This study aimed to investigate (i) the relationship between pupils' learning styles and their performance in mini science projects and (ii) the degree of enjoyment of pupils with different learning styles towards mini projects. A total of 80 pupils (7th grade-14 years of age) from two different primary schools participated in the study. The Grasha-Riechmann Learning Style Scale was used to determine the pupils' learning styles. Results showed that all categories of pupils except avoidant were stimulated to varying degrees by the mini projects. However, the pupils who were in the "independent," "competitive," and "participant" groups had relatively higher achievement scores in the mini projects than the pupils in the "avoidant," "dependent," and "collaborative" groups. Similar results also appeared for the degree of enjoyment. Th e implications of the results for teaching and learning science are discussed.

This research which aims at sampling the solution of a life problem using the decision making model and showing the contribution of this application to democracy education was planned in accordance with the objective research technique. Student worksheets and camera recordings were used for data analysis. Sixty-six third grade students studying in a public primary school were participated in this study. Based on students' responses to open ended questions, content and descriptive analyses were carried out. 39 students decided against cutting the tree and 19 ideas were put forward. Students evaluated their ideas and made their final decisions. It can be emphasized that an atmosphere where different ideas and decisions are put forward can contribute to democracy education.

In this study, the purpose was determine whether there was concordance among raters in the assessment of the writing performance using analytic rubric; furthermore, factors aff ecting the assessment process were examined. Th e analytic rubric used in the study consists of three sections and ten properties: External structure (format, spelling and punctuation), language and expression (vocabulary, sentences, paragraphs, and expression), organization (title, introduction, story, and conclusion). Th e basis of the study is composed of narrative texts written by 200 students studying at the sixth and seventh grades of schools located on the Anatolian side of Istanbul (i.e., Beykoz, Kadikoy, Umraniye, and Uskudar). Texts were assessed in accordance with the analytic rubric by six raters. It was determined that the concordance among raters was suff icient according to the results of the assessment.

The aim of this research is to analyse the trait anxiety and locus of control of undergraduates in terms their attachment styles. This research has been conducted in accordance with general screening model. The target population of the research is constituted of 480 undergraduates. Pearson moments multiplication correlation coefficient technique, analysis of variance and Tukey test have been employed for analysing the data. As a result of the research, it has been found out that trait anxiety and the locus of control of negative self model and negative others model are positively correlated. Another symptom of the research is the finding that the trait anxiety point averages of the individuals of preoccupied and fearful attachment is higher than those of secure attachment style. Also, the point averages of trait anxiety of fearful attachment individuals have been determined to be expressively higher than the individuals who are dismissing attachment. It has been found out that the locus of control point averages of secure attachment undergraduates is expressively lower than those of preoccupied and fearful attachment undergraduates.

The aim of this study is to determine the effect of the Van Hiele model based instruction process on the creative thinking levels of 6th grade primary school students. Pre testpost test matching control group quasi-experimental design was used in the study. Fifty five students enrolled in sixth grades during the 2005-2006 educational year formed the sample. Th e study was carried out with two groups. One of these groups was determined as the experimental group and the other was as the control group. While a teaching based on the Van Hiele model was carried out in the experimental group, a teaching with the traditional method was carried out in the control group. The instruction was carried out by the researchers in both groups. In the study, the Shapes Section of the Torrance Creative Th inking Test was administered in order to determine the creative thinking levels of students before and after the teaching. In order to determine whether there is a significant difference between the creative thinking levels of the experimental and control groups before and after the instruction, t- test was used. At the end of the study, although there is a significant difference between the creative thinking test, fluency, originality, the titles' being abstract, creative forces lists, and creativity pre test and post test scores of the students in the experimental group, a significant difference between the pre test and post scores of students in the control group related to the sub-dimensions of creativity thinking and total scores was not observed. When the creative thinking levels of the students after the instruction was examined, a significant difference was found in total post test scores related to fluency, originality, the titles' being abstract, creative forces lists and creativity in advantage of the experimental group.

The purpose of this study is to examine if attachment styles predict emotional intelligence (intrapersonal, interpersonal, adaptability, stress management, and general mood). Participants of the study consisted of 463 (272 females, 191 males) undergraduate students selected randomly from different faculties of Selcuk University. Regression and correlation analyses were used for data analysis. Results indicate that there is a significant positive correlation between the secure attachment style and all subscales of emotional intelligence abilities. Results also indicate that attachment styles significantly explain emotional intelligence and secure attachment style predict all sub-dimensions of emotional intelligence.

This research aimed to investigate whether loneliness predicts depression, and to examine the levels of depression loneliness among school principals according to such variables as gender and educational background. The study was conducted on 232 school principals (37 females and 195 males). Thirty six of the participants had associate degrees, 164 had undergraduate degrees and 32 had graduate degrees. The UCLA Loneliness Questionnaire and the Beck Depression Inventory were used in order to gather the data. t-test, ANOVA, Pearson moments correlation coefficients and linear regression were used in order to analyze the data. Whether the levels of loneliness and depression differed significantly across gender was analyzed with a t-test. The results showed that the mean level of loneliness was x=34.38 for females and x=32.58 for males and the mean level of depression was x=29.11for females and x=28.39 for males. Neither of the mean differences was significant (p = .15, p= .49, respectively). ANOVA was used in order to observe whether loneliness and depression levels differed according to educational levels. The mean loneliness levels were found to be x=34.45 for those who had associate degrees; x=32.59 for those who had undergraduate degrees; and x=33.93 for those who hold graduate degrees. Similarly, the levels of depression were found to be x=29.60 for those who had associate degrees; x=28.37 for those who had undergraduate degrees; and x=28.50 for those who hold graduate degrees. Neither of the mean differences was significant (p = .39, p= .61). However there was a significant relationship between loneliness and depression when this relationship was observed with Pearson-product moments correlation coefficient (p =.05). A simple liner regression analysis showed that loneliness scores predicted 15.3% of depression.

Modern education today, some argue, easily integrates and adjusts to new technological developments through flexible curricula in the areas where these developments are taking place such as in the field of information technology or in the widespread use of the Internet. However, modern education can be criticized for ignoring or failing to lead societies toward a more humane future in the face of massive social and ecological changes. When it decides to encounter those social problems, the solutions that modern education procures are usually based on a fragmented or reductionist mindset that insulates them from many of the factors generating these problems and their interconnections. This article aims to examine the basic philosophical assumptions that have shaped the modern learning and educational systems and how the split between facts and values occurred. How well is modern education dealing with modern problems - the crisis of family and community, the worsening situation of civic culture and understanding, malpractice in many financial arenas of the world, global warming and dramatic ecological change across the planet, and etc.? Because the animating ideas behind the models of modern education are so strongly shaped by the influence of positivist knowledge and science, they are often inadequate where these issues are concerned because their basic assumptions regarding fundamental and ontological questions which foster students' inner worlds leave no space for the realm of values. I also more broadly discuss the pros and cons of these assumptions as they relate to and deeply influence our lives today.

The purpose of this study was to investigate high school students' knowledge and attitudes regarding biotechnology and its various applications. In addition, whether students' knowledge and attitudes differed according to age and gender were also explored. The Biotechnology Knowledge Questionnaire (BKQ) with 16 items and the Biotechnology Attitude Questionnaire (BAQ) with 37 items which were adapted into Turkish were administrated to 352 high school students. The data were analyzed by making use of both inferential and descriptive statistics. The results showed that students attained poor knowledge regarding biotechnology and its various applications. We found no statistically significant difference between male and female high school students with regard to biotechnology knowledge. On the other hand, we found significant impact of age on biotechnology knowledge. The effects of gender and age were found significant on attitudes. Furthermore, a significant difference was observed between male and female students with regard to attitudes toward biotechnology and its applications in favor of males. The older the students were the more positive attitudes they had.

Present study investigated relationships between classroom overcrowding and the Turkish education curriculum (2006) in terms of the applicability of activity-based lower secondary Turkish education curriculum in overcrowded classes. In addition, the problems that occur in the teaching process and the sufficiency of time for the program were investigated. Qualitative research methods were used in the study. By conducting semi-structured interviews with 11 Turkish teachers of overcrowded classes, the effects of overcrowded classes on the applicability of the Turkish course curriculum was examined. To analyze the data gathered from teachers, categorical content analysis and QSR Nvivo were used. At the end of the research, it is observed that in accordance with the program, Turkish teachers have to work one to one with each student; that teachers find that the activities do not meet the objectives due to pressure of time resulting from overcrowding. Suggestions are construed such as doing group work to lower the effects of overcrowding.