Educational Policy Analysis and Strategic Research (EPASR - E-Journal)
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Critical and Analytical Thinking%253A Unique and Overlapping Aspects from the Perspective of Teacher Candidates
Full text linkThis study examines the distinct and overlapping dimensions of critical and analytical thinking from the perspective of teacher candidates. In the rapidly evolving landscape of the 21st century, these cognitive skills are fundamental to academic achievement and social adaptation. The research aims to evaluate pre-service teachers’ tendencies toward critical and analytical thinking, considering variables such as gender, age, field of study, grade level, and GPA. The study, conducted with 1,562 pre-service teachers from an education faculty in Türkiye, adopts a causal research design utilizing the “Critical Thinking Standards Scale for the Teacher Candidates” and the “Analytical Thinking Tendency Scale.” The findings reveal that female candidates demonstrate higher tendencies toward critical thinking, whereas analytical thinking does not significantly vary by gender. Age positively influences analytical thinking but has no significant effect on critical thinking. The field of study impacts both skills, with candidates from verbal disciplines exhibiting higher scores. Furthermore, critical thinking shows a positive correlation with GPA, whereas analytical thinking appears to be independent of academic performance. These results highlight the necessity of integrating both cognitive skills into teacher education. The study suggests that while analytical thinking tends to develop with age and experience, critical thinking is more closely associated with structured educational practices. Future research should focus on practical strategies to enhance these cognitive abilities within teacher training programs
An Analysis of the Instructional Methods Employed in the Revised Turkish Language Curricula
Full text linkThis study aims to examine the evolution and transformation of instructional methods in Turkish Language Curricula between 1926 and 2024. Utilizing a qualitative research design within the framework of the document analysis method, the study analyzes primary and secondary level Turkish language curricula published in the years 1926, 1929, 1930, 1936, 1948, 1962, 1968, 1998, 2005, 2009, 2015, 2017, 2019, and 2024. The collected data were analyzed through descriptive analysis, a qualitative data analysis technique. Findings indicate that significant changes have occurred over time in the four fundamental components of the Turkish Language Curriculum, reflecting the broader shifts in educational philosophy and methodology since the foundation of the Republic. Among these changes, the most notable transformation took place in 2005 with the paradigm shift from a behaviorist to a constructivist approach. This shift marked a move toward a student-centered and interactive learning environment. The study highlights the key milestones in the historical development of Turkish Language Curricula and underscores the evolving nature of instructional methods. These findings offer valuable insights into the pedagogical and philosophical transitions that have shaped language education in Türkiye
Implications of Fascia-Based Exercises in the Voice Training Process%253A A Phenomenological Inquiry
Full text linkThis study aims to investigate the effects of fascia-focused exercises on students%20 bodily and vocal awareness, perceptions of voice production, and learning experiences during vocal training. The study was conducted with 13 undergraduate voice students (10 female, 3 male, ages 20–30) from a state conservatory. Using a phenomenological design, data were collected through weekly written feedback forms, semi-structured interviews, and observational notes over a six-week exercise program. Thematic analysis revealed five core themes%253A (1) Bodily awareness and postural transformation, (2) Increased breath awareness and control, (3) Contribution to voice production and technical performance, (4) Psycho-physiological relaxation and well-being, and (5) Contribution to the learning process and professional sustainability. Students reported improvements in recognizing muscular tension, postural alignment, diaphragmatic breathing, and producing a more open and supported sound. The exercises were also found to reduce performance anxiety and enhance confidence. Some students indicated that they transferred the exercises to their own students, highlighting pedagogical benefits. This study contributes a holistic framework that integrates fascia awareness into vocal pedagogy
A Systematic Review of Research-Informed Educational Policy and Practice in Turkey
Full text linkResearch-informed educational policy goes beyond merely applying scientific findings%253B it reflects a dynamic process where evidence guides practice, and learners actively shape their own learning paths. Exploring how individuals learn is a key component of research-informed policy, as it enables the development of educational strategies that align with learners’ evolving needs and interests. Applying techniques to reach set goals represents just one dimension of educational practice. Equally important are the deeper questions concerning the ethical, social, and political implications of these approaches, and how their effectiveness may vary depending on the specific educational context in which they are applied (Eryaman, 2006). When educational plans and strategies fail to reflect the specific context or discipline, they often fall short in practice. As Rosen (1993, 2003) argues, education is not static%253B it evolves through ongoing reflection on prior research and purposeful adaptation to new realities
Critical Thinking as a Pedagogical Tool%253A Insights from Elementary Mathematics Teachers
No full textCritical thinking (CT) emerges as a fundamental higher-order thinking skill in mathematics education. Teachers’ beliefs, perceptions, and definitions regarding CT shape their classroom practices and directly influence students’ levels of CT. The aim of this study is to examine in depth mathematics teachers’ perceptions of CT, the reflections of these perceptions in their instructional processes, and the meanings constructed in their experiences related to the phenomenon of CT. Design of the study was descriptive phenomenology. The participants consisted of 25 elementary mathematics teachers. As data collection tools, a personal information form and a semi-structured interview form were used to identify the participants’ experiences concerning CT. The data obtained through the semi-structured interviews were analyzed using inductive thematic analysis. According to the findings, teachers primarily defined CT as involving questioning, analysis, independent decision-making, and generating alternatives, while metacognitive and affective aspects were less emphasized. CT was seen as essential for moving beyond rote learning and promoting creative problem-solving. Teachers reported that discussion, open-ended questions, and real-life connections fostered CT, though time limits, low motivation, and inadequate assessment tools posed challenges. Using rubrics and materials was noted to ease assessment, with CT viewed as a skill that develops over time
Ecopedagogical Analysis of Middle School EFL Coursebooks in Türkiye
Full text linkThis study examines the ecopedagogical content of middle school EFL coursebooks published by the Turkish Ministry of National Education, which are currently used in public schools. Utilizing qualitative content analysis, the written and auditory materials in four selected coursebooks, which are used at the 5th through 8th grades in public schools, were evaluated based on six ecopedagogical criteria proposed by Gaard (2008) for children’s environmental literature%253A teaching about, in, and through the social and natural environment%253B teaching the connections of sustainability%253B urgency%253B and praxis. The findings of the study indicate that the 7th grade coursebook contains the highest number of ecopedagogical activities, whereas the 5th grade coursebook includes the fewest. Additionally, the analysis revealed significant variation in the distribution of the six ecopedagogical criteria across the activities in the four coursebooks. The criterion most frequently addressed in the activities was “teaching about the social and natural environment”. In light of this, the study offers recommendations for incorporating the remaining ecopedagogical dimensions into coursebook activities and highlights the need for further research across different grade levels
The Correlations Between Emergency and Disaster Management Students’ Unemployment Anxiety and Life Satisfaction
Full text linkThis study aims to identify the correlations between emergency and disaster management students’ levels of anxiety about unemployment and the sub-factors of it and their life satisfaction. The study, which was conducted by using the quantitative research method, is in relational survey model. The research sample was composed of emergency and disaster management students in the Faculty of Health Sciences of Çanakkale Onsekiz Mart University in 2022-2023 academic year. It was impossible to reach all the students in the research population due to time restrictions and the circumstances, and therefore, 178 of the students in the population were included in the study. The research data were collected through the “Unemployment Anxiety Scale” and the “Life Satisfaction Scale”. In addition to that, the “Demographic Information Form” developed by the researcher was also given to the participants. It was found on looking at the results that the students’ levels of anxiety about unemployment in general were high. The students’ general anxiety about unemployment and its sub-factors and their life satisfaction were found to differ significantly according to their grade level, level of income and according to their current place of accommodation. Thus, their anxiety about unemployment and its sub-factors were found to be significantly and inversely related with their life satisfaction
Comparison of Model-Lead-Test and Video-Modeling in Teaching Digital Citizenship Skills to Individuals with Intellectual Disability
Full text linkThis study aimed to compare the effectiveness and efficiency of the model-lead-test (MLT) and video modeling (VM) methods in teaching individuals with ID how to access and use the services provided by the Turkish state in digital environments. Four individuals participated in the study, in which the adapted alternating treatments design, one of the single-subject research designs, was used. Both methods were effective in ensuring that participants acquired digital citizenship skills. The findings showed that both interventions were equally effective for three participants and VM was slightly more effective for one participant. MLT was more efficient for all participants in terms of the number of sessions and the duration of instruction. It was recorded that non-targeted information presentation regarding digital citizenship elements increased participants’ knowledge levels. The participants and their parents expressed positive opinions about the study’s social validity
The Impact of STEM Approach in Environmental Education on Environmental Attitudes and Knowledge Levels and Students’ Opinions on STEM Approach
Full text linkThis investigation was performed to determine the impacts of the STEM approach in environmental education (EE) on environmental attitudes and knowledge levels and to examine student opinions on the STEM approach in EE. The investigation was implemented in a government school in Turkey in 12 weeks using a mixed method. A Quasi-experimental design with a pretest-posttest control group and a phenomenological research design were used in the quantitative-qualitative parts of the investigation, seriatim. Investigation data were collected using the Environmental Attitude Scale, Environmental Knowledge Test, and an Interview Form, which were also administered as follow-up tests to evaluate the permanence of the changes in attitudes and knowledge. The experimental group received EE with the STEM approach while the group under control received the 5E model. In both study groups, EE was based on reusing waste materials. The study results showed that the 5E model and STEM approach in EE had a meaningful effect on the rise in students’ attitudes and knowledge levels toward the environment. However, the STEM approach in EE was more effective compared to the 5E model. In addition, pupils in the experimental group had positive opinions regarding the STEM approach used in EE. Considering the research results, it was proposed that the STEM approach be included in EE
Astronomy Attitude Scale Development for Secondary School Students
Full text linkThe aim of this study is to develop a valid and reliable astronomy attitude scale for secondary school students. The method of this research is a scale development study. The study group of the research consists of 300 students studying in 3 different secondary schools in Turkey in the first semester of the 2022-2023 academic year. A 32-item 5-point Likert-type scale was prepared with the data collected from the experts. In the first stage, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted within the scope of validity analysis for the scale whose reliability value was calculated at a "very good" level. In the EFA stage, a total of 12 items with high loading values in more than one factor were removed from the scale due to overlapping, and the explained variance of the 3-factor 20-item scale was found to be 53.704%25. In the confirmatory factor analysis stage, the model fit of the 20 items with three factors determined in the EFA stage was tested with the SPSS AMOS programme. At this stage, one more item with low standardized loadings was removed from the scale and model fit values were calculated as χ2 %252Fsd%253D1,907%253B GFI%253D,913%253B CFI%253D,941%253B NFI%253D,885%253B RMSEA%253D,055 and it was determined that the model showed "acceptable" and "excellent" fit. Cronbach%20s Alpha values were calculated as 0.914 for the whole scale. As a result of the construct validity and reliability analyses of the scale, the values found in the analyses showed that the astronomy attitude scale is a valid and reliable scale for secondary school students