During the COVID-19 pandemic, health professionals had to spend much of their time working in hospitals, which may have caused psychological distress to their children. This study was in the form of a case study pattern, one of the qualitative research methods aimed to identify the psychosocial effects of the COVID-19 pandemic on the primary school children of health professionals. Its sample consisted of health professionals (n = 60) and their children (n = 60), who were all at primary school. Data were collected from the parents using a questionnaire, and from the children by asking them to create drawings and explain them. Descriptive and content analysis were carried out. The findings were grouped under the headings of "Spatial and Social Effects on the Child's Daily Life," "Effects on the Child's Emotions," and "Effects on the Parent From the Child's Perspective." It is recommended that interventions to maintain the psychosocial well-being of children be planned.

Türkiye’de Covid-19 pandemisinde birincil vakanın 11.03.2020 tarihinde görülmesinden itibaren hayatın birçok alanında önemli değişiklikler ortaya çıkmıştır. Bu alanlardan birisi eğitim alanıdır. Birincil vaka tespitiyle birlikte Millî Eğitim Bakanlığı Türkiye genelinde iki hafta tatil kararı vermiştir. Ardından uzaktan eğitim başta olmak üzere çeşitli uygulamalarla eğitim-öğretimin devamını sağlamıştır. Bu araştırmanın odağında bu süreçteki uzaktan eğitim, Hayat Bilgisi dersi, öğretmenlerin kullandıkları öğretim yöntem/teknikleri ve materyal/araç-gereçleri bulunmaktadır. Bu kapsamda, araştırmanın amacı, Covid-19 pandemi sürecinde donanımlı bir okulda uzaktan eğitim Hayat Bilgisi dersinin öğretmenlerin kullandıkları öğretim yöntem/teknikleri ve materyal/araç-gereçleri açısından incelenmesidir. Ayrıca, bu yöntem/tekniklerin ve materyal/araç-gereçlerin öğretmen görüşleri ve ders gözlemleri yoluyla uzaktan eğitim sürecine uygun olup olmadıklarını ortaya çıkarmaktır. Nitel araştırma yöntemi kullanılan araştırmada durum çalışması deseni tercih edilmiştir. Araştırma grubunu, ölçüt ve kolay ulaşılabilir örnekleme yöntemleri kullanılarak belirlenen 28 sınıf öğretmeni oluşturmaktadır. Araştırmanın veri toplama araçlarından biri öğretmenlerin görüşlerini almak için kullanılan açık ve kapalı uçlu sorulardan oluşan ankettir. Diğeri 22 ders kaydının gözlem amaçlı incelenmesinde kullanılan gözlem formudur. Elde edilen verilerin betimsel ve içerik analizi yapılmıştır. Araştırmanın sonucunda öğretmenlerin en çok öğrencilerin bireysel çalıştığı etkinlikler, soru-cevap yöntemi, bedensel hareketli etkinlikler, düz anlatım ve gösterip yaptırma yöntemleri başta olmak üzere çeşitli öğretim yöntem ve teknikleri kullandığı ortaya çıkmıştır. Materyal/araç-gereç olarak en çok görsel materyaller, ppt sunumlar ve eğitici videolar kullandıkları sonucuna ulaşılmıştır. Bunun yanı sıra, bu yöntem/tekniklerin ve materyal/araç-gereçlerin uzaktan eğitim Hayat Bilgisi dersi sürecine uygunlukları da öğretmen görüşleriyle değerlendirilmiştir.

Contemporary museums are not only places where collections are protected and exhibited; they are also effective and efficient learning and teaching environments. However, both contemporary and traditional museums need to be improved in terms of their educational functions. This study planned and implemented a museum tour addressing multiple intelligences for first graders at primary school with the purpose of demonstrating an effective museum tour. The convenience sampling method was used for determining the participants of the study. The researcher, together with 5 primary school teachers, 120 first-grade students and 44 undergraduates from the Department of Primary Education at the Faculty of Education participated in the study. This study was designed as action research, which is one of the qualitative research designs. Data were collected using semi-structured interviews, observations, and student-recalled questionnaires. The study showed that the teachers’ and the undergraduates’ thoughts about the planning and implementation were mostly positive, especially in terms of students’ motivation, detail planning and the undergraduates’ role of the implementation as qualified staff. Moreover, the findings related to the students’ learning indicated that it was stored in their long-term memory. As a result of the study, the museum tour plan addressing multiple intelligences for first graders will be an example of effective museum education for teachers and museum educators in various ways.

The current study was conducted with the purpose of discovering the incompetence of instrument/inventory usage that 1st, 2 nd and 3 rd grade teachers utilize to determine their students' multiple intelligences profiles.By this way, the study specifically aims to portray "what" and "what should be" for determining multiple intelligences profiles from methodological dimensions of "using instruments/inventories."The study was an action research through employing criterion sampling method.There were various groups of participants involved in this study.Interviews, observations, and written document analysis were the main data collection methods.Data collection instruments and procedures included interview logs, observation forms, observation notes, evaluation of existing instruments including the Teele Inventory for Multiple Intelligences (TIMI), Multiple Intelligences (MI) Domains Inventory for Educators, MI Domains Observation Form for Students, Multiple Intelligences Inventory for Adults, and Multiple Intelligences Checklist for Students .Descriptive and qualitative content analyses were conducted.The data analysis indicated that most of the tools currently used were demonstrated a great deal of methodological weaknesses and were not appropriate for unveiling the intelligences properly.Also, their existing applications shed light that these tools were not appropriate enough and ignored many cultural aspects in determining intelligences.On the basis of Gardner's speech and related literature, it can be expressed that intelligences could not be identified and assessed via single method, especially paper-pencil instrument formats.Nevertheless, MIT is based on a multiplicity approach and requires combining great effort to reveal intelligences in a correct manner.

The aim of the current study was to find out the purposes of the 1st, 2nd and 3rd grade teachers to determine their students’ multiple intelligences profiles. The study was a qualitative research. Criterion sampling method was used to select the participants of the study. The data were collected from six teachers, three psychologists, two sociologists, and one child neurologist using interviews, observation forms, and researcher’s notes. The findings indicated that the teachers determine their students’ multiple intelligences in order to (1) know students’ characteristics affected by multiple intelligences in depth and detail; (2) learn students’ weaknesses and strengths in terms of multiple intelligences; (3) assist students by activating their dominant intelligences to handle problems; (4) inform stakeholders (branch teachers, parents, school counselors etc.) about students’ multiple intelligences profiles; (5) manage class in accordance with students’ multiple intelligences profiles; (6) comprehend principles of MIT; (7) suggest leisure time activities according to students’ dominant intelligences.

The purpose of the study was to find out the 3rd grade undergraduate's perceptions about drama before and after the course drama in education. The participants of the study were comprised of 3rd grade undergraduates enrolling in the course “drama in education” (DIE) in the faculty of education in Baskent University during the fall semester in 2011 – 2012 academic year. The qualitative data were obtained through interviews, mind maps and metaphor analysis. Qualitative data analyses were conducted. The data analysis showed that there were differences between the participant's perceptions about drama before and after taking the course “drama in education.”

Background: Multiple Intelligences theory (MITE was developed as an account of human cognition. Gardner (1993) asserts that MIT is very important and beneficial for educational implications. Different studies supports that there are potentials to enhance the educational practices through MIT (Harvard Project Zero, 2004) and positive effects occur on students, teachers, and parents. The initial findings of the studies support the idea that implementations of NUT for a year have constructive effects on all individual in teaching and learning process (Saban, 2002). However, the study of the effects of MIT on 1(st) graders' Literacy Education (LE) is somewhat rare or left unstudied while the research literature abounds with the effects of the principles of MIT on different subjects in different grades.Purpose of the Study: The purpose of the present study was to find out whether the implementation of MIT has any effect on Literacy Education (LE) and to explore first graders' tendency towards the course and the teachers.Methods: The qualitative data were gathered from one 1(st) grade classroom with 26 students, five 1(st) grade teachers from Baskent University College Ay e Abla Schools, and four 1(st) grade teachers from Gazi University Foundation Private Primary School. Data collected through interviews, observations, students' drawings and writings about the LE, students' portfolios, photographs, written document and Teele Inventory for Multiple Intelligences (TIMI) and analyzed by employing descriptive and content analysis techniques.Findings: Results underlined the fact that the effects of the MIT on the 1(st) graders' LE and tendency towards the course and their teachers were positive. Also, some variations were observed in terms of the students' multiple intelligences throughout the LE.Conclusions: MIT makes its greatest contribution to education by means of suggesting the idea that there are various ways to learn (Armstrong, 1994), The major impact of this study is about positive contribution of MIT on 1(st) graders' LE in terms of students' and teachers' tendencies towards the course and each others. Besides, it makes a difference in relation to developing students' multiple intelligences. Therefore, teachers should encourage students to participate in not only learning activities aimed at their dominant domain of intelligence but also learning activities aimed at their weak domain of intelligence in order to improve their intelligences in a holistic manner.

Background/Problem Statement: Curricula are not only in schools but also in mass media. The curricula may be more efficient than that in schools in terms of shaping our children's lives, behaviors, even their imaginations. The basic assumption of the study is "The curriculum is on TV." We should focus on hidden curriculum on mass media (Nystrom, 1975).Purpose/Objective/Research Question/Focus of Study: The purpose of the study was to evaluate the sitcom "Sihirli Annem" in terms of curriculum evaluation approaches at three main stages; needs assessment, formative evaluation, summative evaluation. Methods: The qualitative data was obtained through open-ended questionnaires, interviews, observations and written document. Qualitative data analysis was conducted. The participants of the study were 38 children aged between 4 -12, their parents, -6 nine teachers and experts from different fields.Findings/Results: In the end, the choice "to improve" was preferred since the study made it clear that the sitcom was not purely positive or negative. Therefore it had both negative and positive aspects to be developed.Conclusions/Recommendations: Research should be conducted about hidden curriculum on mass media. Parents and educators should examine the mass media regularly when they are interested them in any way. There should be advisors while preparing a TV program for children.