The study aimed to teach money recognition and handling skills to a second-grade primary student at risk for dyscalculia. In line with this purpose, the problem of the study was defined as 'how to teach money recognition and handling skills to a second-grade primary student at risk of dyscalculia'. Action research, one of the qualitative research designs, was used in the study. The research was conducted with a second-grade student in a primary school in the Iskenderun district of Hatay who was suspected of having dyscalculia. The participants in the research were determined using the appropriate sampling method. The data collection tools for the research consist of a mathematics achievement test, observation notes, and records used during the action plan implementation. The data obtained were analysed using the descriptive analysis technique. A pre-test prepared by the researcher measured the student’s level of knowledge about coins. The student achieved 20% success in the pre-test. The teaching process was carried out within the action plan framework prepared based on the pre-test. The teaching was carried out for 5 weeks. The teaching process was supported by concrete materials, worksheets, and Web 2.0 tools. The student achieved great success (at least %60%) in the post-test applied at the end of the process. This action research suggests that with appropriate support and interventions, students with dyscalculia can improve basic money management skills. Future research could investigate the long-term effects of these interventions and their applicability to a broader group of students with learning difficulties.

This study aims to determine the perceptions of preservice science, classroom, and social studies teachers regarding the greenhouse effect using metaphors. In line with this purpose, a qualitative research method was employed, and phenomenology was chosen as the research design. The study was conducted in the fall semester of the 2024-2025 academic year with the participation of 76 preservice teachers (55 female, 21 male) who were fourth-year students in the science education, social studies education, and classroom teaching programs at a medium-sized education faculty in the Central Anatolia Region, and who fully completed the information in the data collection tool. The data collection tool used in the study consisted of a form with questions aimed at learning the participants' descriptive information and an open-ended statement. The data obtained in the study were analyzed using the content analysis technique, and similar data were grouped under specific concepts and themes and organized in a way that readers could understand. As a result of the study, it was determined that the preservice teachers created 52 different metaphors, which were grouped under two themes and six categories. Considering the data obtained, it is recommended that primary school and social studies teacher candidates should participate in scientific activities related to the environment and environmental problems.

Although digital games are used for entertainment and educational purposes, the characters and designs often influence players’ behaviors and thought processes. The concept of the pedagogical agent in digital games allows for an analysis of game characters’ roles. However, in some games, these characters may create adverse effects by promoting harmful behaviors rather than fostering positive learning experiences. The instrumental rationality approach seeks to explain this situation and suggests that moral values or ethical concerns can be disregarded when pursuing success. This research aims to examine the characteristics of the characters in popular ten games (Fortnite, Brawl Stars, Call of Duty (CoD), Clash of Clans, League of Legends (LoL), Minecraft, Overwatch, PUBG (Player Unknown’s Battlegrounds), Roblox, Valorant) from the perspective of instrumental rationality and to analyze how these characters function as pedagogical agents. The study evaluates whether the values presented to players by these in-game characters lack ethical and moral considerations. The research was conducted as a qualitative document analysis study. In this context, the characteristics of the characters displayed on the official games’ websites were analyzed using the content analysis method. The study assessed how these characters were structured as pedagogical agents and their potential adverse effects on players. By employing content analysis, the focus was placed on how the characters’ features were reflected to players and whether these features pursued an educational purpose. The study’s findings reveal that the characters in these games function as pedagogical agents, but these agents negatively affect players. The instrumental rationality perspective exposes how these characters are designed solely to achieve goals while disregarding factors such as ethics and values. This study demonstrates that the characters in digital games serve entertainment purposes and play a more profound educational role, which can have negative impacts.