https://hdl.handle.net/20.500.12809/241 Sat, 04 Apr 2026 01:48:16 GMT 2026-04-04T01:48:16Z https://hdl.handle.net/20.500.12809/11069 The Development of Pre-service Primary Teachers’ Understanding and Skills of Argumentation through Argument Driven Inquiry Özdem Yılmaz, Yasemin; Şahin Kalyon, Demet Argumentation is an indispensable part of scientific knowledge construction, and the inquiry laboratory is full of opportunities for argumentation. Yet, at primary schools, students learn science without any inducement to argumentation or inquiry. To fill this need, this study was aimed to develop pre-service primary teachers’ understanding of and skills in relation to scientific argumentation. In the study, we applied the principles of argument-driven inquiry (ADI) laboratory in the Science and Technology Laboratory Applications course. The participants were 57 pre-service primary teachers (PPTs). The research design was an embedded mixed method design, in which qualitative data was embedded in the quantitative design. The quantitative design was pre-test, post-test one group experimental design. The main sources of data were the Argumentation Test (AT) and PPTs’ written arguments. The PPTs actively participated in 5 ADI laboratory works after they were introduced to inquiry and argumentation in 4 preparatory laboratory sessions. The results showed statistically significant development of PPTs’ understanding of argumentation based on the analysis of AT responses. The analysis of written arguments supported these results by indicating improvement in PPTs’ arguments from weak to strong arguments. Implications of these findings highlight first, the efficacy of ADI laboratory work in engaging pre-service primary teachers in argument and inquiry-based instructional practices, and second, in supporting understanding of and skills regarding argumentation given the significance of their role in promoting scientific literacy. Sun, 01 Jan 2023 00:00:00 GMT https://hdl.handle.net/20.500.12809/11069 2023-01-01T00:00:00Z https://hdl.handle.net/20.500.12809/10753 An Emphatic Perspective: How Do Pre-School and Classroom Teacher Candidates Interpret Child Abuse and Neglect? Deliveli, Kismet This study aims to evaluate the perceptions of teacher candidates regarding child abuse and neglect as well as propose preventive measures. Utilizing a phenomenological design, a qualitative research method, the study focuses on understanding the unique experiences of individuals. The sample was selected through purposive random sampling and homogeneous sampling techniques. Data was gathered from 13 participants, including 7 elementary education candidates and 6 pre-school education candidates, at the Faculty of Education of a public university in Turkey during the 2018-2019 academic year. The participants' work was analyzed using "content and descriptive analysis" methods.The study found that teacher candidates depicted child abuse and neglect as "a distressing situation that makes children unhappy." In their drawings, they predominantly used black to represent abused children, while abusers were symbolized through metaphors such as "dirty, darkened hands." The research demonstrated that the teacher candidates were capable of defining child abuse, understanding its various forms, empathizing with the emotions of abused children, and proposing potential solutions. Sun, 01 Jan 2023 00:00:00 GMT https://hdl.handle.net/20.500.12809/10753 2023-01-01T00:00:00Z https://hdl.handle.net/20.500.12809/10646 The art and science of reading fluency and fluency instruction Rasinski, Timothy; Young, Chase; Paige, David D.; Yıldırım, Kasım Although often neglected and misunderstood, reading fluency has been identified as a critical competency for proficient reading. In this essay we define fluency, present its uneven history, identify and describe effective methods of instruction and assessment, and explore future questions that scholarly inquiry might address as well as future opportunities for fluency to improve literacy outcomes. A fuller understanding of reading fluency and its importance has the potential for making significant improvements in literacy outcomes for students learning to read English and other world languages. Sun, 01 Jan 2023 00:00:00 GMT https://hdl.handle.net/20.500.12809/10646 2023-01-01T00:00:00Z https://hdl.handle.net/20.500.12809/10608 The relationship between test anxiety, rumination, and psychological flexibility Doğan, Uğur Students’ anxiety over taking tests, which play a vital role in their educational lives, is very prevalent in our country. The purpose of this study is to reveal the pattern of relationships between test anxiety, psychological flexibility, and rumination. The survey included 247 (35%) men and 458 (65%) women from Muğla Sıtkı Koçman University’s several faculties. 705 individuals provided information. Test anxiety is classified as low, medium, or high. While psychological inflexibility and rumination were more prevalent in the high-test anxiety group, it can be demonstrated that being in the high-test anxiety group predicts psychological inflexibility and rumination. The relationship pattern between test anxiety, psychological flexibility, and rumination was investigated using structural equation modelling. Rumination was shown to be a significant variable in the relationship between test anxiety and psychological flexibility, the model analysed was found to be significant and all fit indexes were acceptable. Test anxiety has an important role in the individual’s psychological inflexibility and rumination. Sun, 01 Jan 2023 00:00:00 GMT https://hdl.handle.net/20.500.12809/10608 2023-01-01T00:00:00Z