The aim of the study is to reveal the effect of digital comics material on students' academic success, their views on distance education, course and digital comics. In the study conducted during the 2019-2020 academic year and the pandemic, digital comics material was created in the Pixton design program for the aim of the acquisition of “different management styles in terms of basic principles of democracy," in the learning area of active citizenship in the 6th grade Social Studies curriculum. It is known that the comic book, which has no time and place limits, provides easy and fast access to information, prepared within the framework of distance education, provides motivation to individuals and increases interest in the course in accordance with psycho-social development. The study was designed as a mixed method. The quantitative dimension of the research was designed as a single group experimental study and the prepared academic achievement test was applied before and after the study. In the qualitative dimension, phenomenology was applied and the data were collected through audio-recorded interviewing. The quantitative study group of the research consists of 10 students, and the qualitative phase consists of 5 students. The obtained data were analyzed through the statistical program in the quantitative phase and content analysis in the qualitative dimension. As a result of the research, it was concluded that the use of digital comics in distance education increases the success and helps to develop positive behaviors towards the course.

Çizgi romanlar sadece bir okuma metni değil aynı zamanda çeşitli dersler için faydalı bir eğitsel kaynaktır. Buna dayalı olarak çalışmanın amacı çizgi roman kullanımının ortaokul öğrencilerinin sosyal bilgiler dersindeki başarı ve motivasyonlarını incelemektir. Yarı-deneysel araştırma modelinin kullanıldığı çalışmada 19 öğrenci deney grubunda, 20 öğrenci ise kontrol grubunda yer almıştır. Veriler başarı testi ve motivasyon ölçeği kullanılarak toplanmıştır. 2015-2016 yılı eğitim döneminde yapılan çalışma üç hafta sürmüştür. Elde edilen bulgulardan çıkan sonuçlara göre çizgi romanların kullanıldığı grup, geleneksel yaklaşım ile öğretim yapılan gruba göre daha yüksek başarı elde etmiş ve motivasyonlarının daha çok arttığı belirlenmiştir.

<p class="0abstract">Comics have been used as an alternative tool to improve student learning outcomes during the pandemic, but not yet for junior high school science learning.<strong> </strong>The study aims to explore the impact of digital comics in online learning during the COVID-19 pandemic on students' cognitive learning outcomes (CLO). A quasi-experimental research design was used in the study. A total of 42 eighth-grade students participated in the current study. They were randomly assigned to two conditions. The first condition was online learning assisted by digital comic media. The second condition was non-comic online learning. A multiple-choice test developed by the researchers was used to measure students' CLO. Although the number of participants is limited, an independent samples t-test was used to analyze the data because the data was normally distributed.  The results show that students' CLO differs significantly between comic and non-comic assisted online learning in favor of comic assisted online learning conditions. The possible reasons behind the findings were discussed. As a conclusion, several suggestions for researchers and teachers were offered.</p>

There is not a common attitude in a society for socio-scientific issues (SSI) such as whether to use nuclear power plants for energy production. Within this respect, the aim of the research is to examine pre-service science teachers’ and pre-service social studies teachers’ attitudes toward SSI and to reveal their views about setting up nuclear power plants in their country. The participant of research is 120 pre-service teachers. Firstly, Attitudes toward Socio-scientific Issues Scale (ATSIS) was implemented and then, focus group discussions were done with five students from each department separately so as to understand their views about nuclear power plants. Findings revealed that whereas pre-service teachers are eager to learn more about SSI, they have anxiety about it due to religion, moral and ethical perspectives. In addition, whereas both groups of pre-service teachers have some common views about nuclear power plants, pre-service science teachers do not have more positive views about having nuclear power plants in their country. Key words: attitude towards socio-scientific issues, focus group discussion, pre-service teachers, nuclear energy.

Each student has a different learning style, and therefore teachers should address more than one sense while teaching. One of the easy and effective ways to do this is to use various teaching tools and materials in lessons. When materials are used in correct and necessary places, they provide a multi-learning environment by appealing to different senses. Developing materials and using the developed tool in educational environments provide serious contributions to learning. Using a different type of material is a new source of motivation for both students and teachers. One of the materials that can be used in this respect is comics. Although it has occasional ups and downs in its historical course, the use of comics having a large readership as a material in education is quite common particularly in countries where it is popular. The combination of text and visuals, artistic power and fun has made it preferable in some levels of education. Nowadays, having the opportunity to create comics not only manually but also on the web has made it easier for educators, and has given them the chance to produce products according to their own fields and goals. Thus, both faster and more appropriate educational comics have emerged. For this study, a design site named Pixton, one of many different comic book

Research ArticleValues are indispensable for the survival of societies. Teaching values to individuals is very important for the existence and peace of societies. Values are conveyed and taught in many different ways. One of them and the main one is education. When the education programs in Turkey are examined, it is seen that the Social Studies curriculum has an important mission in terms of values. The aim of this study is to design digital comic material to teach values in Social Studies course. The educational comics developed to help value teaching in the study were prepared with the Web 2.0 tool called 'Pixton'. There are 48 frames in total in the designed educational comics. What is described in the educational comics is that the adventures of the students in a classroom that started in the school corridor continue in the classroom and end with an instructive school trip to the mysterious labyrinth. Through that educational comics prepared for values education is aimed to develop a material that will enable students to learn about the values in the curriculum and the values included in the comics, to associate them with daily life, and to comprehend the importance of values.

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Digital citizenship is a concept revealed by the rapid development of information and communication technologies. Digital citizenship is to be able to join the community online. This study was conducted to reveal the digital citizenship status of social studies teachers and pre-service social studies teachers. The study was conducted in the 2018-2019 academic year and an exploratory mixed research method was used. The study group consisted of 1041 people, including 512 social studies teachers and 529 pre-service social studies teachers in the quantitative dimension, 16 social studies teachers and 8 pre-service social studies teachers were interviewed in the direction of the purposeful sampling in the qualitative dimension. As a data collection tool, the "Digital Citizenship Scale" which was developed by Glassman, Choi and Cristol (2017) and adapted to Turkish by Kara (2018) was used in the quantitative design. On the other hand, data were collected by interview technique in the qualitative design. Quantitative data were transferred to SPSS program and descriptive analysis, independent t-test, correlation analysis and standard multiple regression analysis were used in the statistical analysis of the data. Qualitative data were collected using the interview technique and the data were analyzed with content analysis. As a result of the study, when the digital citizenship status of the participants was examined in line with the qualitative and quantitative data, it was observed that they found themselves quite sufficient in terms of digital skills, and they thought that online platforms increased their local/global awareness positively. The participants were also observed to tend to be hesitant in the critical thinking dimension and to be hesitant in cooperative internet activities and political activities. Digital citizenship status by gender was statistically significant in the dimensions of local/global awareness, critical thinking, cooperative internet activities and political activities in terms of gender and this was in favor of males -supported by quallitative data -. Also, it was observed that the dimensions of digital citizenship did not show a statistically significant difference according to the status of starting the profession. Qualitative data showed that pre-service teachers are more active in online environments than teachers. When looked at the connection between daily internet usage of teachers and pre-service teachers and digital citizenship dimensions, a negative correlation was found between them.