Cukurova University Faculty of Education Journal
Cover Image
ISSN 1302-9967 | e-ISSN 2149-116X | Period Biannually | Founded: 2011 | Publisher Cukurova University |

Purpose and Scope

C.U Faculty of Education Journal is a refereed academic journal, which publishes quantitative and qualitative research on current issues in all fields of education. Additionally, some of the critical and up-to-date topics related to education that are discussed from the theoretical perspectives, and the results of the practical studies are also published in the journal. In this context, original works of qualitative, quantitative and mixed-method studies of different fields of education (educational sciences, foreign languages ​​education, social science and Turkish education, fine arts education, basic education, science, and mathematics education, computer and instructional technology education and special education) are being published. It is expected that the studies to be accepted in the journal should provide new and unique contributions to the theoretical and practical aspects of education. The language of the journal is Turkish and English. English versions of articles must also be submitted once the submitted articles in Turkish are accepted for the publication in the journal. The author (s) are required to make proofreading for the English version. Articles initially written in English are also accepted for the submission.

Notes to Authors

Submitting articles

The works prepared in Turkish are evaluated for the publication in the journal, and accepted articles are published both in English and Turkish. While preparing the English version of the work, proofreading for grammatical structure, expressions, meaning and fluency should be carried out by someone with a native or near native competence in English. When the studies prepared originally in English, it is also required that the authors submit the Turkish version of the text when it is accepted to be published.

The CU Faculty of Education Journal publishes qualitative, quantitative and mixed method research in current issues of educational studies as well as theoretical discussions of recent critical issues in education and practical applications that suggest models.

The works to be submitted should not have been published elsewhere or have been submitted to another journal at the same time.

The work to be submitted to the journal should only be uploaded to the 'application registration' section at http://dergipark.ulakbim.gov.tr/cuefd/author/submission.

Evaluation Process of Papers

Papers sent to CU Faculty of Education Journal should be prepared according to the rules stated in Publication Manual of American Psychological Association (APA) (6th Edition) published by American Psychological Association in terms of in-text citation and bibliography editing. Also referencing and bibliographic editing principles that can be found in website of the journal should be consulted.

Papers sent are firstly analyzed in originality (ithenticate) program by the editor, then papers having originality reports with 15% and below are sent to field editor by taking research topics into consideration.

 In this process field editors send papers to two referees being experts in their field. In case of a difference between the views of two referees, papers are sent to another referee for the third review. Referees are given one month for their review. When this time is exceeded, a reminder letter is sent. Therefore, review process of referees may sometimes take longer time than a month. Besides, the process of assigning referees by field editors for the preliminary reviewed papers by the editor take about 20 days.

In the article evaluation process double blind review system is utilized. Author(s) do not know who the referees reviewing their paper are, and referees do not know who the author(s) of the paper that they review are.

Author(s) are supposed to take criticism, suggestions and correction requests of referees, field editors and the editor into consideration. Author(s) should also send an explanation regarding whether they have made requested changes and corrections and how.

Publication fee is not requested for the accepted papers and authors and referees are not paid.

Editor may decide on accepting the paper according to the results of referee review reports, reviewing after corrections and changes that referees specified completed or refusing the paper.

For detailed information on referee review processes and evaluation principles notes for referees section can be visited.

Referee reviews are sent to authors of the papers that are accepted for publication. Papers that have been sent to editor upon completing changes and corrections are prepared for typesetting and design process. Papers, typesetting and design process of which have been completed, are sent to authors for control one last time.

General Style Specifications

Detailed information about style and format of the papers which will be sent to the journal for evaluation process is in the template file. Author(s) can edit their papers according to that template file.

In the study, font type Times New Roman, font size 10 and 1 (one) line spacing should be used. The title’s font size should be 14, it should be centered, and initial letters are required to be uppercase. Turkish title is supposed to be written above Turkish abstract, and English title is supposed to be written above English abstract. Turkish and English abstracts are required to be in font size 10, between 150-200 words; in addition, key words should be between 3-5 words. The whole text is supposed to be in one column and justified. Each paragraph’s carriage return should indent five-seven characters. The words should not be hyphenated at line breaks. Paper margins for left, right, top, and bottom should be 2,5 cm. The paper edited in according to template should not exceed 7000 words.

The paper should consist of introduction, methods, findings, discussion, and conclusion sections. If the study is empirical, under the section of methods participants/study group/sample, data collection tools and data collection process subtitles should be included.

The title of the study and main headings (Methods, Findings, Discussion and Conclusion) are written in justified and bold format. Second-level headings are written flush left and bold. Third-level headings are written flush left, bold, and with five-seven characters indent. Only the first word’s initial letter is uppercase, the rest continues in lowercase. Fourth level headings are written flush left, bold, italic, and with five-seven characters indent. Only the first word’s initial letter is uppercase, the rest continues in lowercase. Fifth-level headings are written flush left, italic, and with five-seven characters indent. Only the first word’s initial letter is uppercase, the rest continues in lowercase.

 

Cukurova University Faculty of Education Journal

ISSN 1302-9967 | e-ISSN 2149-116X | Period Biannually | Founded: 2011 | Publisher Cukurova University |
Cover Image

60.188

110.985

Purpose and Scope

C.U Faculty of Education Journal is a refereed academic journal, which publishes quantitative and qualitative research on current issues in all fields of education. Additionally, some of the critical and up-to-date topics related to education that are discussed from the theoretical perspectives, and the results of the practical studies are also published in the journal. In this context, original works of qualitative, quantitative and mixed-method studies of different fields of education (educational sciences, foreign languages ​​education, social science and Turkish education, fine arts education, basic education, science, and mathematics education, computer and instructional technology education and special education) are being published. It is expected that the studies to be accepted in the journal should provide new and unique contributions to the theoretical and practical aspects of education. The language of the journal is Turkish and English. English versions of articles must also be submitted once the submitted articles in Turkish are accepted for the publication in the journal. The author (s) are required to make proofreading for the English version. Articles initially written in English are also accepted for the submission.

Notes to Authors

Submitting articles

The works prepared in Turkish are evaluated for the publication in the journal, and accepted articles are published both in English and Turkish. While preparing the English version of the work, proofreading for grammatical structure, expressions, meaning and fluency should be carried out by someone with a native or near native competence in English. When the studies prepared originally in English, it is also required that the authors submit the Turkish version of the text when it is accepted to be published.

The CU Faculty of Education Journal publishes qualitative, quantitative and mixed method research in current issues of educational studies as well as theoretical discussions of recent critical issues in education and practical applications that suggest models.

The works to be submitted should not have been published elsewhere or have been submitted to another journal at the same time.

The work to be submitted to the journal should only be uploaded to the 'application registration' section at http://dergipark.ulakbim.gov.tr/cuefd/author/submission.

Evaluation Process of Papers

Papers sent to CU Faculty of Education Journal should be prepared according to the rules stated in Publication Manual of American Psychological Association (APA) (6th Edition) published by American Psychological Association in terms of in-text citation and bibliography editing. Also referencing and bibliographic editing principles that can be found in website of the journal should be consulted.

Papers sent are firstly analyzed in originality (ithenticate) program by the editor, then papers having originality reports with 15% and below are sent to field editor by taking research topics into consideration.

 In this process field editors send papers to two referees being experts in their field. In case of a difference between the views of two referees, papers are sent to another referee for the third review. Referees are given one month for their review. When this time is exceeded, a reminder letter is sent. Therefore, review process of referees may sometimes take longer time than a month. Besides, the process of assigning referees by field editors for the preliminary reviewed papers by the editor take about 20 days.

In the article evaluation process double blind review system is utilized. Author(s) do not know who the referees reviewing their paper are, and referees do not know who the author(s) of the paper that they review are.

Author(s) are supposed to take criticism, suggestions and correction requests of referees, field editors and the editor into consideration. Author(s) should also send an explanation regarding whether they have made requested changes and corrections and how.

Publication fee is not requested for the accepted papers and authors and referees are not paid.

Editor may decide on accepting the paper according to the results of referee review reports, reviewing after corrections and changes that referees specified completed or refusing the paper.

For detailed information on referee review processes and evaluation principles notes for referees section can be visited.

Referee reviews are sent to authors of the papers that are accepted for publication. Papers that have been sent to editor upon completing changes and corrections are prepared for typesetting and design process. Papers, typesetting and design process of which have been completed, are sent to authors for control one last time.

General Style Specifications

Detailed information about style and format of the papers which will be sent to the journal for evaluation process is in the template file. Author(s) can edit their papers according to that template file.

In the study, font type Times New Roman, font size 10 and 1 (one) line spacing should be used. The title’s font size should be 14, it should be centered, and initial letters are required to be uppercase. Turkish title is supposed to be written above Turkish abstract, and English title is supposed to be written above English abstract. Turkish and English abstracts are required to be in font size 10, between 150-200 words; in addition, key words should be between 3-5 words. The whole text is supposed to be in one column and justified. Each paragraph’s carriage return should indent five-seven characters. The words should not be hyphenated at line breaks. Paper margins for left, right, top, and bottom should be 2,5 cm. The paper edited in according to template should not exceed 7000 words.

The paper should consist of introduction, methods, findings, discussion, and conclusion sections. If the study is empirical, under the section of methods participants/study group/sample, data collection tools and data collection process subtitles should be included.

The title of the study and main headings (Methods, Findings, Discussion and Conclusion) are written in justified and bold format. Second-level headings are written flush left and bold. Third-level headings are written flush left, bold, and with five-seven characters indent. Only the first word’s initial letter is uppercase, the rest continues in lowercase. Fourth level headings are written flush left, bold, italic, and with five-seven characters indent. Only the first word’s initial letter is uppercase, the rest continues in lowercase. Fifth-level headings are written flush left, italic, and with five-seven characters indent. Only the first word’s initial letter is uppercase, the rest continues in lowercase.

 

Cukurova University Faculty of Education Journal Last Issue
Volume 48 - Issue 1 - Apr 2019
  1. Investigation Relations between the Technological Pedagogical Content Knowledge Efficacy Levels and Self-Efficacy Perception Levels of Pre-Service Mathematics Teachers
    Pages 1 - 31
    Kübra AÇIKGÜL, Recep ASLANER
  2. The Effect of Problem Based Learning Approach in Information Technologies and Software Course on Academic Achievement of Students
    Pages 32 - 72
    Seda AKTI ASLAN, Kemal DURUHAN
  3. Direct and Indirect Relationships between Personality Types and Problem-Focused Coping Style in Adolescents: Mediation Role of Cognitive Flexibility
    Pages 73 - 99
    Bülent GÜNDÜZ, Öner ÇELİKKALELİ
  4. The Nature of Middle School In-Service Teachers’ Engagements in Proving-Related Activities
    Pages 100 - 130
    Muhammed Fatih DOGAN
  5. Primary School Teachers and Teacher Candidates' Perceptions of Efficiency in Designing and Implementing Teaching Based on Individual Differences
    Pages 131 - 175
    Burcu GÜRKAN, Ahmet DOĞANAY
  6. Identifying Challenging Behaviors Demonstrated by Students in Schools and Interventions for the Challenging Behaviors
    Pages 176 - 206
    Necdet KARASU, Cihan SERT, Şenol DEMİRTAŞ, Zehra ATBAŞI, Çığıl AYKUT
  7. Second Career Teachers: Reasons for Career Change and Adaptation
    Pages 207 - 235
    Mehmet Hilmi KOÇ
  8. Theoretical Foundations of Project Based Curricula in Higher Education
    Pages 236 - 274
    Güneş KORKMAZ, Nurdan KALAYCI
  9. Evaluating Fine Arts Students’ Attitudes towards Ongoing ESP Programs
    Pages 275 - 304
    Faruk KURAL
  10. Conflict and Negotiation in Turkish Culture
    Pages 305 - 335
    Nihal MAMATOĞLU, Hande TASA
  11. An Experimental Study on the Relationship between Sensory Awareness and Creativity in Design Education
    Pages 336 - 367
    Dilara ONUR, Tülay ZORLU
  12. The Effect of Flipped Learning on Students’ Academic Achievement: A Meta-Analysis Study
    Pages 368 - 396
    Ali ORHAN
  13. Hermeneutic Text Reading in Approach of Understanding and Interpreting Architecture-City (Analysis of the Novel A Strangeness in My Mind)
    Pages 397 - 418
    Özlem ŞENYİĞİT, Tuğba TEFEK
  14. Problems of Program in Curriculum Development and Instruction According to the Field Experts and Suggestions for the Problems
    Pages 419 - 451
    Demet SEVER, Dilruba KÜRÜM YAPICIOĞLU, Derya ATİK KARA
  15. A Comparison of Parents of Gifted Students and Non-Gifted Students: A Case of Expectations from Mathematics Education
    Pages 452 - 497
    Avni YILDIZ, Serdal BALTACI, Cahit AYTEKİN
  16. Pre-service Preschool Teachers’Views, Experiences and Approaches About Children’s Drawings
    Pages 498 - 530
    Cansu YILDIZ, Aysel ÇOBAN
  17. Development of the Parentified Child Scale- Adult Version: A Reliability and Validity Study
    Pages 531 - 553
    Tolga ZENCİR, Özlem HASKAN-AVCI
  18. Secondary School Students' Equality of Opportunity and Possibility Perceptions for Primary Schools and Secondary Schools
    Pages 554 - 576
    Emine ÖNDER, Hatice PETEK
  19. Teaching Ability Beliefs Scale: Adapting into Turkish and Testing the Construct Validity
    Pages 577 - 603
    Şahin DANİŞMAN, Engin KARADAĞ
  20. Trends in Instructional Technology Researches for the Disabled Individuals in Turkey
    Pages 604 - 622
    Arzu DEVECİ TOPAL, Aynur KOLBURAN GEÇER
  21. The Change in the Curricula: Teachers’ Perceptions
    Pages 623 - 661
    Serkan ÜNSAL, Abdullah ÇETİN, Fahrettin KORKMAZ, Mikail AYDEMİR
  22. İlkokul Öğrencileri İçin Karar Verme Becerisi Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması
    Pages 662 - 692
    Işıner SEVER, Ali ERSOY
  23. A Metaphoric Examination of the Meaning of Marriage
    Pages 693 - 736
    Nilüfer ÖZABACI, Serdar KÖRÜK, Ahmet KARA
  24. Analyzing of 5th Grade Science Textbooks in Terms of Measurement and Assessment Techniques
    Pages 737 - 756
    Oktay ASLAN, Tuba ŞENEL ZOR, Erhan ZOR
  25. Examination of Pedagogical Formation Certificate Program Students' Educational Beliefs
    Pages 757 - 786
    Fatma SADIK
  26. Level of religiosity by School Type: A Study on Women in Turkey
    Pages 787 - 820
    Cahit ASLAN
  27. Adaptation of the Energy Literacy Scale into Turkish: A Validity and Reliability Study
    Pages 821 - 857
    Gökhan GÜVEN, Ali YAKAR, Yusuf SÜLÜN
  28. The Effect of E-Learning in Science Lesson on Student Achievement: Acid-Base Example
    Pages 858 - 877
    Buket BALLIEL ÜNAL, H.Gamze HASTÜRK
  29. The Development of Mathematical Literacy Self-Efficacy Scale for Middle School: A Reliability And Validity Study
    Pages 878 - 909
    Kemal BAYPINAR, Kamuran TARIM
  30. Examining Strategies Used by Pre-service Science Teachers in Stoichiometry Problems in Terms of Proportional Reasoning
    Pages 910 - 944
    Tezcan KARTAL, Büşra KARTAL
  31. High School Students’ Motivation Towards Biology Learning
    Pages 945 - 959
    Serap ÖZBAŞ