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Ascribing authorship of scientific publications to artificial intelligence is a complex and controversial issue. However, it is a challenging and uncertain problem that, given the growing development of artificial intelligence-based technologies that go beyond the performance of purely technical tasks and even contribute to the development of aspects such as the incorporation of scientific research information published in languages other than English, also contributing to potential insights in research, is becoming unavoidable when considering scientific publishing. This paper aims to add to this discussion by arguing that, although this is a challenging and even controversial position, it is inevitable and even ethically desirable to accept artificial intelligence, if it subsidizes sufficiently, as a (co-)author of any scientific publication. It is a matter of starting to think about how this attribution can be controlled and achieved with increasing respect for the ethics of scientific publication. [ABSTRACT FROM AUTHOR]

Socioscientific issues (SSIs) have a scientific basis, have a dilemma in their nature and are often discussed under political and social influences. Teachers perceive SSIs as a difficult subject to teach. This project was carried out to guide teachers in overcoming this difficulty and to enable them to include practices that they can adapt more easily to their lessons. The purpose of the current study is to evaluate the views of science teachers on the teaching of SSIs and the project carried out within the scope of a funding project for teaching SSIs. The study was designed according to a single- group pre-test post-test experimental design. The study group the study comprises teachers from different branches of science (15 middle school science teachers, four biology teachers, three physics teachers and two chemistry teachers) from various provinces of Türkiye. As the data collection tools of the study, the Project Participation Form, the Scale of Views on Teaching Socioscientific Issues, the Know-Want-Learn Form and the Project Evaluation Form were used. Quantitative and qualitative data analysis methods were used together in the evaluation of the data. Because of the study, the implemented project activities contributed to the development of the participants' views on the teaching of SSIs and caused a positive development in their views on the project. Suggestions were made considering the results of the project so that guidance could be provided for teachers and teacher educators. [ABSTRACT FROM AUTHOR]

This research aims to design and apply a lesson plan to satisfy 3rd-grade inclusive education students' individual learning needs on the subject of plant life cycle, and to develop three instruction materials based on this lesson plan. In the first stage of this three-staged research, visually impaired students' individual learning needs were determined by conducting workshops with science teachers, elementary school teachers, and special education teachers. Then, the learning outcomes of science education programs were determined. In the second stage, teaching materials suitable for students' personal characteristics were designed by the teachers after assessing the students' needs. Visually impaired students also participated in the process of developing the educational material. In the last stage, students were taught according to the lesson plan with the materials prepared according to the 5E learning model. After the lessons, data were collected through semi-structured interview forms to determine the students' opinions on the lessons and materials. Descriptive analysis was used to analyze the qualitative data obtained. The research results showed that the teaching material responded to the needs of the students and contributed positively to their conceptual learning. [ABSTRACT FROM AUTHOR]

One way to increase people's positive behaviors toward nature is to ensure that students gain environmental ethics attitude concerning environmental issues. In this regard, the current study investigates the 7th and 8th-grade students' environmental ethics attitude levels in relation to some variables (grade level, gender, school type). The study employed the survey model, one of the quantitative methods. The current research's sampling was selected using the stratified sampling method. A total of 723 students (349 seventh graders and 374 eighth graders) attending middle school participated in the current study. The "Environmental Ethics Attitude Scale" was used as a data collection tool in this research. The findings of the current study have revealed that the 7th and 8thgrade students' environmental ethics attitude levels vary significantly depending on gender in favor of the female students (U(142857) = 560.34; p < 0.001). Moreover, no statistically significant difference was found between the environmental ethics attitude levels of the 7th graders and 8th graders (U(124827) = 63752.00; p > 0.05). In addition, no statistically significant difference was found between the environmental ethics attitude level of the students attending schools located in peripheral districts of the city and that of the students attending schools located in the central districts of the city (U(191838)) = 48993; p > 0.05). The seventh-grade and eighth-grade students' eccentric environmental ethics attitude mean score and anthropocentric environmental ethics attitude mean score were very close to each other. This shows that the students have environmental ethics attitude yet cannot give up anthropocentric behaviors. Similar studies can be conducted with students from different grade levels. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to determine cognitive structures and the retention of knowledge about environmental education, climate change and consumption concepts. The field of Environmental Education is increasingly including both climate change and consumption in the context of sustainability. Thus, this research is investigating the construction of cognitive structures using all three concepts. The study group consisted of 52 students (28 females and 24 males) attending the University of Minnesota Duluth, USA. A word association instrument was used for data collection. In order to evaluate the study results, the responses given about the key concepts were examined in detail. A frequency table was constructed to show which words or concepts best represented each key concept included in the instrument. Based on our findings, a frequency table and associated concept maps were generated to indicate how cognitive structures were formed about the three concepts. The findings showed that respondents generated many ideas related to the key concepts presented in the instrument. However, respondents did not appear to see the broad environmental concepts as a network of related ideas. Implications for using the word association test in the classroom are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this research is to investigate town secondary school students' interest towards to science subjects according to parameters class grade and gender. This research has been done with 91 students in Bozkır Dereiçi Secondary School of Konya city at the spring term of 2014-2015 academic year. As a data collection tool, which was developed by Şimşek Laçin and Nuhoğlu (2009) so as to gain data "Cruosity Scale for Science Subjects" has been used. Scale Cronbach-Alfa value has been found as α=.81. Scale results have been analyzed by SPSS15 program t- test and one-way ANOVA has been used in comparison of science curiosity points. According to scale outcomes when compared according to class level 7th class curiosity points is meaningfully different than 8th class curiosity points towards the science subjects in one-way ANOVA. Female students who participate in the research curiosity points aren't meaningfully different than male curiosity points. It is suggested that methods which can increase the students' interest should be used in learning environment. [ABSTRACT FROM AUTHOR]

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the present study is to investigate the effects of micro-teaching applications used in environmental education on the attitudes and behaviors of individuals. The present study carried out within the framework of the environmental education course was performed with 31 pre-service teachers from the primary education department of Aksaray University in the fall term of 2009-2010 academic year. The study which is an experimental study carried out according to pretest-posttest control group design continued for 14 weeks. At the end of the study, it was found that scores for the environmental awareness, attitude and behavior of the pre-service teachers significantly increased. In light of this finding, it can be argued that more frequent use of micro-teaching applications in environmental education is useful. [ABSTRACT FROM AUTHOR]

This work explores anodic polarization process to generate a surface pattern composed of conical features on an aluminum surface in hot acid mixtures composed of sulfuric and phosphoric acids. It is shown that the composition of the electrolyte with respect to its phosphoric acid and water content and the surface roughness of the aluminum substrate are the critical parameters for the formation of the patterns. The best surface pattern was generated in a hot acidic mixture (60°C) containing 150 mL sulfuric and 350 mL phosphoric acids on a ground aluminum surface. For the formation of conical structures, a mechanism based on the competitive etching action of sulfuric acid and the formation of phosphate precipitates is proposed. Additionally, the possibility of porous anodization of these surfaces in an oxalic acid based electrolyte has been also demonstrated. [ABSTRACT FROM AUTHOR]

The objective of this study is to investigate effect of ecological footprint education, in which 5E learning cycle model is used, in reducing primary school students' ecological footprints. The working group of the study is composed of 124 primary school students studying in 4th, 5th, 6th, 7th, 8th classes. In this study, 5E learning model is used in teaching a course in order to increase the participating students' knowledge about ecological footprints and to calculate ecological footprints. Experimental method is used in this study. In data analysis, the paired samples t-test is used in for relevant samplings. The findings gathered indicate that ecological footprints of the participating students to the study decreased at the end of the study. It is determined that the mean of primary students' ecological footprints differ from meaningfully according to level of the class and sex. Prospective solution offers are developed by handling the prospective effects of conclusions of the study on sustainable life and environmental education and conclusions' importance in terms of learning and developing learning programmes with a critical point of view. [ABSTRACT FROM AUTHOR]

Copyright of ITU Journal Series D: Engineering is the property of Istanbul Technical University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to analyze the impact of ecological footprint applications used as a tool of environmental education on changing the awareness, attitudes and behaviours of prospective science and technology teachers towards environment and sustainable life. The research was applied on 49 third grade prospective science and technology teachers studying in Gazi University Faculty of Education Science Education Program. In the research, "Environmental Education Survey" was used as data collection tool. In the analysis of statistical data, correlation method and paired samples t-Test were used. It was seen that awareness, attitude and behaviour points of the prospective science and technology teachers rose on the phase of post-test. That result shows that applying ecological footprint is an environmental education tool effective in changing the awareness, attitudes and behaviours of the prospective science and technology teachers towards environment and sustainable life. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the effects of the project "Nature Education in Ihlara Valley (Aksaray) and Its Surrounding Area" supported by The Scientific and Technological Research Council of Turkey (TUBITAK) on environmental consciousness, attitudes, thought, behavior and its permanence. The study group consists of 25 teacher candidates who participated in this nature education project carried out on 03-12 July 2009. This project is the first project having teacher candidates as its target group and supported by TUBITAK. "Environmental Consciousness Scale" developed by Milfont and Duckitt (2006) and translated into Turkish by Ak (2008) and "Environmental Attitude Scale" developed by Uzun and Saglam (2006) were used to collect data in the present study. The study was carried out in line with the pretest-posttest-monitoring test design. SPSS was employed to analyze the data, and One-Way ANOVA for Repeated Measures was used to find out whether there are significant differences between the pre-test scores for environmental consciousness, attitude, thought and behavior and those of the post-test and monitoring test. The Cronbach alfa reliability coefficients of the scales are α=.88 and α=.80, respectively. According to the results of the comparison, it can be argued that significant differences between pre-test environmental consciousness, attitude and behavior scores and post-test and monitoring scores came into being. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine pre-service teachers' attitudes toward use of Vee diagrams in general physics laboratory. The sample of the study consists of 29 (16 girls and 13 boys) freshmen students enrolling to elementary school science education program at one of the universities in Turkey. To gather the data of the study "Attitude Test toward the Use of Vee Diagram" consisting of 18 Likert type questions and "Open-Ended Questionnaire about the Use of Vee Diagram" including 8 open-ended questions are administered after laboratory applications with Vee diagrams. The data from both the quantitative and qualitative part of the study revealed that pre-service teachers have positive attitudes toward the use of vee diagrams in physics laboratory. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)