The aim of the study was to test the effect of using the flipped learning model in social studies course on students' academic achievement and higher-order thinking skills, and to determine student views on this model. Explanatory sequential design, one of the mixed research methods, was used in the research. The study group of the research consisted of 30 students studying at the 7th grade in two secondary schools affiliated to the Ministry of National Education in the Bor District of Niğde Province in Turkey. As a result of the research, it was concluded that the academic achievement and higher-order thinking skill total scores of the students in the experimental group, in which the social studies course was conducted with the flipped learning model, were statistically significant and at a higher level compared to the students in the control group. The analysis of the data obtained from the semi-structured interviews also revealed the students learned the subjects better with this model and had positive thoughts about the model in the social studies course conducted with the flipped learning model.

With this study, it is aimed to determine the problems faced by school administrators from the point of view and to put forward the solution proposals they voiced. In this context, a data collection tool consisting of a semi-structured interview form was applied to the principals and vice principals working as administrators at different education levels in public schools. The data obtained from the participants were analyzed by content analysis method. In the research carried out, it was aimed to determine the problems faced by school administrators regarding refugee students and their solutions. The research was carried out using the basic qualitative research design, one of the qualitative research methods. The study group of the research consisted of 24 school administrators working at various levels in public schools in the city center of Niğde, which was determined by the easily accessible sampling method. The data were analyzed by content analysis method. As a result of the analysis, it was determined that school administrators faced problems such as language-communication problems, communication problems with families, discipline problems, and cultural conflicts related to refugee students.

No abstract

This research aims to determine the relationship between social studies teacher candidates’ digital literacy self-efficacy levels and their information and communication technology competencies. The research was conducted using the relational survey model, which is one of the quantitative research methods. The study group of the research consists of 187 pre-service teachers (137 female and 50 male) studying in the 1st, 2nd, 3rd and 4th grades of Social Studies Education Department in the Faculty of Education at Niğde Ömer Halisdemir University. The data of the research were collected through “Digital Literacy Self-Efficacy Scale of Pre-Teacher Teachers” that was developed by Ocak and Karakuş (2018), a Personal Information Form that was prepared by the researchers and “Candidate Information and Communication Technologies Scale” that was developed by Tondeur et al. (2017) and adapted into Turkish by Gökçearslan et al. (2018). It was concluded that there is a positive, moderately significant relationship between social studies teacher candidates’ information and communication technology competencies and digital literacy self-efficacy levels.