Search

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]