INTEGRATING BIOPHILIA IN ARCHITECTURAL DESIGN EDUCATION: AN EXAMINATION OF ITS IMPACT ON STUDENTS' CREATIVITY

Architecture, as a continuously evolving creative field, constantly adapts to the changing needs of our society and environment. A significant educational trend that has emerged over the past few decades is the integration of biophilia into architectural education. This approach provides an innovative framework for stimulating the creativity of future architects. This article focuses on exploring how second and third-year architecture students approach the concept of biophilia integrated into the curriculum of their second-semester architectural design studies. The research methodology combines quantitative and qualitative approaches, involving a comparison of data before and after the integration of biophilia in architectural design education. This study, conducted at the University of Sétif 1 in Algeria, involved second and third-year architecture students during the 2022-2023 academic year. The research aimed to assess the impact of this integration on students' creativity using pre- and post-integration surveys involving a sample of 287 students. Additionally, the study analyzed and evaluated 53 student projects by tutors, based on criteria established by Kellert and Calabrese in their work (The Practice of Biophilic Design). The study sought to understand how teaching biophilia influences students' perception of creativity and the quality of their architectural projects. The results of this study revealed a growing awareness of the positive impact of integrating biophilia into architectural education on students' creativity. It also enhanced their motivation to explore innovative architectural solutions in their design projects. Keywords: Architectural Design, Biophilia, Creativity and Environment, Education, Biophilia Receptivit

THE EFFECT OF 10-WEEK EDUCATIONAL GAMES ON ANTHROPOMETRIC AND FUNDAMENTAL MOTOR SKILL DEVELOPMENT IN PRESCHOOL CHILDREN

Abstract The aim of this study is to examine the effect of 10-week educational games applied to preschool children on anthropometric and fundamental motor skill development. The sample of the research consisted of a total of 48 children aged 5–6 who attended a private kindergarten. Anthropometric characteristics of the children and measurements related to performance tests, including height, body weight, BMI, chest circumference, waist circumference, and hip circumference, were taken. To measure performance characteristics, sit and reach, horizontal jump, vertical jump, and 10-meter sprint measurements were collected both as pre-tests before the 10-week educational games training and as post-tests after the 10-week educational games training. Data analysis was performed using the SPSS 25.0 program. Descriptive statistics, including means and standard deviations (SD), were calculated for the children's descriptive information. T-tests were applied to the anthropometric measurements before and after the 10-week educational game training. As a result, no significant difference was found between the performance test results of boys and girls. The anthropometric test results of the participants included in the study indicated a significant difference between the pre- and post-test measurements within groups and between groups. When the results of this study were compared with the results of other studies in the literature, the similarities and differences could be explained by factors such as genetics, nutrition, hormones, regional differences, training practices, muscle mass, warm-up, step frequency, physical activity level, psychological condition, differences in talent selection, accuracy of measurements (times, distances, etc.), calibration settings of the test device, temperature, elevation, environment, humidity, psychological condition, and training quality. Keywords: Motor skills1, educational play2, anthropometry3, children4

EXPLORING THE HISTORY AND DEVELOPMENT OF HUAIBEI DAGU QUYI AS A RESOURCE FOR TEACHING CHINESE MUSIC HISTORY

Huaibei Dagu Quyi, an enchanting Chinese musical tradition, unveils a rich tapestry of culture and history deeply embedded in the city of Huaibei. This study aimed to explore the history and development of Huaibei Dagu Quyi as a resource for teaching Chinese music history. The investigation delves into the profound historical and cultural context of Huaibei, tracing its roots to ancient dynasties, while scrutinizing the evolution of Huaibei Dagu Quyi, underscored by its remarkable historical resilience. The diversity within this art form is meticulously categorized, encompassing various forms of Dagu and associated folk arts. Government-led initiatives play a pivotal role in its preservation and promotion, featuring its designation as an intangible cultural heritage, the appointment of custodians, and the establishment of apprenticeship programs and public welfare classes. Employing an interdisciplinary research approach blending anthropology and musicology, the study embraces field investigations, in-depth interviews with key informants, and qualitative data analysis. The findings illuminate the profound cultural significance of Huaibei Dagu Quyi and the contemporary challenges it confronts. Ultimately, the study concludes by offering insightful recommendations for safeguarding this invaluable cultural treasure, ensuring its enduring vitality, and enhancing its contribution to the broader landscape of Chinese music history education

STEAM MAKERSPACE: REFLECTIONS FROM TEACHERS AND CHILDREN

  Makerspaces function as dynamic learning environments abundant in stimuli that enhance and augment Science, Technology, Engineering, Art, and Mathematics (STEAM) education. These collaborative spaces serve as crucibles for children's learning where they gather, guided by their interests, to work, play, experiment, explore, and create in unison. This study endeavors to investigate teachers' perspectives on the utilization of STEAM makerspaces and further observe children's engagement within these contexts. Our research employed a phenomenological approach, a qualitative research methodology. Data were collected using nominal focus group interviews and direct observation techniques. The study findings underscored the significant role of STEAM makerspaces as stimulating learning environments. These spaces were found to foster children's creativity and imagination through the diverse range of materials they house. Furthermore, the comfortable and inclusive atmosphere within the STEAM makerspaces promoted a sense of belonging amongst the children, contributing to their social and emotional wellbeing. The study also emphasized that STEAM makerspaces cater to comprehensive developmental facets, specifically enhancing cognitive development, creativity, imagination, and self-confidence in children. Moreover, these innovative learning environments encourage active child participation, providing an array of opportunities for hands-on, experiential learning

TEACHING MIS-DERIVED WORDS IN TURKISH

In this study, within the scope of teaching mis-derived words in Turkish, the mis-derived words are analyzed to understand which suffixes the Turkish words are derived and to use the language consciously. In education, many mis-derived words in Turkish originating from various forms and needs over time are encountered. It is of great importance to understand the Turkish language well and to teach the structure of the language, its suffixes and roots, and how words are derived. In the second quarter of the 20th century, hundreds of new words derived in place of old Arabic and Persian origin words began to be widely used, especially with the simplification and Turkization flow in the language. In addition, many new words have been derived from Turkish roots with suffixes for new objects and concepts that have entered human life with the developing technology instead of directly taking the words of Western origin. Although deriving new words for new objects and ideas has responded to a need, it is not possible to say that all of these newly derived words are generally accepted and used, unlike the words that arise naturally in the natural flow of life; however, many of them have become widespread and have taken their place in the language system. However, what is more remarkable than that is that some of these newly derived words are derived with suffixes (-ay+ / -ey+, -ceme+, +de+, +dem+, +em+, +et+, -et+, -ev+, +ge+, -ge-, +gen+, +gü+, +gün+ / +kin+, +m+, + (ı)ntı+, -sa-, +tay+, -v+, -y+, +y+) are not current in Turkish. In this study, what is meant by the wrongly derived word is the words derived with these suffixes that are not current in Turkish. The reasons for these wrong derivations have not been examined in detail here since they will be the subject of a separate study; only it is said that they arise with a wrong derivation with suffixes that are not found in Turkish or why some words that are allegedly derived incorrectly cannot be considered incorrect

EVALUATION OF GEOMETRY TEXTBOOKS THROUGH THE COGNITIVE POINT OF VIEW

The importance of cognitive approach in geometry education is increasing. In this direction, curriculum programs are renewed. One of the guides that teachers consider when applying the renewed curriculum in their classrooms is textbooks. Textbooks are used in many areas such as the order of the subjects, their boundaries and assessment and evaluation questions. From this point of view, the aim of the study is to evaluate geometry textbooks from a cognitive perspective. The research was carried out as a qualitative descriptive research. The sample of the research consists of two different 9th grade mathematics textbooks accepted after the last update. The assessment and evaluation questions in the textbooks and the tools, equipment, DGS and daily life examples used in the contents were evaluated separately by document analysis. Assessment and evaluation questions TIMSS-2019 assessment framework was used. As a result, it was determined that almost all of the questions used were in the application cognitive domain. It was observed that the obtained values were different from the ratios determined by TIMSS. It was concluded that a limited number of tools and equipment were used in the contents

COMPONENTS AND INDICATORS OF EDUCATION MANAGEMENT ACCORDING TO SUB-DISTRICT NON-FORMAL AND INFORMAL EDUCATION CENTRE STANDARDS FOR EXCELLENCE

The research aims to study components and indicators of education management according to Sub – District Non – Formal and Informal Education Centre Standards for Excellence. The researcher studies principles, concepts, and theories from documents, textbooks, and related research both domestically and internationally. Then gather information analyze and synthesize data. To obtain the components and indicators of educational management according to the Sub – District Non – Formal and In-Formal Education Centre Standards for Excellence. The tools used for data collection were document recording forms and a form to assess the suitability of components and indicators by confirming the elements and indicators from the 9 experts. The results of the study showed that 1) the Components and Indicators of Education Management according to Sub-District Non-Formal and Informal Education Centre Standards for Excellence consisted 7 components: (1) Organizational Leadership, (2) Strategic Planning, (3) Learner and Stakeholder focus, (4) Measurement, Analysis, and Knowledge Management, (5) Personnel focus, (6) Process management, and (7) outcomes. 2) Organizational leadership elements and indicators. It is most appropriate. 3) Strategic planning elements and indicators. It is the most appropriate. 4) Elements and indicators of learner and stakeholder focus are most appropriate. 5) Elements and indicators of measurement, analysis, and knowledge management are very appropriate. 6) Composition and indicators of personnel focus. It is very appropriate. 7) Process management elements and indicators. It is the most appropriate

THE ROLE OF METACOGNITIVE AWARENESS OF READING STRATEGIES, READING MOTIVATION AND READING ENGAGEMENT IN SECONDARY SCHOOL STUDENTS' CREATIVE READING PERCEPTIONS

The present study aims to examine the role of metacognitive awareness of reading strategies, reading motivation and reading engagement in predicting secondary school students' perceptions of creative reading. The study group consists of 501 students (Female= 48.3%, Male= 51.7%) attending public secondary schools in Trabzon, located in the Eastern Black Sea Region of Türkiye. Personal Information Form, Creative Reading Perception Scale, Reading Motivation and Reading Engagement Scale and Metacognitive Awareness of Reading Strategies Scale were used as data collection tools. In the regression model, it was seen that the variance explained for creative reading perception was 40%. While affirming motivation, supporting reading strategies and general reading strategies variables predicted the perception of creative reading positively, undermining motivation predicted it negatively. However, it was determined that reading engagement and problem-solving strategies were not significant predictors of students' perceptions of creative reading. As a result of the study, the importance of reading motivation and metacognitive awareness of reading strategies in predicting the creative reading perceptions of secondary school students was revealed. Keywords: Creative reading, creative reading perception, metacognitive awareness of reading strategies, reading motivation, reading engagement

A THEORETICAL EXAMINATION OF FINANCIAL MODELS OF HIGHER EDUCATION AND PROPOSAL FOR HIGHER EDUCATION IN TÜRKİYE

Higher education plays a significant role in the development and growth of a country. It improves the economy of the country and human capital. Higher education is one of the main stages of the educational career of an individual. Every country pays great emphasis on higher education and makes policies to improve the quality and facilities of higher education. The main aim of this paper is to propose a novel and optimal finance model for higher education in Türkiye. We analyze the key features and issues of various financing models of higher education used by different countries in the world. We also evaluate different aspects of financing mechanisms used in different states and the ways through which Türkiye can get an advantage from the experience of other countries. Our proposed financial model aims to assist in improving the quality of research and education in Türkiye as well as reduce the gap between the universities and industry

ANALYSIS OF ENGLISH SENTENCE STRUCTURES IN THE SPEECH OF STUDENTS MAJORING IN ENGLISH FOR INTERNATIONALCOMMUNICATION AT RAJAMANGALA UNIVERSITY OF TECHNOLOGY TAWAN-OK

This research aims to investigate the utilization of English sentence structures in spoken language, the occurrence of errors in employing English sentence structures in spoken language, and the level of satisfaction with teaching through the B-SLIM Model. The study involved a sample of 35 first-year students enrolled in the English for International Communication program at Rajamangala University of Technology Tawan-ok. The participants were chosen through a specific sampling procedure. Data collection encompassed the utilization of 7 B-SLIM Model lesson plans. The research design included a pre-test and post-test on English speaking abilities. Additionally, a satisfaction questionnaire gauging students' contentment with B-SLIM Model learning activities was administered, along with a focus group session that delved into the reasons behind speaking errors. The collected data underwent analysis to determine the mean, standard deviation, and percentage. The findings revealed that students employed singular sentences in the form of declarative statements with using the active voice. Following the integration of B-SLIM Model lesson plans into the curriculum, students demonstrated an enhanced ability to construct compound sentences, complex sentences, and compound-complex sentences. Regarding the occurrence of errors in employing English sentence structures within spoken language, the errors were categorized based on word type and word order