The aim of this study was to design educational activities to teach the values of respect, responsibility and freedom values of the 7th grade social studies course under the heading Individual and Society through educational games and to implement these activities and to reveal the efficiency of these educational game activities in teaching-learning processes in terms of gaining value. Action research, one of the qualitative research designs, was used in the study. The study group consisted of 9 male, 17 female, 26 students studying in 7th grade in Sirnak, a social studies teacher and a researcher teacher. In order to evaluate the implementation process, pre-test and post-test questionnaires, observations in the learning process, and interviews with the participants were used. Qualitative data were analyzed using content analysis and descriptive analysis techniques. On the quantitative data collected through pre-test and post-test questionnaires, Wilcoxon-signed sequences were tested. At the end of the research, it was observed that the teaching intensified with educational games and supported with the product file had a positive effect on the learning and teaching process. It can be said that the social studies courses carried out within this framework contributed to issues such as respect for differences, development of values of freedom and responsibility, prolonging the duration of recalling information, and creating positive attitudes towards the course.

Bu çalismada, ortaokul seviyesinde ögrenim gören ögrencilerin matematik egitimine yönelik ebeveyn katilimlarini belirlemek için Epstein, Connors ve Salinas (1993)’ in gelistirdigi ve Johnson (2014)’ in MINDSET projesinde kisa formunu kullandigi Ortaögretim Okullarinda Aile Katilimi: Ebeveyn-Ögretmen-Ögrenci Ölçeginin Türkçeye uyarlanmasi amaçlanmistir. Orijinal ölçek, Ebeveyn Ölçegi (15 madde), Ögretmen Ölçegi (12 madde) ve Ögrenci Ölçegi (14 madde) olmak üzere 3 alt ölçekten olusmakta ve 4’ lü Likert tipindedir. Ölçegin geçerlik ve güvenirlik çalismalari için üç farkli örneklem grubu (ögretmen, ögrenci, veli) üzerinde Dogrulayici Faktör Analizi (DFA) yapilmistir ve hesaplanan uyum indekslerinin ölçeklerin faktör yapisinin toplanan verilerle olan uyum derecesini saglayacak sekilde istenen düzeyde hesaplanmistir (?2/sd<3; RMSEA< .08, GFI>.90, AGFI>.90, CFI>.90, ve NFI>.90). Ölçeklerin Cronbach Alfa güvenirlik katsayilari, McDonald’in w(omega) katsayilari ve Spearman Brown test yarilama yöntemleriyle de hesaplanan güvenirlik degerlerinin >.70 olarak hesaplanmistir. Ölçeklerden alinan yüksek puanlar, matematik egitiminde yüksek düzeyde ebeveyn katiliminin saglandigini ifade etmektedir. Sonuç olarak, ölçeklerin yapilarinin orijinalinde oldugu gibi korundugu ve ögrencilerin matematik egitimlerindeki ebeveyn katilimlarini belirlemede Türkiye’ de uygulanabilir düzeyde oldugu söylenebilir.

The aim of this study was to design educational activities to teach the values of respect, responsibility and freedom values of the 7th grade social studies course under the heading Individual and Society through educational games and to implement these activities and to reveal the efficiency of these educational game activities in teaching-learning processes in terms of gaining value. Action research, one of the qualitative research designs, was used in the study. The study group consisted of 9 male, 17 female, 26 students studying in 7th grade in Sirnak, a social studies teacher and a researcher teacher. In order to evaluate the implementation process, pre-test and post-test questionnaires, observations in the learning process, and interviews with the participants were used. Qualitative data were analyzed using content analysis and descriptive analysis techniques. On the quantitative data collected through pre-test and post-test questionnaires, Wilcoxon-signed sequences were tested. At the end of the research, it was observed that the teaching intensified with educational games and supported with the product file had a positive effect on the learning and teaching process. It can be said that the social studies courses carried out within this framework contributed to issues such as respect for differences, development of values of freedom and responsibility, prolonging the duration of recalling information, and creating positive attitudes towards the course.

The purpose of this research is to identify the perception of homework through the instrument of metaphors and pictures, formed by fourth grade students. Being one of the qualitive researchs method "The Interpretative Phenomenological analysis" was used in this research. In accordance with this purpose, 40 students (55% females - 45% males.) students; studying in Pendik/ Istanbul are included . The research data is composed with metaptors and pictures created by students. As a data collection tool, forms are used, consisting of fields where students write metaphors, draw pictures and explain correctly. Contend analysis method is used to analysis the data. On the data analysis, it is concluded that students, participated in the research, think that homeworks are the most enjoyful activity (25%). Besides; in the pictures students drew related to homework, it is clear that, homework is a kind of educational activity (27.5%). Accordingly, it can be concluded that students persieve homeworks as an aducational and enjoyful activity.

Bu çalismada Sakarya Ili Adapazari Ilçesinde 2017-2018 egitim-ögretim yilinda 8.sinif düzeyinde ögrenim görmekte olan ögrencilerin siber zorbalik egilimleri belirlenmeye çalisilmistir. Bu çalismada tarama modeli kullanilmistir. Çalismada 722 (386 kiz, 336 erkek) ögrenci örneklem olarak belirlenmistir. Çalismada Aricak, Kinay ve Tanrikulu (2012) tarafindan gelistirilen 24 maddeden olusan siber zorbalik ölçegi kullanilmistir. Elde edilen verilerin analizi sonucunda, erkek ögrencilerin siber zorbalik egilimlerinin, kiz ögrencilerin siber zorbalik egilimlerine göre anlamli derecede yüksek oldugu görülmüstür. Devlet okullarinda ve özel okullarda 8. sinif düzeyinde ögrenim gören ögrencilerin siber zorbalik puanlarinin benzer oldugu belirlenmistir. Yüksek düzeyde internet kullanma becerisine sahip ögrencilerin siber zorbalik egilimlerinin; orta düzeyde internet kullanma becerisine sahip ögrencilerin siber zorbalik egilimlerine göre daha yüksek oldugu bulunmustur. Ögrencilerin günlük internet kullanim süresi arttikça siber zorbalik egilimlerinin arttigi görülmüstür. Ayrica ögrencilerin aylik ortalama gelir düzeylerine siber zorbalik egilimlerinin farklilasmadigi bulunmustur.

Main purpose of this study is determining the democracy perspectives of children via their own drawings. For this aim, 217 students (49.3 % girls, 50.7 % boys) who attend school in Sakarya, Hendek were included to study. Research data contains the drawing of children about democracy. As a data gathering tool, a form which has different parts to draw the pictures and to explain them. Content anaylsis was used to analyze data. In conclusion of data analysis, it is understood that students see the democracy as the right to elect and be elected (54.37 %). Apart from this, it is revealed that perspective of students were listed as justice, freedom, national valus, game, responsibility, peace/nature and other themes respectively. When it comes to distribution of the themes depends on the sex, while both boys and girls drew the similar number of pictures on the themes of the right to elected and be elected, justice, national values and games, girls drew more pictures than boys on the themes of freedom and responsibility. If the distribution of the themes on different class levels is analyzed, 3rd grade students drew more pictures than any other graders on the theme of the right to elect and be elected and freedom.

The purpose of this study is to determine the levels of basic democratic values of secondary school students and to reveal whether students basic democratic values differ according to the cultural environment, class levels and gender they grew up with. The research was carried out in the descriptive survey model and the snowball sample selection technique was used. The research group mainly consists of 360 students who are educated in families of different cultural structures and who study in the fifth, sixth, seventh and eighth grades of secondary schools in Sakarya and partially in Sanliurfa. Basic democratic values scale was used as a data collection tool in the research. The data obtained were analyzed by making the necessary statistical processes as the purpose and questions of the research. At the end of the research, it was concluded that the basic democratic values of the students who grew up in families with different cultural structures differ according to the cultural structures in which they grew up. In addition, it was concluded that the basic democratic value preference levels on the basis of general and sub-dimensions of students who grew up in families with different cultural structures differed significantly in favor of male students. Finally, it was determined that there was a negative relationship between the ages and basic democratic values of the students who were raised in families with different cultural structures in general and the values of cooperation, respect for differences and fairness.