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The purpose of this study was to develop a valid and reliable instrument measuring the views of secondary school 5 th grade students on the curriculum of 2017 Information Technology and Software (ITS) course. The study was carried out with 528 5 th grade students (15 for pilot application, 320 for exploratory factor analysis (EFA), 203 for confirmatory factor analysis (CFA) studying in the spring semester of 2017-2018 school year. Implementation of the scale was realized with participants who were determined through the combination of criterion and convenience sampling. In order to determine the content validity and face validity of the scale, expert opinions were obtained, while both EFA and CFA were performed to assess the construct validity of the scale's measures. Analyses revealed one-factor structure which sheltered 30 items, which explained 39.92 percent of the total variance with a high internal consistency coefficient. The CFA on the one-factor structure revealed acceptable fit indices as well. Based on these findings, it could be concluded that the scale is an instrument that produces valid and reliable measures, and that can be used to determine fifth grade students' views on the curriculum evaluation of 2017 ITS course. For further studies, the scale can be implemented to a random sample form the population of 5 th grade students to reveal their views on the curriculum and studies can be conducted in order to investigate in terms of different variables.

The purpose of this study is to develop "Self-Directed Learning Preparation Skills Scale" for primary school students. Data were gathered according to the principles of descriptive research method. In order to develop this scale, draft items were developed through review of literature, interviews done with teachers, parents and students and presented to the experts for evaluation. After the alterations made according to experts' suggestions, a pilot study with 16 primary students was carried out to revise the items. After the revision, the scale was administered to a sample of 450 3 rd and 4 th year primary school students. In order to determine the validity of the scale, exploratory and confirmatory factor analyses were performed. The results of the analyses revealed that this 38-item "Self-Directed Learning Preparatory" Scale contained four factors, and these factors explained % 45.65 of total variance. The four factors were named respectively as "Continuity in Learning Skills" (α=.87), "Planning in Learning Skills" (α=.85), "Awareness Towards Learning Skills" (α=.80) and "Management of Learning Environment and Learning Resources Skills" (α=.80). The overall internal reliability coefficient (Cronbach Alpha) of the scale was found as .94.

General purpose of this research is to determine the opinions of primary school teachers on the effectiveness and applicability of the studies conducted in relation to Design Skills Workshops (TBA). The participants of the study, designed according to the phenomenology research model, are 20 teachers who work in one of the primary schools that are pilot in the use of TBAs. Research data were collected by using a semi-structured interview form. According to the findings, generally the teachers consider the use of TBAs in education as a positive development for the Turkish education system, but they think that it is difficult to apply them in all schools throughout the country. While almost all of the teachers consider that the training given by the Istanbul Provincial Directorate of National Education for the use of TBAs is insufficient, all of the teachers found the studies of the school administration for the use of TBAs sufficient. Teachers actively use all the workshops in the school, except for the wood, garden and animal care workshops, in almost all lessons. Teachers stated that the use of TBAs mostly enabled students to develop collaborative learning, creative thinking and hand skills. According to the teachers, the use of TBAs enables teachers to associate the lessons with each other more, to do more research and to prepare more detailed lesson plans while performing their teaching. According to the results, most of the teachers do not consider that TBAs are applicable throughout the country because of the crowded class sizes, the teachers' not having enough knowledge about using TBAs, and the physical conditions' not being sufficient. Among the proposals made by teachers regarding arrangements to be made in relation to TBAs before disseminating them throughout the country, having collaboration among teachers responsible from design skills workshops and among these teachers and class teachers comes at the forefront. Providing longer-term training for teachers on how TBAs should be used is another most recommended issue.

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