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Digital stories are a form of expression that emerges by combining the art of storytelling with multimedia tools such as sound, picture, and video. In this research, examining the experiences of pre-service teachers in creating digital stories in accordance with the science curriculum and the effects of this process on the pre-service teachers’ self-confidence in technological pedagogical content knowledge was aimed. This research, using a mixed model approach, was conducted with 24 fourth-grade pre-service teachers. In the study, the “Technological Pedagogical Content Knowledge Confidence Scale” (TPACK) was applied as a pre-test and post-test. The quantitative findings of the study revealed that the experiences of pre-service teachers in creating a scientific digital story increased statistically significantly in the TK dimension of the TPACK scale and in the TPACK total self-confidence scores. The qualitative findings of the research showed that it had a positive effect on TCK, TPK, and TPCK dimensions, as well as on the TK and total score of TPACK. In the light of these findings of the research, the use of digital stories in educational environments can be recommended since the use of digital stories in educational environments is effective in developing students' TPACK self-confidence perceptions. Keywords: mixed method, pre-service teachers, scientific digital story, technological pedagogical content knowledge

Özİlkokul birinci sınıfa başlayan mülteci çocuklar, aynı dili konuşmadığı akranlarıyla birlikte aynı sınıfta okuma-yazmayı öğrenmeye çalışmaktadır. Birinci sınıfta, okumanın anlamlı hâle gelmesi için sınıf öğretmeni tarafından bireysel farklılıkların dikkate alınıp öğrencilerin kelime tanıma düzeylerine göre okuma parçalarına yönlendirilmesi gerekmektedir. Bu gerekçeyle ilkokul birinci sınıflarda mülteci çocukların da kullanabilecekleri, Kelime Tanıma Envanteri (KTE) adı altında öğrencilerin kelime tanıma düzeylerini belirleyen bir ölçme aracı geliştirilmiştir. KTE, ilkokul birinci sınıf öğrencilerinin ders kitaplarında yer alan ve günlük yaşantılarında sık kullanılan kelimelerden oluşan, dik temel yazıyla hazırlanmış her biri 20 kelimeden oluşan 40 adet kelime listesinden meydana gelmektedir. Tasarım ve geliştirme araştırma modelinin Tip 1 türünün kullanıldığı araştırmanın çalışma grubunu; uygun örnekleme yöntemiyle seçilmiş sosyoekonomik durumları farklı iki devlet okulunda öğrenim görmekte olan 32 Suriyeli mülteci ilkokul öğrencisi oluşturmaktadır. Veri toplama araçları olarak; KTE ve Kelime Tanıma Çizelgesi kullanılmıştır. Araştırma sonucunda envanterin; öğrencilerin okuma motivasyonunu arttırdığı, öğrencilerin kelime tanıma düzeyleri üzerinde olumlu yönde etkisinin olduğu, belirli bir rutin ve düzen çerçevesinde okutulduğunda mülteci çocuklarda da süreklilik sağladığı sonucuna ulaşılmıştır. Anahtar Kelimeler: Suriyeli mülteci çocuklar, ilkokul birinci sınıf, kelime tanımayı değerlendirme, kelime tanıma envanteri

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Purpose: Migration is one of the most important events that initiated the social adjustment process for human beings. The problem of adaptation, especially in regions with cultural differences and values, affects refugees as well as the local people living in that region. Considering the social adaptation process of refugees, children who are one of the most affected groups, positive or negative, should get support from their teachers the most in adapting to their new school. They should receive the greatest support from teachers. Hence, it is prospective teachers who should raise awareness. Although studies concerning refugee children’s adaptation process are available in the literature, the number of studies concerning the adaptation of native people is small. The aim of this study is to get the opinions of prospective teachers about the effects of refugee students on the social acceptance and adaptation process regarding the migration phenomenon on the refugees and local peopleDesign/Methodology/Approach: In this study, survey form with open-ended questions was used as a data collection tool. The research was conducted with the participation of 240 final year university students attending a state university. The data were analysed through content analysis and then divided into themes and codes.Findings: The findings demonstrated that not only refugees but also prospective teachers experienced adaptation problems such as language barrier, information sharing and cultural differences. The participants said that it was mainly elementary school teachers’ responsibility to secure that those children are protected, they participate in social life, they are not exposed to discrimination and that they adapt into school environment soon.Highlights: It is thought that teacher candidates should be informed about the adaptation of refugee children and that refugee children should learn Turkish. In this context, it can be suggested that teacher candidates should be provided with training covering the application of Turkish education programs to refugee children.