Integrating computational thinking (CT) into various disciplines via computer science (CS) methods such as unplugged, block-based, text-based, and physical programming is a trending topic in educational sciences. This study presents a perspective on implementing an unplugged computer science activity to integrate CT into mathematics education. This study aims to examine the integration of CT into mathematics education, its classroom practice, and the opinions of students and pre-service teachers towards the unplugged CS activity. For this purpose, we developed an unplugged CS activity, which includes CT components, computer science and mathematics education achievements. The unplugged CS activity is a problem of transmitting data most efficiently and accurately between transmitter and receiver. The researchers trained twelve pre-service mathematics teachers to implement this activity in real-classroom environments. The pre-service teachers implemented the unplugged CS activity with 80 students in four classes. CT components were considered in the activity design. The students performed data collection, data analysis, decomposition, pattern recognition, algorithm design, and testing and debugging, which are components of CT, during the activity. Middle school students stated that they had enjoyed the activity and that this activity made the mathematics learning process satisfying. They established a relationship between the activity and mathematics education, besides, they needed help connecting it with CS concepts. Pre-service teachers stated that they had challenges in classroom management during the activity. Classroom management should be a part of teacher education in designing and implementing CT-integrated lessons. Courses containing classroom management, CS activity design and implementation should be developed for pre-service teachers based on theory and practice within their discipline.

A state of constant awareness of online communication and interaction issues is a state of online vigilance. There is very limited research on constructs with which online vigilance dimensions are likely to be associated. In this study, academic self-control, which is thought to be related to the theoretical basis of online vigilance is discussed. Self-control is a construct that helps people resist impulsive urges, manage competitive tasks, and maintain attention. In this context, this study aimed to test whether online vigilance is associated with academic self-control. This study also examined the variation of this relationship depending on gender. The research group consists of 128high school students. Personal information form and two different scales were used in the study. In this study, the research model was analyzed by Partial Least Squares-Structural Equation Modeling(PLS-SEM). The results of the study showed that there is a significant relationship between academic perseverance and salience, reactibility and monitoring. The results showed that there is a significant relationship between academic attention and reactibility and salience. Academic attention did not have a significant effect on monitoring. The structural model shows that the variance in online vigilance behaviors explains between 16-31%. According to multi-group analyzes, there were significant relationships between academic perseverance and monitoring, salience for female and male sub-samples. While the relationship between academic perseverance and reactibility is significant in males, it is not significant in females. While the relationships between academic attention and all sub-dimensions of online vigilance are significant in women, they are not significant in men.

The purpose of this study is to explore the motivation of cyberbullying behaviors, their reactions to these behaviors, and the predictors of cyberbullying sensibility in gifted and non-gifted students. The study reached 258 participants, including 102 gifted and 156 non-gifted students. This research is a descriptive survey model. The study performed descriptive statistics, independent samples t-test, ordinal logistic regression analysis, and structural equation modeling to examine the status of the variables examined according to gifted and non-gifted students. The most important reason for cyberbullying behaviors in both gifted and non-gifted students was to take revenge, and the least important reason was to adapt. The most common reaction to cyber victimization is deleting shares or files that may cause harm. Gifted and non-gifted female students have more cyberbullying sensibility. Gifted students with a high academic average have more cyberbullying sensibility. In addition, students with gifted and non-gifted internal functional regulation of emotions skills have more cyberbullying sensibility. Students with low external dysfunctional regulation of emotions scores also have more cyberbullying sensibility. The results confirmed the importance of identifying students at risk, identifying the distinguishing factors for cyberbullying behaviors of gifted and non-gifted high school students, and evaluating the sources and reactions of cyberbullying behaviors. These results will provide important input for school-based prevention studies.

1. Beyond their entertainment value, games offer valuable learning experiences. The current study seeks to explore digital games as more than just tools for entertainment consumption; instead, they are seen as a medium for life experiences. The study aims to uncover the gaming behaviors and preferences of gifted individuals. Participants in this study include gifted primary and secondary school students who attend a science and art center in Ankara. A survey-type study was carried out to reveal the students’ digital game-playing profiles. The survey started with questions including demographic information, and asked participants questions such as what age they started playing games, how often they played games, how long they played games, their preferred devices, their favorite games, spending money on the game, and producing videos. The five favorite games were asked as open-ended questions, making game videos closed-ended and cascade questions. The findings are presented as frequency and percentage. Whether the profile difference according to gender was significant or not was determined by the chi-square test. As a result of the study, the gender factor had significant effects on the participants’ digital game-playing profiles. Accordingly, the duration of playing games, frequency of playing games, paying for games, and recording game videos differ according to gender. Although there are differences in the types of games preferred by male students and female students, the sandbox game Minecraft and card games are at the top of the list of the most popular games for both female students and male students. Considering the game-playing preferences of students, the most appropriate digital game types that can be integrated into the education of gifted students are sandbox and card game types.