Because of their traditional programming structures that have user-hostile interfaces and complicated syntax, programming languages education doesn’t catch students’ attention and most of them find programming difficult and consider it as a job that only professionals can do. In order to minimalize the difficulty and drawback and help students acquire programming skills, programming education must be supported with visual and tangible tools. In this study, effect of robotics assisted programming education on students’ academic success, problem solving skills and motivation was analyzed. In the study, in which quasi-experimental design with pretest-posttest control group, one of the quantitative methods of research was used and the study was carried out on 50 students split into experimental and control groups. Robotics assisted ROBOTC programming education with LEGO® Mindstorms EV3 was carried out with the students of experimental group and for the control group basic C programming education was given. As a result of the data obtained within the scope of the study that lasted for 8 weeks, it was found that academic success, problem solving skills and motivation of students who received robotics assisted programming education were higher than who received robotics unassisted programming education.

It is aimed to examine the effects of computational thinking skills and critical thinking skills of students enrolled in the pedagogical formation certificate program, which is considered within the scope of lifelong learning in education faculties, on lifelong learning skills in this study. Scanning model principles were taken into account in order to achieve the aim. Structural regression analysis was used to test the relationship between variables in the study. The data were collected from 240 students who are continuing the pedagogical formation certificate program, which is based on lifelong learning. The Critical Thinking Scale (CT), Computational Thinking Self-Efficacy Scale (CoT) and The Lifelong Learning Tendency Scale (LLL) were used to collect the data. According to the results, CoT has a direct and significant effect on CT at the rate of 84%, and the CoT directly explains LLL at a rate of 59%.

Mobil teknolojilerin yaygınlaşmasıyla birlikte eğitsel ortamlarda mobil teknolojilerin kullanımı, mobil öğrenmelerin gerçekleşmesinde büyük bir öneme sahiptir. Bu teknolojik gelişmelerin eğitimde kullanımı ile birlikte klasik öğrenmeden, teknoloji destekli öğrenmeye doğru bir geçiş yaşanmaktadır. Öğrenenlerin mobil öğrenme süreçlerine yönelik tutumları, bu teknoloji destekli öğrenmenin gelişmesinde ve yaygınlaşmasında önemli rol oynamaktadır. Eğitimde teknoloji entegrasyonunun revaçta olduğu bu süreçte eğitimde mobil ortamların kullanımı gün geçtikçe önem arz etmektedir. Öğrenenlerinde bu ortamlara karşı tutumları da bu yeni öğrenme ortamları açısından büyük rol oynamaktadır. Bu çalışmada, Knezek ve Khaddage (2013) tarafından geliştirilen Mobil Öğrenme Tutum Ölçeğinin Türkçeye uyarlanması gerçekleştirilmiştir. Uyarlama sürecinde, ölçeğin dilsel eşdeğerliğine bakılmış olup, AFA, DFA değerleri ve güvenirlik katsayıları incelenmiştir. Uyarlanan ölçeğin mobil öğrenme ile ilgili gelecekteki araştırmalara katkı sağlaması amaçlanmaktadır.

In the current study, it was aimed to examine the effect of game-based Python coding education with Minecraft EDU on students' problem solving skills and attitudes towards coding. The study was designed with a one-group pretest-posttest experimental model, which is one of the quantitative research methods supported by qualitative data. The research group consists of 7th grade students studying in a public school in Zile district of Tokat province in the 2021-2022 academic year. The study was maintained with a 6-week program of 12 hours in total. The data collection tools used to collect data within the scope of the research are "Problem Solving Inventory for Children (PSI)", "Attitude towards Coding Scale" and semi-structured interview form. According to the findings, no difference was found in the problem solving skills of the students participating in the study. Gender, daily game playing time and daily internet usage time variables were found to have no effect on problem solving skills. However, the variables of computer use duration show a significant difference. As a result of the research, no difference was found in students' attitudes towards coding. Similarly, it was found that gender, duration of computer use (years), daily computer use, daily internet use and daily computer game playing time had no effect on attitudes towards coding. In addition, it was determined that game-based coding education is fun, more instructive, provides active learning, increases interest and motivation towards the lesson and makes the process more instructive and the learning process enjoyable. Moreover, it was determined that text-based coding caused difficulties for the students and the fact that the code groups were in English made the process more difficult.

In this study, the views of teacher candidates over the use of Facebook for their educational purposes (communication, cooperation, sharing sources and materials) have been analyzed in terms of gender and class variables. The research has been conducted with teacher candidates of Sakarya University College of Education. The sample of the research consists of a total of 1494 people 877 of which are females and 617 of which are males. A set of data has been formed depending on the answers of the teacher candidates to the Educational Use of Facebook scale. The data collected through the polls has been analyzed with the help of frequency and percentage, t-test, ANOVA and the techniques. With the ANOVA analysis, considerable differences have been found in the answers of the teacher candidates according to the class variable

The purpose of this research is to examine the effect of pre-service teachers' readiness for online learning on their social anxiety in e-learning environments. For this purpose, opinions of 409 students who continue their pedagogical formation education at a university in Turkey were taken, the answers of 369 students were included in the research, and the data of 341 students with standardized scores were analyzed. In the study, readiness for online learning was considered as the independent variable and social anxiety of the pre-service teachers in e-learning environments as the dependent variable, and the data of the dependent and independent variables were obtained from the Online Learning Readiness Scale and the Social Anxiety Scale for E-Learning Environments. In the findings section, correlation analysis was made between the online learning readiness and social anxiety variables in e-learning environments, and then simple linear regression modeling was applied to determine how much the online learning readiness variable had on social anxiety in e-learning environments. As a result of the correlation analysis, a moderate negative significant relationship was found between readiness for online learning and social anxiety in e-learning environments. In addition, with the regression analysis, it was revealed that as the readiness for online learning increased, social anxiety decreased in e-learning environments. As a result, various suggestions were made to other researchers in line with these findings.