In this study, it was aimed to reveal the views of preschool teachers on the development of children's thinking skills in preschool education and the use of philosophy with children approach in the development of children's thinking skills. In this study in which qualitative research method was used, data were collected through focus group interviews. The study group was determined using the maximum diversity sampling technique, which is one of the purposeful sampling methods. The participants of the study consisted of 40 teachers working in preschool education institutions in Antakya central district and Yayladağı district of Hatay province. Focus group interviews were conducted with 8 groups consisting of 4-10 people. In the study, a semi-structured interview form developed by the researcher with expert opinion and pilot study was used to determine the views of preschool teachers. According to the findings, teachers stated that the current preschool education program is not sufficient to develop children's thinking skills, that they need a different education to develop children's thinking skills, that children use their thinking skills mostly in storytelling/reading/creating activities, scamper activities, games and science/nature/experiment activities, and that philosophy activities with children can be effective in developing children's thinking skills. In addition, suggestions such as supporting pre-service and in-service trainings on thinking skills and philosophy education with children, conducting family participation activities with the cooperation of the family and the teacher during the education process, and organizing the preschool education program to develop thinking skills have emerged.

In the rapidly changing world of the 21st century, technology-focused skills are reflected in educational environments in order to help individuals achieve success. Augmented reality applications are among the most important applications used in education. The aim of this research is to examine the social validity by determining the opinions of gifted students on augmented reality–supported differentiated instruction about historical places. In this research, a case study design, one of the qualitative research methods, was used. The hypothesis of the research is expressed as “the opinions of gifted students regarding augmented reality-supported teaching of historical places are positive.” The participants of the research consist of 12 gifted primary school 3rd grade students studying in a science and art center located in the Eastern Mediterranean Region of Türkiye in the 2024-2025 academic year. The activity self-assessment form was used as the data collection tool. Descriptive analysis was used in the analysis of the data. The data obtained from the self-assessment form was transferred to writing without changing the student opinions. It was determined that the students had positive opinions regarding the teaching of historical places supported by augmented reality. It was determined that it provided permanent, fun and concrete learning for the students. Having different options while downloading the augmented reality application was seen as a difficulty. Activities can be designed for different lessons, topics and contents related to augmented reality, especially in teaching abstract concepts.

The study examined 15 articles published in Turkish or English over the past 10 years, focusing on mathematically precocious children in early childhood in Türkiye and the international literature. The results revealed that most studies were conducted in Türkiye and were predominantly published in journals related to education and giftedness, frequently indexed in SSCI and Scopus. An analysis of the methodological aspects showed that quantitative methods were predominantly used, followed by qualitative methods. In terms of study groups, most research focused on primary school-aged children. Regarding the scope of mathematics, the studies generally addressed content and process standards in mathematics. Although the findings reflect efforts in both Türkiye and around the world to identify mathematically advanced children in early childhood and to provide appropriate educational support, it appears that the mathematical concepts addressed in the studies and the factors influencing mathematical ability are somewhat limited. In this regard, it is recommended that ministries of education and universities in various countries collaborate on projects and programs specifically designed for all children in early childhood. Such collaboration should adopt an inclusive approach, focusing on discovering children’s knowledge, skills, and abilities at an early stage, and ensure coherence between the goals of different levels of the education system. Based on these aligned goals, the education of mathematically gifted children can be more effectively planned.

This research aims to examine the middle school physical education and sports course curriculum (2018) implemented in Turkiye in terms of developing sports talent. Document analysis, one of the qualitative research methods, was used. In this context, 122 achievements expressed in the curriculum, Turkiye Qualifications Framework (TQF), and physical education-specific skills were evaluated within compliance with the spiral learning approach. When the research findings are examined, it is seen that the curriculum achievements largely meet the eight criteria expressed in the TQF. Especially communication, social and citizenship skills, initiative-entrepreneurship, and cultural awareness competencies in the mother tongue are strongly supported. However, the achievements in communication and digital competence in foreign languages remained indirect and limited. While the achievements requiring displacement, balancing and object control took their place in the program gradually and with increasing difficulty, technology and self-assessment processes were not emphasized enough. Many skills related to endurance, quickness, flexibility, mobility, coordination, rhythm and strength were detailed in the program. The development of agility and mobility skills in game-based physical activities has been supported, but the issues regarding performance evaluation criteria have not been clarified. A limited number of achievements have been included to develop flexibility, coordination and rhythm skills. Endurance and strength achievements have generally taken their place in the program, but they have been limited in terms of compliance with the systematic and spiral structure. The curriculum gradually transitions from basic skills to complex practices in terms of the spiral learning approach, and the achievements are developed by being repeated continuously. As a result of the research, it has been determined that the curriculum is strong in terms of TQF, field-specific skills and spiral learning, and is effective in developing sports talent. In terms of supporting sports talent, it is recommended that technological integration is increased, foreign language awareness is strengthened and arrangements are made to allow systematic progress in sports skills in plans.

This study aims to examine the contribution of the Scientific Literacy Workshop on high school students' research attitudes. To that end, Scientific Literacy Workshop Project was planned and implemented over 10 weeks. This study was designed within the framework of the project. The mixed research method was employed, and the exploratory sequential design was utilized. The study group consisted of 42 high school students studying in a province center in the Central Black Sea Region of Turkiye in the 2021-2022 academic year. The data were collected through a semi-structured Interview Form and Scale of attitude towards Scientific Research. In the analysis of the quantitative data, pared samples t-test and ANOVA were used, and content analysis was used in the analysis of the qualitative data. Results revealed that the Scientific Literacy Workshop positively contributed to participant students’ research attitudes. Students emphasized that scientific research was not as complicated as they thought, and it could be carried out by anyone who has enough interest and knowledge. Based on the results, we recommended that projects which would encourage students to research like the Scientific Literacy Workshop should be conducted at all grade levels.

Aim of this study is to examine the effect of language learning strategies on technology addiction and coping skills in gifted adolescents. In this regard, relational screening model was implemented in this study. The study group of the research consisted of 246 adolescents between the ages of 10-18 who were studying in Science and Art Centers and who volunteered to be included in the present research. The relevant data were obtained by applying ‘Demographic Information Form’, ‘Technology Addiction Survey’, ‘Language Learning Strategies Inventory’, and ‘Coping Scale for Adolescents’. Independent sample t-test was used to compare the averages of two groups in demographic variables; One-way ANOVA test result was used to compare more than two independent groups. Both univariate and multivariate regression analyses were used to evaluate the predictability of the dependent variable by the independent variable(s). Pearson correlation coefficient was calculated in the relationship analysis of the scales. The analysis of the data revealed that the level of technology addiction of adolescents was significantly high. Negative coping and avoidant coping levels of adolescents were significantly high. Active coping levels were found to be significantly low. According to the results obtained when technology addiction and coping skills of gifted adolescents were investigated, we determined a negative and significant relationship between technology addiction and active coping. There was a positive and significant relationship between technology addiction and negative coping. Some demographic variables significantly affected the development of technology addiction and coping strategies. In the current study, the importance of guiding gifted adolescents and developing awareness about language learning strategies for the development of active coping strategies was emphasized respectively. It is anticipated that the data obtained in the study will create an important information infrastructure in interventions related to technology addiction and coping skills in gifted adolescents.

The influence of families on the career choices of gifted students is undeniable. This study aims to examine the extent to which the families of gifted students—enrolled in Science and Art Centers, which are institutions providing support education for the gifted in Turkiye—encourage their children to pursue careers in scientific fields. The participant group consisted of 278 parents (M=91, F=187) whose children are enrolled in different SACs located in Ankara. The research group was formed using a purposeful sampling method, with the primary criterion being that participants must be SAC parents. The study employed the survey model, a quantitative research method, to collect data. The SPSS program was used for data analysis. An assessment of the data revealed that it followed a normal distribution. For analyzing variables such as gender, children’s grade levels, and ages, arithmetic means, standard deviations, and dependent samples t-tests were utilized. The ANOVA test was applied to examine the variables of the number of children and the parents' education levels. A significance level of p

This interview with Johannes Addido highlights his role as Co-Investigator of the NASA-sponsored NWAY-II project, coordinated by the WEX Foundation in collaboration with Eastern New Mexico University (ENMU). Although not directly employed by NASA, Addido contributes by preparing pre-service teachers to deliver hands-on, NASA-themed STEM activities to middle school students in out-of-school programs. The NWAY (New Worlds Await You) initiative provides curriculum and resources to underserved communities, aiming to enhance STEM education and inspire future scientists. Addido emphasizes the evolving role of educators, particularly in equipping students with critical thinking, collaboration, and technological skills. He also stresses the importance of project-based learning and real-world applications in both elementary and high school settings. Despite financial limitations in academia, he notes successful partnerships with organizations like NASA. Addido concludes by expressing optimism about empowering young, diverse space scientists and the continuing importance of STEM collaboration

he rapid transformation in educational technologies has necessitated the integration of artificial intelligence-assisted systems into learning environments. This study examines the transformative impact of SozyAI, an advanced artificial intelligence model, on educational processes, documenting the paradigm shift in students' learning dynamics. Within this technologically restructured pedagogical landscape, the SozyAI model illuminates the evolution of traditional learning theories within artificial intelligence-supported educational environments. The research aims to reveal artificial intelligence technology's potential to enrich personalized learning experiences and evaluate the SozyAI model's multidimensional effects on students' knowledge acquisition rates, comprehension depths, and satisfaction levels. The study systematically addresses both conceptual and practical dimensions of AI integration in education, framing its theoretical approach through analysis of sociocultural implications for institutional structures and pedagogical identities. Regarding the research model employed, the study utilized a mixed-methods design integrating quantitative and qualitative approaches, with the participation of 11 conservatory students (4 male, 7 female, aged 19-23). The data collection process involved structured questionnaires, in-depth interviews, and systematic classroom observations, with SozyAI's effectiveness evaluated through dependent t-tests. The methodological framework incorporated AI-supported data collection tools and systematic integration of expert perspectives. The findings obtained demonstrated statistically significant improvements following SozyAI implementation: learning times decreased from 12.75 to 9.56 minutes, while correct answer rates increased from 68% to 88%. Qualitative findings revealed enhanced student engagement, simplified teaching of complex concepts, and reduced educator workload. In conclusion, despite limitations in handling abstract reasoning tasks, the research establishes AI-supported virtual instructors' potential to transform educational paradigms by optimizing teaching-learning processes at both classroom and systemic levels. Effect size measurements (Cohen's d values: 0.75 for learning speed, 1.02 for correct answer rates) confirm the pedagogical significance of the intervention, suggesting profound implications for educational practice and institutional frameworks.

Socrates lived in Athens between 469 BC and 399 BC. He was a philosopher who led people to question and attracted attention with his courage. Socrates was accused of corrupting the youth by three people: the poet Meletus, the politician Anitus, and the orator Lycheon. The court used democratic means and decided to execute him with 280 votes against 221 in a jury of 501 people. Socrates was 70 years old when he was forced to drink hemlock poison. The book “The Defense of Socrates” by Plato focuses on how Socrates conducted his defense. It aims to analyze how he defends himself against the majority's argument with content and argument analysis techniques and to obtain a visual schema. Content analysis is planned to be interpreted in terms of (a) the sub-issues on the table, (b) discourse style, and (c) intra-textual coherence. As an argument analysis, the maneuvers he uses against the discourse of the majority in the face of authority will be examined. Witnessing how honest Socrates was when he used these maneuvers in his trial is admirable. Considered as a method, the premise of an argument analysis is that there must be disagreement in the argument. Based on this assumption, Toulmin Model, Pragma-Dialectics, Political Discourse Analysis, and Argument Sources Model have been established as the contemporary ones. This study plans to use Frans Van Emerman's pragma-dialectical approach. In this model, argument is defined as defending or rejecting an opinion. It divides the review into four parts: encounter, opening, discussion, and conclusion. Based on this, this study will first (1) reveal the disagreement. In the following, (2) irrelevant topics in the text will be eliminated, (3) implied content will be emphasized, (4) ambiguity will be clarified, and (5) the mess of the text will be rearranged according to logical relationship. The text processed in this way is simplified verbally. The most important feature of this model is that it pays attention to the natural structure of the language. This model was preferred because the discussions can be transferred to the model more easily. It is thought that this study will help our teachers teach thinking education as an elective in primary education and philosophy in high school.