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The purpose of this study is to develop a scale for assessing teacher candidates' 'personal', 'educational' and 'professional' readiness regarding their perceptions, attitudes and behavior about democracy. There were 42 declarative items in the survey; 15 for the personal, 12 for the educational and 15 for the professional dimension. Items about the personal level were related to areas such as being open-minded, self-critical, collaborative, sensitive and tolerant, respecting individual rights, believing in justice and equality, change and improvement and developing problem solving strategies. The educational level items involved issues such as conducting research, analysis and synthesis, working with other people with different ideas, nationalities, religion, ethnicity, race and gender, being respectful to others and expressing oneself in the classroom. The professional level, on the other hand, examined democratic * Bu makale Crosscheck sistemi tarafından taranmış ve bu sistem sonuçlarına göre orijinal bir makale olduğu tespit edilmiştir.

The current study aimed to explore in the adolescent sample the associations between parenting behaviors (maternal and paternal) and well-being in two countries: France and Turkey. A total of 607 undergraduate university students were recruited with a mean age of 20.85 ± 3.18 years: 283 French and 324 Turkish. The data were administrated by the means of the self-report questionnaires for perceived parenting behaviors (Behavioral control, psychological control, autonomy, and responsiveness) and for well-being by using two indicators: positive and negative affect, and psychological flourishing. Correlation and regression analyses revealed significant associations between parenting behaviors and well-being indicators. First, maternal and paternal psychological control in the Turkish and French groups was associated with negative-affect and this association is higher in the Turkish group than the French group. Moreover, psychological control was associated with a decrease in psychological flourishing only in the Turkish group. Second, maternal and paternal behavioral control was associated with lower negative-affect and higher psychological flourishing in the Turkish group than the French group. In addition, Turkish maternal/paternal responsiveness, as well as autonomy-support, was associated with low negative-affect and paternal autonomy-support was associated with high positive-affect. The implications of the findings for future research are discussed.

ÖZETBu araştırmada Çanakkale ilindeki sınıf öğretmenlerinin ilköğretim 4. ve 5. sınıf sosyal bilgiler ders kitaplarındaki soruların eleştirel düşünmeye uygunluğu hakkındaki görüşleri ortaya konulmaya çalışılmıştır. Bu doğrultuda öncelikle Çanakkale ilindeki 4. ve 5. sınıflarda görev yapan (122) sınıf öğretmenlerinin eleştirel düşünme becerileri "Watson-Glaser Eleştirel Akıl Yürütme Gücü Testi" yardımıyla ölçülmüş ve araştırmaya dâhil edilecek sınıf öğretmenleri (101) belirlenmiştir. Böylece araştırmanın örneklemi 101 sınıf öğretmeninden oluşmuştur. Semiz (2011) tarafından geliştirilen "Sorular İçin Eleştirel Düşünmeye Uygunluk Ölçeği" kullanılarak elde edilen veriler incelendiğinde sınıf öğretmenlerinin 4. ve 5. sınıf ders kitaplarındaki soruları eleştirel düşünmeye "yüksek düzeyde uygun" olarak değerlendirdikleri anlaşılmıştır. Öğretmen görüşlerinin cinsiyet, kıdem ve sınıf düzeyi açısından farklılığı incelendiğinde farklı sonuçlar elde edilmiştir. Buna göre kadın sınıf öğretmenleri ve kıdemi düşük sınıf öğretmenleri ders kitaplarındaki soruları eleştirel düşünmeye daha uygun olarak değerlendirirken 4. ve 5. sınıflarda görev yapan sınıf öğretmenlerinin görüşlerinin birbirine yakın olduğu ve anlamlı bir fark olmadığı ortaya çıkmıştır. Anahtar Sözcükler: Sosyal Bilgiler, Eleştirel Düşünme, Soru, Ders Kitabı. THE RELEVANCE OF QUESTIONS IN SOCIAL STUDIES COURSE BOOK FOR CRITICAL THINKING ABCTRACTIn this study it is tried to introduce the opinions of classroom teachers who work in Çanakkale, about the relevance of questions in social studies course book for critical thinking. In this term teachers' critical thinking skills are measured via "Watson-Glaser Critical Reasoning Skill Test" previously, and then it determined the teachers who were the participants of the research. The sample of research is consisted of 101 classroom teachers. When data examined by using " The Scale of the Relevance of Critical Thinking for Questions" that developed by Semiz (2011), it is seen that teachers thought that social studies course books for 4th and 5th graders were suitable in mid-level. Results differed when teachers' gender, proficiency and current class degrees were taken into account. Accordingly, while preceptors and low-proficiency teachers thought that social studies course books were suitable for critical thinking, on the other hand teachers' work for 4th and 5th grades had similar thoughts and also there was not any significant difference between their opinions.

The term active citizenship is defined as participation in civil society, community and/or political life, characterized by mutual respect and non-violence and in accordance with human rights and democracy within the European context (Hoskins & Mascherini, 2009). Promoting active citizenship is one of the European Commission’s strategies for increasing social cohesion and reducing the democratic deficit across European countries within the context of the wider Lisbon process. Developing citizen awareness, knowledge and skill level of democratic rights, sensitiveness to social issues and defense against negative impact of media messages are among these objectives. European Commission considers media literacy an extremely important factor for active citizenship in today's information society. Within the European context active citizenship is defined as the combination of four dimensions; (1) protest and social change, (2) community life, (3) representative democracy and (4) democratic values (Hoskins & Mascherini, 2009). Teachers’ perceptions of citizenship are among the frequently researched subjects in terms of both their effect on students’ perception of citizenship and as a citizen. The aim of this study is to explore the relationship between teacher candidates’ level of media literacy and active citizenship, in terms of their participation level to protest and social change. Survey method is used to collect data in this casual comparative research. Sample of the study is 1101 freshman and senior teacher candidates studying in Faculty of Education at Çanakkale Onsekiz Mart University in the academic year of 2011-2012. The relationship between media literacy level and participation level to protest and social change is explored after controlling for the effect of socio-economic factors. It is explored that there is a significant relationship between media literacy level and participation level to protest and social change which is preserved after controlling for socio-economic factors. According to results, this study discusses how to handle digital and media literacy education in formal and informal settings in teacher education programs in relation to active citizenship.