Journal of Management and Educational Sciences

Türkiye’de 2012-2022 Yılları Arasında Hazırlanan İlkokulda Matematik Problemi Çözme Becerileri Konulu Tezlerin İncelenmesi

Seda Salgın, Aysun Ergüner, Baran Yaşlı — Mon, 02 Jun 2025 00:00:00 +0300

This study aims to examine master's theses on mathematics problem-solving skills in primary schools prepared in Turkey between 2012 and 2022. A total of 25 theses related to the subject were identified between 2012 and 2022. The document review method, one of the qualitative research methods, was used to examine the theses. The study group consists of master's and doctoral theses published nationally, which were identified by searching the YÖK National Thesis Center database using keywords such as “problem-solving skills, mathematics, elementary school” between 2012 and 2022. The introduction and theoretical background section of the study includes general explanations and definitions related to problem-solving skills. In the findings section of the research, the theses were analyzed according to the sub-objectives of the thesis, the year and type of thesis, the research method, model, data collection tools, and data analysis methods used in the theses, the province, grade level, and size of the working groups of the theses, and the subject headings and results of the theses. The final section includes the discussion, conclusions, and recommendations.

An Investigation of Primary School Visual Arts Curriculum Teachers' Views on Literacy

Amine Can, Arzu Pekğöz Çeviker — Thu, 05 Jun 2025 00:00:00 +0300

The aim of this study is to examine in depth the views of classroom teachers regarding their literacy of the primary school visual arts curriculum. Teachers' competencies in understanding, implementing, and evaluating curricula directly influence the quality of education, especially in practice-based subjects such as art education. This research was conducted using the content analysis method, one of the qualitative research approaches. A semi-structured interview form developed in line with literature and expert opinions was used as the data collection tool. The data were collected through face-to-face interviews with 20 classroom teachers and analyzed accordingly. As a result of the analysis, teacher views were categorized under six main themes: perceptions of curriculum literacy, opinions on the visual arts curriculum, views on the objectives of the visual arts course, evaluations of the curriculum content, views on teaching and learning processes, and assessments of measurement and evaluation practices. According to the findings, teachers generally exhibit a positive attitude towards the visual arts curriculum and stated that they understand the fundamental goals and outcomes of the program and try to implement it in a way that supports students' artistic development. However, challenges such as time constraints, lack of materials, and assignments outside their field were identified as significant obstacles to effective classroom implementation. Teachers also emphasized the contribution of the course to fostering creative thinking, aesthetic sensitivity, and self-expression, but criticized the abstract nature of the content at certain grade levels, the insufficiency of lesson time, and the lack of clarity and applicability in assessment processes. These issues create uncertainties in implementation and hinder teachers' effectiveness. The findings reveal that teachers are not only practitioners but also professionals who can think critically, identify deficiencies, and offer constructive suggestions. Accordingly, it is recommended that in-service training programs be strengthened, curriculum literacy be enhanced through targeted efforts, and curricula be revised based on field feedback.

The Effect of Couples' Communication Skills on Conflict Resolution Styles: A Case Study in Konya Province

Hale Ulusoy, Birol Büyükdoğan — Mon, 16 Jun 2025 00:00:00 +0300

This study aims to examine the impact of communication skills on conflict resolution styles among married individuals. Marital relationships are dynamic and complex structures in which individuals unite socially, emotionally, and economically. Conflicts are inevitable in this process, and communication skills play a pivotal role in managing them. The literature emphasizes that effective communication includes empathy, clear self-expression, and active listening, which contribute significantly to marital satisfaction. In this context, determining the effect of communication competence on conflict resolution styles is critical for enhancing family harmony and strengthening marital bonds. The study employs a relational survey model and was conducted with 426 married individuals residing in Konya, Turkey, selected through convenience sampling. Data were collected using a personal information form, the Communication Skills Scale (developed by Korkut-Owen & Demirbaş Çelik, 2017), and the Conflict Resolution Styles in Romantic Relationships Scale (developed by Özen, 2016). Data analysis was performed using SPSS 25, employing Pearson correlation and multiple linear regression techniques. Findings indicate a positive but low-level significant relationship between communication skills and conflict resolution styles, with a moderate correlation observed specifically between constructive resolution strategies and communication skills. Regression analysis reveals that communication skills have a limited predictive power on conflict resolution styles, with only the “willingness to communicate” sub-dimension approaching significance. These results suggest that conflict resolution cannot be explained solely by communication competence; other psychosocial variables such as personality traits, attachment styles, and marital duration also play a role. In conclusion, the findings highlight that developing effective communication skills supports the adoption of constructive behaviors in conflict resolution processes. The study underscores the importance of communication-focused interventions in marital counseling and family therapy and recommends further research in diverse sociocultural contexts to enhance generalizability.

The Effect of Play and Friendship on the Development of Life Skills in Home-Schooled Students with Special Needs

Betül Eker, Kadir Çelik — Mon, 23 Jun 2025 00:00:00 +0300

The purpose of this study is to examine the effect of play and friendship relationships on the acquisition of life skills by students with special needs within the scope of home education, based on the opinions of classroom teachers. This study, which was structured according to the phenomenology design of qualitative research designs, was conducted through semi-structured interviews with 14 special education teachers working in different provinces in the spring semester of 2025. The data were analyzed using content analysis, and themes, categories, and codes were created and evaluated based on the teachers' views. According to the research findings, home education offers important opportunities for individuals with special needs in terms of both academic and life skills; in particular, it supports the retention of learning through individualized teaching opportunities. It was observed that play and gamification techniques increase students' attention, motivation, and desire to learn, while also supporting their social-emotional development. However, it was noted that limited friendships constitute a disadvantage in terms of social interaction. The study also emphasized that active family participation in the process is a determining factor in the acquisition of life skills. In conclusion, it is recommended that game-based learning, family collaboration, and structures that provide opportunities for social interaction be developed to effectively impart life skills in home education.