The aim of this study, accordingly, is to determine the relation between creativity and theory of mind skills of children aged 5-11 (Ns:117) who continue Primary Education in rural areas and to reveal the relation between the sub-dimensions of these abilities. At the end of the study, it was found that there was a significant and positive relation between the total creativity score and the sub-dimensions of theory of mind. It was found that there was a significant and positive relation between all sub-dimensions of creativity and theory of mind. The total creativity score and the scores of the sub-dimensions of creativity (fluency, originality, and elaboration) were significant but weak predictors of theory of mind tasks.

The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective preschool teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the research included a total of 46 prospective preschool teachers who have studied in the Education Faculty of Kafkas University in 2016-2017 academic year. The applications were carried out in the "science education" which is one of the third-grade 5th-semester courses of the pre-primary education program. The application process was completed in 4 hours a week for a total of 40 hours. In the analysis of the quantitative data collected by Scientific Creativity Test, percentage calculation and t-test were used. Explanatory and inferential codes were used in the analysis of qualitative data obtained from the in-class observations. As a result of the research, it was seen that the course activities in which different techniques were used positively influenced the scientific creativity levels of the prospective teachers. Prospective teachers' level of skills involved in creative trait, creative process, and creative product sub-dimensions also developed. It has been suggested in the direction of these results that different techniques should be used together to develop scientific creativity.

Bu çalışmada öğrencilerle tartışma ortamı oluşturarak onların öğrenmelerine katkı sağlayabilecek görsel araçlardan biri olan kavram karikatürleri kullanılmıştır. Araştırmada kavram karikatürlerinin, öğrencilerin sera etkisi ve küresel ısınma konularında var olan kavram yanılgılarının giderilmesi üzerindeki etkisi tespit edilmeye çalışılmıştır. Çalışmanın örneklemini Rize Çay İlköğretim Okulunun 7. sınıfında öğrenim gören toplam 17 öğrenci oluşturmuştur. Basit deneysel desenin kullanıldığı çalışmada, veri toplama aracı olarak akademik başarı testi ve mülakat kullanılmıştır. Araştırmadan elde edilen bulgular, çalışma grubunu oluşturan öğrencilerin sera etkisi ve küresel ısınma konusunda birçok kavram yanılgısına sahip olduğunu ve kavram karikatürleri içeren öğretim sürecinden sonra, bu yanılgıların büyük bir çoğunluğunun giderildiğini ortaya koymuştur. Öğrenciler ile yürütülen mülakatlar, kavram karikatürlerinin öğrenmeyi eğlenceli hale getirdiği ve hatırlamayı kolaylaştırdığı yönünde bulgular ortaya koymuştur. Bu bulgular doğrultusunda, öğretmenlerin kavram karikatürlerinin öğretim sürecinde kullanımı konusunda bilgilendirilmesi ve farklı fen konularında da kavram karikatürleri ile desteklenmiş çoklu materyallerin kullanılmasının daha faydalı olabileceği önerilmiştir.

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The purpose of this study is to reveal the relationship among vocational school students' learning attitudes and their socio-demographic features and academic success. Quantitative approach in Relational survey model was used in the study. The sample of the study consists of 82 students who were studying at the Ordu University, during 2015-2016 fall term. The data were collected with learning approach scale. Obtained data indicated that the students mostly prefer deep and strategic learning approaches to surface learning approaches. It was seen that the cumulative grade point average of the participants whose ages older than 20 was higher. There was a significant relationship between the cumulative grade average and deep motivation of the students. Based on the data, it was suggested that awareness of the teachers should be focused on the students' learning approaches.