Turquoise International Journal of Educational Research and Social Studies https://www.tijer.net/index.php/tijer <p><sup>Welcome to </sup><strong><em>Turquoise International Journal of Educational Research and Social Studies (TIJER)</em></strong><sup><strong><em>.</em></strong></sup></p> <p><sup><strong><em>TIJER </em></strong>is an open access, double-blind review international journal that provides publication of two issues (June and December) of research articles in education and social studies.</sup></p> Prof. Dr. Mehmet ŞAHİN, Mersin University en-US Turquoise International Journal of Educational Research and Social Studies 2687-1866 The author/s submitting the manuscript accepts that the manuscript has not been published elsewhere and is not under consideration for publication elsewhere. In addition, the author/s are also assumed to grant the copyright to<strong> Turquoise International Journal of Educational Research and Social Studies (TIJER).</strong> SOCIAL AND CIVIC SKILLS OF 5-7 -YEAR- OLD CHILDREN IN THE “SURROUNDING WORLD” https://www.tijer.net/index.php/tijer/article/view/26 <p><em>This study presents a content analysis of Program Systems in the Educational Field Surrounding World for the third and fourth group in the kindergartens in order to study the topics related to the formation of social and civic skills of 5-7-year-old children. The emphasis is placed on the results obtained from the system and targeted implementation of the thematic area. Based on the data obtained, recommendations are offered on the need to update knowledge and to develop skills in intercultural development.</em></p> Nelli Krasteva Copyright (c) 2020 2020-12-31 2020-12-31 2 2 1 11 ETHICS AND SAFETY UNIT IN THE CONTEXT OF MULTIPLE INTELLIGENCE THEORY https://www.tijer.net/index.php/tijer/article/view/27 <p><em>This study aims to find out whether there is a significant difference between multiple intelligence theory-based teaching method and traditional teaching method, on 5<sup>th</sup> grade of middle school students’ achievement level and their attitudes towards the Information and Communication Technologies course in “Ethics and Safety” unit. As a design of the study pre-test and post-test-controlled group design was used. The study was carried out in a middle school located in the city centre in Karaman, Turkey. In the research, two classes, which were chosen randomly, were used as an experimental and a control group. The data was collected through Achievement </em><em>Test, </em><em>Information and Communication Course Attitude Scale. The data in the research were analysed by using statistical programme. In order to determine if there is a significant difference between the experimental and control groups, independent samples t test and to determine whether there is a significant difference between the pre-test and post-test scores of the groups within themselves, paired samples t test was used. At the end of the study, </em><em>significant difference was found in the comprehension levels between the experimental group and the control group. Pretest and post test results of both groups showed that there is a significant difference between them in terms of achievement scores. On the other hand, according to the study results it is observed that there is no significant difference between the groups in terms of attitude pretest scores, but it was seen that attitude post test results of experimental group has increased significantly when compared to the control group.</em></p> Muharrem Kestel Mehmet Kılıç Copyright (c) 2020 2020-12-31 2020-12-31 2 2 12 19 LIFELONG LEARNING SKILLS IN HIGHER EDUCATION: A CASE STUDY BASED ON THE STUDENTS’ VIEWS https://www.tijer.net/index.php/tijer/article/view/28 <p><em>Higher education institutions need to integrate lifelong learning skills into their education objectives to prepare students for learning at university and working in business world. This study was conducted to investigate how project-based learning could help university students to acquire lifelong learning skills. The research was designed as a case study and the participants were composed of undergraduate students involved in a ten-week course activity during 2018-2019 academic year. The data collected through the notes taken during interviews, recorded discussions and a semi-structured survey form were analysed using the content analysing technique. The results of the analyses revealed that the participants found it engaging to develop a project about a social problem, and adopted a positive attitude towards project-based learning. The findings suggested that project-based learning might help students gain competencies to cope with real-life problems, and it was concluded that comprehensive studies were needed to explore the effect of project-based learning on fostering lifelong learning skills.</em></p> Z. Zuhal Güven Copyright (c) 2021 2021-01-05 2021-01-05 2 2 20 30