This study aims to determine the level of appearance of the activities directed to the basic skills (proper, good and effective use of Turkish language, critical thinking, creativity thinking, establishing communication, problem solving, researching, decision making, using information technology, entrepreneurship) and to make synchronic (in one year) and diachronic (in eight years) comparison of these skills, which should be available in Turkish Language course books prepared according to curriculum. A qualitative method, document survey method, is used in this study and data are tabulated quantitatively after conversion. Finally, these qualitative results are used to develop suggestions.

 In the current study, the effect of self-help books on the life skills of undergraduate and graduate university students were investigated. To collect data, Emphatic Tendency Scale, open-ended interview forms and personal information forms were used. The data were analyzed through one-way variance analysis. Open-ended interview forms were categorized, and thus their percentages were given. Data analysis showed that self-help books which appealed to a large reader group in Turkey and other countries did not have any contributions to the university students’ life skills. Some books such as “Educational Psychology, Development and Learning and Guidance” aimed at psycho-education” can be advised in the courses at the faculties of education. But, on the other hand, in the lessons such as “Human Relations” and “Communication”, which are at the universities’ category of elective courses, great attention should be given to the choosing course books and source books. There is no limitation on the on self-help books. The latest tendency of self-help books are on the best direct leading with direct alternative. 

This study aimed to investigate the effects of modelling and computer assisted instruction (CAI) on students’ academic achievement. For this purpose, this study was conducted with 132 second grade students from 19 Mayıs University, Faculty of Education, Department of Science and Technology. Students were grouped as control, modelling and computer assisted instruction group and “cell division” was taught using three different methods. Pre-test and post-test results revealed that there were significant differences between the groups in terms of academic achievement. While control group (traditional method) was the less successful group, modelling group was the most successful group. Study results also revealed that students learned better by doing and were more successful when supplementary tools were used. 

The purpose of this study was to compare metalinguistic skills (word awareness and phonological awareness) of a Turkish English sequential bilingual child and a monolingual Turkish child. The participants were two 8-year-old second grade students. Performances of the two participants compared on a set of three tasks related with word awareness and three tasks related with phonological awareness. The results for the word awareness tasks concluded that Turkish English bilingual child outperformed the Turkish monolingual child in the word segmentation task and the symbol substitution task but they both performed equally well in the word definition task. The results for the phonological tasks including the rhyming task, the final phoneme deletion task and phoneme blending tasks revealed no bilingual advantage. The results were discussed in terms of a limit on the effect that bilingualism exerts on metalinguistic development.