Historical ethics is addressed in history textbooks in an integrative, multi-faceted, reflective, and topical way. This approach contributes to a more comprehensive understanding of the past and the development of students' critical evaluation skills. This study aims to comprehensively evaluate the 9th-grade history textbook in Türkiye from the perspective of historical ethics. Within the scope of qualitative methodology, document analysis was used in the study, and the Secondary History 9 textbook published by the Ministry of National Education of the Republic of Türkiye was used as the data source. The "Form for Examining Textbooks in terms of Historical Ethics" developed by the researchers was used as a data collection tool. The textbook's content was analyzed in this framework regarding historical accuracy and honesty, cultural sensitivity and diversity, human rights and ethical values, critical approach and topicality, impartiality, and pluralism. The data collected within the scope of the research were analyzed by the content analysis method. The findings show that the Secondary History 9 textbook complies with the principles of historical ethics to a great extent. However, it was concluded that some themes should be examined more deeply, and some aspects of the content should be enriched. It can be said that including more examples and discussions, especially in areas such as historical accuracy, cultural sensitivity, and human rights, will contribute to developing students' critical thinking skills.

The study aimed to examine the spatial thinking abilities and synchronic thinking skills of undergraduate history, geography, and social studies education students in the context of specialization field, grade level, and gender variables. This study is a quantitative case study in the general screening model. The study population consisted of students from the geography and history departments of the Faculty of Humanities and Social Sciences and the social studies education department of the Faculty of Education at a university in Türkiye. The study sample, conducted in the general screening model, consisted of 269 undergraduates. The first part of the questionnaire form used as the data collection tool in the study included questions about the participants' demographic information. The second part included the Turkish version of the 16-item Spatial Thinking Ability Test (STAT), and the third part of the questionnaire form included the 18-item Synchronic Thinking Skills Test (STST). The total scores obtained from the scales were used to interpret the data. It was determined that there was no statistically significant difference in the MDBT scores according to the field of study variable. In contrast, the SDBT scores showed an essential difference between the groups according to the field of study variable. It was understood that there was a significant difference in the MDBT scores between the groups according to the gender variable. Still, there was no significant difference in the SDBT scores between the groups.

This study aims to introduce science lessons and science experiments to 4-8-year-old hearing-impaired students and investigate their views on science experiments and science lessons. In this research, a case study, which is one of the qualitative research methods was used. The research sample consists of 18 hearing-impaired students aged 4-8 studying at an Education Centre for Individuals with Special Needs in Istanbul. The research data was collected qualitatively. Data were collected from all participants voluntarily. A student survey form consisting of open-ended questions prepared by the researcher was used as a data collection tool. This qualitative data collection tool was prepared to examine hearing-impaired students’ views on science experiments and science. The data obtained from this study were analyzed by using content analysis. The findings are presented in tables. Considering the results obtained from the research, it was found that hearing-impaired students liked science lessons and experiments and had fun while doing the science experiments. Pre-experiments were conducted, and it was found that the students had not done science experiments before and did not know much about science experiments. Students stated that their desire to do experiments increased because of the experiments, and they were surprised and happy. In contrast, the experiments were being carried out, and the experiments made them curious. In light of the results, it is suggested that science experiments should be given due importance and carried out actively in lessons by including schools with disabled students.  This study suggests that conducting science experiments with hearing-impaired students could fill essential research gaps in both increasing accessibility to scientific education and supporting the participation of these students in various fields.