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Çevre sorunlarının çözümüne güncel olarak eğilebilmek için çevre eğitimini güncel bir bakış açısıyla geliştirmek önemli görünmektedir. Bu araştırmanın amacı, küresel çapta önemi açık olan Paris Anlaşması’nın sonuçlarını çevre eğitimi bağlamında ele almaktır. Bu çalışmada nitel araştırma desenlerinden bütüncül tek durum deseni kullanılmıştır. Paris Anlaşması tek bir durum olarak ele alınmış, bütüncül bir bakış açısıyla içerik analizine tabi tutulmuştur. Anlaşma maddeleri kodlanmış, ilgili kodlar 2018 yılı Yükseköğretim Kurulu Fen Bilgisi Öğretmenliği Lisans Programı Çevre Eğitimi dersi içeriği ile karşılaştırılarak açıklanmıştır. Yapılan analiz sonucunda Paris Anlaşması’nın sonuçları dokuz kod altında toplanmaktadır. Bu kodlar, temel ekolojik kavramlar, çevre sorunları ve özellikleri, küresel ısınma, iklim değişikliği, gıda ve tarım güvenliği, çevre eğitimi ve çevre dostu davranışlar, çevre sorunlarının çözümünde teknoloji, sürdürülebilir kalkınma, sosyal adalet ve iklim adaleti şeklindedir. Bu anlaşmanın metni incelendiğinde toplumları oluşturan bireylerin davranışlarında köklü değişikliklerin olmasının beklendiği bu araştırmanın sonuçlarından biridir. Çevre eğitimi ders içerikleri güncel çevre sorunlarına çözüm arama amacıyla yapılan uluslararası toplantıların sonuçları bağlamında güncellenmelidir. Bu sayede çevre sorunları konusunda insanlardan beklenen bilinç oluşacak, bu anlaşmalarda alınan kararlar daha hızlı bir şekilde davranış haline gelecektir.

Global warming is the most serious problem of our age. The most permanent measure to be taken against this problem is to ensure that individuals receive an effective and well-equipped education, free from misconceptions, which are obstacles to the efficiency of education. In this study, it is aimed to develop a four-stage diagnostic test that can reveal the misconceptions of pre-service science teachers about global warming. The sample of the study, in which the survey approach was used, consists of 401 pre-service teachers studying in the science teaching department at different universities in Turkey. The results show that the test is a valid and reliable measurement tool that can be used to determine the misconceptions, scientific knowledge, and lack of knowledge about global warming. In the study, the factor with the highest percentage of pre-service science teachers’ scientific knowledge and misconceptions was the consequences of global warming, while the factor with the highest percentage of lack of knowledge was calculated as the greenhouse effect factor. It is recommended to use the test to determine the current situation regarding the level and areas where the misconceptions of individuals are concentrated to improve the missing or faulty areas in the science curriculum. Keywords: conceptual learning, environmental misconceptions, four-tier diagnostic test, global warming

Şiddet insanoğlunun yaratılışından bu yana varlığını sürdüren bir olgudur. Günümüzün en büyük toplumsal problemlerinin başında gelen şiddet kavramının bireyler tarafından nasıl tanımlandığı son derece önemlidir. Özellikle, gelecek nesilleri yetiştirecek öğretmenlerin şiddet kavramına yönelik bilgi ve görüşlerinin ne düzeyde olduğu önem arz etmektedir. Bu nedenle üniversitelerin fen bilgisi öğretmenliği lisans programında Cinsel Sağlık Bilgileri Eğitimi dersi kapsamında şiddet konusu yer almaktadır. Bu çalışmanın amacı, fen bilgisi öğretmen adaylarının (üniversite öğrencilerinin) şiddet kavramına yönelik görüşlerini belirlemektir. Çalışma nitel araştırma desenlerinden olgu bilim çalışması şeklinde planlanmıştır. Araştırmanın çalışma grubunu İç Anadolu Bölgesindeki bir devlet üniversitesinin 48 öğrencisi oluşturmaktadır. Araştırmanın çalışma grubu kolay ulaşılabilir örnekleme metodu ile oluşturulmuştur. Araştırma sürecinde üniversite öğrencileri ile yarı yapılandırılmış görüşme yapılmıştır. Araştırma sonucuna göre, üniversite öğrencileri şiddeti “baskı kurmak veya üstünlük sağlamak için bir kimsenin başka bir kimseye verdiği fiziksel ve psikolojik zararlardır” şeklinde tanımlamıştır. Sınırlı sayıda öğrenci ile yapılan bu çalışma sonucunda, şiddet kavramına yönelik daha geniş katılımlı çalışmalara ağırlık verilmesi önerilmektedir.

The aim of this research is to reveal the similar and different aspects of environmental education attainments at the 5th, 6th, 7th and 8th grades in the science teaching program of Turkey (2018), Canada (2007) and the United States of America (2011). The holistic multiple case design was used in the research and the data were obtained through document analysis. Content analysis was used while analyzing the data. First of all, each of the science teaching program was examined in depth and the achievements related to environmental education were determined. The determined achievements were classified according to their grade levels, and their similarities and differences were determined and analyzed in depth. In the results of the research, it has been seen that Canada has an important and sufficient program for raising environmentally conscious individuals, while Nebraska does not have an adequate program. The Turkish Science Teaching Program was not evaluated as adequate as the Canadian Science Teaching Program. Suggestions have been made to further develop the 2018 Turkish Science Teaching Program in terms of environmental education., Bu araştırmanın amacı, Türkiye (2018 yılı), Kanada (2007 yılı) ve Amerika Birleşik Devletleri Nebraska Eyaleti (2011 yılı)’nin fen öğretim programlarında 5, 6, 7 ve 8.sınıf düzeylerindeki çevre eğitimine yönelik kazanımların benzer ve farklı yönlerini ortaya koymaktır. Araştırmada bütüncül çoklu durum deseni kullanılmış ve veriler dokuman incelemesi yoluyla elde edilmiştir. İlgili dokümanlardan elde edilen veriler analiz edilirken içerik analizi kullanılmıştır. Öncelikle öğretim programlarının her biri derinlemesine incelenerek çevre eğitimi ile ilgili kazanımlar belirlenmiştir. Belirlenen kazanımlar sınıf düzeylerine göre sınıflandırılmış ve kendi aralarında benzer ve farklı yönleri saptanmış ve derinlemesine incelenmiştir. Araştırma sonuçlarında Kanada’nın çevre bilincine sahip bireyler yetiştirmek adına önemli ve yeterli bir programa sahip olduğu, Nebraska’nın ise yeterli bir programa sahip olmadığı görülmüştür. Türkiye Fen Bilimleri Dersi Öğretim Programı ise, ne Kanada Fen Dersi Öğretim Programı kadar yeterli, ne de Nebraska kadar yetersiz olarak değerlendirilmiştir. 2018 yılı Türkiye Fen Bilimleri Dersi Öğretim Programının çevre eğitimi bakımından daha da geliştirilmesi yönünde öneriler geliştirilmiştir.

Aim of the present study is to analyze science teacher candidates’ laboratory videos by using Many-facet Rasch model. Survey method was used in the study. The study was conducted in 2017-2018 academic year spring semester. Rasch model’s surfaces are respectively: 9 juries, 13 science activities and 19 criteria. FACETS program was used for data analysis. Findings reveal that laboratory video, which was coded as SA8, was found to be the most successful and SA1 coded video was found the most unsuccessful with respect to criteria. The simplest articles which science teacher candidates were subjected are “introducing yourself”, “using proper costume”, “appropriate time” and the articles for which the science teacher candidates are constrained mostly “sound-supporting effect”, “writing effect”, “warning for security precautions”. Jury numbered 3 or coded as J3 is “the most lenient” and scorer numbered 2 is “the severest” when juries are sequenced from the most lenient. Moreover, i t could be said that, some of the jury members were extremely severe or lenient against some science activities according to bias analysis.

Bu araştırmanın amacı, 2018 Fen Bilimleri Dersi Öğretim Programındaki kazanımları temel alan, 2020-2021 öğretim yılında okutulmakta olan 5, 6, 7 ve 8. sınıf ders kitaplarındaki etkinlikler “Sıfır Atık” projesinin amacı kapsamında incelemektir. Bu amaç kapsamında Milli Eğitim Bakanlığı Devlet Yayınlarına ait 4 kitap incelenen bu araştırma bir doküman analizi araştırmasıdır. 2018 yılı Fen Bilimleri Dersi Öğretim Programı’nda çevre eğitimine ait konu alanları, konular ve kazanımlar belirlenmiştir. Ardından bu kazanımlara karşılık gelen etkinlikler ders kitaplarının içeriklerinde saptanmıştır. Bu etkinliklerin “Sıfır Atık” projesinin amacına uygun olma durumu “Uygun, Kısmen Uygun ve Uygun Değil” kodları ile etiketlenmiştir. Araştırma bulgularında, çevre eğitimi kapsamında bulunan kazanımlara yönelik olan etkinliklerin büyük bir çoğunluğunda bu projenin amacına vurgu yapan açıklamalar ve hedefler bulunmamaktadır. İlgili projenin amacına en yakın bulunan etkinliklerde ise, atıkların tasarrufu ve kontrolünden ziyade geri dönüşüm konusunun vurgusunun daha fazla olduğu görülmüştür.

The aim of this study is to investigate the knowledge level of teachers regarding sexual health. The sample of the study consists of 462 teachers working at primary, middle and high schools in Turkey. As the study aims to determine the current status of teachers regarding sexual health knowledge, the relational screening model was used. The Cronbach’s Alpha correlation coefficient was calculated and determined to be 0.782. t test and ANOVA were used for data analysis. The “Sexual Health Knowledge Scale” used within the scope of the sexual health course is a 5-point Likert scale and the possible score from the scale varies from 1 to 5. It is possible to say that the teachers had a high knowledge level regarding sexual health. Analysis showed that female teachers had a significantly higher knowledge level compared to male teachers, married teachers had a significantly higher knowledge level compared to single teachers, teachers who took the Sexual Health course during their undergraduate studies had a significantly higher knowledge level compared to teachers who did not, and teachers who received education regarding sexual health had a significantly higher knowledge level compared to teachers who did not.

Impedance ratio (Imp-R) obtained by multifrequency bioimpedance analysis (BIA) has been shown to be associated with volume and nutrition status. In this prospective study, the predictive role of Imp-R for mortality in hemodialysis (HD) patients was investigated. Multifrequency (5–50–100–200 kHz) BIA was applied to 493 prevalent HD patients in March–April 2006. Imp-R was defined as the ratio of 200–5 kHz impedance values. Demographical, clinical and laboratory data at the time of the analysis were recorded. All-cause and cardiovascular (CV) mortality were assessed during 3 years of follow-up. Mean age was 57.7 ± 13.9 years, HD duration 52.1 ± 42.6 months and prevalence of diabetes 21.7 %. Imp-R was negatively correlated with nutritional markers including albumin, creatinine and hemoglobin levels. In addition, there was a positive correlation between Imp-R and age, ratio of extracellular water to total body water and high-sensitive C-reactive protein. Over a mean follow-up period of 27.9 ± 11.1 months, 93 deaths (52 from CV reasons) were observed. In the multivariate analysis, Imp-R was significantly associated with all-cause and CV mortality after adjustments [HR 1.13, 95 % CI (1.04–1.23); p = 0.004 and HR 1.15, 95 % CI (1.03–1.27); p = 0.01, respectively]. The risk of all-cause mortality was 3.4 times higher in the fourth quartile of Imp-R (>83.5 %) compared to the first Imp-R quartile (

In this study, the effectiveness of Eco-Friendly Person Activity Package developed in order to raise environmental awareness in pre-service teachers and enable them to be an example of an eco-friendly teacher for their future students, and the responses about Eco-Friendly Person Activity Package were investigated. The study was conducted on 75 fourth year pre-service teachers from departments of Elemantary School Education who took Environmental Education Course in a state university during fall semester of the academic year 2014-2015 and 10 pre-service teachers who participated in the study were asked to provide their opinions. It was a qualitative study based on a phenomenological design. Data of this research were obtained using a semi-structured questionnaire and interviews and analyzed with an inductive approach using Nvivo 9 qualitative analysis program. The participants were asked about the environment, environmental problems, future environmental problems, characteristics of an eco-friendly person before and after the implementation and were asked to provide their opinions about Eco-Friendly Person Activity Package after the implementation. Before the implementation, it was identified that the participants had lack of knowledge about the environment, neglected the role of people in environmental problems, could not make realistic estimations about possible future problems and didn’t know the requirements of being an eco-friendly person. Following the environmental education provided using Eco-Friendly Person Activity Package, the participants made statements indicating that they have a good knowledge of the environment, can describe environmental problems and their causes based on such knowledge, are aware of the fact that the future of the environment will change based on human acts, show positive attitudes, including loving the environment and having concerns about its future, describe an eco-friendly person and show such behaviors. Based on the findings, it was concluded that Eco-Friendly Person Activity Package, which aims to raise examples of eco-friendly teachers, was effective in reaching its target. Keywords: Environmental education, eco-friendly person, pre-service teachers, eco-friendly person activity package

Network-based analyses are commonly used as powerful tools to interpret the findings of genome-wide association studies (GWAS) in a functional context. In particular, identification of disease-associated functional modules, i.e., highly connected protein-protein interaction (PPI) subnetworks with high aggregate disease association, are shown to be promising in uncovering the functional relationships among genes and proteins associated with diseases. An important issue in this regard is the scoring of subnetworks by integrating two quantities: disease association of individual gene products and network connectivity among proteins. Current scoring schemes either disregard the level of connectivity and focus on the aggregate disease association of connected proteins or use a linear combination of these two quantities. However, such scoring schemes may produce arbitrarily large subnetworks which are often not statistically significant or require tuning of parameters that are used to weigh the contributions of network connectivity and disease association. Here, we propose a parameter-free scoring scheme that aims to score subnetworks by assessing the disease association of interactions between pairs of gene products. We also incorporate the statistical significance of network connectivity and disease association into the scoring function. We test the proposed scoring scheme on a GWAS dataset for two complex diseases type II diabetes (T2D) and psoriasis (PS). Our results suggest that subnetworks identified by commonly used methods may fail tests of statistical significance after correction for multiple hypothesis testing. In contrast, the proposed scoring scheme yields highly significant subnetworks, which contain biologically relevant proteins that cannot be identified by analysis of genome-wide association data alone. We also show that the proposed scoring scheme identifies subnetworks that are reproducible across different cohorts, and it can robustly recover relevant subnetworks at lower sampling rates.

This study was done in a period when there are attempts to develop a framework for the sustainable development and sustainable education in order to emphasize the universal significance of biodiversity, sustainable development, and sustainable education. The research reported here is a case study carried out in the spring semester of 2012-2013 academic year. The participants of the study were student teachers enrolled in a general biology course in a preservice science teacher education program at a major research university in central Turkey. The study was designed as a qualitative study and the data of the study were collected through semi-structured interviews and observation forms. The aim of the study was to develop teaching materials about the sustainable education and the sustainability of biodiversity. In parallel to this aim, an experiment of frog breeding was designed and the experiment was carried out by the participants under the supervision of the author. More specifically, the participants were involved in feeding the frogs and cleaning the aquarium. They recorded their observations together with the author. The whole process was shared in the biology course. In short, the participants observed how larvas come out from frog spawn that were put in the aquarium and how larvas became adult frogs. Adult frogs were transferred to the nearest creek after the completion of the observations. At the end of the process the attitudes of the participants towards living beings changed positively as their reports indicated.