This study aims to develop a Water Literacy Scale for secondary school students. The study was conducted using a survey model, employing secondary schools located across five distinct districts within Trabzon, a city in northeastern Türkiye. A total of 628 students took part in the study, and the data obtained were analyzed with the help of SPSS, Jamovi, and LISREL software. Expert evaluations were incorporated within the survey research framework to verify the content validity of the scale. Construct validity was assessed through both exploratory and confirmatory factor analysis methods. The reliability of the scale was determined by calculating Cronbach's alpha, McDonald's omega, item-total correlations, and item discrimination indices based on the upper and lower 27% groups. Based on exploratory and confirmatory factor analyses, the scale was finalized with 22 items grouped under three sub-dimensions: water knowledge, water attitude, and water behavior. The relationships among the sub-dimensions were examined using the Pearson correlation coefficient. Confirmatory factor analysis revealed strong fit indices indicating excellent model fit. The scale demonstrated excellent internal consistency, with both Cronbach's alpha and McDonald's omega coefficients. Furthermore, all subscales demonstrated acceptable convergent validity and composite reliability values. The relationships among the sub-dimensions were found to be significant and moderate in strength.

This study aimed to determine the relationship between middle school students' oral and written vocabulary and their listening and reading comprehension skills. A quantitative research design, employing survey and correlational methods, was utilized. The sample comprised 343 middle school students from the central district of Kırşehir and the Akpınar districts of Türkiye. Participants completed a personal information form and listening and reading comprehension tests. To assess their oral and written vocabulary, students were provided with a pool of topics and asked to speak and write on a topic of their choice. Students delivered their speeches in suitable areas outside the classroom, during which researchers recorded their voices. These recordings were transcribed into Word and processed using a program adapted to calculate vocabulary size. Additionally, the essays written by the students on their selected topics were analyzed using a word count website. A second-level structural equation model was then constructed to illustrate the relationships between all variables and comprehension. The data collection took place during the spring semester of the 2024-2025 academic year. The findings indicated that middle school students' written vocabulary was more developed than their oral vocabulary. A significant correlation was found between vocabulary size (both oral and written) and reading and listening comprehension. Furthermore, gender, grade level, place of residence, and income level were found to be significantly associated with comprehension skills. Finally, a model explaining comprehension skills based on the examined variables was established.

The study aims to analyze the “Turkish as a foreign language course programs” implemented in public education centers to teach Turkish to foreign adults. Applying a qualitative case study design, data were obtained from semi-structured interviews. The study group consisted of 11 instructors and 33 trainees in public education centers operating in Ankara. In data collection process, two separate semi-structured interview forms were used, and the content analysis method was used to analyze the data. The findings indicate that the programs largely meet the needs of trainees, but issues as inadequacy of the duration, deficiencies in material support, the weight of traditional methods in measurement and evaluation processes, limited application of communicative approach principles and insufficient consideration of individual differences limited their effectiveness. Moreover, the instructors stated that the programs should be more flexible, functional, and andragogy-based. Additionally, the trainees emphasized their satisfactions with instructors’ competencies, the need to focus more on skill-based development in course content and exam practices. The study highlights the necessity of revising Turkish as a foreign language course programs in alignment with andragogic principles. In line with the results, suggestions for regarding curriculum development and instructor training are presented along with the ones with the further research.

This study provides evidence for the validity and reliability of the Computational Thinking: Debugging, Algorithmic Thinking, Modularity Test (BD-HAM) with data collected from 195 children aged 48-72 months with the Rasch model within the scope of Item Response Theory. For this purpose, tetrachoric factor analysis was initially implemented on the BD-HAM with Robust Diagonally Weighted Least Squares, thereby providing psychometric substantiation for the unidimensional configuration of the assessment tool. Following the factor analysis, the remaining item loadings and the reliability indices were appropriate for data scored 0-1. Furthermore, the results of the quality and efficiency analyses of the test were confirmed. The findings indicated adequate internal consistency. Following the Rasch calibration, it was ascertained that the model, item, and person level fits were satisfactory. The reliability of the Rasch model was analyzed using the test information function curve and the marginal reliability function, which demonstrated that the test exhibited significant reliability at the average ability level. A differential item functioning analysis was conducted, and the results indicated that the developed test demonstrated adequate functionality across different genders. Further analysis revealed no significant difference in scores between boys and girls. The findings indicated that the 16-item BD-HAM test can serve as a reliable and valid tool for assessing the computational thinking skills of children aged 48-72 months.

The aim of the study was to determine the predictive value of individuals' Growth Mindset on their emotional states. The study employed a correlational design within the scope of quantitative research. The independent variables of the study are the Theories of Mind of university students, while the dependent variable is the mood of individuals. The study group consists of university students, with 52.4% being women and 47.6% being men. The study group comprises 10.4% first-year students, 22.6% second-year students, 32.2% third-year students, and 34.8% fourth-year students. Three data collection tools were used within the scope of the research. These are the "Emotion Scale", the "Growth Mindset Scale", and the "Personal Information Form". The relationship between the independent variable and the dependent variable in the research was tested with the Pearson Product-Moment Correlation Coefficient. The predictive power of the independent variables on the dependent variable in the research was tested with multiple regression. The study results showed a positive significant relationship between the belief in improvement and the effort sub-dimension scores of individuals’ fixed mindsets and the positive emotions sub-dimension of their moods, and a negative significant relationship with the negative emotions sub-dimension. There is a positive significant relationship between the immutability of belief and the procrastination sub-dimension scores of their fixed mindsets, and the negative emotions sub-dimension of their moods, and a negative significant relationship with the positive emotions sub-dimension. According to the research results, individuals’ fixed mindsets predict their moods. As individuals’ fixed-mindset scores increase, they are in a more positive mood. According to the research results, individuals tend to be in a more positive mood as their growth mindset scores increase. For this reason, activities can be carried out to increase the growth mindset of individuals.

This study aims to investigate the effects of science literacy level, science learning skills, grade, gender, and academic success on the self-efficacy perceptions of preservice primary school teachers in teaching science. In the research using the relational survey model, a sample of 241 preservice primary school teachers was studied. The “Science Teaching Self-Efficacy Belief Scale”, “Science Learning Skills Scale” and “Basic Science Literacy Test” were used for data collecting. Parametric tests were applied using SPSS for data analysis. Gender and grade level did not significantly affect the positive self-efficacy dimension and overall science teaching self-efficacy beliefs, but there was a notable difference between groups in the negative self-efficacy dimension. Academic achievement increases self-efficacy beliefs and science learning skills. However, scientific literacy did not differ significantly according to gender, grade level or academic achievement. Also, science learning skills showed no significant differences based on gender or grade level according to total scores and sub-dimensions too. The science teaching self-efficacy and science learning skills are moderately related, while both show weaker correlate to science literacy. Together, science learning skills, basic science literacy, grade level, and academic success accounted for 51% of the variance in self-efficacy perceptions of preservice primary school teachers in teaching science. The research suggests that developing preservice teachers' scientific literacy and science learning skills, and supporting their academic success, is crucial for effective science teaching. The development of these three variables together can be supported with science content knowledge and courses and practices in science teaching.

This research examines the mediating roles of the home literacy environment and parental reading beliefs in the relationship between children’s motivation to engage with picture storybooks among preschoolers aged 36–72 months. Conducted in Türkiye using a correlational research design, the study collected data from 556 parents during the 2020–2021 academic year. The sample was nationally representative and selected from 12 cities identified according to the NUTS classification, using a convenience sampling model. To investigate both direct and indirect associations within the proposed framework, the study employed path analysis and sequential mediation analysis. Findings revealed that two components of the home literacy environment; namely, the amount of time parents spend reading with their children and the number of picture books available at home, fully mediated the relationship between parental reading beliefs and children’s motivation to engage with books. These results highlight the pivotal role of the home literacy environment in shaping children’s early reading motivation and suggest that parental beliefs influence children’s engagement with books primarily through the literacy-related experiences and resources provided at home. Overall, the study underscores the importance of supporting families in fostering rich literacy environments to promote young children’s interest in picture storybooks.

This study investigates the relationships among teachers’ curriculum literacy, educational philosophies, and curriculum design approach preferences. Employing a predictive correlational research design, the study aims to identify both associations and predictive relationships among these key variables. The sample consisted of 348 teachers from various educational levels in Erzurum, Türkiye, selected through random sampling within a convenience framework. Data were collected using three validated instruments: the Curriculum Literacy Scale, Educational Beliefs Scale, and Curriculum Design Approach Preference Scale. The data collection process lasted approximately one month and was carried out in accordance with ethical guidelines approved by the relevant institutional review board. Statistical analyses, including Pearson correlation and multiple regression, were conducted using SPSS 25. Assumptions of normality, linearity, homoscedasticity, and multicollinearity were checked and met. The findings revealed that teachers’ curriculum literacy was positively associated with progressivist and existentialist philosophies, which in turn were linked to learner-centered and problem-centered design preferences. Essentialism emerged as a significant predictor of subject-centered design preferences. These results suggest that curriculum literacy enhances teachers’ ability to align their philosophical beliefs with appropriate curriculum design approaches. The study highlights the importance of promoting reflective practice and philosophical awareness through professional development. Enhancing teachers’ curriculum literacy may support more coherent and effective instructional planning, ultimately contributing to improved educational quality.

This study examines middle school mathematics teachers’ pedagogical content knowledge (PCK) regarding prime numbers. The study focuses on three subcomponents of PCK: Subject matter knowledge, knowledge of students’ understanding, and knowledge of instructional strategies. A case study method, one of the qualitative research approaches, was employed. The participants consisted of 12 middle school mathematics teachers. Data were collected through the Prime Numbers Knowledge Test (PNKT) and semi-structured interviews developed by the researchers. The data were analyzed using content analysis. The findings revealed that mathematics teachers demonstrated limited PCK, particularly in the components of subject matter knowledge and knowledge of instructional strategies. Specifically, it was observed that teachers provided definitions and responded to questions related to prime numbers without including negative integers, indicating gaps in their subject matter knowledge. Regarding the knowledge of students’ understanding component, participants showed satisfactory competence and performed better than in the other two components. Findings revealed that the teachers had a high level of awareness regarding students' learning difficulties, errors, and misconceptions, and they were able to correctly answer the questions posed by the researchers in this regard. Despite this relative strength, teachers’ knowledge of instructional strategies was notably weak. Although teachers confused the concepts of strategy, method, and technique, they still applied these in their teaching practices. The presentation teaching strategy, the discovery-based teaching strategy, and the question-and-answer technique were identified as the most frequently implemented by the participants.

The SCAMPER technique, one of the creative thinking technique, focuses on developing creative and innovative solutions by systematically reviewing possible changes that can be made on a situation or problem. In this study, the effect of SCAMPER technique on eighth grade students' academic achievement, environmental attitudes and motivation to learn science in the unit “Sustainable Life and Material Cycles (SLMC)” was examined. This study, which was conducted with 59 eighth grade students studying in a public secondary school in the Eastern Anatolia Region in the 2022-2023 academic year, was designed according to a pretest (PrT)-posttest (PsT) control group experimental design. The data of the study were collected through the “Sustainable Living and Material Cycles Academic Achievement Test” (SLMCAT), “Environmental Attitude Scale” (EAS) and “Science Learning Motivation Scale” (SLM). The study first conducted descriptive analyses, and the results showed that the increase in EGR's SLMCAT, EAS, and SLM final test scores was significantly higher than that of CGR. MANCOVA findings also supported this result; it was revealed that the SCAMPER technique had a statistically significant and high-level effect on SLMCAT, EAS and SLM PsT scores (SLMCAT: ή² = .801, EAS: ή² = .841, SLM: ή² = .750). In the CGR, no significant change was observed in the PsT scores. These result show that SCAMPER technique can create more effective learning environments in teaching abstract and complex subjects. It was also concluded that this approach has a significant potential in improving students' attitudes towards the environment and increasing their motivation towards science learning.