FROM CLASSROOM TO SOCIETY Social Studies, Primary Education, and Educational Sciences What happens in a classroom rarely stays there. The values children absorb, the habits of thought they form, and the sense of citizenship they come to embody ripple outward—shaping the societies they will one day inhabit and reshape in turn. This edited volume brings together scholars from Social Studies Education, Primary Education, and the Educational Sciences to ask a deceptively simple question: what is education actually for? Moving beyond the comfortable assumption that classrooms are neutral spaces, the contributors argue that teaching is never apolitical—that every curricular choice, every assessment, every silence carries ethical and civic weight. Across its chapters, the volume traces an ambitious arc: from the ideology of neutrality in social studies, to the evolutionary roots of children's moral development; from nature-based pedagogies and climate education, to the architecture of curriculum and citizenship; from the professional autonomy of teachers, to the urgent questions of inclusion and justice that define contemporary schooling. Readers will encounter conceptual archaeology alongside empirical research, historical analysis alongside pedagogical practice—each chapter a distinct lens on a shared conviction: that education is not merely schooling, but a formative social process extending from the classroom into the wider fabric of collective life. Rich in interdisciplinary dialogue and grounded in both global scholarship and local educational realities, From Classroom to Society offers researchers, educators, and policymakers a timely and provocative invitation to rethink what we teach, why we teach it, and what kind of society our classrooms are quietly building.

Bu araştırmanın amacı ilkokul birinci sınıf öğrencilerinin okuduğunu anlama becerilerini ölçmek için geçerli ve güvenilir bir ölçme aracı geliştirmektir. Araştırmanın modeli, madde analizi temelli test geliştirme çalışması olarak tanımlanmış ve çalışma bu doğrultuda yürütülmüştür. Araştırmanın örneklemi 101’i kız 89’u erkek olmak üzere 190 ilkokul birinci sınıf öğrencisinden oluşmaktadır. Okuduğunu anlama becerisi Bilişsel Yük Teorisi çerçevesince ele alınmış ve kısa cevaplı soru tekniği kullanılmıştır. On sorudan oluşan Ali ve Kaya adlı metin yazılmıştır. Uzman görüşleri alınmış ve seçkisiz örneklem kullanılarak veriler toplanmıştır. Öğrencilerden elde edilen verilerden madde analizleri ve güvenirlik katsayısı hesaplanmıştır. Madde güçlük ve ayırt edicilik indeks değeri uygun olmayan birinci soru ölçme aracından çıkarılmış ve dokuz soru kalmıştır. KR-20 güvenirlik katsayısı ,70 olarak bulunmuştur. Yapılan analizler neticesinde dokuz kısa cevaplı sorudan oluşan bir ölçme aracı elde edilmiştir. Araştırma sonucunda geliştirilen aracın ilkokul birinci sınıf öğrencilerinin okuduğunu anlama becerilerini bilişsel yük teorisi temelinde geçerli ve güvenilir sonuçlar ürettiği tespit edilmiştir.

The purpose of the present research is to explore the association between socioeconomic status (SES), daily internet use (DIU), birth order (BO), family size (FS), maternal working hours (MWH), and paternal working hours (PWH) with theory of mind (ToM) skills among pre-schoolers and primary schoolers. A total of 177 pre-school children and primary school children were included in the research sample. The research was designed as correlational research. The data were analysed with multiple linear regression analysis. Results of the research showed that DIU and SES are most negatively associated with ToM of the participant children. Moreover, it was observed that BO and FS are negatively related to ToM and PWH has higher correlation than MWH in the context of ToM. It was concluded that higher SES seems to offer more availability of internet and digital technologies in home settings and this availability causes negative associations between SES and ToM. Findings were discussed along the relevant literature.

The purpose of the research was to discover which variables better predict phonemic awareness. Socioeconomic status (SES), quality of parent-child interaction (PCI), screen time (DST), visual-spatial ability (VSA), and mathematical reasoning (MR) were included as independent variables in the model, while phonemic awareness (PA) was the dependent (outcome) variable. The research was designed as correlational research. A total of 556 first grade primary school students were recruited into the research sample upon approval by their parents. In the analytic procedures, supervised machine learning was adopted and data were analyzed through classification and regression trees (CART) by using rprart, rpart.plot, tidyverse, dplyr, ggplot2, and corrplot packages in R. Results of data analysis indicate that MR, PCI, and VSA can predict PA, while SES and DST are not predictors. Findings of the research were discussed along with intelligence theories and practical implications were noted for teachers and researchers.

The main purpose of the present study was to develop a measure examining parent-child interaction, particularly in academic experiences of children. Two studies provided evidence for reliability and validity of 19-item scale. First determining the factorial structure of Parent-Child Interaction Scale (PCIS) was aimed. 256 parents were participated in exploratory factor analysis. According to the results of item analysis, five items were excluded from the item pool because of having low factor loading. Exploratory factor analysis was applied with 14-items. Three factor solution was extracted. The three-factor structure was accounted for 51% total variance of PCIS. As for confirmatory factor analysis, the further analysis was performed with 199 parents. The three-factor structure was tested. Sufficient fit indices were found from confirmatory factor analysis. This means that three factor structure of PCIS was confirmed. Additionally, convergent validity was examined. The results from average variance extracted and composite reliability analysis revealed that convergent validity of the PCIS is sufficient. Finally, internal consistency coefficient was investigated for reliability analysis. The Cronbach’s Alpha coefficient supplied evidence for reliability. Overall, it was stated that the PCIS was reliable and valid measure to assess parent-child interaction. It was well known that the concept of parent-child interaction has a wide spread of uses. It may be expressed that the PCIS has potentials to present substantial contributions in education and psychology researches.

The purpose of the present research is to develop a visual-spatial ability test (VSAT) for primary school children. Visual-spatial abilities allow processing of information about an object in terms of shape, colour, texture, perspective, and rotation. The visual-spatial test includes items-tasks for the participants to process information about texture, colour, shape and perspective. A total of 196 primary school children participated in the research. The data were analysed through Rasch analysis and item-response theory. Findings proved that VSAT yields reliable and valid results for assessing the visual-spatial ability of primary school children.

The present research aimed to reveal how the COVID-19 pandemic influenced the mathematical reasoning of primary school students through mediation analysis. It was designed as ex post facto research. The research sample consisted of two cohorts. Cohort 1 included 415 primary school children who received face-to-face instruction by attending school for six months until COVID-19 emerged. Cohort 2 included 964 children who were taught curricular skills through distance education due to COVID-19 and school closures. In total, 1,379 primary school children were recruited into the research sample. Data were collected through a mathematical reasoning test by sending items from the instrument via Google Docs. The data were analysed with mediation analysis. Results demonstrated that the school closures due to the COVID-19 pandemic negatively influenced mathematical reasoning skills. Findings are discussed in the light of human interaction and Cattell’s intelligence theory.

The purpose of the present research was to disclose the impact of school closures due COVID-19 on phonemic awareness of first-grade primary school students. The research sample comprised two cohorts. Cohort-1 consisted of 59 first-grade primary school students, while there were 193 students in Cohort-2. A total of 252 first-grade primary school students were recruited into the research sample. Data were collected with the Phonemic Awareness Test which was specifically designed for the research. Mediation analysis was used for data analysis. Results of the mediation analysis indicated that school closures due to COVID-19 led to significant decreases in phonemic awareness of first-grade primary school students. Results are also discussed along with student–teacher interactions.

The present study sought to develop a scale to measure the values adoption of primary school children and explore whether emotional intelligence of primary school children is associated with values which are taught through curricular activities. First, the Value Adoption Scale (VAS) was developed in Study 1 by conducting exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and correlation was examined in Study 2. Data were collected using the Ten Years Emotional Intelligence Scale (TYEIS) and the Value Scale consisting of eight items. Data were analyzed with Pearson correlation coefficient and regression analysis. Results of data analysis indicated that there was a moderate correlation between emotional intelligence and values, but regression analysis revealed that emotional intelligence had weak predictive power for values adoption. It was concluded that teaching values through curricular activities is not useful to foster emotional intelligence among primary school children. Results of the research are discussed and addressed along with the relevant literature.

The purpose of the research is to develop a new theory of mind tasks, test its reliability and validity, and scale the intentional aspect of theory of mind. The study was designed as survey research, one of the quantitative research traditions. One hundred and fifty-eight children whose age ranged between 4 and 10 years were included in the research sample through quota sampling. Data were dichotomous so Rasch analysis was used to analyse the data. As result of Rasch analysis, it was found that the separation index is 7; reliability coefficient is 98; and the battery of the theory of mind task has robust model fit based on RMSE, infit mean-square and outfit mean-square. Difficulty analysis indicated that false belief tasks and real vs. disclosed intention are the hardest tasks, while diverse desires, implicit false beliefs, and diverse beliefs are the easiest tasks in the battery.

The purpose of this article is to produce a new explanation for the conflict between constructivist grounded theory and objectivist grounded theory. Grounded theory (GT) has drawn much attention because it enables qualitative researchers to produce theoretical explanations about what is going on. Since Glaser and Strauss invented the term "grounded theory," there have been debates about what grounded theory is and what are its components. In this article, epistemological, ontological, and methodological beliefs about constructivist and objectivist grounded theory are explained and compared, and definitional analytical aspects of the two approaches are addressed by emphasizing their paradigmatic roots. As a result, it was concluded that objectivistic grounded theory is an agreement between positivism and the naturalistic approach advocating that researchers can be value laden but must stay as objective as possible. On the other hand, it is proposed that constructivist grounded theory is a value-laden logical operation in producing theoretical explanations.

The present research aims to develop a theory on teacher–student interaction in the first year of primary school period. The present research was designed in grounded theory research which is one of the qualitative research traditions. A total of 18 primary school children started the first year of primary school. Data were collected through participant observation. Participant observation was launched after all necessary ethical permissions were taken from local education authority, the participant children, their teacher, and parents. Data were analyzed through constant comparison within three stages as open coding, axial coding, and selective coding. It was reported that the teacher and the first graders mutually developed strategies and there were several circumstances in the interaction that nested behavioral problems.

Aim of the present research is to reveal correlation between procedural knowledge of recycling and socioeconomic status of the primary school children. The present research was designed in correlational research, one of the quantitative research tradition. Data were analyzed through Spearman-Brown Rank Order and multiple regression. Results of the data analysis indicated that procedural knowledge of recycling is positively correlated with maternal education, maternal employment, and residential area rather than paternal education and paternal employment. Regression model strongly fitted into observed data. Regression model also revealed that maternal education, maternal employment and residential area can predict procedural knowledge of recycling among primary school children. Results of the study were discussed along with social learning theory, social capital and relevant literature.

Purpose of the present study is to investigate impact of art-based classroom activities on primary school children’s social-emotional skills. Study group included 35 primary school children who study in 4th grade. 18 of them were assigned to treatment group while 17 of them were recruited in control group. Art-based classroom activities include 10 instructional activities and lasted for 15 course hours. The control group received curricular activities, the treatment group were instructed through the art-based classroom activities. Data were collected through Facial Emotion Recognition & Empathy Test and Ten Years Emotional Intelligence Test developed. Data were analyzed through Repeated-Measures of ANOVA. Result of the study indicated that the art-based classroom activities significantly increased emotion recognition, empathy, and emotional intelligence skills of the participant children from the treatment group. Results, which were reached in the study, were discussed in the light of relevant literature and Experiential Learning Theory.

The present study seeks to reveal the impact Emotional Literacy Training (ELT) that lasted for two months, on students' emotional intelligence performance. The study was designed as a quasi-experimental research. The experimental group consisted of 16 students, while 12 students were assigned to control group. Data in pre-test and post-test were collected through the Ten Years Emotional Intelligence Scale (TYEIS) developed by Coskun, Oksuz and Yilmaz (2017). Data were analysed through the paired sample t-test and independent sample t-test. Findings of the study indicated that ELT significantly increased experimental group students' emotional intelligence performance and this significant increase remained permanently. Results were discussed according to Experiential Learning and Radical Behaviourism and in the light of relevant literature; several implications were developed for teachers, other school staffs and researchers.

BackgroundThe purpose of the present study is to develop the Moral Identity Test (MIT) which measures the moral identity of primary school children.MethodsThe present study was designed as survey research and 516 primary school children were included in the sample. Data were analysed with corrected item-total correlation, exploratory factor analysis (EFA), internal consistency analysis, convergent validity analysis, and item response theory (IRT).ResultsAs a result of the data analysis, it was found that the MIT consists of one construct with ten items and its internal consistency coefficient is .93.ConclusionsIt was concluded that the MIT can generate reliable and valid results in measuring the moral identity of primary school children whose ages vary between 7 and 11years.

I seek the experience of the primary school children who participated in the SEL Activities instructing self-regulation skill. I designed the SEL Activities and conducted them with the participant students' classroom teacher. I used phenomenological methods (Moustakas, 1994) to collect data through semi-structured interviews with primary school children who are 10-years-old and analysed the data by identifying significant statements and then clustering the significant statements into themes, writing textural and structural descriptions, before finally arriving at a composite description. Findings demonstrate that through the SEL Activities, the participant children became more competent in realizing the influence of emotions on their behaviours and in using practical and strategic knowledge on self-regulation skills.