Technology integration in education is one of the most popular topics in the last decades. Many countries have invested millions of dollars to equip classrooms with technological devices. As well as developed countries, Turkey has conducted several projects to provide technological devices and educational materials to classrooms. Technology has the potential to increase the quality of learning and teaching process. However, having technological devices in classroom alone will not cause the increase of the quality of education. Thus, the purpose of this study is to examine teachers' attitudes toward the use of technology in social studies teaching. Understanding social studies teachers' attitudes is essential because it is a way to figure out how they integrate technology and define barriers. The authors applied quantitative survey method and used cluster sampling to choose participants. The sample of the study consisted of 155 social studies teachers who are currently teaching at middle schools. The use of technology in social studies teaching attitude scale was used to collect data. The findings revealed that teachers have positive beliefs and attitudes toward the use of technology. Also, the findings showed that teachers who are working at private schools have significantly high attitudes than others who are teaching at public schools. Moreover, teachers who took educational technology and teaching material course and attended in-service training have more positive attitudes than others.

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ÖzGünümüzde karşı karşıya kalınan çevre kirliliği, ozon tabakasının incelmesi, küresel ısınma, nük-leer facialar, savaş ve çatışmalar gibi küresel sorunların çoğu insan kaynaklı problemlerdir. Sadece insanları değil tüm doğayı ve canlıları etkileyen bu tür sorunların hem kaynağı hem de çözümü insandır. Bireyleri küresel sorunların çözümüne yöneltecek ve bu doğrultuda harekete geçirecek unsurlardan en önemlisi, bireylerin kendilerini bu durumdan sorumlu hissetmeleridir. Bu bağlamda bu araştırmada sorumluluk küresel bir bağlamda ele alınacaktır. Bu çalışmanın amacı, sosyal bilgiler öğretmen adaylarının küresel sosyal sorumluluk düzeylerini ölçmeye yönelik geliştirilen ölçe-ğin geçerlik ve güvenirliğini incelemektir. Küresel sosyal sorumluluk ölçeğinin geliştirilmesi amacıyla öncelikle ilgili literatür (Berkowitz ve Lutterman, 1968;Ercan, 2009; Nakamura ve WatanabeMuraoka, 2006;Öcal, Demirkaya ve Altınok, 2013;Önal, 2005;Starret, 1996) taranmış ardından sosyal sorumluluğu küresel boyuta taşıyacak evrensel değerler (Braithwaite ve Law 1985; Akt: Starret, 1996; Eisenberg 1986; Akt: Starret, 1996;Schwartz, 1992) göz önüne alınarak ölçek maddeleri oluş-turulmuştur. Yapılan açımlayıcı faktör analizi sonucu ölçeğin dört boyutlu bir yapı sergilediği bulunmuştur. Ölçeğin güvenirliğine ilişkin bulgular için Cronbach Alfa katsayıları hesaplanmış ve öl-çeğin tamamında .89, ilk alt boyutunda (Eyleme Dönük Sorumluluk) .88, ikinci alt boyutunda (Ekolojik Sorumluluk) .74, üçüncü alt boyutunda (Özgeci Sorumluluk) .77 ve dördüncü alt boyutunda (Ulusal Sorumluluk) ise .73 bulunmuştur.Anahtar Kelimeler: Küresel sosyal sorumluluk, öğretmen adayı, sorumluluk. Global Social Responsibility Scale: Validity and Reliability Study AbstractToday, global issues such as environmental pollution, destruction of ozone layer, global warming, nuclear disasters, wars and conflicts are all man-made problems. Both the reasons and the solutions of these problems which have been affecting mankind, nature and other creatures are in the hands of people. The most important factor that will canalize and impel people about the solution of global problems is to feel responsible as individuals. So, in this study responsibility will be discussed globally. The purpose of this study is to examine validity and reliability of the scale which has been developed to evaluate social responsibility levels of social studies prospective teachers. Firstly, related books and articles (Berkowitz and Lutterman, 1968;Ercan, 2009;

Bu araştırma, öğretmen adaylarının sosyal girişimcilik özellikleri ile empatik eğilimleri arasındaki ilişkiyi belirlemek amacıyla ilişkisel tarama modelinde tasarlanmıştır. Araştırmanın örneklemini, Kütahya Dumlupınar Üniversitesi Eğitim Fakültesi'nde öğrenim gören 500 öğretmen adayı oluşturmaktadır. Öğretmen adaylarının 124'ü (%24.8) kadın, 376'sı (%75.2) erkektir. Veriler, Empatik Eğilim Ölçeği (Dökmen, 1988) ve Sosyal Girişimcilik Özellikleri Ölçeği (Konaklı ve Göğüş, 2013) kullanılarak, 2017-2018 eğitim-öğretim yılı bahar döneminde araştırmacılar tarafından toplanmıştır. Verilerin analizinde bağımsız gruplar için t-testi, tek yönlü varyans analizi ve basit doğrusal regresyon analizi kullanılmıştır. Araştırma sonucunda öğretmen adaylarının sosyal girişimcilik puanlarının yaş, bölüm ve sınıf değişkenlerinde; empatik eğilim puanlarının ise cinsiyet, yaş, bölüm, sınıf ve akademik not ortalaması değişkenlerinde anlamlı farklılık gösterdiği tespit edilmiştir. Araştırmada öğretmen adaylarının empatik eğilimlerinin sosyal girişimcilik özelliklerinin %23'ünü yordadığı belirlenmiştir.

Metacognition is defined as individuals having knowledge and control over their own cognitive systems. Self-efficacy for teacher candidates is defined as a teacher's belief in the capacity or ability of his students to create the desired learning outcomes. Self-regulatory learning, on the other hand, is defined as thoughts, feelings and actions that are planned and applied cyclically to achieve an individual goal. In this study, it was aimed to examine the relationship between self-efficacy, self-regulation and metacognitive awareness scores and academic performance. In other studies, in the relevant literature, the relationship between academic performance and three variables, whose relationship with academic performance is examined separately, will be examined as a whole. At the same time, it will be checked whether there is a significant difference between the groups in three variable scores according to various variables. Since the aim of the research is to examine the relationship between the factors affecting the self-efficacy, self-regulation and metacognitive awareness scores of teacher candidates and the variables in question and academic performance, the relational screening model suitable for these purposes will be used. The population of the research consists of teacher candidates studying in the 2022-2023 academic year at the faculty of education at a state university in the Aegean Region. The appropriate sampling method was used for data collection. Teacher Self-Efficacy Scale adapted to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005), Self-regulatory Learning Skills Scale developed by Turan (2009), and Metacognitive Awareness Scale developed by Fırat Durdukoca and Arıbaş (2019) were used as data collection tools. As a result of the research, no significant difference was found in the variables of gender, department, quality of the family residence. It was determined that there was no significant relationship between family and student income variables and scale scores. In the class variable, it was found that there was a significant difference in favor of upper classes according to the three scale scores. In addition, it was determined that the three scale scores explained 47% of the total variance in academic performance.