Students' academic success is influenced both by their cognitive entry behaviors and by their affective characteristics (Senemoğlu, 2005). Cognitive entry behaviors comprise things previously learned which are considered to be prerequisites for learning a specific unit (Bloom, 1979). Affective characteristics, on the other hand, are the source from which students draw their desire and a Bayram ÇETİN, Ph.D., is currently an associate professor of Educational Sciences. His research interests include scale development and adaption, cross-cultural structural parameter invariance of scales, test theories.

In this research, it was aimed to determine attitudes of prospective elementary school teachers who will teach Keywords: Cursive handwriting, elementary school teacher, writing instruction SUMMARYThe mother tongue language development implies a process which starts with listening, continues with speaking and facilitates to be aware of acquired language's grammar. At the end of this process which develops informally individuals take a step that they will be rewarded with reading and writing skills. The writing skills which are very important for individuals to express themselves effectively and communicate with others efficiently is a tool that help us to explain our feelings, thoughts, plans and what we saw and lived by lettering. For using this tool more effectively cursive handwriting has been used since the changes in 2005. When we examine the results of the papers about cursive handwriting which carried out with teachers, students and prospective teachers, we see that there are either positive or negative aspects or perceptions about this writing style. It can be said that prospective teachers' attitudes towards cursive handwriting can be shaped by all of this positive and negative aspects.

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It was aimed to examine the learning outcomes in the Life Science Course Curriculum (LSCC) in terms of character strengths in the present study. This research was carried out with the analytical research model. In the research framework, deductive content analysis was used. According to the results, prudence, self-regulation, citizenship, kindness, and social intelligence were the top five character strengths in LSCC. The strengths of bravery, persistence, leadership, forgiveness, modesty, hope, and humor were not found in LSCC. The most prominent virtue in LSCC was temperance. It is noteworthy that courage was the least emphasized virtue in LSCC. As the grade increased, the virtue of wisdom was more emphasized within LSCC learning outcomes. Considering the units, self-regulation, social intelligence, citizenship, kindness, prudence, and open-mindedness were the most emphasized character strengths in the unit of Life in Our School. Self-regulation, prudence, social intelligence, open-mindedness, love, and appreciation were the most common ones in the unit of Life in Our Home. Prudence and selfregulation came to the fore in the units of Healthy Life and the Safe Life. Citizenship in the unit of Life in Our Country and curiosity, love of learning, and love in the unit of Life in Nature became distinctive.