In this research, it is aimed to examine teachers' nomophobia and fear of missing out (FoMO) levels according to various variables. In the research conducted in the 2016-2017 academic year, data were collected from 338 male, 347 female, a total of 685 teachers who own smartphones. As data collection tools; two different scales: "Fear of Missing Out Scale (FoMOs)" developed by Przybylski, Murayama, DeHaan ve Gladwell (2013) and "The Nomophobia Questionnaire (NMP-Q)" developed by Yıldırım and Correia (2015) were used. Independent group t-test, one-way ANOVA and multivariate ANOVA were used to examine the nomophobia and FoMO levels of the participants according to various variables. In addition, regression analysis was performed to determine the level of the relationship between nomophobia and FoMO. According to the results, there was a positive linear relationship between nomophobia and FoMO. The nomophobia scores of the participants differentiated significantly according to age, branch and duration of use, but did not differ according to gender, graduation and institution. Besides, the FoMO scores of the participants were differentiated significantly according to gender, age, branch, graduation, institution and device usage time. Also, it has been concluded that the duration of social network use leads to a significant difference in nomophobia and FoMO. This difference is between less daily usage (less than 1 hour) and more daily usage (1-3 hours, 4 hours or more) of social networking sites.

Prensky has introduced a proposal saying that if today's children confront real-world problems, they will be able to solve these problems with the skills they have (Prensky & Kuzu Demir, 2017). This proposal, Education to Better Their World (Çocukların Dünyasını Geliştirme Eğitimi, ÇDGE), is not widely known in Turkey yet, and no research has been done. This study examines the opportunities and obstacles of the potentials that could contribute to the process of implementing the ÇDGE proposal in Turkey. The potentials that could contribute to this proposal in Turkey have been identified, and problems that reduce the efficiency of these potentials have been identified. The Ministry of National Education (MEB), the Scientific and Technological Research Council of Turkey (TUBITAK) and the Council of Higher Education (YÖK) are institutions that will contribute to the implementation of this proposal in Turkey. Within the scope of MEB; Values Education, Science and Art Centers, Information Technologies and Software Course, Technology and Design Course, Fatih Project, and STEM applications were examined. Within the scope of TUBİTAK; TUBITAK Research Projects and Science Fairs were examined. Within the scope of YOK, the positive and negative aspects of the Projects of the Children's Universities are discussed. The obtained data shows that the ÇDGE proposal has significant potentials on applicability in Turkey, but there are various obstacles in the evaluation of these potentials. Suggestions have been made based on the information obtained.

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Marc Prensky has developed an approach named "Education to Better Their World" that aims at bringing children to a better place both in the world they live in and themselves. With this approach, it is aimed that the young generation in the primary and the secondary education levels will be able to realize real world problems and provide solutions to the them with the help of the skills they have and the instructors who guide them. In this study, it is aimed to determine the applicability of the EBTW approach in Science and Art Centers (BILSEM) in Turkey where superior and talented students are taught. Within the scope of the research, a total of 13 participants, including teachers working at Science and Art Centers were interviewed in 2017-2018 and a total of 6 lessons including STEM, social sciences and art courses, were observed, social sciences and arts branches. This research is a qualitative study and it is designed as a case study. In the analysis of collected data, content analysis technique which is frequently used in qualitative research is used. According to the findings obtained in the research, it was found that Science and Art Centers were institutions contributing to the students' personal development and thinking skills with project-based learning approach which has a flexible curriculum and understanding contributing to project knowledge and different thinking. The findings of the EBTW approach as effective thinking, effective action and effective relations under the headings of problem solving, creative thinking, focusing, development, dexterity and project management have been found to be actualized in all observations. In addition, Skills such as Stress Control, Financial Thinking, Policy, Compassion, Citizenship and Bargaining have not taken place in the observed courses. Some recommendations were made related to the findings.