Bu çalışmada, fen ve teknoloji dersinde eğitsel oyunların yedinci sınıf öğrencilerinin akademik başarısına etkisinin belirlenmesi amaçlanmıştır. Araştırmada son test kontrol gruplu deneysel yöntem kullanılmıştır. Araştırmanın çalışma grubunu, 40'ar kişiden oluşan deney grubu ve kontrol grubu ile toplamda 80 kişiden oluşan yedinci sınıf öğrencisi oluşturmaktadır. Verilerin analizinde kullanılan t-testi SPSS paket programı ile yapılmıştır. Ünite sonunda uygulanan başarı testine göre deney ve kontrol gurubu öğrencileri arasında anlamlı farklılık olduğu bulgusu elde edilmiştir. Fen ve teknoloji dersinde eğitsel oyunlarla desteklenen öğretimin akademik başarıyı olumlu yönde etkilediği söylenebilir. Anahtar sözcükler: fen ve teknoloji eğitimi, eğitsel oyunlar, akademik başarı

Bu Araştırmada "Rafadan Tayfa" adlı çizgi filmin milli ve evrensel değerler açısından değerlendirilmesi amaçlanmıştır. Doküman incelemesine dayanan araştırmada filmin 20 bölümü incelenmiştir. Verilerin analizinde Millî Eğitim Bakanlığı tarafından hazırlanmış olan kök değerlerden hareketle oluşturulan "içerik değerlendirme formu" kullanılmıştır. Filmde içeriğin en çok hangi değerlerle ilişkilendirildiği frekans ve yüzde ile sayısallaştırılarak sunulmuştur. Verilerin analizinde, evrensel değerlere ilişkin görsel sunumun milli değerlerin iki katı olduğu; milli değerlere ilişkin, gelenekler, mekanlar, kültürel miras, milli ve dini bayramlar; evrensel değerlere ilişkin, yardımseverlik, sevgi, saygı, dostluk değerlerinin ön plana çıktığı; milli ve evrensel kök değerlerin tamamına değinildiği görülmüştür. Bu doğrultuda filmin değerler üretimi ve aktarımı konusunda ciddi bir rol üstlendiği söylenebilir.

The purpose of this research is to examine the internet usage habits of secondary school students and their awareness of cyberbullying in terms of different variables. Of the probabilistic sampling methods, research sampling identified by stratified sampling method has been formed by 559 students from two branches (56 branches in total) selected with simple random sampling method (For example; 5/A and 5/C) at each grade level (5th, 6th, 7th and 8th grades) from 7 schools in Merzifon. Data in the research have been obtained by the form related to the personal information and "Cyberbullying Scale". Due to the absence of normal distribution of data, the frequency tables in the analysis of data, Mann-Whitney U and Kruskal-Wallis H tests were used. According to the results of the research, it has been detected that the cyberbullying related awareness of the secondary school students is low ( x =20.24 out of 42); there is no significant difference in terms of gender, having personal computer and mobile phone and there are some significant differences in terms of the variables such as the type of school and class level. While the internet use purposes of the students is mostly making research and doing homework, it is seen that using social network such as Facebook is common among the students despite being illegal due to their ages.

<span>Life-long learning competencies, skills and attitudes are of having significance for education processes. The study was designed based on the correlational survey model. Population consists of 354 trainers in Public Education Centers in Samsun. In terms gender, there was a significant difference in lack of regulation and lack of curiosity dimension in favour of females in terms of lifelong learning tendencies. It was found that as the age level increases, the tendency to persistence which is the sub-factor of lifelong tendencies increases. It was found that as the level of education increases, persistence level decreases and regulation skill increases. No statistically significant difference was found between the mean scores of lifelong learning tendencies in terms of professional seniority variable and mode of their work. It was seen that the trainers who did not receive pedagodical formation had higher tendency in the fields of motivation and persistence. It was found that there was a significant difference in the sub-dimension of lack of regulation of learning according to the existance of any curriculum related to their field of study in favour of saying “no”.</span>

The aim of this study is to develop the reasoning style scale. The study was conducted with 300 undergraduates from different departments at Ondokuz Mayıs University during the 2016-2017 academic year. Factor analysis was used to validate the structure of the scale. The KMO coefficient (783) and the Barlett test (p <.05) were found to be significant for the Kaiser-Meyer Olkin (KMO) and Barlett tests. The Cronbach's Alpha correlation coefficient used for the reliability coefficient was found for all of the scale (α = .784). As a result of the analyzes, "Reasoning Styles Scale" was developed as 5 likert and 4 sub-dimensions, and was found to be valid and reliable. The results of the exploratory factor analysis were applied to a sample of 109 students. Thus, χ 2 /sd was found to be 1,377; CFI value was found to be ,943; GFI value was found to be, 906; IFI value was found to be, 945; TLI value was found to be ,930; RMSEA was found to be ,059; RMR value was found to be ,061. As a result, a 12-item four-dimensional scale was obtained.