International Journal of Progressive Studies in Education (ijopse)

The Effect of the Use of Fun Educational Materials in Science Courses on Students' Academic Achievements and Science Attitudes

Hüsna AYVAZOĞLU — 2025-07-01

This research was conducted in order to examine the effect of entertaining educational materials on students' academic achievement, attitude towards science lesson and permanence of learned information. This study, conducted on the topic of Simple Machines in 7th grade Science classes, followed an explanatory sequential mixed method design. There were 86 students in the 7th grade participating in the study. In order to obtain quantitative data in the study, Simple Machines Academic Achievement Test and Attitude Towards Science Scale were used as pretest and post-test. The permanency effect was investigated by repeating the scales 6 weeks after the end of the application. In addition, a semi-structured interview form was prepared to obtain qualitative data and applied to 18 randomly selected students from the experimental and control groups. According to the findings obtained from the research, it was found that the experimental group results differed significantly in academic achievement, attitude towards science and persistence tests compared to the control group results. Students’ feelings and thoughts also supported these results.

Evaluation of the 2024 Science Curriculum in Terms of Out-of-School Learning Environments

Şahin AYVAZOĞLU — 2025-07-01

The aim of this study is to examine how the 2024 Science Curriculum integrates out-of-school learning environments. The study employed document analysis, a qualitative research method. The data source consisted of the 2024 Science Curriculum published by the Ministry of National Education's Board of Education. The data were systematically analysed following predefined analytical steps. The findings reveal that, for the first time, curriculum units were sequenced based on out-of-school learning environments, with six class hours allocated annually for such activities. The learning and teaching experiences section extensively incorporates various out-of-school settings, including museums, science centres, and planetariums. However, these opportunities were found to be limited at the 5th and 6th grade levels, and references to out-of-school learning environments in differentiation practices were superficial. Learning outcomes primarily included these environments within sustainability and environmental units. In conclusion, while out-of-school learning environments are supported within the curriculum, concrete implementation guidelines are insufficient. This highlights the need for the curriculum to provide more detailed guidance to help teachers effectively integrate these environments into their teaching practices.

Bibliometric Analysis of Executive Function Studies in Gifted Individuals with Autism

Esranur DÜLGER — 2025-07-01

This study aims to conduct a bibliometric analysis of research on executive functions in gifted individuals with autism (high-functioning autism). A descriptive survey method was used in the study. Bibliometric analysis techniques were used to analyze the data. A search was conducted in the Web of Science database using the keywords “high-functioning autism” and “executive function” within research themes. A total of 304 academic studies published between 1991 and 2025 were included in the bibliometric analysis. As a result of the analysis, the distribution of studies by year, citation counts, leading researchers in the field, influential journals, countries and institutions with the highest number of publications, researcher and international collaborations, and frequently used keywords were examined. According to the findings obtained through the VOSviewer software, the United States was identified as the country with the highest number of studies, the Journal of Autism and Developmental Disorders as the most frequently publishing journal, and H. M. Geurts as the most prolific author. Trends and developments in this area were discussed, and suggestions were offered for researchers planning to conduct studies on this topic.

Social Knowledge Domains and Moral Development in Turiel’s Social Domain Theory

Sariye DOĞAN — 2025-07-01

Moral development theories provide important data on the source and development process of moral knowledge and provide a theoretical basis for studies in this field. A large part of the research on moral development in Türkiye has been shaped around the theories of Piaget and Kohlberg, while other important approaches in this field have not been given sufficient space. In this study, the Social Domain Theory, which has a limited place in Turkish literature, has been discussed. Social Domain Theory was developed by Elliot Turiel in the 1970s, based on cognitive-developmental approaches. The theory was put forward in the process of seeking answers to structural problems that emerged in Kohlberg's theory of moral development. According to Turiel, children classify their social interactions according to different forms of reasoning from an early age; in this process, they form knowledge structures related to moral, social and personal areas. Cognitive and social processes play a decisive role in the formation of these structures. The aim of this research is to fill the gap in Turkish literature by examining Social Domain Theory comprehensively and systematically. In this direction, primary sources were reached directly by systematic literature review; theoretical framework and historical development of the theory were presented in detail. In addition, individual interviews were conducted with the scientists who developed the theory in order to better understand the theory and some unclear aspects of the theory were clarified.

The Educational Reflections of the Psychological Effects of Migration

Muhammed Ali AĞCA — 2025-07-01

Migration refers to the movement of individuals or groups from one place to another within a country or across borders due to various factors such as economic reasons, war, political changes, family issues, or natural disasters. Migration has always been a significant phenomenon in human history and has gained increasing importance in today’s world. It has substantial effects on both migrants and the populations of the host regions in sociological, economic, demographic, cultural, political, legal, educational, and health-related domains. This study aims to examine the psychological effects of migration on individuals and how these effects are reflected in educational processes through a review of the literature. Migrants often face psychological difficulties such as anxiety, depression, post-traumatic stress disorder, identity conflict, and a lack of belonging, especially due to war, poverty, cultural alienation, and discrimination. These psychological challenges negatively affect key educational indicators for migrant children and adolescents, including school participation, academic achievement, social interaction, and sense of school belonging. The study explores how migrant students’ psychological issues are reflected in classroom interactions and academic adaptation, focusing on language barriers, identity conflicts, and educational policies. It also evaluates the strengths and weaknesses of education policies implemented in Turkey. Addressing the psychological dimension of migration in an integrated manner with education is essential. In this context, psychosocial support mechanisms should be strengthened, and long-term inclusive education policies should be developed.