The aim of this study is to determine the impact of writing to learn activities on student achievement in the unit of "Journey through Turkish History" of the 7th grade Social Studies. The study was conducted with a total of 60 students of Muğla Şahidi Secondary School in the second semester of the 2012-2013 academic year. In accordance with the study, 25 item multiple -choice achievement test which was proved reliable and prepared in consultation with experts in the field before and after the experimental procedure by scanning the related literature was conducted on the experimental groups and control groups consisting of 60 students. According to the findings from the study, the students in the experimental group were more successful than the students in the control group in terms of achievement points of the final test. Student's thoughts about writing to learn activities was established and students in the experimental group specified that writing to learn activities help them to understand and learn.

In the age of technology which is ever changing and developing, not only the technologies but also the generations have different characteristics. Therefore, the methods and the materials used in teaching are changing as well. Today, comic books are one of the materials that are used for bringing students' attention into the class and motivating their active participation in the class. This study examines the opinions of the 4th-grade pre-service social studies teachers, who are educated in preparing comic books, on designing and using comic books in social studies teaching. This research is a descriptive study. The study was carried out in the 2018-2019 school year with the pre-service social studies teachers, who continue their education at a university in western Turkey. The practice of the preparation of comic book panels was carried out for six weeks. Before and after the comic book preparation practices, participants took surveys with open-ended questions that were provided by the researchers. The data acquired from the open-ended survey forms are used for content analysis. According to the findings obtained throughout the research, it has been concluded that the fourth-grade pre-service social studies teachers, who are trained in preparing comic book panels, have positive views on preparing and using comic books in social studies teaching. Several propositions are made in light of these findings.

This study aims to determine the ways how the 5th grade (ages 10-11) students interpret historical knowledge based on historical sources. To study this student were given a worksheet containing historical sources and an open-ended question based on the historical sources. The data of this study is collected through one of the answers provided to the question by 150 students in elementary school. The data has been categorized under themes which have been created after study of students answers and related literature. The analysis of data demonstrate that pupils can interpret historical knowledge in the sources. Also it has been found that most of the pupils were able to synthesis their prior knowledge and information in the historical sources presented to them and were able reach personal conclusion. Yet some of the students tend to copy the information as is written on the historical source or respond emotionally. This study supports the idea that 5th grade (ages 10-11) students can read historical written sources and acquire historical information. Also this study gives information to social studies teachers on what consider when they prepare historical task for elementary school.

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Bu çalışmanın amacı, öğretmen adaylarının aşina olmadıkları konularda çelişkili bilimsel iddialara ilişkin açıklama tercihlerini belirlemek için senaryo temelli Çelişkili Bilimsel İddiaları Açıklama Ölçeğini Türkçeye uyarlamak ve fen bilgisi ve sosyal bilgiler öğretmen adaylarının tarih ve biyoloji disiplinlerine dayalı çelişkili konulara ilişkin uzman anlaşmazlığına dair açıklama tercihlerini incelemektir. Araştırmada iki farklı çalışma grubu ile birbirini takip eden iki farklı araştırma yürütülmüştür. Birinci çalışma grubu 2021-2022 eğitim-öğretim yılı güz döneminde öğrenim gören biyoloji senaryosu için 341, tarih senaryosu için 337 gönüllü öğretmen adayından oluşmaktadır. Bu gruptan toplanan veriler ölçeğin Türkçeye uyarlanması çalışmasında kullanılmıştır. İkinci çalışma grubu, fen bilgisi ve sosyal bilgiler öğretmen adaylarının aşina olmadıkları tarih ve biyoloji senaryolarıyla ilgili çelişkili bilimsel iddiaları açıklama tercihlerini karşılaştırmak için 4. Sınıf düzeyinde öğrenim gören 55 fen bilgisi ve 60 sosyal bilgiler öğretmen adayından oluşmaktadır. Araştırmanın verileri Thomm, Hentschke, Bromme (2015) tarafından geliştirilen tarih ve biyoloji konularına dayalı senaryolardan oluşan Çelişkili Bilimsel İddiaları Açıklama Ölçeği ile toplanmıştır. Ölçeğin geçerli ve güvenilir bir ölçme aracı olduğu belirlenmiştir. Araştırmadan elde edilen bulgular literatür çerçevesinde tartışılmış ve önerilerde bulunulmuştur.