European Journal of Education Studies

6

Authors: Berna Ürün Karahan, Tazegül Demir Atalay

As is known, reading is a skill the individual faces throughout his/her life. Reading, which is also one of the four basic language skills, allows an individual to establish a connection with life. So that, self-improvement of the individual, the process of understanding and interpreting what is happening around him/her, expressing himself/herself and communicating with others, achieving success in education process, and living-conveying the culture earn success with correct acquisition and continuity of this skill. Individuals, who read and define themselves and their environment correctly, succeed also in understanding and transferring process of cultural structures. Each individual adopts the culture and value structure of the society where he/she lives. For this reason, it is important for individuals to understand some local and universal values correctly and to exhibit correct behaviors in this process. To do this, education about some value concepts are given to the secondary school students by the National Education. The population of the study consisted of 7th-grade students studying in two secondary schools affiliated with the Ministry of National Education. While one group was the experimental group, the other one was the control group. While a values education supported with reading materials was given in one of these schools, a values education without any intervention of the teacher in the process was given at the other school. At the end of the specified period, the students in both groups were asked to write a story containing the values they learned. The first three successful students were rewarded. The data were assessed by making document analysis. Students’ skills to apply story-writing rules correctly and express the values they learn as well as their skills to understand and interpret correctly were examined here. As a result of the study, it was observed that the students who were given the values education wrote more successful stories than the other group.

11

Authors: Lana Franceska Dreimane

Transversal competences - alternatively referred as ‘21st century skills’ and ‘key competencies’ is a term rigorously discussed within the international research and education community since the beginning of the century. However, two major challenges remain, such as how to efficiently integrate the concept of transversal competencies into existing programmes, as well as how to assess transversal competences across the curriculum. It is important to recognise the potential for applying the concept of transversal competences to popular music curricula, as this multidisciplinary field combines all three aspects: broader creative sphere (musicianship, composition, cultural and contextual analysis); social sphere (economics, sociology, anthropology, history, communications and management), and technologies. This multidisciplinary fusion of spheres opens the possibility of applying the findings of this inquiry to curricula of other fields. Thus, resulting in the frame of reference for integration and assessment of transversal competencies into existing curricula of creative higher education. The geographical scope of this discussion is limited to Scotland. However, contextual analysis of EU policy documents and global social tendencies will be discussed. This inquiry aims to examine the current framework, problems, and future potential of transversal competences in popular music higher education programmes across Scotland. The primary goal of this study is to assess the programmes in connection with the integration of the transversal competence approach, particularly the progress, the limitations and the future potential.

18

Authors: Nisa Başara Baydilek, Mehmet Arslan

The aim of this study is to determine whether preschool term of 6 years old children’s objects at their around changing of characteristic feature related to what they stand in good stead, efficiency depend on their ideas, having an impact on their reasoning skills or not. The study is designed at experimental design. Efficiencies of object oriented prepared by researcher are conducted by researcher at experimental group. As a result of the analysis: it is determined that there is a significant difference on behalf of experimental group in terms of reasoning skills both inductive and deductively about problems needed to think in a different situation from normal state of things had information or inductive experience in problems related to subjects had information or experience, in terms of attention skills and reasoning skills. It is determined that there is no significant difference among groups in problems needed to think others’ concerns.