This study was aim to examine both human values and moral maturity of adolescence within gender and age variables and the relationship between human values and moral maturity in adolescence. The study was conducted with 341 adolescences[N=108 (32%) male, 233'ü (68%) female] attending to Agrı high schools in 2011 -2012 school year in and their age ranged from 13 to 18. All adolescences were chosen in this study randomly. In this study The Moral Maturity Scale (Dilmaç, 2007) and The Human Values Scale (Selçuk ve Kaya, 2008) were used. As a result of the study it was found that female adolescences got significantly higher score than male adolescences in human values and in moral maturity level (p<.05). Moreover adolescences with 16-18 age got significantly higher score than adolescences with 13-15 age (p<.01). In this study it was also found that all gender were at Kohlberg conventional moral level. Moreover human values and its sub constructs are significantly correlated with moral maturity and five sub construct except forbearance explain 24 % variance of moral maturity (p<.01). The findings of this research were discussed in the

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.

No abstract

In Ottoman Empire, reform movements that started in the Tanzimat [Reorganization] period gained momentum in the 2nd Meşrutiyet [Constitutional Monarchy] Era and its aftermath. Education, which is a structure that cannot be isolated from the society and related educational institutions, also underwent change and transformation as a result of the reform movements. Tedrisat-ı İbtidaiye Kanun-ı Muvakkati [Primary Education Transitional Law] brought along a series of innovations in education. During this period, an educational approach based on Usul-i Cedid [New Method] was adopted, and thus, education became free and compulsory while education was divided into 3 levels, the duration of which was 6 years. This research was carried out to analyse how the Musâhabât-ı Ahlâkiyye [Conversations on Morality] course was reflected in the 1913 Ottoman curriculum, and to determine what objectives, themes and values were aimed to be taught to students monthly and weekly during the first, second and third educational periods [Devre-i Ûla, Devre-i Mutasavvıta, Devre-i Aliye respectively] within the scope of this course. In this study designed in qualitative research design, historical research method was preferred. The data of the research were obtained by document analysis technique and literature review. The obtained findings were organized in such a form to serve the purpose of the study and analyzed by content analysis method.

In accordance with the interests of the country, in an integrated manner with the civilized world, existing institutions and practices have been modernized in the Republican era, in addition to laying the foundations of the institutions and practices in modern Turkey. Important revisions have also been made in the field of education while these foundations were being laid. One of these revisions was the abolition of the 1924 curriculum, which was previously prepared quickly, and was considered not to fully meet the needs of the country, as well as the replacement of the 1926 curriculum. This revision has undoubtedly brought about important changes with it. One of these changes is that a Life Studies course was included in the curriculum for the first time, as a separate pivotal course within the framework of John Dewey’s collective teaching approach. The purpose of this study was to examine the first Life Studies curriculum of the Turkish Republic in terms of goals, content, objectives, skills, values and attitudes.  In this study, designed in the qualitative research design, the historical research method was preferred. The data of the study were gathered using document analysis and literature review. The findings obtained were considered to be a tool that would serve the purpose of the research and be analyzed through the descriptive analysis method. According to the results of the research, it was found that the Life Studies course is included in the curriculum as a pivotal course in the first three grades of primary education with an interdisciplinary approach. The content of the curriculum includes numerous objectives, such as learning by doing, field trips, decision-making, communicating, learning rules and preparing the child for life as an entrepreneur.