The purpose of this research is to reveal the perceptions of Turkish language and literature teacher candidates, who receive pedagogical formation education at Çukurova University, about the drama method through metaphors. In the study, 146 Turkish language and literature teacher candidates who received pedagogical formation training at Çukurova University in the 2016-2017 academic year were asked to fill in the blanks in the sentence “Drama method is like … because …”. The data of the research was obtained with this questionnaire. Content analysis technique was used while analyzing the data. The metaphors obtained in the research are divided into different categories. The sub-classifications with the highest frequency in the findings of the study; drama reflects life, it has animations, that it is relaxing, that it provides knowledge and skills, and that it reveals creativity. As a result, it has been tried to obtain clues about how the drama method is perceived by the Turkish language and literature teacher candidates who received pedagogy education and how they will use this method in their professional life. In this context, it has been concluded that the perceptions of Turkish language and literature teacher candidates regarding the concept of "drama" varies.

This study aimed to find out the effect of STEM activities on primary school students' attitudes towards STEM by using a pretest-posttest, experimental-control group quasi-experimental design.  The research was conducted with 39 primary school students in the experimental (Nexperimental=21) and control group (Ncontrol=18) who were studying in the fourth grade of a school located in a city in the Central Anatolia Region of Türkiye in the 2021-2022 academic year. The STEM Attitude Scale was administered as a pretest and posttest to measure the changes in primary school students' attitudes towards STEM before and after the STEM activities. The intervention step included nine different STEM activities prepared for primary school students. The data were analyzed using analysis of covariance (ANCOVA) and dependent groups t-test, and the effect size (e-square [ή2]) was calculated according to the variances between the scores. Based on the results, it was concluded that STEM activities foster the positive STEM attitudes of primary school students participating in these activities with a significantly wider effect than the primary school students who do not participate in such activities. The effect of engaging in STEM activities on primary school students' attitude towards STEM sub-dimensions was also examined, which indicated significant improvements in all sub-dimensions compared to the primary school students who did not take part in these activities. Including STEM-based activities in primary schools is highly recommended because STEM activities are design-oriented, enable the use of technology, and involve skills such as creativity, problem solving, communication, and cooperation.

The role of national museums in shaping national, collective identities has been extensively studied. Scholars and practitioners have produced a wealth of literature that analyzes how national museums embody competing histories, disputed narratives, and cultural diversity through their structures, spatial organization, collection strategies, and exhibition policies. Museums are not neutral institutions. They are shaped by the values and interests of the people who create them. It is important to be critical of the messages that museums convey in order to shape the national identity. This article focuses on the representation of national culture and national identity in public museums by examining the politics and poetics of identity formation in relation to the historical development of national museums.