to 28 of these experimental studies and these studies were more importantly included in the meta-analysis research. In statistical analyses, the classifications by Thalheimer and Cook (2002) were taken into consideration. The effect size of Constructivist Learning on academic achievement (ES:1.0753) , retention (ES:0.9249) and attitude (ES:0.4394) were calculated considering the effect size. This result indicates that the effect sizes on academic achievement and retention are at a large level while on attitude is at a medium. It was concluded at the end of the research that a constructivist learning approach has a positive effect on learners' academic success, retention and attitude scores. In relation to the results, some recommendations were made for practitioners and further research.

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In all education systems, cheating is a serious problem. It is regarded as a significant problem because of its frequency and interference in learning and evaluation processes. As cheating is not a fair behavior, it can be dealt with morally. Kohlberg (1969, 1979, 1984) tried to explain our moral behaviors by relating moral development to age and intellectual development. The relationship between Kohlberg's moral development concept and cheating could help find the reasons and solutions for cheating. The aim in this paper is to explain the opinions of the students attending the Faculty of Medicine at Fırat University in Turkey related to cheating in terms of Kohlberg's moral development. A survey method was used in the form of a questionnaire containing of 15 questions. It revealed that in Turkey, at Fı;rat University, Medicine Faculty students emphasize that cheating is unlawful or a sin and forgery; however, they themselves cheat during examinations.

The purpose of the study is to identify the effect of a metacognition-based instructional practice on metacognitive awareness of prospective teachers. The study has been carried out through "Pre-test -Post-test Control Group Model" which is one of the models in experimental design. The study group consists of 44 prospective teachers having education at Department of Turkish Language Education at a State University selected for either experimental or control group according to the result of the cluster analysis. For the experimental group, a metacognitive-based instructional practice has been carried out. On the other hand, current education schedule has been followed for the control group. "Metacognitive Awareness Scale" has been used as a data collection tool. According to the research results, metacognitive awareness scores are significantly different at some sub-dimensions in favor of the experimental group. A metacognition-based instructional practice has positively affected the improvement of the prospective teachers. It is suggested that future studies should be carried out by including all courses at the faculties of education. Prospective Teacher722 The Effect of a Metacognition-based Instructional Practice on the Metacognitive Awareness of the Prospective Teachers

Öğretmenlik mesleği en çok tartışılan konular arasındadır. Özellikle öğretmen yetiştirmedeki istikrarsızlık öğretmenlik mesleğini tartışılır hale getirmiş ve gündemden düşürmemiştir. Bu araştırmanın amacı, Bartın il merkezindeki bütün eğitim kademelerinde görev yapan öğretmenlerin öğretmenlik mesleğinin gündemine dair görüşlerini belirlemektir. Araştırmanın evrenini, Bartın okullarında görev yapan öğretmenler oluşturmaktadır. Örneklemi ise ulaşılabilen 554 öğretmenin görüşleridir. Araştırma bulguları sonucunda, öğretmenlerin çoğunluğu (% 46.6) bu meslekte mutsuz oldukları konusunda hemfikirdirler. Öğretmenlerin okumadığı görüşüne öğretmenlerden yarıdan fazlası (% 57.2) katılmaktadır. Öğretmenlerin çoğunluğu (% 40.3) ders dışı eğitim-öğretim etkinlikleri için 6-10 saat arası zaman harcadıklarını belirtmiştir. Öğretmenlerin sadece % 8'i mevcut maaşını yeterli görmektedir. Büyük çoğunluğu oluşturan % 67.5'lik kesim maaşlarının iki katına çıkarılması gerektiğini belirtmektedir. Öğretmenlik mesleğine dair metaforlara bakıldığında (% 43.7) bahçıvan dediği görülmektedir. Eğitim sistemimizde yapılan zorunlu eğitimin kademeli olarak 12 yıla çıkarılmasına dair belirtilen görüşlerin yarıdan fazlası (% 50.9) kararın doğru olduğunu belirtmektedir. Öğretmenlerin branş dışı verilen eğitimin nasıl yapıldığına dair ciddi şüpheleri bulunmaktadır (% 73.4). Eğitim fakültelerinin yeniden yapılanması boyutunda ise beklentinin büyük kısmı (% 52.3) ilkokul ve ortaokul öğretmenlerinin eğitim fakültelerinde, lise öğretmenlerinin ise fen ve edebiyat fakültelerinde yetiştirilmesi yönündedir. Öğretmenlerimizin mesleklerini algılama boyutuna bakıldığında ise, büyük çoğunluğunun (% 73.0) mesleklerinden memnun olduğu görülmektedir.