In this study, our aim was to investigate the beliefs of middle school students about climate change. We conducted study with 183 secondary school students. Within the scope of the study, students were asked two questions about climate change, and written responses were analyzed using an embedded a mixed-method approach. The questions posed were: (1) What is the cause of global warming? (2) What factors influence the climate? Based on the results of the quantitative analysis of the participants' responses, the answers to the first question were "human," "greenhouse effect," and "Earth." The concepts of "pollution," "atmosphere," and "Earth" are used in the second question. As per the qualitative analysis results, the students' responses focused on three elements: "living things, Earth, and atmosphere." The students responses to the second question reveal a more specific or general attitude. The findings indicate that students view climate change not merely as an isolated phenomenon but as a complex system influenced by various components. It is also suggested that students have an understanding of the distinction between weather and climate. The ability to connect climate change with social issues may encourage individuals to make greater efforts in mitigating its effects.

Çocukların gelişiminde önemli bir yere , insanın bebeklik döneminden başlayarak hayatına girmekte ve onun fiziksel bilişsel, duygusal ve sosyal açılardan gelişmesine bir bütün olarak katkı sağlamaktadır.Bu katkı sürecinde belki de en önemli rolü günümüzde her ne kadar unutulmaya yüz tutmuş olsa da geleneksel sokak oyunları oynamaktadır. Bu çalışmanın amacı geleneksel sokak oyunlarının, çocukların gelişim alanlarının desteklenmesindeki rolünü ortaya koymaktır. Bu amaç doğrultusunda uzun yıllardır TRT Çocuk kanalında düzenli olarak yayınlanmakta olan ’Rafadan Tayfa’’ adlı çizgi yapım seçilmiştir. Bu yapımın seçilme nedeni ‘’Rafadan Tayfa’’ adlı çizgi yapının özellikle günümüzde unutulma ya yüz tutmuş geleneksel sokak oyunlarına farklı bölümlerde sık sık yer vermesi ve günümüz dijital oyun çağı çocuklarına adeta kültürümüzdeki var ola ngeleneksel oyunları yeniden hatırlatması ve yeni nesli bu anlamda geleneksel oyunları oynamaya teşvik etmesidir. Çalışmada nitel araştırma yöntemlerinden doküman incelemesi yöntemi kullanılmış ve içerik analizi yapılmıştır. Analizler sonucunda incelemeye alınan 76 bölüm içerisinde geleneksel sokak oyunlarından on sekiz tanesine yer verildiği ve bu oyunların içerik olarak incelendiğinde ise en çok psiko-motor gelişimi destekleyen türde oyunlardan oluştuğu, bunu sırasıyla sosyal-duygusal ve bilişsel gelişim alanların ın takip ettiği gözlenmiştir. Sonuç olarak geleneksel sokak oyunlarının çocukların gelişim alanlarında oynadığı rolün önemli olduğu ve yeni kuşaklara aktarılmasında televizyonun etkili bir işlevi olduğu görülmüştür.

Today, social media is widely used for many purposes, from socialization to communication and education to commerce. This study examines the social media use of pre-service science teachers in the context of creativity and the Big Five Personality Traits Theory. For this study, the participants were pre-service science teachers selected to represent the target group for examining the research objectives. Data from science teachers included in the study group were collected through an online questionnaire using purposive sampling, allowing for a focused examination of specific characteristics within this group. The data obtained from the questionnaires were analyzed and interpreted using an integrated SEM-ANN method. The findings obtained as a result of the study revealed that creativity and personality traits in the Big Five Personality Traits Theory affect the social media use of pre-service science teachers.

Differentiation of curriculum and instructional practices plays a pivotal role in meeting the educational needs of gifted students. This reality compels gifted education experts to employ various differentiation strategies. Differentiation entails modifying one or more components of the curriculum—process, content, or product—based on the characteristics and needs of gifted learners. The present study aims to examine research in gifted education based in Türkiye that addresses the effects of differentiation practices, focusing on criteria such as the strategies employed and the salient findings reported. A total of 19 studies meeting the inclusion criteria were identified through a systematic search and incorporated into the review. The findings indicate that enrichment-based differentiation practices have a particularly positive effect on academic achievement (f = 8), creativity (f = 6), and attitudes toward learning content (f = 5). In addition, the findings of the reviewed studies indicate that differentiation practices support students’ cognitive potential, higher-order thinking and problem-solving skills, as well as their capacity for collaborative work. Overall, the evidence suggests that differentiation practices in Türkiye remain predominantly limited to enrichment approaches, with acceleration strategies receiving minimal attention at both policy and implementation levels. Compared with the diversity of approaches evident in the international literature, this pattern highlights a noteworthy area for development for policymakers and practitioners alike. The study concludes with concrete recommendations for diversifying differentiation strategies at the national level, strengthening teacher training, and revising legal regulations to incorporate acceleration practices more comprehensively.