Dergiler / Participatory Educational Research

Dear Authors Unfortunately, it has been announced by ERIC that the indexing process has been paused for two years as of Volume 10, Issue 2, on the grounds that the number of articles published in our journal has increased since the year we started to index in ERIC. 17 March 2023 Distinguished Authors, Please be informed again herein that PER is indexed by ERIC. ERIC announced last February that it had updated its policy for the indexed journals within its scope. In this context, it was also announced that should an increase of noticeable sort occurs pertaining to the number of articles published by the said journals considering the first day of their admission to ERIC, they would be monitored closely and the indexing process might be paused for two years- if deemed necessary. Please click here to access the disclosure in question published by ERIC. To this end, we would like to declare that the number of articles to be published in each issue as of March 2023 has been limited to 15 in order to avoid any problems to be caused in this direction. Thank you for your understanding and cooperation. UPDATE: PER General Guidelines and User Templates updated. PER is an open access journal that publishes high-quality articles, in English. All articles published in PER will be peer-reviewed. PER will be published six times a year (one volume per year), in January, March, May, July, September and November starting from 2022. Articles that do not comply with the Per’s rules, without using PER’s template, whose similarity is above 15%, which handle a single dependent variable and are longer than necessary will not be evaluated..

2016 · Special Issue 2016 II

MakaleYazarSayfa
An Analysis of Prospective Chemistry Teachers’ Attitudes towards Information and Communication Technologies, and of Their Confidence in Technological and Pedagogical Content KnowledgeŞenol ŞEN,Senar TEMEL1–10
The Relationships Between Preservice Teachers’ Mathematical Literacy Self Efficacy Beliefs, Metacognitive Awareness And Problem Solving SkillsÖzlem ÖZÇAKIR SÜMEN,Hamza ÇALIŞIR11–19
Evaluation (need, objectives and content dimensions) of Primary 5th -8th Grade Physical Education and Sport CurriculumsGürbüz OCAK,Neriman ATASEVEN20–32
The Relationship Between Pre-Service Teachers’ Critical Thinking Tendencies and Problem Solving SkillsGürbüz OCAK,Eray EĞMİR33–44
Tool of Association Concept; Volume of ConceptSalih GÜLEN45–50
Examining Effects of Worksheets to Associate Thermodynamics Concepts with Related Daily EventsGüner TURAL,Özge KOL51–60
The Relationship between Metacognitive Awareness of Reading Strategies and Success of Science of the 5th Grade Students in Secondary SchoolHalil İbrahim ALICI,İsmail Can SERDAROĞLU61–70
Examination and Evaluation of Websites of Science Centres in TurkeyAykut Emre BOZDOĞAN,Kerem BOZDOĞAN71–79
The Relation between Life Long Learning Tendency and Leadership Level of Education ManagersErtuğrul ÇAM,Fatih SALTAN,Recep ÇAKIR80–88
Metaphors of 4th Grade Students about Organsİjlal OCAK,Selcen Süheyla ERGÜN89–99
The Comparison on Evaluation of Concept Map and Structured Grid with Multiple-Choice TestBuğrahan EKİN,Şafak ULUÇINAR SAĞIR,Fatih SALTAN100–111
The Effect of Formative Assessment Technique on Academic Success of the Students and Their Attitudes in the Unit “The Solar System and Beyond: The Space Puzzle” At 7th GradesSüleyman AYDIN,Nesrin ÜRÜN112–120
Academicians’ Views on Conceptual and Procedural Learning in Science EducationSüleyman AYDIN,Pınar URAL KELEŞ,Mehmet Akif HAŞILOĞLU,Leyla AYDIN121–129
Opinions of the 8th Grade Students and Teachers Who Participated in TIMSS 2015 on the Test: “The Example of Ağri”Pınar URAL KELEŞ,Süleyman AYDIN130–142
The Impact of Elective Application of Science Lessons on Sciences Courses: A Qualitative Study of 6th Grade StudentsPınar URAL KELEŞ,Mehmet Akif HAŞILOĞLU,Süleyman AYDIN,Ayşegül ÖNER143–156
Primary School Teachers’ Perceptions of School ReportNida BAYINDIR,Levent SEVİ,Aynur ÇUKURCALIOĞLU157–172