This study aimed to investigate how mathematics teachers' feedback on homework is perceived from both teacher and student perspectives. A phenomenological research design was employed, involving six elementary school mathematics teachers and six middle school students from a provincial center in Eastern Anatolia. Data were collected through online focus group discussions and analyzed using descriptive analysis. Teachers primarily perceived feedback as "homework control" and emphasized its role in identifying deficiencies, reinforcing learning, and fostering questioning skills. However, time constraints were a major challenge in providing feedback. In distance education, technological problems and reduced teacher-student interaction negatively affected feedback processes, while face-to-face education enabled more accurate evaluation and effective feedback. Students generally perceived feedback as superficial and symbolic but acknowledged its motivational impact. They also highlighted the advantages of face-to-face feedback over distance education. The findings suggest that feedback should be more constructive and process-oriented to enhance both teaching effectiveness and student learning outcomes.

This study examines the distinct and overlapping dimensions of critical and analytical thinking from the perspective of teacher candidates. In the rapidly evolving landscape of the 21st century, these cognitive skills are fundamental to academic achievement and social adaptation. The research aims to evaluate pre-service teachers’ tendencies toward critical and analytical thinking, considering variables such as gender, age, field of study, grade level, and GPA. The study, conducted with 1,562 pre-service teachers from an education faculty in Türkiye, adopts a causal research design utilizing the “Critical Thinking Standards Scale for the Teacher Candidates” and the “Analytical Thinking Tendency Scale.” The findings reveal that female candidates demonstrate higher tendencies toward critical thinking, whereas analytical thinking does not significantly vary by gender. Age positively influences analytical thinking but has no significant effect on critical thinking. The field of study impacts both skills, with candidates from verbal disciplines exhibiting higher scores. Furthermore, critical thinking shows a positive correlation with GPA, whereas analytical thinking appears to be independent of academic performance. These results highlight the necessity of integrating both cognitive skills into teacher education. The study suggests that while analytical thinking tends to develop with age and experience, critical thinking is more closely associated with structured educational practices. Future research should focus on practical strategies to enhance these cognitive abilities within teacher training programs.

Research-informed educational policy goes beyond merely applying scientific findings; it reflects a dynamic process where evidence guides practice, and learners actively shape their own learning paths. Exploring how individuals learn is a key component of research-informed policy, as it enables the development of educational strategies that align with learners’ evolving needs and interests. Applying techniques to reach set goals represents just one dimension of educational practice. Equally important are the deeper questions concerning the ethical, social, and political implications of these approaches, and how their effectiveness may vary depending on the specific educational context in which they are applied (Eryaman, 2006). When educational plans and strategies fail to reflect the specific context or discipline, they often fall short in practice. As Rosen (1993, 2003) argues, education is not static; it evolves through ongoing reflection on prior research and purposeful adaptation to new realities.

This investigation was performed to determine the impacts of the STEM approach in environmental education (EE) on environmental attitudes and knowledge levels and to examine student opinions on the STEM approach in EE. The investigation was implemented in a government school in Turkey in 12 weeks using a mixed method. A Quasi-experimental design with a pretest-posttest control group and a phenomenological research design were used in the quantitative-qualitative parts of the investigation, seriatim. Investigation data were collected using the Environmental Attitude Scale, Environmental Knowledge Test, and an Interview Form, which were also administered as follow-up tests to evaluate the permanence of the changes in attitudes and knowledge. The experimental group received EE with the STEM approach while the group under control received the 5E model. In both study groups, EE was based on reusing waste materials. The study results showed that the 5E model and STEM approach in EE had a meaningful effect on the rise in students’ attitudes and knowledge levels toward the environment. However, the STEM approach in EE was more effective compared to the 5E model. In addition, pupils in the experimental group had positive opinions regarding the STEM approach used in EE. Considering the research results, it was proposed that the STEM approach be included in EE.