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The study aims to reveal teachers’ perceptions of “Covid-19” and “School in the Covid-19 Process” through metaphors. The differences between the covid-19 perceptions of those who had Covid-19 disease in the participants’ families and those who did not were examined. Phenomenology design, one of the qualitative research methods, was used in the study. Participants consist of a total of 100 teachers, 80 in Hatay and 20 in Gaziantep. The content analysis method was used. It was seen that teachers had 45 different metaphors in the perception of ‘Covid-19’ and were collected in eight categories. The most produced metaphors’ codes related with covid-19 were “Flu”, “Cancer”, “Illness”, “War”, “Flu-pneumonia”. Categories created according to metaphors were “Similar to other diseases”, “Infectiousness”, “Damaging”, “Fatal”, “Uncertainty”, “Social order”, “Immunity”, “Isolating”. Participants created 56 different metaphors in the perception of “School in the Covid-19 Process,” and these metaphors could be gathered in seven categories. The most produced metaphors were “Dangerous zone”, “Abandoned building”, “Pandemic point / Virus slot”, “House”.

In today's world, schools should emphasize on life skills rather than technical skills, so that individuals can adapt to changes. In this respect, various institutions tried to define the skills that individuals should have in the 21st century, called as 21st century skills. 21st century skills are one of the most important issues in education. The reason for this is that we need to determine nowadays what skills and knowledge the generations will have after 20 years. In this study, it is aimed to find out which skills the objectives of the fifth grade mathematics courses taught in Turkey are covered in terms of acquiring 21st century skills through the acquisitions and explanations determined by the Ministry of National Education. In this direction, qualitative research method was used in this study. At the end of the study, there was no data found regarding to "learning to learn", "taking initiative and entrepreneurship", "communication" and "productivity" skills in the objectives of the fifth grade mathematics curriculum. 5th grade mathematics lesson objectives remained missing to take initiative and develop entrepreneurship skills. The findings showed that "problem solving", "critical thinking", "creativity", "ICT literacy", "social and cultural skills and citizenship" and "cooperation" skills were found but inadequate in the objectives of the fifth grade mathematics curriculum. Adding daily life activities and giving examples from daily life are effective in terms of gaining 21st century skills. In general, the fifth grade mathematics curriculum focuses on "mathematics competence" skill in the objectives.

Candidate teachers have several beliefs related to their knowledge, learning and teaching. The purpose of this study is to analyze the beliefs of candidate teachers about knowledge, learning and teaching. Candidate teachers were assigned a scale and from the answers "belief points" were obtained based on their attitudes about these three dependent variables. It is investigated whether or not there is a significant difference in candidate teachers' belief points about knowledge, learning and teaching. In addition, this research aims to show to what extent they have these beliefs and predictive among these belief dimensions regardless of variable identification. The relational descriptive method is used in this study. The study was conducted on the 297 primary school candidate teachers selected as subjects of the research in the last year of their education. It is found out that the belief of teaching needs to be constructivist and learning depends on process and efforts are indirectly predicted by the belief on the relativity of knowledge. Similarly, traditional beliefs on teaching are directly and indirectly predicted by the belief that learning depends on effort and ability and the belief in objective and ultimate knowledge. Consequently, it is determined that individuals' beliefs on knowledge, learning and teaching are highly interdependent.

Epistemological beliefs are the individuals' point of view on what is knowledge, how to accumulate it, defining its boundaries and identifying the criteria. This study aims to investigate whether there is a change in the beliefs of the prospective teachers related to knowledge, learning and teaching in a social constructive teaching setting.The research has been conducted with 119 prospective teachers. This study is a semi-experimental one conducted with pretest and post-test without a control group. Data has been collected with 'Epistemological Belief on Learning and Teaching' scale developed by Ching Sing Chai, Timothy Teo and Chwee Beng Lee. The findings indicated a positive change in the beliefs of the candidates about relative knowledge and a visible decrease in the beliefs about absolute knowledge. Also, learning environment significantly affected the beliefs of the prospective teachers about relative knowledge. The results have proven that there occurred changes on the beliefs of prospective teachers' knowledge, learning and teaching.

Individuals act different in virtual environment than real life. The primary purpose of this study is to investigate the prospective teachers' likelihood of performing unethical behaviors in the real and virtual environments. Prospective teachers are surveyed online and their perceptions have been collected for various scenarios. Findings revealed that prospective teachers are more likely to perform unethical behaviors in virtual environment than real life. Results also revealed that men and more internet users regardless of their gender are more likely to perform unethical behaviors in virtual environment than women and less internet users. Future research should investigate the driving forces to perform unethical behaviors in virtual environment.

Bu araştırmanın amacı, günümüze kadar zorunluluk haline gelmeyen eğitimde teknoloji kullanımının, Covid-19 pandemisi sonrasında zorunluluk haline gelmesiyle birlikte öğretmenlerin yaşadığı sorunlar, teknolojik yeterlilikleri, teknolojiyi kullanma becerileri ve hazır bulunuşluklarının ne düzeyde olduğunu ortaya koymaktır. Çalışma 2020-2021 eğitim öğretim yılında ilkokul, ortaokul ve liselerde görev yapan farklı branştaki 20 öğretmen ile yürütülmüştür. Çalışma nitel olarak yürütülmüş ve araştırmacılar tarafından hazırlanan yarı yapılandırılmış bir görüşme formu ile veriler toplanmıştır. Verilerin çözümlenmesinde ise içerik analizinden yararlanılmıştır. Öğretmenler uzaktan eğitim sürecinin başlarında Zoom vb uzaktan eğitim araçlarının kullanımında zorluk yaşadıklarını dile getirmişlerdir. Öğretmenler basit düzeyde sunum ve görsel materyal hazırladıklarını, gerektiği durumlarda derslerinde hazır sunum kullandıklarını ve Web 2.0 araçlarını ise kullanmadıklarını belirtmişlerdir. Öğretmenler uzaktan eğitimde işlenen derslerin açık, net, anlaşılır ve verimli işlendiğini belirtmiştir. Öğretmenlerin teknolojik yeterliliklerinin eksik olduğu gözlenmiş ve teknoloji kullanımı ile ilgili hizmet içi eğitim almadıkları belirlenmiştir. Öğretmenlerin teknoloji kullanımına ve uzaktan eğitim araçlarını kullanmaya yönelik hizmet içi eğitim almaları faydalı olabilir.

The popularity of the computer games are increasing every day. Spending time in front of the computers with almost no physical activity causes many health related problems. Recent technologies such as Kinect sensors may have the potential to reduce the physical side effects of the computer games. Nevertheless, the physical and emotional effects of playing computer games with the Kinect on users are still not clear. The effects of playing computer games with and without Kinect were compared in the study with 21 prospective teachers studying at the Education Faculty located in Zonguldak, Turkey in 2014. The mixed method research design was used to explore the research questions. The game playing motivation scale, self-reported muscular activity figure and structured interview questions were used to collect data. Besides t-test, descriptive analyses of the qualitative and quantitative data were conducted for analysis. Findings revealed that using the games with Kinect sensors improved users' motivation and muscular activity. Also the Kinect has changed game players' opinions on games. Further research should investigate the correlation between the motivation and emotional effects of the Kinect use on computer game players. Keywords: Kinect, computer games, motivation scale, physical activity ÖzHer geçen gün bilgisayar oyunlarının popülaritesi artmaktadır. Bilgisayarın önünde hiçbir fiziksel hareket yapmadan oturmak birçok sağlık problemine neden olmaktadır. Son teknolojiler örneğin Kinect sensörler bilgisayar oyunlarının yan etkilerini azaltacak potansiyele sahiptir. Ne var ki, bilgisayar oyunlarını Kinect sensör ile uygulamanın fiziksel ve duygusal etkileri hala netlik kazanmamıştır. Bu araştırmada 2014 yılında Zonguldak, Türkiye'de bulunan Ereğli Eğitim Fakültesinde okumakta olan 21 öğretmen adayının Kinect sensörü kullanarak ve Kinect sensör Turkish Online Journal of Qualitative Inquiry, April 2015, 6(2) 150 kullanmadan bilgisayar oyunlarını oynamalarının etkileri karşılaştırılmıştır. Araştırma sorularını cevaplamak için karma araştırma deseni kullanılmıştır. Oyun motivasyon ölçeği, bireysel kas aktivite bildirim şekli ve yapılandırılmış görüşme soruları veri toplama aracı olarak kullanılmıştır. t-testin yanında, nitel ve nicel verilerin betimsel değerlendirmeleri yapılmıştır. Elde edilen bulgulara Kinect sensör ile oyun oynamanın bireylerin motivasyonunu ve kas aktivitesini artırdığını ortaya koymuştur. Ayrıca, Kinect sensörü ile oyun oynayan bireylerin oyunlara karşı fikirleri değişmiştir. İleride yapılacak olan araştırmalar Kinect sensör kullanımının bilgisayar oyunlarını oynayanların üzerindeki motivasyon ve duygusal etkilerinin korelasyonunu incelemelidir.