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The study aims to investigate whether indices (e.g. SSCI/ SCI/AHCI/ESCI, SCOPUS, MEDLINE, HW Wilson, ERIC) include potentially fake journals (PFJs) identified earlier in Beall’s list. Fourteen indices were examined to find out if PFJs are indexed by indices. The study also aims to provide detailed data regarding which of these indices include such PFJs along with information about the number of issues and articles published per year and publication fees charged by PFJs indexed by ordinary indices. The universe of the PFJs is composed of those listed in the Beall list ( n=2708), and the study aimed to reach all the universe instead of being content with a sample from it. The results of the study indicated that one PFJ was indexed by SCI and two were indexed by ESCI. In addition, it was found that 53 PFJs were indexed by SCOPUS, 12 by ERIC and six by MEDLİNE. It was revealed that PFJs indexed by indices have significantly higher numbers of articles published annually and charge significantly higher fees compared to PFJs that are not indexed in such indices.

In today' s educational landscape, social studies classes are characterized by controversial issues (CIs) that teachers handle differently using various ideologies. These CIs have become more and more popular, particularly in heterogeneous communities. The actual classroom practices for teaching social studies courses are unclear in the context of Turkey. This study aims to investigate the extent to which social studies teachers' ideologies are influential while teaching CIs and to examine the role of teachers' personal characteristics in determining how their ideologies interfere with the way they present CIs in the classroom. Using a convergent mixed-methods parallel research design, the researchers delve into the way teachers handle CIs by collecting data through a survey, qualitative interviews, and observations. The data analysis indicates CIs to be abundant and teachers' ideologies to highly influence the way they present these issues in social studies classrooms. The results also indicate that psycho-social reasons may be behind the act of bringing ideologies into class without paying attention to well-established scientific norms such as research, questioning, neutrality, and establishing a democratic environment for discussion when teaching social studies.