Education Mind

Issue information

2025-06-30

Education Mind, Vol 4, No 1

The evolution and future prospects of science education in China: Historical foundations and contemporary challenges

Zümrüt Varol Selçuk — 2025-06-30

This study examines the historical development and philosophical foundations of science education in China, highlighting its essential role in the country's socio-economic and cultural progress. The study also explores the benefits and challenges of science education within the Chinese context. A comprehensive review of historical documents, educational policies, and philosophical literature was conducted to trace the evolution of science education in China. The analysis focused on curriculum reforms, teacher adaptation challenges, and the integration of science with humanities and moral values. The study found that the roots of Chinese science education are deeply embedded in ancient cultural and philosophical traditions. Despite the progress made, current challenges include difficulties in implementing new curricula, adapting to changes in educational philosophy, and the need for enhanced teacher training and evaluation systems. The study also highlights the multifaceted importance of science education for China's national survival, economic growth, and individual development. The findings underscore the critical need for ongoing reform and support in science education. Recommendations include strengthening teacher professional development, establishing robust evaluation frameworks, and ensuring the integration of scientific and humanistic knowledge. These steps are essential for advancing science education in China and addressing the challenges identified.

School administrators' metaphorical perceptions of special education and children with special needs

Dilay Akgün-Giray — 2025-06-30

Children with special needs are included in the educational system more day by day. In this case, it is not only the task of the teacher to offer the right education environment to the student with special needs, but school administrators also have a very important role in this process. At this point, the approach and attitudes of school administrators to the concept of special education and individuals with special needs will affect school management practices. For this reason, we aimed to determine the metaphoric perceptions of school administrators about special education and children with special needs. The research was designed with qualitative research methodology and 108 school administrators were included in the research. Research findings emphasized that some of the school administrators are approaching children with special needs with their strong aspects, while some emphasized the sensitivity and passive aspects of individuals with special needs and special education. In this direction, the most common metaphors were “flower, sun, baby…”. These metaphors are similar to the findings of other metaphor research aimed at determining approaches to individuals with special needs.

Enhancing reading comprehension through digital mind mapping: A quasi-experimental study with fourth-grade primary students

Esat Doğru — 2025-06-30

Reading comprehension is a complex cognitive process that involves analyzing, making sense of, and interpreting a text. Developing this skill from the primary school level is essential for both academic success and lifelong learning. In literature, the effects of various instructional strategies on reading comprehension have been extensively examined. In this context, digital mind maps have emerged in recent years as one of the most prominent innovative techniques. The purpose of this study is to investigate the effect of digital mind maps on the reading comprehension skills of 4th-grade primary school students. The study was conducted with 28 students attending a public school in the province of Ordu during the 2022–2023 academic year. The experimental group consisted of 15 students, while the control group included 13 students. A quasi-experimental design with a pre-test–post-test control group model was employed. Two different types of reading comprehension tests were used as data collection tools. The findings revealed that digital mind maps had a significantly positive effect on students’ development of reading comprehension abilities. The results provide strong evidence that digital mind maps can be effectively utilized to enhance instructional efficiency across various subject areas.

The use of argumentation-based teaching model in education: A bibliometric research

İzzet Şeref — 2025-06-30

The aim of this study is to reveal the trends of educational research on argumentation listed in the Web of Science database based on bibliometric parameters and to draw a direction for future research. The research was conducted in accordance with the bibliometric paradigm. The scope of the study consists of 3468 educational articles indexed in Web of Science. Bibliometric measures were used to analyse the data obtained. As a result of the research, it was determined that there has been a significant increase in the number of publications since 2005 and the number of citations has increased at the same rate. The most productive country is the United States of America, the most productive author is Katherine L. McNeil, and the most productive institution is State University System of Florida. The journal that publishes the most articles is the International Journal of Science Education. The trending subject areas were science education, self-regulated learning and teacher education. The most cited article is “Establishing the norms of scientific argumentation in classrooms” produced by Driver et al. in 2000. The core keyword is argumentation. However, other core concepts are science education, critical thinking, argumentative writing and socioscientific issues. Popular keywords are argumentative writing, second language writing, writing assessment, writing performance, argumentative essays, academic language, metadiscourse, reading comprehension and corpus linguistics.

Examining the scientific literacy of preschool teachers

Gülşah Günşen — 2025-06-30

This study aims to examine the scientific literacy levels and opinions of preschool teachers using a concurrent mixed methods approach. The quantitative study included 481 preschool teachers across Turkey, while the qualitative study involved in-depth interviews with 23 teachers. The quantitative results indicated that preschool teachers' scientific literacy levels did not significantly vary based on gender, age, or years of experience. However, significant differences were observed concerning educational level, scientific journal subscriptions, and participation in scientific projects. The qualitative findings revealed that teachers perceive scientific literacy as the ability to understand scientific concepts, apply them in daily life, and foster children’s curiosity. More than half of the teachers did not consider themselves scientifically literate, highlighting a need for professional development in integrating science into early childhood education. The study suggests that enhancing teachers’ scientific literacy could foster children's curiosity and technological integration in preschool settings.

Human researcher vs. AI-supported qualitative data analysis: Hybrid prompt design for constant comparison analysis

Nurşin Akman — 2025-06-30

This study examines the potential integration of artificial intelligence (AI) tools, particularly ChatGPT, in qualitative data analysis educational research. The research tries to clarify AI-supported data analysis processes in qualitative data from teacher interviews that examine deficiencies in a "Fundamentals of Programming" course in vocational high schools. The methodology employs a hybrid (both heuristic and literature based) prompt engineering strategy, utilizing open, axial, and selective coding, to ensure a comprehensive analysis. The aim was to compare human and AI-supported analysis to evaluate the depth, efficiency, and reliability of AI tools in qualitative research. This study chose a comparative case study design because examining programming instruction with two different data analysis methods (human researcher and AI-supported) requires a comparative perspective. The findings indicate that hybrid prompt design for AI can significantly enhance the efficiency and accuracy of qualitative data analysis, providing deeper insights and more structured outputs. However, the study also highlights the importance of carefully designed prompts and human oversight to mitigate potential biases and errors inherent in AI-supported analysis. This research contributes to the growing field of AI in data analysis, offering a framework for future studies to leverage AI technologies for qualitative data analysis, thereby enhancing research quality and productivity.

Linguistic practices in mathematics classrooms: A needs analysis toward translingual mathematics education

Princess A. Garcia — 2025-06-30

This study explored the linguistic practices and perceived effectiveness of translanguaging pedagogy in mathematics education. It involved five Grade 7 Mathematics teachers and ten selected students who participated in interviews, offering insights into translanguaging practices and language-related challenges in learning mathematics. Additionally, 454 students were surveyed to assess their perceptions of using English as the primary language of instruction. Using an exploratory sequential research design (ESRD), it analysed teachers’ linguistic practices and their effectiveness, students’ language backgrounds, and their perspectives on English as the medium of instruction (EMI). Consistent with other studies, the findings reveal that the teachers integrate both Filipino and English in Mathematics classroom discussions and considers this approach more effective than using either language alone. Additionally, while students generally believe that EMI enhances their math skills, they oppose the notion that mathematics should be taught exclusively in English. The analysis highlights critical needs, such as providing teacher training in effective translanguaging strategies, improving bilingual resources, and developing tools to better capture students’ perceptions and experiences with translanguaging in math. This study lays the foundation for research aimed at enhancing mathematics education through customized linguistic strategies, fostering an inclusive learning environment that bridges language gaps and boosts student achievement.

Alignment of the science curriculum with 21st-century educational goals: Teachers' evaluations

Melike Güzin Semercioğlu — 2025-06-30

This study evaluates the alignment of the science curriculum in Turkey with 21st-century educational goals based on teachers' perspectives. Conducted using a qualitative case study method, structured interviews were held with 20 science teachers from various regions, and the data were analysed using descriptive and content analysis techniques. Findings indicate that the curriculum's dense learning objectives result in time constraints, while the lack of concrete materials and technological infrastructure adversely impacts learning processes. Additionally, limitations were identified in fostering critical thinking, problem-solving, and hands-on learning skills. Teachers emphasized the need for a simplified curriculum, more opportunities for practical learning, integration of digital tools, and professional development programs for teachers. In conclusion, making the curriculum more flexible, technology-driven, and tailored to individual needs is critical to equipping students with 21st-century skills.

An investigation of the relationship between preschool teachers' self-efficacy levels and their technological pedagogical content knowledge (TPACK)

Gamze Kutluhan — 2025-06-30

In this study, it was aimed to examine the relationship between preschool teachers' self-efficacy levels and technological pedagogical content knowledge. A total of 384 preschool teachers, working in schools in Tokat province participated in the study. In the data collection process of the study, “Personal Information Form”, “Teacher Self-Efficacy Scale” and “Technological Pedagogical Content Knowledge Teacher Observation Form” were used. Pearson Correlation analysis was used in the analysis process of the data obtained within the scope of the study. In the study, it was determined that the self-efficacy levels of teachers and their technological pedagogical knowledge levels were generally at a moderate level. In addition, it was determined that there was a positive and moderately significant relationship between teachers' self-efficacy levels and technological pedagogical content knowledge levels (p<.05). These findings highlight the importance of increasing teachers' self-efficacy and technological pedagogical content knowledge.

Investigation of psychosocial risks with creative drama practices based on picture storybooks in the preschool period

Şeyma Aksoy — 2025-06-30

The aim of this study is to examine the presence of psychosocial risks in the preschool period with creative drama practices developed based on picture storybooks. For this purpose, a total of 9 creative drama sessions based on illustrated storybooks for 19 children aged 60-72 months attending a kindergarten in the Doğankent district of Giresun in the 2023-2024 academic year were examined with a retrospective case study method. Observation, researcher diary, student demographic information form, and teacher evaluation forms were used as data collection tools. The contents of all these data were reviewed by the researcher, the consultant teacher, and the preschool teacher using the data triangulation method. As a result, five psychosocial risks were identified in children through creative drama practices developed based on picture storybooks. Accordingly, it was observed that the most common risk in children was experience or fear related to an earthquake. In addition, the risks of need for protection, separation anxiety, technology addiction, and violent responses were observed. It was seen that these psychosocial risks were predominantly expressed by children through self-disclosure in the Revitalization phase of creative drama. The Warm-up, Preparation, and Evaluation stages followed this. In all these stages, it was observed that children disclosed themselves during the interim evaluation activities according to the activity type. It was seen that the interim evaluation questions were prepared with the Scamper style open-ended question method. In this context, the creative drama process can be considered a tool that reveals the child's inner world and improves the teacher's pedagogical awareness and early intervention capacity.

Cyber information security awareness of university students (Central Anatolia region example)

Aysun Düşmez — 2025-06-30

The objective of this study is to ascertain the cyber information security awareness and cyberbullying proclivities of pre-service teachers enrolled at the faculty of education. This will be done with a view to establishing whether there are any correlations between information security awareness levels and cyberbullying tendencies, and to identify any differences in these proclivities according to gender, grade level and time spent online. The study employed the relational survey model, which is one of the quantitative research methods. In order to obtain quantitative data, criterion sampling was employed as a basis for the study, which involved the interviewing of 301 students enrolled in the faculties of education at three different universities. The data were collected utilizing three instruments: the Information Security Awareness Scale for Teachers, the Cyberbullying Attitude Scale and the Personal Information Form. The data were analysed using the SPSS 23.0 programmed. The findings indicated that the information security awareness of pre-service teachers was at a medium level, while their tendency to engage in cyberbullying was at a low level. The study demonstrated that the information security awareness and cyberbullying proclivities of pre-service teachers exhibited no notable variation according to grade level. Nevertheless, a noteworthy distinction was identified in these factors in accordance with the duration of internet use.

Ministry of National Education reward system: A holistic review based on educators' views

Sevgi Yıldız — 2025-06-30

Rewarding plays a crucial role in motivating employees, increasing productivity, and ensuring success in educational organizations. The Ministry of National Education's (MoNE) reward system consists of three stages: achievement certificates, superior achievement certificates, and rewards (salary awards). This study aims to reveal the views of employees of MoNE’s provincial organizations, including teachers, school principals, branch managers, and district national education directors, on the current reward system. The study was designed as qualitative research with a basic qualitative research pattern. The study group consisted of 20 participants, including six teachers, six school principals, five branch managers, and three district national education directors, all working in Ordu province during the 2024-2025 academic year. The data was collected through semi-structured interviews using an interview form prepared by the researchers. The participants were selected based on the maximum variation sampling method, a purposive sampling technique, and the data were analysed through content analysis. The results indicated that while the MEB reward system positively affects the motivation of employees, there were differences in views between administrators and teachers regarding the fairness of evaluations. It was suggested that additional points should be awarded in certain cases, provided the certificates were earned justly. The current reward system was found to be deemed appropriate by administrators but not by teachers. Employees believed that achievement certificates were not granted based on objective criteria, and it would be more appropriate to increase the influence of school or district management in issuing these certificates. Furthermore, it was noted that there were different practices regarding achievement certificates and rewards across various provinces and districts, and standardization was needed in this regard. In conclusion, recommendations were made to align the reward system with the goals and personnel of the Ministry of National Education, ensuring that the process is carried out in an objective, fair, and transparent manner.