Recently, informal learning processes occurring outside formal educational institutions have been playing a critical role in accessing and structuring knowledge. Popular children's journals stand out for providing accessible, cost-effective, and enjoyable learning experiences for children. The aim of this study is to analyze the contents related to astronomy published in the Magazine Bilim Çocuk, a popular children's journal, between 2004 and 2024, by searching for the keywords "astronaut" and "astronomer." The analysis is conducted within the framework of the Science Curriculum in Türkiye published in 2018, focusing on units, subject areas, and specific objectives. In this paper, document analysis, and a qualitative research method were used. It covers 12 astronomy-themed contents published between August 2004 and January 2024. Data collection was carried out through TÜBİTAK's e-magazine archive. The collected data were analyzed using descriptive analysis, and the findings were evaluated by comparing them with the expectations of the science curriculum in Türkiye. The results of the study indicate that the contents related to "astronaut" and "astronomer" predominantly focus on the subject area of "Earth and the Universe" and the unit of "Solar System and Beyond." Moreover, these contents do not directly align with the specified objectives except from the 7th-grade level. The study emphasizes the need to integrate current concepts such as space, life in space, space research, space stations, spacewalks, space pollution, and gravity-free environment into the curriculum at each grade level. In conclusion, the motivation for this study originated from the historic moment when the first Turkish astronaut, Alper Gezeravcı, embarked on his journey to space on January 19, 2024, conducting 13 different experiments on the International Space Station (ISS). Considering the research findings and the initiating space journey, this study provides concrete recommendations for the science curriculum and science education in Turkey to more effectively incorporate "astronaut" and "astronomer" topics, contributing to the country's scientific and technological development.

The purpose of this study was to explore how the process of stereotyping is used among ‎preservice and inservice teachers. Implicit bias and unconscious stereotyping can perpetuate the ‎status quo and widen the opportunity gap for minoritized students. The study aimed to ‎investigate 1) the prevalence of racial/ethnic stereotypes among inservice and preservice teachers ‎who serve English learners, and 2) how stereotyping of racial/ethnic groups varies between the ‎two groups of teachers or which group of teachers (inservice or preservice) got the most negative ‎responses for all ‎portraits used as stimuli. ‎Data were collected from participants’ anonymous ‎written reactions to the "Walking Down the Street" activity questions.  A loglinear statistical ‎analysis and a qualitative content analysis were used to answer the research questions. The ‎common patterns that emerged from the data analyses were summarized and discussed by ‎comparing the two groups of teachers and their process of stereotyping. Practical pedagogical ‎implications and recommendations for further research are shared.‎

This literature review critically examines the concept of ‘evidence-based practice’ (EBP) in education, particularly its implementation in England. EBP, which advocates using scientific research to inform teaching, enjoys widespread support from policymakers and educators. However, concerns exist regarding its emphasis on quantitative evidence, particularly findings from laboratory experiments and randomised controlled trials (RCTs). Critics argue that this approach can reduce teacher autonomy and struggles to adapt to diverse educational contexts. By analysing a broad range of literature, this review explores the current ‘what works’ approach within EBP and highlights its challenges, such as neglecting qualitative data and the complexities of real-world classrooms. The review concludes by advocating for a more balanced approach that integrates both quantitative and qualitative research methods, while fostering collaboration between researchers and practitioners.

This phenomenological research investigates the lived experiences and interpretations of learners, teachers, and head teachers as users of school-built environments (SBEs) in the context of basic education in Ghana. Ten participants (four learners, four teachers, and two school leaders) were sampled purposively from two basic education schools (one public and one private). To explore the meanings attributed to these spaces, the study used qualitative interviews, photo elicitation, physical observations and thematic analysis to shed light on the often-overlooked aspects of users’ lived experiences. The findings revealed that SBEs elicit both positive and negative emotions and convey messages of support or neglect, influenced by physical, functional, psychosocial, and aesthetic factors. Positive and supportive SBEs provide conducive and safe instructional and non-instructional spaces, whereas negative and neglectful SBEs contribute to inequities in teaching and learning outcomes. This research emphasizes the importance of policymakers and designers taking user perspectives into account to address SBE inequities and promote justice within educational settings.