Nitel araştırma kapsamında iç içe geçmiş tek durum deseninde tasarlanan bu çalışmada sınıf öğretmenlerinin perspektifinden EBA ve eğitim portalleri ile ilk okuma yazma öğretimine ilişkin görüşlerini almak amaçlanmıştır. Bu amaç doğrultusunda açık uçlu soruların yer aldığı standartlaştırılmış açık uçlu görüşme formu hazırlanmış ve en az bir kez birinci sınıf okutma ve EBA ile eğitim portallerini kullanmış olma ölçütlerine dayalı olarak Millî Eğitim Bakanlığına bağlı resmi ilkokullarda görev yapan 15 sınıf öğretmeniyle görüşülmüş ve soruları yazılı olarak cevaplamaları istenmiştir. Sınıf öğretmenlerinin açık uçlu sorulara verdikleri cevaplar nitel doküman inceleme yöntemlerinden olan içerik analizi ile analiz edilmiştir. Araştırma sonuçları ilk okuma yazma öğretiminde EBA ve eğitim portalleri kullanımının sınıf öğretmenleri tarafından avantajlı bulunduğu ancak kullanım sırasında birtakım zorluklarla karşılaştıklarını ve bu zorluklara çözüm önerisi getirmişlerdir. Sınıf öğretmenleri EBA ve eğitim portalleri üzerinden çevrimiçi ödev göndermenin olumlu ve olumsuz yönlerini açıklarken, çevrimiçi ödevlerin nasıl olacağına ilişkin birtakım önerilerde sunmaktadırlar. Öğretmenler EBA ve eğitim portallerine ilişkin tasarım önerileri sunmakla birlikte, EBA ve eğitim portallerinin ilk okuma yazma öğretim sürecinde çocukların dikkatini çektiğini, gerektiği yerde etkili bir şekilde kullanıldığında çocukların derse aktif olarak katılımını sağladığı, çocukların okuma tutumunu arttırmada işe yaradığını ancak motivasyonlarını sağlamada birincil araç olmadığını belirtip tüm bunlarla ilgili birtakım öneriler sunmaktadırlar.

The aim of this study is to investigate the relationship between the multimodal literacy of pre-service teachers and their perception of self-efficacy in critical reading. At the same time, it is to what extent their multimodal literacy levels predict their perception of self-efficacy in critical reading. 337 students were chosen via convenience sampling for this study which was designed on the basis of relational survey model. The data which is needed to answer the relevant questions in our study was collected by means of Multimodal Literacy Scale (Bulut, Ulu and Kan, 2015) and Critical Reading Self-Sufficiency Perception Scale (Karadeniz, 2014). The analyses of the data collected were conducted through Pearson product-moment correlation coefficient analysis technique and multiple regression analysis technique. In view of the results we have obtained in this study, multimodalness is a strong predictive of self-efficacy perception in critical reading (R=.517; R2=.267) [F(3.336)=40.483, p˂.000). The dimension of expressing oneself using multimodal structures (r=.362), interpretation of the contents presented in multimodal structures (r=.466) and preferring multimodal structures (r=.209) has a positive and significant effect on critical reading self-efficacy perception.

Sosyal Bilimler Dergisi 231 reading comprehension of students were developed. Visual reading test was given to 273 students in order to determine validity and reliability values and the cronbach's alpha coefficient obtained by the reliability analysis is above .80. Research findings indicate that there is a positive significant relation between total scores [r=.44] of primary school fourth grade students in visual reading test and reading comprehension test.

In the study, it was aimed to examine the views of primary school teachers about electronic portfolio (e-portfolio). The purpose of the research was to seek answers to such questions; "what is the awareness of primary school teachers about eportfolio?", "what are the views of primary school teachers about the functions of eportfolio?" and "what are the views of primary school teachers towards the outcomes of the e-portfolio?" "Case study", one of the qualitative research methods, was used in the research. In the study, typical case sampling method, which is one of the purposeful sampling methods, was used to determine the participants. Based on the typical case sampling, 20 teachers who were Primary school teachers in one of the schools located in the city center of Ankara and İstanbul participated in the study on the basis of volunteering and also these schools did not exhibit any unusual feature. A standartized open ended interview form was prepared to collect the data of the research. In the research, 15 interview questions were used. Content analysis, which is one of the commonly used methods in qualitative research, was taken as the basis in the analysis of the data. In addition, the statements of the participants were quoted in terms of the objectivity of the study and the revival of the reader. As a result, when the codes emerging under the theme of teachers' awareness of using e-portfolio are examined, it is revealed that teachers' awareness is high. However, it was seen that some of them did not know about the use of e-pertfolio and did not consider themselves sufficient. When the teachers' views about the functions of the e-portfolio and the codes that emerged under these views were analyzed, they said that eportfolio has many aspects different from other methods and its advantages are more than its disadvantages. Finally, when the teachers' views about e-portfolio's outputs and the codes under the views are examined, it is seen that they think that they will contribute to the students in many dimensions and fields. This shows that teachers' views towards using e-portfolios are generally positive and there is no obstacle to use them when they have sufficient infrastructure and equipment.

The aim of this research is to demonstrate the effect of various mind games, played by students identified as gifted in the elementary school age, on their analytical thinking, critical thinking and decision making skills. To fulfill this aim, the research made use of experimental research pattern and used single group, pre/post-test experimental pattern, which counts among weak experimental patterns. The study group of the research consists of 22 students in a private school located in Çankaya, Ankara in the academic year of 2016-2017. While the inclusion of the private school to the research involved the usage of the convenience sampling method, the inclusion of the gifted students to the research was done through purposive sampling methodology. In this research, various tests: "ACD test" and "Kakuro test" for gifted students were prepared by researchers and used in the research to measure high-level thinking skills of gifted students. In the process, various games: "Rat a Tat Cat" and "Sleeping Queens" were played and effects of these games on students' analytical thinking, critical thinking and decision-making skills were examined. Research outcomes demonstrated improvement in the analytical thinking, critical thinking and decision-making skills of the gifted students as a result of the various mind games they played.