Karahan İlter, Ogün; Yeşilyurt, Savaş

Developing an English for Specific Purposes [ESP] course necessitates a focused approach during the needs analysis phase, as it aims to address the specific language skills required by a particular community of practice. This study conducted a targeted needs analysis to support the development of an English for Pharmaceutical Purposes [EPP] course within an EFL context. As a part of an action research project, the researchers identified learning outcomes derived from this preliminary phase of ESP course design. To achieve this, semi-structured interviews were conducted with faculty members at a pharmacy faculty, alongside a document analysis of existing EPP syllabi from Turkish universities and pharmacy-specific English coursebooks. The findings from interviews reveal that, given the EFL context, certain English for Academic Purposes [EAP] skills are critical in addition to the language competencies needed for pharmaceutical contexts such as pharmacy stores, pharmaceutical companies, international collaborations, international hospitals, and pharmaceutical laboratories. Additionally, the context-driven learning outcomes identified through document analysis can assist ESP practitioners in selecting domain-specific topics and tasks for EPP syllabus design, while also integrating them with interview-based learning outcomes. Recognizing the context-specific nature of ESP, the proposed learning outcomes aim to provide ESP practitioners with a practical framework for designing tailored courses.

Demir, Fatih

This case study aims to evaluate the associate degree curriculum in child development. In the curriculum evaluation process, Stufflebeam's CIPP curriculum evaluation model was chosen. In the process of collecting data, interviews were conducted with 64 associate degree students and six instructors working in this programme. The data obtained from the interviews were analyzed by content analysis method. The results suggest that the content of the most effective courses in the program includes important and new information for students’ professional development, and includes the information needed in daily life. In addition, the students prefer to be taught practically and effectively with different methods/techniques in the teaching and learning processes. They also suggest that the program should include formative assesment and extracurricular activities such as visits to institutions, conferences/ seminars, and internships. On the other hand, the instructors stated that the problems arising from the students and the deficiencies related to the physical facilities (infrastructure), such as students' lack of interest/willingness to the course, reduce the effectiveness of the curriculum. Based on the results of the study, 21st-century skills should be included and students' professional, academic and social development should be supported in the program. Different methods/techniques, materials and extracurricular activities should be used to ensure that students engage in the course with interest and enthusiasm, and multiple assessment methods/tools should be used in the assessment and evaluation process.

Kanbolat, Oben

The aim of the study is to present the views of pre-service mathematics teachers about skill-based problems and the use of such problems in the learning environment. The sample of the research consisted of 31 pre-service mathematics teachers studying in the elementary mathematics teaching programme of a state university, attending the problem solving course in mathematics and participating in the lesson study practice focused on skill-based problem solving. Interviews were also conducted with 10 pre-service teachers who were selected on a voluntary basis from the pre-service teachers who participated in the lesson study practices. The data in the study were obtained through interviews with pre-service teachers, meeting minutes of the lesson study groups in which pre-service teachers participated, and documents. The data obtained were subjected to inductive content analysis. In the study, it was observed that pre-service teachers mostly used internet sources, written sources and rarely used external experts as sources for accessing skill-based problems. In addition, it was seen that the features that shaped the definitions of skills-based problems of pre-service teachers were related to the statement of the problem, the setting-context of the problem, the problem solving process, mathematical skills, valuing mathematics, the relationship of the problem with the outcomes and the difficulty level of the problem. Moreover, all of the interviewed pre-service teachers stated that the use of skill-based problems in mathematics classes is important and necessary. It is suggested that teachers should be included in such skill-based problem solving-oriented lesson study practices by referring to the opportunities offered to pre-service teachers by the lesson study process experienced by pre-service teachers during the research process.

Ezmeci, Fulya

As business worlds and societal expectations change rapidly in the 21st century, new skills are required. People are increasingly expected to exhibit critical thinking skills, problem-solving skills, communication skills, collaboration skills, creativity skills, and adaptability skills. Education in the 21st century is expected to develop and support these skills. In order to acquire these skills, brain development is essential. Brain processes information from many sources, interprets senses, and controls and regulates mental processes such as thinking, remembering, and making decisions. Play is, on the other hand, the child's most important tool for understanding the world, making sense of it, discovering himself and the world, dreaming, having fun, and learning. The purpose of this study is to discuss how play contributes to brain growth, which is crucial for developing 21st-century skills in the human body. The relationship between play and 21st-century skills is discussed in this context. Considering motor, language, social, and emotional development within the context of brain development, the effects of play were discussed. Finally, the relationship between video games, which quickly enter children's lives and occupy a significant amount of their time, and brain development was addressed. As a result, play has a significant impact on children's development throughout their lives. There are, however, insufficient studies that examine its effects on brain development because of ethical concerns. The rapid development of technology necessitates examining the effects of play on brain development. The effects of video plays on human behavior and child development are particularly important to understand. Play in video games, however, is insufficiently studied for their impact on brain development.