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In this study, online test scores and paper-pencil test scores of students studying through online learning were examined. Causal-comparative research was used to determine the distribution of students' test scores and to examine the relationship between them. The participants of the research are freshman students studying in 12 faculties and 8 colleges of a state university in Türkiye. The distribution of students' test scores is depicted by means, standard deviation, percentage, and graphs. The correlation coefficient was examined to find and interpret the amount of relationship between the test scores of the students. According to the findings, it was seen that the online test scores of the students were higher than the paper-pencil test scores. At the same time, it was observed that the passing of the course rates in online test exams was higher than in the paper-pencil test exams. It was observed that the relationship between the paper-pencil test scores of the students and the online test scores was lower than the relationship between the paper-pencil test scores and the paper-pencil test scores. There is an inconsistency between students' paper-pencil test scores and online test scores. The rise in students' online test scores to un-proctored online exams as the reason for the inconsistency. Moving online exams to proctored exam environments, using computerized adaptive testing, or including online activities in the assessment may reduce this inconsistency.

Purpose: With improvements in computer technologies and test implementations in the computer environment, when advantageous points of computer-based test implementations are considered, it is inevitable to compare psychometric characteristics of paper-and-pencil tests and computer-based tests and students' success. In computer-based tests, individuals' familiarity with computers and competency in using computers, conditions may show diversity depending on the country or region. Therefore, this study aims to investigate the effects of mean differences between PP and CBT using meta-analysis concerning the studies, including samples from Turkey and conducted between 1993 and 2020. Research Methods: In this meta-analysis, 37 findings were included. Cohen's d was used as the effect size. And also, in this study, concerning the equivalence of the PP and CBT forms, it was investigated whether mean effect sizes differ or not according to variables like type of computerized, education level, and subject matter. In this direction, ANOVA and Q values were used. Findings: As a result of the meta-analysis conducted, the general effect size was 0.042. In this direction, it was found that the difference in test implementation methods (paper-and-pencil, computer-based) was negligible. Implications for Research and Practice: Results suggest that CBT can be an acceptable alternative to traditional pencil and paper tests. In this way, results obtained are expected to lead to educational policies and measurement implementations in the future.

This research was carried out to determine whether the comprehension level differs according to the reading environment by examining the studies comparing the comprehension level according to reading from the screen and from the paper by using meta-analysis method. Meta-analysis method was used in this research. The data of the study were obtained from 12 studies (29 comparisons). All of these studies are studies in which Turkish texts are used in reading. The analysis of the obtained data was carried out using the Comprehensive MetaAnalysis software. In the interpretation of the studies, random effects model was taken as basis. As a result of the analyses performed, a significant and medium effect size (g=-0.423, p=0.003) was found in favor of reading from the paper. Therefore, this result shows that comprehension achievement is higher in reading from the paper than reading from the screen. In addition, it was determined that the effect sizes did not differ significantly according to the publication year, grade level, text type and digital tool. It is recommended to perform studies on improving the screen interface and screen reading skills.

Paper folding studies are quite effective in the development of students' visual and spatial skills. The "paper" used in these studies is a genuine tool that can support the development of geometric habits of mind as well as the visual-spatial skills. This is an action research aimed to investigate the potential of paper folding to improve students' geometric thinking skills and to enhance their achievement in national exams. The improvement in their geometric thinking was investigated based on the framework of the Geometric Habits of Mind. This study was carried out with three students studying in the 11th grade. Four geometry questions were asked to students, and they were expected to solve these questions by paper folding. The solution process was video-recorded. Video-recordings were transcribed, and the obtained data were qualitatively analyzed within the framework of the components of the geometric habits of mind. As a result of the study, it was seen that the students were able to reach solutions more easily by concretizing the intangible questions through paper folding. The students were able to comprehend the fact that the main components of triangles do not change; that is, they are preserved (the angles and the sides do not change).

The main purpose of this study is to investigate mathematics teachers' mathematical thinking process while they are constructing the length of [cube root of 2] by paper folding. To carry out this aim, two teachers--who are PhD. students--were interviewed one by one. During the construction, it was possible to observe the consolidation process of Pythagorean and Thales Theorem. All interviews were videotaped and analyzed through descriptive methods, according to abstraction in context, characteristics of consolidation and mathematical habits of mind. It was found that both two teachers constructed the knowledge of Pythagorean and Thales Theorems before the study and also these knowledges were consolidated. In addition, it was determined that these two approaches (abstraction in context and mathematical habits of mind) were close and corroborated each other. Moreover, consolidation process corroborated mathematical habits of mind.

This study aims to examine Turkish exam papers of the students, who study in the secondary school of 5th, 6th, 7th and 8th classes. The exam papers have been examined from various aspects, including the number and type of questions, the language expression and distribution of the questions, the cognitive level (according to the Bloom's taxonomy), the type of texts used, and the visuals use. The samples of the study were selected using convenience sampling method from 17 secondary schools located in the center of Agri Province in Turkey and the exam papers prepared by 36 Turkish teachers who worked at these schools. The tests which were examined included 2633 questions in 161 exam papers. We also developed "the Exam Paper Examination Form" for collecting more data which we analyzed and interpreted by using the document analysis model. According to the results obtained, it has been found that the teachers mostly prefer to use the multiple-choice question type in the Turkish exam papers; the questions are mostly related to grammar and reading; the teachers do not prefer to ask questions on speaking and listening; and except for spelling errors no deficiency is detected in the language of the exam papers. In addition, according to Bloom's taxonomy, the questions are mostly at the comprehension level whereas questions related to the analyzing, evaluating and creating levels that require high level thinking skills are rarely used. Based on the results, suggestions have been presented for Turkish teachers to prepare exams.

This study aims to investigate the similarities and differences between prospective mathematics teachers' creative thinking skills in paper-pencil test and on a GeoGebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra's main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were: (1) lack of problem-posing experience; (2) the structure of problem-posing activity; and (3) prospective teachers' mathematical content knowledge.

This study examined pre-service teachers' views and experiences of building geometric constructions on paper and with the interactive whiteboard. The study group consisted of 26 pre-service elementary teachers in a state university in the Black Sea region of Turkey who took the Geometry Teaching course. The data were obtained from an opinion form consisting of open-ended questions and field notes. Findings revealed that almost all of the teachers had no experience with geometric constructions in their previous education and the majority of pre-service teachers' opinions about geometric construction activities are positive. They experienced more problems when building geometric constructions on the interactive whiteboard so their opinions about building geometric constructions on paper are more positive than building on the interactive whiteboard. Moreover, it was determined that pre-service teachers' views imply that building geometric constructions on the interactive whiteboard makes sense in the affective learning domain, whereas building on paper contributes more to the cognitive learning domain. [This study was presented as a verbal presentation at the 1st International Congress on Social Sciences Humanities and Education held in Istanbul, Turkey on 22-32 December, 2017.]

This study examined pre-service teachers' views and experiences of building geometric constructions on paper and with the interactive whiteboard. The study group consisted of 26 pre-service elementary teachers in a state university in the Black Sea region of Turkey who took the Geometry Teaching course. The data were obtained from an opinion form consisting of open-ended questions and field notes. Findings revealed that almost all of the teachers had no experience with geometric constructions in their previous education and the majority of pre-service teachers' opinions about geometric construction activities are positive. They experienced more problems when building geometric constructions on the interactive whiteboard so their opinions about building geometric constructions on paper are more positive than building on the interactive whiteboard. Moreover, it was determined that pre-service teachers' views imply that building geometric constructions on the interactive whiteboard makes sense in the affective learning domain, whereas building on paper contributes more to the cognitive learning domain.

This article reports the findings of a study that sought to investigate whether computer-based vs. paper-based test-delivery mode has an impact on the reliability and validity of an achievement test for a pedagogical content knowledge course in an English teacher education program. A total of 97 university students enrolled in the English as a foreign language (EFL) teacher education program were randomly assigned to the experimental group that took the computer-based achievement test online and the control group that took the same test in paper-and-pencil based format. Results of Spearman Rank order and Mann-Whitney U tests indicated that test delivery mode did not have any impact on the reliability and validity of the tests administered in either way. Findings also demonstrated that there was not any significant difference in test scores between participants who took the computer-based test and those who took the paper-based test. Findings were discussed in terms of the idea that computer technology could be integrated into the curriculum not only for instructional practices but also for assessment purposes.

In the study, the data for the field of visual arts in BILSEM have been revealed by studying postgraduate theses and articles related to the field of Visual Arts given in Science and Art Centers in between 2007-2017. In the research, the document was examined with the scanning model. In the scope of the research, it has been scanned from Google Scholar with keywords such as "BILSEM", "Art Education", "Visual Arts Education" and "Linear Development" in the YÖK database thesis and related theses and articles between the years 2007-2017 examined in terms of type, subject, sample, university and institute, national/ international, thesis method, data collection tools. In laser scanning, Visual Arts given in BILSEM in 2007-2017 years in Turkey related to Education "Science and Art Centers", "BILSEM", "Arts Education", "Visual Arts Education" and "Linear Development" screening using keywords according to the results of 6 theses (4 Master, 2 PhD) and 8 articles have been found. According to the results of the study, it is seen that there are no postgraduate thesis and articles about Visual Arts Education given in BILSEMs in 2009, 2010 and 2011, and studies have been intensified in between 2012-2017.

The aim of this study was to determine pre-service elementary school teachers' capabilities of deciding the viewpoint and perspective in geometrical drawing. The study examined geometrical drawings the participants did on isometric paper. This is a case study, a qualitative study method, and the study data were analyzed using written documents. The study sample included 34 senior students in the Education Faculty's Elementary School Teaching Program at a Turkish public university. They were selected from approximately 205 pre-service teachers. The students participated in the study on a voluntary basis. The study results revealed that the pre-service teachers generally had weak skills in geometrical drawing. The participants had better skills in building structures which they saw from the air using unit blocks, and forming a structure of which they had the direct views (left and right; front and back) using unit blocks. However, the participants had weaker skills in drawing the direct views of the structures they had built, recognizing the connections between the left-right views and front-back views of the structures and drawing the structures they built on isometric paper in perspective.

Purpose: The objective of this study is to develop the Inventory of Motive of Preference for Conventional Paper-And-Pencil Tests and to evaluate students' motives for preferring written tests, short-answer tests, true/false tests or multiple-choice tests. This will add a measurement tool to the literature with valid and reliable results to help determine why students prefer certain exam types and their level of preference. Research Methods: In this study, a screening research design was employed during the data collection and the analysis phases. Findings: Cronbach's alpha coefficients were calculated for reliability and it was concluded that the inventory was reliable. First, the exploratory factor analysis was conducted; this was followed by a second confirmatory factor analysis and finally a content validity study to determine the construct validity. A total of 14 items, including 11 items according to the results of the exploratory factor analysis, 1 item based on expert opinion and 2 items according to the results of the confirmatory factor analysis were removed from the survey form of the inventory, resulting in a final form containing 20 items. It was observed that the content validity values of each item in every subtest were sufficient. Implications for Research and Practice: The study results showed that this inventory was an appropriate instrument for evaluating high school students' preference for paper-and-pencil tests. An inventory developed under the scope of this study may be used to determine the factors predicting the examination type preference levels of students by using different samples. These results may be used when deciding the actions to be taken.

This paper focuses on pre-service mathematics teachers' geometrical construction processes while using a duo of artefacts, namely the paper-and-pencil environment (PPE) and a dynamic geometry system (DGS). The participants of this case study were two pre-service mathematics teachers, who had limited DGS experiences in solving geometry tasks. The data were collected through task-based interviews in which the participants were asked to complete angle bisector construction first with PPE and then in DGS, using together with the PPE to support the development of their construction strategies in DGS. Data analysis was carried out to examine (dis)continuities that the pre-service teachers faced while connecting the duos and the feedback received during such process. Findings indicated that the pre-service teachers had difficulties in comprehending ( 1) the concept of robustness of the construction and (2) the dependency relationships between the objects in DGS, which created discontinuities for them to differentiate between a static representation on paper and dynamic representation in DGS. In this, the use of duos and the feedback different artefacts generated -- i.e., direct manipulation feedback, evaluation feedback and tool operation feedback from the DGS, and strategy feedback scaffolded by the interviewer --, promoted their conception of angle bisector construction.

The present review attempted to address the direction of plagiarism literature in Turkish context. 15 studies conducted in Turkey on plagiarism were analyzed through content analysis. The context, purposes, methodological issues and results of researching plagiarism were categorized. The findings of this review indicated that although plagiarism's raising legal and ethical concerns is acknowledged by Turkish researchers, there are limited numbers of studies exploring the plagiarism perceptions, views, situations and reasons of Turkish graduate students and professors.

It was aimed in this study to reveal the general tendency of studies in the field of education by examining the papers in the high-impact A-class SSCI journals, to which qualified papers are accepted from all around the world, in terms of their dependent-independent variables, sample or study groups, research designs, data collection instruments, and data analysis techniques. The descriptive survey model was used in the research. The population of the research was all the journals surveyed in the field of educational sciences by SSCI. The journals and papers examined were selected with the purposive sampling method. 169 papers from six journals were subjected to examination within the scope of the research. Descriptive analysis and content analysis methods were used for analyzing the data. It was consequently seen that the papers used dependent variable of "student" the most which was followed by "teacher." The most studied variable along with "student" was "academic performance." It was found that a quite large number of dependent variables were used in the papers examined. It can be understood that studies on students among all study groups occupied the largest place, which was followed by teachers. It was seen that quantitative data analyses and experimental research studies was addressed more in the papers. Several documents and tests were mostly preferred as data collection instruments. It was noticed that the most used data analysis method was the regression analysis. Finally, some recommendations were developed in accordance with the research results.

Objective: Pathogens can be transmitted to banknotes due to the personal unhygienic habits. The aim of study was to find the possible pathogens on the banknotes circulating in the market and also to present their antibacterial resistance and their various virulence factors using genotypic and phenotypic methods., Methods: A total of 150 samples of bank-notes were randomly collected between August 2017 and March 2018. VITEK systems were used for identification and antimicrobial susceptibility testing respectively. Antimicrobial resistance genes (mecA, van, extended-spectrum β-lactamase [ESBL] and carbapenemases) and staphyloccoccal virulence genes (staphyloccoccal enterotoxins [SEs], pvl, and tsst-1) were determined using with real-time PCR., Results: Staphylococcus aureus, coagulase-negative staphylococci (CoNS), Enterococcus spp., Gram-negative enteric bacteria, non-fermentative Gram-negative bacteria and Candida spp. were detected 48%, 54.7%, 56%, 21.3%, 18.7%, and 4%, respectively. Methicillin-resistant S. aureus, vancomycin-resistant enterococci and ESBL producing Gram-negative were found 46.8%, 1.3%, and 28.7%, respectively. Pvl, tsst-1, and SEs genes were found in a 2.8/4.9%, 1.4/1.2%, and 100/ 87.8% of the S. aureus/CoNS strains, respectively. The sea gene was found the most common enterotoxigenic gene. blaTEM, blaSHV, blaCTX-M-2, blaCTX-M-1, blaKPC, and blaOXA-48 were found 55.8%, 46.5%, 41.2%, 18.6%, 18.6%, and 18.6%, respectively in Gram-negative strains., Conclusions: These results is very important to highlight hygienic status of paper currencies. This can be considered as an indication that banknotes may contribute to the spread of pathogens and antimicrobial resistance. Therefore, we may need to start using alternative products instead of banknotes., (©The Author 2020. Published by Sociedad Española de Quimioterapia. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)(https://creativecommons.org/licenses/by-nc/4.0/).)

This research aims to determine the preference of prospective English teachers in performing computer and paper-based reading tasks and to what extent computer and paper-based reading influence their reading speed, accuracy and comprehension. The research was conducted at a State run University, English Language Teaching Department in Turkey. The participants were 96 prospective English teachers, 74 females and 22 males. Two types of data were collected in this research. First, the Questionnaire for Online Reading Comprehension was used to collect data about the participants' views on their computer and paper-based reading activities. Second, one experiment was conducted with 14 volunteering subjects to understand their reading speed, accuracy and comprehension in both computer and paper-based reading activity. The results of the research suggested that prospective English teachers preferred paper-based reading to computer version and their performance was higher in paper-based reading than computer. The study also revealed that reading speed on a computer screen was nearly 12% faster than paper-based reading for prospective English teachers. An appendix presents the Questionnare for Online Reading Comprehension (Adapted from Tseng, 2010).

Background: This study has two primary objectives. Firstly, it aims to measure the time savings achieved through the digitization of paper forms filled out by nurses in the inpatient care process. Secondly, it seeks to reveal the financial savings resulting from reduced paper consumption due to the digitalization. The Health Information Management System Society (HIMSS)--Electronic Medical Record Adaption Model (EMRAM), which makes stage-based (0--7) evaluations, serves as a tool to measure the rate of technology utilization in public hospitals in Turkey. The study is based on the HIMSS EMRAM criteria for 2018. Bahçelievler State Hospital, a public hospital in Turkey, was chosen as the research facility. In 2017, it was accredited as Stage 6 with HIMSS EMRAM. However, not all its wards have been digitalized. Initially, pilot selected wards were digitized. Therefore, digital and non-digital wards serve together. In this context, 4 wards were randomly selected and time, paper and toner savings before and after digitalization were measured. Method: A table was created in Microsoft Excel,listing the forms used by nurses in inpatient care and the time required to fill them out.The time spent for filling paper-based forms and digital-based forms was measured in randomly selected wards. Result: The analysis showed that digital forms saved more time, paper and toner. For example, filling out the patient history form took 45 min when using paper, compared to 12 min in digital environment. Approximately 27% time savings are achieved only for the patient history form. The total time savings delivered by digitalization for 1,153 inpatients during the year were found as 117 care days, and the savings on total paper consumption was 41.289 pages. For 1,153 inpatients throughout the year, the total time savings from digitalization was 117 care days and the total paper consumption savings was 41,289 pages. In addition, in 4 wards with a total bed capacity of 25, annual paper savings of $1,705.86 and toner savings of $283,736 were achieved. Discussion: This study reveals the benefits of digitalisation in hospitals for nurses. It saves the time that nurses allocate for filling out paper forms with digitalised forms. Thus, it is a good practice example in terms of using the time allocated for form filling for patient care.When we extend this study to Turkey in general, it can be considered that the time savings achieved by nurses by digitizing inpatient forms varies between 10.8% and 13%. The number of nurses working in public hospitals in Turkey is approximately 160,000. Assuming that 60% of the nurses work in the inpatient ward, it is understood that the annual savings achieved by digitizing the forms corresponds to a range of 398--559 nursing hours. [ABSTRACT FROM AUTHOR]

Understanding life on a molecular level is greatly enhanced when students are given the opportunity to visualize the molecules. Especially understanding DNA structure and function is essential for understanding key concepts of molecular biology such as DNA, central dogma and the manipulation of DNA. Researches have shown that undergraduate students typically lack a coherent view of concepts and their relationships when studying molecular biology within instruction-based lecture with no other pedagogical applications. In this study, we have designed an experimental to investigate the effect of a hands on paper models exercise within group work (Jigsaw Cooperative learning) on student biology teachers' academic achievement and attitudes to biotechnologies. Our goal was to develop a manipulative activity using inexpensive but graphic materials. The sample for this study consisted of 42 student teachers in the department of Biology Education during the 2005-2006 academic year. We have divided the students in two different classes. One of the classes was randomly assigned as the non-paper model (control, n=21) and the other as the paper model group (n=21). In experimental group cut and paste paper models exercise within cooperative groups, in control group traditional instructional design has been applied in teaching DNA structure, Central Dogma and Recombinant DNA. The posttests of the groups in achievement and attitudes to biotechnologies show significant differences. The results indicated that the paper model group was more successful than the non-paper group. (Contains 1 figure and 4 tables.)