In the current study, the aim is to determine the effect of flipped classroom model on students' classroom engagement in teaching English. This research was conducted within the English course for four weeks period in the Spring term in 2016-2017 school year in a secondary school in the city of Hatay. In the study, pretest/post-test quasi-experimental design with control group was applied. The experimental group was lectured with flipped classroom model whereas the courses were carried out based on the current curriculum in the control group. In the current study, descriptive statistics, Mann Whitney U Test and Wilcoxon Sign Test were used in the analysis of the quantitative data. It was concluded that there is a significant difference between the pre-test and post-test scores of the experimental group whearas there is no significant difference between the pre-test and post-test scores of the control group. Finally, teachers can be suggested to use flipped classroom model to enhance classroom engagement.

This study aimed to examine the effects of creating digital stories (DSs) on the self-confidence of foreign language education (FLE) pre-service teachers with regard to technological, pedagogical and content knowledge (TPACK). A onegroup pretest/posttest experimental research design was applied, supported by a qualitative approach. A total of 71 FLE pre-service teachers created DSs on a topic from the national foreign language programme. Data were collected through a self-confidence TPACK scale, demographic questionnaire, open-ended question and observations. Results showed positive significant differences between TPACK self-confidence scores before and after DS creation. Specifically, scores on technological pedagogical knowledge and technological knowledge improved significantly. The mean scores of technological content knowledge also improved, but the change was not significant. Moreover, qualitative data showed that FLE pre-service teachers used TPACK-relevant adjectives to describe their DSs as instructive, consistent with aims, appropriate for target students, thought provoking and creative.

Öz. Bu çalışmanın amacı, Suriyeli öğrencilere Türkçe dil becerisi kazandırma konusunda ilkokul Türkçe dersi öğretim programları ile ilgili öğretmen görüşlerini incelemektir. Araştırma 2017-2018 eğitim öğretim yılında Mersin'de 2 okuldan 16 sınıf öğretmeninin katılımıyla gerçekleştirilmiştir. Nitel araştırma yöntemiyle yürütülen çalışmada desen olarak olgubilim benimsenmiştir. Araştırma verileri, odak grup görüşmeleri tekniği ile elde edilmiştir. Elde edilen veriler içerik analizine tabi tutulmuştur. Bulgulara göre öğretmenlerin Suriyeli öğrencilere Türkçe dil becerisi kazandırılması açısından Türkçe öğretim programlarının geliştirilmesi gerektiğini düşündükleri tespit edilmiştir. Ayrıca Türkçe öğretim programında belirtilen hedeflerin, bu içeriğe göre hazırlanan ders kitaplarının, eğitim durumlarının ve ölçme-değerlendirme etkinliklerinin de iyileştirilmesi gerektiğini belirttikleri görülmüştür. Bunun yanı sıra, araştırmaya katılan öğretmenlerin Suriyeli öğrencilere Türkçe öğretme sürecinde karşılaştıkları en önemli sorunların başında "Suriyeli öğrencilerle iletişim kuramama" ve "Suriyeli öğrencilerin farklı Türkçe dil seviyesine sahip olmaları" konularının geldiği tespit edilmiştir. Bu sorunların çözümü ile ilgili önerilerinde ise "Suriyeli öğrencilerin sınıflara Türkçe dil becerilerine göre kaydedilmesi", "Suriyeli öğrencilerin Türkçe dil becerilerinin okul dışı bir eğitim kursu ile desteklenmesi" ve "Türkçe öğretim programının kazanımlarının Suriyeli öğrenciler göz önüne alınarak güncellenmesi" görüşlerinin yer aldığı ortaya çıkmıştır.

Problem Statement: Writing is important in secondary schools because it underpins the performance of students in most examinations. Writing disposition, which specifically deals with the aspects of students' attitudes toward writing, has also been studied by some researchers. Purpose of the Study:This study reports on the result of a study on the writing anxiety and writing disposition of Turkish students from different socio-economic status backgrounds studying at public secondary schools. Determining whether there is a significant difference between the secondary school students' scores from writing anxiety and writing disposition constitutes the research problem of this study.Method: This descriptive study uses a correlational survey model. The participants included 707 students from grade five through eight, who attended two different tests: the Writing Apprehension Scale and Writing Disposition Scale. Findings:The results showed that three of the six variables under study (gender, anxiety and writing disposition levels was found. Apparently, the more students liked Turkish course, the more anxious they became; a significant difference was found for the variable "positive attitude toward Turkish courses" for both scales. The results also showed that female students are more likely to encounter writing anxiety than male students. Conclusion and Recommendations:The severity of writing anxiety should be dealt with carefully as it can prevent students from becoming competent writers. The link between writing anxiety and writing disposition proposed in this article further explores the advantages and disadvantages of these two aspects of writing. It is recommended that writing anxiety be studied in different contexts because further understanding the reasons for anxiety when students produce qualified writing can be elaborated in this way.

It was aimed in this study to determine the teacher candidates' views on the augmented reality applications in education. It is a descriptive study to identify the present situation. Survey model, one of the quantitative research methods, was used in the research. The sample group of the study is comprised of 220 teacher candidates who are studying in the 2nd Grade of 8 departments in Mersin University Faculty of Education. Consisting of 4 sections, 22 items and an open-ended question, a questionnaire was used as a data collection tool in the study to determine the views of teacher candidates about the augmented reality applications in education. The findings obtained from the analysis of the data were shown in frequency and percentage. Qualitative findings obtained from the open-ended question were classified into codes and themes through content analysis method, and frequency and percentages of codes were given. It was found in the study that the teacher candidates did not know well enough about the augmented reality applications and that those who knew them found these applications very entertaining, motivating and facilitating learning, and were also of the same mind to use them widely in education.

Günümüz bilgi çağında bireylerin her yaşta, her yerde ve her konuda öğrenmelerini destekleyen çevrimiçi öğrenmeyle gerçekleşen uzaktan eğitim kavramının önemi üzerinde durulmaktadır. Uzaktan eğitim ortamlarında; bireylerin kendilerini ne derece sosyal ortamlarda hissettiği, sosyal bulunuşluk algısının nasıl olduğu ve fiziksel uzaklıkların iletişimi ne ölçüde etkilediği, işlemsel uzaklıkların bireyler üzerinde nasıl sonuçlarının olduğu önemli bir sorun haline gelmiştir. Yapılan bu araştırmanın amacı, uzaktan eğitim alan üniversite öğrencilerinin sosyal bulunuşluk düzeyleri ile işlemsel uzaklıkları arasındaki ilişkiyi incelemektir. Araştırmada tarama yöntemi modellerinden ilişkisel tarama kullanılmıştır. Veriler 'Sosyal Bulunuşluk Ölçeği' ile 'İşlemsel Uzaklık Ölçeği' kullanılarak elde edilmiştir. Ayrıca araştırmanın amaçlarına yönelik olarak araştırmacı tarafından hazırlanan 'Kişisel Bilgi Formu' da kullanılmıştır. Araştırma, 2018-2019 akademik yılının birinci döneminde Mersin Üniversitesi Sosyal Bilimler Meslek Yüksekokulunda öğrenim gören 607 birinci sınıf öğrencisine uygulanmıştır. Elde edilen bulgulara göre, öğrencilerin sosyal bulunuşlukları ve işlemsel uzaklıkları; cinsiyete, öğrenim türüne, uzaktan eğitim deneyimine, çalışma durumuna ve üniversite öncesi yaşadığı yere göre farklılaşmamakta, öğrenim gördükleri bölüm ve teknolojik yeterlilik düzeylerine göre ise farklılaşmaktadır. Öğrencilerin sosyal bulunuşluk ile işlemsel uzaklık ölçeklerinin değişkenler arasındaki ilişkiye bakıldığında pozitif yönde orta düzeyin üzerinde ve anlamlı bir ilişki olduğu tespit edilmiştir.

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Since learning to learn and entrepreneurship as lifelong learning competencies get importance, it is expected from teacher candidates to have positive attitudes towards learning and to be entrepreneur. Owing to this, it was aimed to investigate preschool teacher candidates' attitudes towards learning and their entrepreneurship levels in terms of various variables in addition to determine the effect of their attitudes towards learning on their entrepreneurship levels. The research was carried out via participation of 170 teacher candidates having been educated at department of preschool education at Mersin University. "Atitude Scale towards Learning" developed by Kara (2010) to determine teacher candidates' attitudes towards learning and "Entrepreneurship Scale for Undergraduate Students" developed by Yılmaz and Sünbül (2009) to determine their entrepreneurship levels were used. Descriptive statistics was done to determine preschool teacher candidates' attitudes towards learning and their entrepreneurship levels. Tests of differentiation among means was carried out to define whether differentiation occurs in preschool teacher candidates' attitudes and perceptions on entrepreneurship levels according to such variables as gender, grade and the frequency of use of ICT for learning. Path analysis was carried out to state the effect of preschool teacher candidates' attitudes towards learning on their perception about entrepreneurship levels by using Lisrel Program. The findings of the study indicated preschool teacher candidates' positive attitudes towards learning and high perceptions on entrepreneurship. Moreover, it was concluded that attitude towards learning wasn't a variable affecting entrepreneurship level.© 2014 IOJES. All rights reserved Keywords: 1 learning, attitude, entrepreneurship, pre-school teacher candidate Extended Abstract PurposeIt is neccessary for individuals to have such knowledge, skills and attitudes defined as lifelong learning competencies in order to overcome their learning needs. Entrepreneurship and self learning are skills individuals are expected to have (European Commission, 2007). First of all, Individual is expected to have positive attitudes towards learning with regard to lifelong learning concept emphasizing learning is going on during life. Since attitudes are significant in humans' life, their professions, in the process of solving problems and achieving a goal (Kara, 2010). In other words, negative attitudes towards learning play a disincentive role in self learning and becoming entrepreneur. When it is thought needs are regarded in education, instruction should be designed to provide individuals to be entrepreneur and have positive attitudes towards learning. Since learning to learn and entrepreneurship as lifelong learning competencies get importance, it is expected from teacher candidates to have positive attitudes towards learning and to be