This paper aims to shed some light on the teachers’ opinions on the importance of upper-level attainment targets and the realization level of those attainment targets of the social studies curriculum. The research is designed as a survey. The data was gathered through a Likert-type questionnaire. The attainment targets which are accepted as the upper level were determined with the selective criterion drawn from Bloom's taxonomy. 63 primary school teachers and 123 social studies teachers participated in this research. Participating teachers were working in Eskişehir, Türkiye in the second semester of the 2020-2021 academic year. The data were subjected to correlational analysis in the SPSS 26 package program (Statistical Package for Social Sciences). Different results were found about the level of realization and importance of the attainment targets depending on the variable that the teachers were addressed. While the realization of the attainment targets was determined as "medium" level, the importance given by teachers to the attainment targets was determined as "high".

Digital games continue to increase in popularity today. Among young people, digital games are important for learning and socialisation. In our study, the opinions of gifted and talented students about their digital game preferences and what they would like to do if they wanted to design a digital game themselves were included. The qualitative research method was used in our study. Our study group consists of 11 students attending the 6th grade at the Science and Art Center. To get the opinions of the students, semi-structured interview questions prepared by the researcher were asked. According to the findings obtained as a result of the analysis of the research, children's interests, playing time, the reason for preference, game tool character selection interactive or individual game preference, participated values/feelings, Friendship-friendship relations, Benefits of educational games were examined, and students were expected to design games. When we look at the rates of the games they prefer in our study with gifted 6th-grade students, we see that they prefer adventure/strategy/creative games with 54%, while they are in second place with 45%. "Mine Craft" and "Brawl Stars" games are played. The results showed that gifted students like to play interactive games and socialize in this way. It was also shared that digital games impact foreign language learning. It is seen that games involving skills such as exploring, strategizing, and thinking make students happy. When the games designed by the students are analysed, it is seen that they are inspired by the games they play. They arouse interest on a game basis, but they are also sensitive about being easily accessible and free.

This study evaluated the role of social skills as a mediator in the relationship between problem behaviours and academic self-esteem in preschoolers. The study included 189 randomly selected 5-year-old children attending preschool education in Turkey. As a result of the study, negative relationships were found between preschoolers' academic self-esteem, problem behaviours and social skills. As children's academic self-esteem and social skills increased, their problem behaviours decreased. Positive relationships were also found between children's social skills and academic self-esteem. Academic self-esteem was a major predictor of problem behaviours and social skills, and as academic self-esteem increased, so did children's social skills. In addition, social skills were shown to mediate the relationship between children's internalizing behaviour problems and academic self-esteem, however, these effects did not differ according to the presence or absence of externalizing behaviour problems. These findings show that internalising behaviour problems influence academic self-esteem in children in part via social skills. 

The main purpose of this research is to investigate the effect of using games on students’ cooperative learning skills in social studies courses. The quasi-experimental research which is one of the quantitative research methods was adopted in the research. The research was carried out during the 5th grade People, Places and Environment learning theme. The sample of the research consists of 60 secondary school students. “The Cooperative Learning Skill Scale" was used as a data collection tool. T-test for independent samples and covariance analysis was employed to analyze data. As a result of the research, it was found that there was a statistically significant difference between the post-test scores of the groups in favour of the experimental group. In other words, it was concluded that the games implemented in the social studies course had a statistically positive and significant effect on the students' cooperative learning skills. In addition, it was resulted that no statistically positive and significant effect was found on the students' positive interdependence and collaboration skill levels while a positive and significant effect was found on the group cohesion levels of students. Based on the results, it could be suggested that social studies teachers who want to improve their students' cooperative learning skills can benefit from games in their lessons.

This research aims to examine the views of primary school teachers about the blended learning model implemented in primary schools during the pandemic period. To this end, a case study design, one of the qualitative research methods, was employed. Using semi-structured interview questions, 27 primary school teachers determined by maximum diversity sampling were interviewed. To ensure maximum diversity within the study group, a range of matrices was utilized, incorporating various elements such as the presence of foreign students in class, class size, the school's regional location, professional seniority, gender, and the distinction between public and private schools. Qualitative data was analyzed using content analysis. The findings, gathered from primary school teachers' viewpoints, suggest that blended learning becomes more viable after the first two grades at the primary school level. However, issues were highlighted such as unequal access to technology due to socio-economic disparities, lack of sufficient socialization in online learning settings, and challenges faced due to classroom management problems during the teaching process, as well as issues emerging from students' home environments. The research also revealed that the teachers are largely self-educated in the practices of blended learning environments. They voiced that despite in-service training support for their existing weaknesses, improved outcomes could be realized if proper planning, essential infrastructure, and adequate financial conditions were provided.