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Bu calisma Turkiye’de 2007 yilindan 2020 yilina kadar matematik egitimi alaninda, ozel yetenekli ogrencilerin egitimini konu edinen yuksek lisan/doktora tezlerinin tematik bir incelenmesi amaciyla yurutulmustur. Bu amaca ulasabilmek icin nitel arastirma yontemlerinden biri olan dokuman incelemesi teknigi kullanilmistir. Calisma orneklemini, belirtilen tarihlerde yazilmis Turkiye’de yurutulen ve YOK Tez Izleme Merkezi’nden ulasilabilen 53 tane yuksek lisans/doktora tezi olusturmaktadir. Ulasilan tezler; tematik analiz teknigi ile orneklem/katilimci ozellikleri, konu, ogrenim duzeyi, yayin yili, yurutuldukleri universiteler, tezin yontemi, veri toplama teknikleri gibi ozellikler baglaminda incelenmistir. Arastirma kapsaminda incelenen tezlerin buyuk bir cogunlugu yuksek lisans tezlerinden olusmaktadir. Ilgili alandaki ilk tez 2007 yilinda yazilmis bir tez iken ilerleyen yillarda yurutulen tez calismalarinin arttigi gorulmustur. Calisilan konularin daha cok ozel yetenekli ogrencilerin matematige yonelik kaygi/algi/tutum/oz-yeterlikleri, matematiksel yaraticiliklari ve problem cozme/kurma becerileri uzerine oldugu gorulmektedir. Elde edilen bulgular neticesinde uygulayicilara ve arastirmacilara cesitli onerilerde bulunulmustur.

Bu arastirmanin amaci, matematiksel modelleme ogretim modeli esas alinarak gerceklestirilen ogretim deneyiyle ogretmenlerin matematiksel modelleme ogretim yeterliklerini gelistirmek ve ogretim modeli surecine iliskin dusuncelerini tespit etmektir. Arastirmanin diger bir amaci, gerceklestirilen ogretim deneyinin ogretmenlerin matematik ogretim yaklasimlarina etkisini belirlemektir. Nitel arastirma yontemlerinden fenomenolojik desende tasarlanan bu calisma, bir devlet universitesinin fen bilimleri enstitusu yuksek lisans programlarindan matematik egitimi anabilim dalinda ogrenim goren 10 matematik ogretmeni uzerinde yurutulmustur. “Matematik Egitiminde Matematiksel Modelleme” dersi kapsaminda gerceklestirilen ogretim deneyindeki katilimcilara dort eylem uygulanmistir. Arastirmacilar tarafindan gelistirilmis olan yari yapilandirilmis gorusme formuyla katilimcilarin eylemlere iliskin gorusleri toplanmistir. Elde edilen veriler icerik analizi yontemi ile cozumlenmistir. Arastirma sonucunda, ogretim deneyinin ogretmenlerin modellemeye iliskin bilincli ve sistematik bir yaklasim kazanmasina, gunluk yasami yorumlamada farkli bakis acisinin gelismesine, cok onemli bir beceri olan matematiksellestirme ve problem cozme becerisinin gelismesine katki sagladigi, diger bir deyisle, ogretim deneyinin etkili pedagoji bilgi tabaninin gelistirilmesi icin gerekli firsati sundugu soylenebilir. Matematiksel modelleme uygulamalarinda ogretmenlerin daha cok deneyim kazanmalari icin lisans programinda yer verilen alan egitimi derslerinde matematiksel modelleme etkinliklerinin uygulamalarina daha cok yer verilmesi gerektigi dusunulmektedir.

WOS: 000505360300001 As a developmental turning point, emerging adulthood has been a recent focus for researchers investigating both resilience and psychopathology. The aim of this study was to examine the roles of negative experiences and the nature of the relationship with parents and siblings in the resilience of college students as emerging adults. The study group included Turkish college students as emerging adults (199 females and 101 males) who lived apart from their parents, had at least one sibling and had experienced at least one negative event. Data were collected from Child and Youth Resilience, Adverse Life Events Form, Parent-Adolescent Relationship Scale, and Lifespan Sibling Relationship Scale. Hierarchical regression analysis was performed to determine the extent to which the independent variables explained the resilience variance. The results revealed that negative life experiences were significant factors in explaining resilience. Moreover, neither a positive nor a negative relationship with the mother had an effect on explaining the resilience, while a positive relationship with the father was an important factor in explaining resilience. Meantime, the role of protective factors in terms of family relationships and the quality of sibling relationships sustained in this period were significant relational strengths for resilience. All these results are considered to be significant contributions to the culturally meaningful family functionality and the resilience of college students as emerging adults.

Bu çalışmanın genel amacı, öğrenme güçlüğü olan/olmayan öğrencilerin okuduğunu anlama ve sözel problem çözme becerileri arasındaki ilişkileri ve okuduğunu anlama becerisinin sözel problem üzerindeki yordayıcılığını incelemektir. Araştırmaya, Ankara ilinde bulunan 4. sınıfa devam 60 öğrenme güçlüğü olan, 60 normal gelişim gösteren öğrenci olmak üzere toplam 120 öğrenci dâhil edilmiştir. Çalışmada öğrenme güçlüğü olan ve olmayan öğrencilerin okuduğunu anlama ve sözel işlem hesaplamalarındaki performansları T testi kullanılarak karşılaştırılmıştır. Öğrencilerin okuduğunu anlama ve sözel problemlerden elde ettikleri performanslar Basit Doğrusal Regresyon Analizi kullanılarak analiz edilmiştir. Elde edilen bulgular, okuduğunu anlamanın, sözel problem çözmenin önemli bir yordayıcısı olduğunu ortaya koymuştur. Ayrıca, öğrenme güçlüğü olan öğrencilerin, normal gelişim gösteren akranlarına göre okuduğunu anlamada daha düşük puan aldıkları, işlemleri daha uzun sürede tamamladıkları, daha az sayıda işlemi doğru çözdükleri görülmüştür The aim of this study is to examine the relationship between reading comprehension and verbal problem-solving skills of students with and without learning difficulties and to investigate the predictive skills of reading comprehension skills on verbal problem. The study group consisted of 120 fourth graders, 60 of whom had learning disabilities, 60 of whom normal development in Ankara. In the study, the performance of the students with and without learning disabilities were compared by using T test. The students' reading comprehension and verbal problems were analyzed using simple linear regression analysis. Findings revealed that reading comprehension was an important predictor of verbal problem solving. In addition, it was found that students with learning difficulties had lower scores in understanding reading than their peers who showed normal development, completed the procedures in a longer time and solved fewer procedures correctly.

To investigate the effects of resilience and cyberbullying on students’ self-esteem, predictive correlational design was employed as a method of investigation. Data were collected from 580 ninth-grade students at Anatolian High Schools. Findings of the study demonstrated that as the resilience level increases, self-esteem level increases. Also, as cyberbullying increases, self-esteem decreases. © 2019 Trustees of Boston University.

The purpose of this study is to examine the effect that the Addiction Prevention Training Program of Turkey (APT) has on increasing primary, middle, and high school students' knowledge and emotional awareness about addiction. A pre-test/post-test one group experimental design was used in the study. The study group consisted of a combined total of 5,570 primary, middle, and high school students from 12 provinces of Turkey from each of the 12 regions in NUTS-1 A dependent t-test was conducted to examine the program's ability in aiding students to acquire knowledge and emotional awareness. APT was found to be effective in increasing students' knowledge and emotional awareness about technology addiction and to be more successful for primary school and high school than for middle school students. The program is successful in combating tobacco addiction. High school students in particular became more informed about tobacco addiction as a result of the program. APT furthermore helped high school students increase their knowledge and emotional awareness about alcohol and drug addiction. Finally, although the program was effective in improving students' knowledge about healthy living, it did not have the same effect in increasing their emotional awareness about it. As a result, the program was effective in improving students' knowledge and emotional awareness about addictions.

Bu çalışmanın amacı sınıf içi ölçme ve değerlendirme uygulamaları kapsamında geliştirilen testler temel alınarak, %70 doğru yanıt yöntemi ile puanlara anlam kazandırılıp kazandırılamayacağını araştırmaktır. Bu amaç doğrultusunda %70 doğru yanıt yöntemiyle elde edilen soru gruplarının bilişsel taksonomiye göre sıralanıp sıralanmadığı ve %70 doğru yanıt yöntemi ile elde edilen soru grupları ile madde haritalama yöntemi sonucunda elde edilen soru gruplarının uyumu incelenmiştir. Araştırmanın bulguları %70 doğru yanıt yöntemi kullanılarak elde edilen soru gruplarının, testin geliştirilmesinde temel alınan TIMSS matematiksel düşünme becerileri gibi hiyerarşik bir yapı gösterdiğini ortaya koymaktadır. Ayrıca bulgular %70 doğru yanıt yöntemi ve madde haritalama yönteminin belli ölçüde benzerlik gösterdiğine işaret etmektedir. Bu yöntem sayesinde öğretmenlerin öğrencilere ve velilere test sonuçlarını kullanarak öğrencilerin bilgi ve becerileri hakkında daha sık anlamlı geri bildirim verebilecekleri düşünülmektedir. The aim of this study was to investigate whether the classroom test scores could be used to give proficiency-based results by using the 70% correct response method. For this purpose, the extent to which the question groups obtained with 70% correct response method represented the proposed cognitive dimensions and the similarity of the question groups obtained with 70% correct response method and item mapping method were examined. The findings of the study showed that the question groups obtained using the 70% correct response method were hierarchical. In addition, findings indicated that the 70% correct response method and item mapping method showed some similarities. With the use of this method, it is believed that teachers could give more frequent proficiency-based feedback on their test results.

Bu araştırmada yabancı dil olarak Türkçe öğretiminde ölçme ve değerlendirmeye yönelik çalışmaların eğilimlerinin belirlenmesi amaçlanmıştır. Araştırma nitel araştırma modellerinden doküman incelemesi yönteminde yürütülmüştür. Konuyla ilgili 58 araştırma belirlenmiştir. Veri setine betimsel analiz uygulanmıştır. Yapılan analizler sonucunda araştırmaların 27’sinin makale, 31’inin lisansüstü tezi olduğu, yabancı dil olarak Türkçe öğretiminde ölçme değerlendirmeye yönelik araştırmaların %91’inin 2015-2021 yılları arasında yapıldığı belirlenmiştir. Yabancı dil olarak Türkçe öğretiminde ölçme ve değerlendirme araştırmalarında ele alınan konular alternatif ölçme ve değerlendirme (f=20), ölçme ve değerlendirme aracı geliştirme (f=15), kur ve yeterlik sınavları (f=12) temalarında toplanmaktadır. Araştırma soruları çoğunlukla 1-5 arasındadır (f=31), alt problem sayısı en çok 33’tür. Nitel araştırma yöntemlerinden doküman incelemesi (f=19), nicel yöntemlerden betimsel tarama (f=8) sıklıkla kullanılmaktadır. Araştırmaların hedef kitlesinde / inceleme nesnesinde öğrenciler (f=25), öğreticiler (f=12), ders kitapları (f=10) ve öğrenci kompozisyonları (f=10) öne çıkmaktadır. En çok kullanılan veri toplama aracı görüşme formu (f=17) ve alternatif ölçme değerlendirme araçlarıdır (f=17), veri analiz yöntemi doküman analizidir (f=16). Araştırmalarda en sık başvurulan kuramsal dayanak Avrupa Dil Ölçütleri Çerçeve Metni’dir. Konu bakımından sınav geliştirmeye, yeterlik sınavı gibi genel amaçlı sınavları incelemeye, öğreticilerin ölçme değerlendirme yeterliklerini geliştirmeye; yöntem bakımından deneysel ve eylem araştırmalarına yönelim önerilmektedir.

This study was conducted to understand pre-service and in-service teachers' intentions to use mobile-based assessment in classes by integrating theory of planned behaviour, technology acceptance model, and self-determination theory into one conceptual framework. Data were analysed using the structural equation model (SEM). Results of SEM from a sample of 522 pre-service teachers and 279 in-service teachers revealed that, compared to existing theories, the proposed model has a better acceptable level of explanatory power for intention to use mobile-based assessment. Results also showed that all the hypothesis relationship among constructs within the model was supported. In addition, the study identified the prominent mediating role of perceived usefulness, perceived ease of use, and attitude and moderating impact of gender on intention to use mobile-based assessment. All in all, the study provides useful implications for policymakers, teacher educators, and school administrators as well as suggestions for future researchers.

Bu araştırmada katılımcı öğretmen adaylarının sınıf yönetimi dersinde ters yüz öğrenmeye göre geliştirilen ve uygulanan eylem planları aracılığıyla pedagojik yeterliklerinin geliştirilmesi amaçlanmıştır. 43 öğretmen adayı, araştırmacı ve geçerlik komitesi araştırmanın katılımcılarını oluşturmuştur. Ters yüz öğrenme modeline (TÖM) dayalı sınıf yönetimi dersinde anlama ve hatırlama seviyesindeki öğrenme çıktılarına yönelik ders anlatım videoları ders öncesinde öğrencilerin kullanımına sunulmuş, yüz yüze ders süresinin tamamında uygulama seviyesi ve üstündeki öğrenme çıktılarına yönelik etkinliklere yer verilmiştir. Yüz yüze etkinliklerde pedagojik yeterliklerin gelişimini amaçlayan; derslik planı tasarlama, örnek sınıf olayı inceleme, sınıf ortamı anısını sınıf yönetimi açısından değerlendirme, sınıfta zamanı ve öğretimi yönetebilme açısından uygun bir ders planı hazırlama ve sınıfta problem çözme yaklaşımlarına uygun örnek olay kurgulama çalışmalarına yer verilmiştir. TÖM uygulamaları boyunca öğretmen adaylarının öğrenme çıktıları aracılığıyla pedagojik yeterlik ve alt boyutlarında gelişim gösterdikleri gözlemlenmiştir., In this study, it was aimed to improve the pedagogical competencies of the participant teacher candidates through the action plans developed and implemented according to flipped learning in the classroom management course. 43 pre-service teachers, researcher and the validity committee constituted the participants of the research. Since the lecture videos for the learning outcomes at the comprehension and recall level in the classroom management lesson based on flipped learning were offered to the students before the lesson, activities for learning outcomes at the application level and above could be included throughout the face-to-face lesson period. Aiming at the development of pedagogical competencies in face-to-face activities; Classroom plan design, case study, evaluation of the memory of the classroom environment in terms of classroom management, preparation of a lesson plan suitable for managing time and teaching in the classroom, and case studies in accordance with problem solving approaches in the classroom are included. It was observed that pre-service teachers showed improvement in their pedagogical competence and sub-dimensions through learning outcomes throughout the practices.

Dytiscidae (Yırtıcı dalgıç böcekleri) familyasına ait türlerin belirlenmesine yönelik yapılan bu çalışma Nisan-2017 ile Eylül-2018 tarihleri arasında Mardin ili sınırları dâhilinde gerçekleştirilmiştir. Bu çalışma kapsamında Mardin ilinin 34 farklı lokalitesinden Dytiscidae familyasına ait toplam 1414 birey toplanıp teşhis edilmiştir. Çalışma ile Dytiscidae familyasının 14 cinsine ait 28 tür tespit edilmiştir. Tespit edilen türlerin hepsi Mardin ili için yeni kayıt özelliği göstermektedir. The present study was carried out between April-2017 and September-2018 in Mardin Province with the aim of determination of the species of family Dytiscidae (Predaceous diving beetles). A total of 1414 dytiscid specimens were collected from 34 different localities and identified. Totally 28 species in 14 genera of family Dytiscidae were recorded. All of the identified species were new records for Mardin province.

Approximations of the image and integral funnel of a closed ball of the space $L_p$, $p>1$, under a Urysohn-type integral operator are considered. A closed ball of the space $L_p$, $p>1$, is replaced by a set consisting of a finite number of piecewise constant functions, and it is proved that, for appropriate discretization parameters, the images of these piecewise constant functions form an internal approximation of the image of the closed ball. This result is applied to approximate the integral funnel of a closed ball of the space $L_p$, $p>1$, under a Urysohn-type integral operator by a set consisting of a finite number of points.

In this paper, approximations of the set of trajectories and integral funnel of the control system described by non-linear ordinary differential equation with integral constraint on the control functions are considered. The set of admissible control functions is replaced by a set, consisting of a finite number of piecewise-constant control functions. It is shown that the set of trajectories generated by a finite number of piecewise-constant control functions is an internal approximation of the set of trajectories. Further, each trajectory generated by a piecewise-constant control function is substituted by appropriate Euler’s broken line and it is proved that the set consisting of a finite number of Euler’s broken lines is an approximation of the set of trajectories of given control system. An approximation of the system’s integral funnel by a set consisting of a finite number of points is obtained.

The purpose of this research is to determine the effect of digital stories on the listening comprehension skills of primary school 4th grade students. For this purpose, the research has carried out with a quasi-experimental design with pre-test post-test control group. The sample of the research consisted of 52 students studying in two different 4th grade branches of a public primary school in the second semester of the 2018-2019 academic year. The stories transferred to digital in the research have selected from the texts in 3 different Turkish textbooks at the 4th grade level of primary school published by the Ministry of National Education and taught to students in previous years. 8 narrative texts from the themes of "My Beautiful Country Turkey" and "Production, Consumption and Efficiency" in the textbooks have converted into digital through digital design programs. During the implementation process, the animations of 8 stories transferred to digital have watched by the students in the experimental group, and the students in the control group have read and listened to the same story texts by the teacher. The Listening Comprehension Test has used to determine the listening comprehension achievement scores of the students in the experimental and control groups at the beginning and end of the application process. As a result of the research, it has determined that there was a significant difference between the pre-test and post-test achievement scores of the students in the experimental group, where the stories have played digitally. © 2022, Ozgen Korkmaz. All rights reserved.

WOS: 000331072500018, PubMed ID: 24693824, This study examined the mediating effects of Facebook (R) addiction on the relationship between subjective vitality and subjective happiness. 297 university students (157 women, 140 men; M age = 20.1 yr., SD = 1.3) were administered the Facebook (R) Addiction Scale, the Subjective Vitality Scale, and the Subjective Happiness Scale. Hierarchical regression analysis showed that Facebook (R) addiction partially mediated the relationship between subjective vitality and subjective happiness.

WOS: 000327852300006, Environmental degradation stemming from anthropocentric causes threatens the biodiversity more than ever before, leading scholars to warn governments about the impending consequences of biodiversity loss (BL). At this point, it is of great importance to study the public's conceptions of BL in order to identify significant educational implications. However, a review of the literature reveals a relatively small body of research about the public understanding of BL. In this qualitative study, we thus strived to elicit Turkish school students' conceptions about BL using a written questionnaire including open-ended questions with respect to the definition of biodiversity as well as reasons for, results of and solutions to BL. The sample consisted of 245 school students in a relatively small city. A two-staged content analysis was run on the responses. The results showed that school students most commonly preferred species-focused definitions of biodiversity and understood BL through such various conceptual patterns as, 'balance of nature', 'forest', 'global warming', 'hunting' and 'indirect conservation'. At the end of the paper, the possible educational implications and future perspectives were discussed.

WOS: 000319334200014, PubMed ID: 23833879, Authenticity is associated with adaptive psychological characteristics and may be predictive of psychological vulnerability. The study was conducted with Turkish university students (N = 303; 158 women, 145 men; M age = 20.1 yr.). Participants completed the Turkish version of Authenticity Scale and the Psychological Vulnerability Scale. Psychological vulnerability was correlated positively with two subfactors of authenticity, accepting external influence and self-alienation, and negatively with the authentic living factor of authenticity. Self-alienation, accepting external influence, and authentic living were related to psychological vulnerability, accounting for 33% of the variance collectively. Authenticity is an important predictor of psychological vulnerability.

The aim of this research is to examine the relationships between self-compassion and relational-interdependent self-construal. The participants were 338 university students. In this study, the Self-Compassion Scale and the Relational-Interdependent Self-Construal Scale were used. The relationships between self-compassion and relational-interdependent self-construal were examined using correlation analysis and multiple regression analysis. In correlation analysis, self-kindness, common humanity, and mindfulness factors of self-compassion were found positively related to relational-interdependent self-construal. On the other hand, self-judgment, isolation, and over-identification factors of self-compassion were found negatively correlated to relational-interdependent self-construal. Multiple regression analysis showed that relational-interdependent self-construal was predicted positively only by common humanity. However, relational-interdependent self-construal was negatively explained by isolation, self-judgment, and over-identification, According to standardized beta coefficients, the most significant predictor of relational-interdependent self-construal was isolation. Results were discussed in the light of the related literature.

Bu çalışmanın amacı, resimli çocuk kitaplarında yer verilen “oyun ve oyuncak” kavramlarını resim ve/veya metin içerisinde incelemektir. Araştırmanın veri setini, Gaziantep Büyükşehir Belediyesi Güvenevler Çocuk Kütüphanesi’ne gönderilen, 2015-2020 arası yayın yılına sahip, bebeklikten ilkokul çağının sonuna kadar olan çocuklar için yazılmış; Türkçe basılmış ve/veya Türkçeye çevrilmiş 41 çocuk kitabı oluşturmaktadır. Araştırma, nitel bir araştırma olup, veriler doküman incelemesi tekniğiyle toplanmıştır. Çalışmaya dâhil edilen kitaplar, araştırmacılar tarafından ilgili alanyazın taranarak ve farklı alanlarda yapılan benzer çalışmaların veri toplama araçları incelenerek geliştirilen “Resimli Çocuk Kitaplarında Yer Alan Oyun ve Oyuncağı İnceleme Formu” ile incelenmiş, resimlerinden ve/veya metinlerinden elde edilen detaylar, geliştirilen forma işlenmiştir. Araştırma kapsamında elde edilen verilerin analizinde ve yorumlanmasında, betimsel analiz yöntemi kullanılmıştır. Çalışmaya dâhil edilen kitapların çoğunda, oyun ve oyuncak kavramına ait özelliklerin hem metinde hem resimde (%81) yer aldığı, bazı kitaplarda ise ya sadece metin içerisinde (%12) ya da sadece resimlerinde (%7) oyun ve oyuncak kavramına yönelik özellikler içerdiği saptanmıştır. Karakterler aracılığıyla rol model olma, öyküde yaratıcılığı destekleyebilecek farklı oyunlar sunma ve bunları ayrıntılı betimleme, oyun-oyuncak kavramı ile ilgili uzman görüşüne başvurma açılarından çocuk kitaplarının geliştirilmesi gerektiği düşünülmektedir.

Purpose of Review The study aims to examine the relationship between crime rates among drug-addicted adolescents and personal, social, and familial factors as well as street and school factors. The participants included 713 male drug-addicted adolescents who had received residential treatment at a psychiatry clinic between 2013 and 2020. The "Patient Medical History Form" created by the experts of the clinic was used as a data collection tool. The binary logistic regression analysis was conducted to determine significant predictive variables increasing the probability of drug-addicted adolescents to be included in the categories of living on the street, committing crimes, school dropout, suicide attempt, and self-harm behavior. Recent Findings The findings showed that age, father-adolescent relationship, school dropout, and having an employment history significantly predicted the factor of living on the street; age, school dropout, street life history, drug use in the extended family, and having a criminal history in the extended family significantly predicted the factor of committing crimes; and having an employment history, drug use in the extended family, and having a criminal history significantly predicted the school dropout factor. Besides, suicidal ideation and self-harm behavior significantly predicted the factor of attempting suicide; similarly, age, street life, and having a prison history significantly predicted the possibility of self-harm behavior of the adolescents. Summary The results showed that personal, social, and familial factors, as well as street and school factors, and crime rates were associated with addictive behavior among drug-addicted adolescents.

In this study, we explored early childhood education pre-service teachers’ (ECEPTs’) understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs’ practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participant students across the two university case study sites. Initially, 22 practicum activity plans for each ECEPT were examined via content analysis; then, the students were individually interviewed about the plans and their implications. Subsequent analysis indicated negligible differences between the two universities’ student activity plans regarding quality (aspects of EfS) and quantity (frequency of EfS activities). The students self-reflected about their EfS understandings and implementation. Additionally, they remarked that academic mentors’ and mentor teachers’ stances influenced them either positively or negatively during their workplace-based learning. They also pointed to the absence of a whole-institution approach, not only at the practicum school but also at the university level.

The purpose of the research was to determine the opinions of middle school students about the inclusion of controversial issues in social studies course. In this mixed methods study, an explanatory design was used, and the participants involved middle school students studying in Kırşehir, Osmaniye, and Diyarbakır provinces of Turkey during the 2020-2021 academic year. The quantitative data were collected using the “Student Questionnaire for Controversial Issues” while the qualitative data were collected through semi-structured interviews. The quantitative data were analyzed using SPSS 25 and the qualitative data were analyzed through MAXQDA 20. In the analysis of quantitative data, descriptive statistics (percentage, frequency, mean, standard deviation) and t-test and one-way analysis of variance/ANOVA were used since the data had normal distribution. Tukey test was administered to determine between which groups the difference existed. In the qualitative phase, audio-recorded interviews were converted into Word files, then analyzed and divided into meaningful codes. Four themes emerged by combining the codes in common categories. As a result of the research, it was found that the controversial topics that the students wanted to be included in the social studies course the most were human rights and violence. Whilst the subject of terrorism was determined as the subject that the students did not want to be included in the lesson in the quantitative dimension, it was determined that there were different opinions among the students regarding including the subject of terrorism in the qualitative dimension. It was also found that participants’ opinions about the inclusion of controversial issues differed in terms of gender, grade level, the city they live in, and reading habits. The reason why all of the students wanted controversial topics to be included in the course was to learn about controversial issues and to raise their awareness of these issues. © 2022, Ozgen Korkmaz. All rights reserved.

The aim of this study is twofold: first, to determine gender-related differences in students' perceptions of a constructivist learning environment, their motivational beliefs, and self-regulation of effort in a science lesson; secondly, to explore the relationship between these concepts. The correlational research was employed in this study. The sample consists of 489 students from five public middle schools in a small city in Turkey. The Constructivist Learning Environment Survey was utilized to assess students’ perceptions of their classroom learning environment in constructivist-oriented ways. The Students’ Adaptive Learning Engagement in Science survey was used to assess students’ motivation and self-regulation of effort in their science learning. The relationships between students’ perceptions of a constructivist learning environment and their motivational beliefs and self-regulation of effort were examined using canonical correlation analysis. According to the canonical analysis, middle school students’ perceptions of a constructivist learning environment are significantly related to their motivational beliefs and self-regulation of effort. Implications of these findings were discussed.

Bu araştırmanın amacı; kamu spotu/zorunlu yayınlar ile sosyal bilgiler öğretim programı arasındaki ilişkileri ortaya koyarak bu yayınların sosyal bilgiler öğretim programına nasıl ve ne şekilde sirayet ettiğini belirlemektir. Nitel araştırma yöntemlerinden keşfedici araştırma modeline göre desenlenen araştırmada toplam 54 zorunlu yayın ve 40 kamu spotu, 2018 sosyal bilgiler öğretim programıyla ilişkisi bağlamına doküman analizine tabi tutulmuştur. Kamu spotları ve zorunlu yayınlara RTÜK web sitesinden ve sosyal paylaşım sitelerinden ulaşılmıştır. Araştırma kapsamındaki kamu spotları/zorunlu yayınlar betimsel analize tabi tutularak sosyal bilgiler öğretim programının kazanım, öğrenme alanı, değer, özel amaçlar ve becerileriyle ilişkileri açısından incelenmiştir. Sosyal bilgiler öğretmenlerinin kamu spotu/ zorunlu yayınları derslerine entegre ederek kullanabileceklerini söylemek mümkündür. Bu bağlamda sosyal bilgiler öğretmenlerinin derslerinde kamu spotu/zorunlu yayınlarının güncellik durumunu göz önüne alarak takibini yapması ve konu-içerik eşleştirmesi yaparak kullanmaları önerilmektedir., This research aims to determine the relationship between public service announcements/obligatory broadcasts and social studies curriculum and how and in what ways these publications affect the social studies curriculum. A total of 54 obligatory broadcasts and 40 public service announcements were subject to document analysis in the context of their relationship to the 2018 social studies curriculum in the research, which was designed explorative qualitative research methods. Public service announcements and obligatory publications were accessed from the RTUK website and social networking sites. Public service announcements and obligatory publications within the scope of the research were analyzed in terms of their relationship with the learning objective, learning domain, value, specific goals, and skills of the social studies curriculum. This research suggests that social studies teachers can use these broadcasts by integrating them into their courses. In this context, it is recommended that social studies teachers follow up public service announcements/obligatory broadcasts about their lessons by taking into account their up-to-dateness and use them through matching course subject and content.

The purpose of this research is to identify problems with formal curricula at different levels of education in Türkiye and to present an approach that offers solutions in line with these problems. In accordance with this purpose, document analysis design within the framework of systematic review was used in the research. In this context, the curriculum evaluation studies carried out between the years 2012-2021 were examined by using content analysis. In addition, the commonplaces of different curriculum approaches from various sources have been revealed. Curriculum evaluation studies conducted in Türkiye show that the curricula have various problems in terms of commonplaces such as teacher, learner, subject matter, context, and curriculum making. Moreover, in these studies it has been suggested that comprehensive updates be made in the curricula to solve the identified problems. Based on these findings, a curriculum approach has been proposed, which is believed to contribute to the solution of the curriculum problems. The Reason, Values, and Culture-Based Approach is a responsive approach that aims to train individuals who attach importance to mental and cultural values. In addition to the solution proposals in the approach put forward, various suggestions were presented to the institutions responsible for the curriculum development process in Türkiye and to researchers who will study corresponding issues.

This study explored the association between flipped learning readiness (FLR), engagement, social anxiety, and achievement in online flipped classrooms among 200 freshman university students enrolled to an information technology course. The relational screening model was applied in order to reveal associations between variables. The study was conducted in two Turkish state universities. The students were sampled using the convenience sampling method. The data collection tools employed were a demographic data form, the Online Student Engagement Scale, the Online Learners' Interactions and Social Anxiety Scale, the FLR scale, and also achievement tests. Structural equational modeling was employed in the testing of the hypothesized model. Results from the structural equation modeling revealed that engagement and FLR were positively associated with student achievement, whilst there was a negative association revealed between social anxiety and achievement in the online flipped classroom. The study also revealed engagement as the most significant predictor of achievement in the online flipped classroom.

The use of technology in preschool teaching practices plays a key role in making the learning process easier and more effective. It is significant to use technology in the preschool period by the teachers when the learning capacity is high. This study aims to investigate the use of information and communication technologies (ICT) by teachers in the preschool period with an explanatory sequential design, which is one of the mixed research methods. There were 327 participants in the quantitative stage, and 35 participants in the qualitative stage of the research. Research data were collected in the quantitative part of the study with the “ICT Use in Early Childhood Education Scale”, and in the qualitative part, an interview form consisting of four research questions was used. As a result of the research, it was revealed that teachers’ ICT use was high. According to the variable of teachers’ participation in in-service training, it was determined that the use of ICT created a significant difference in favor of the teachers participating in the training. To support the basic ICT skills, it was determined that participants benefited from enabling ICT use by children, using ICT in the classroom, giving ICT training to children, online applications and coding studies. In order for the children to develop positive attitudes towards ICT, it was revealed that the participants made use of doing activities, giving information, attracting attention and being a role model. It was revealed that the participants used ICT in the teaching process in preparing activities, presenting visual materials, watching videos and online applications. For teachers to support individual learning needs, it was found that they planned individual activities, enabled individual ICT use and performed online sharing.

Araştırmanın amacı uzaktan eğitim öğretim sürecinde uygulamalı sanat derslerine yönelik akademisyen görüşlerini tespit etmektir. Araştırma nicel ve nitel araştırma yaklaşımlarının bir arada kullanıldığı karma yöntem araştırma desenlerinden yakınsayan paralel desen yaklaşımına göre yürütülmüştür. Araştırmanın çalışma grubunu Üniversitelerin Güzel Sanatlar Eğitimi Bölümleri, Güzel Sanatlar Fakülteleri ve Güzel Sanatlar Tasarım ve Mimarlık Fakültelerinde görev yapan, araştırmaya gönüllü olarak katılan ve uygulamalı sanat derslerini yürüten toplam 70 akademisyen oluşturmaktadır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen “Uzaktan Eğitim Öğretim Sürecinde Uygulamalı Sanat Derslerini Değerlendirme Anketi” kullanılmıştır. Nicel veriler, aritmetik ortalama, standart sapma ve frekans değerleri verilerek, nitel veriler ise Dey’in (1993) betimleme, sınıflandırma ve ilişkilendirme olmak üzere üç aşamalı modeline göre analiz edilmiştir. Araştırma sonuçları, uzaktan eğitim sürecinde teknolojik araç gereçlerin, materyallerin, etkinliklerin, yöntem ve tekniklerin kullanımı ya da öğrenci motivasyonunun sağlanması gibi konularda akademisyenlerin gereken yeterliğe sahip olduklarını göstermiştir. Ayrıca uzaktan eğitim sürecinin yüz yüze eğitime göre, sanatsal farkındalık yaratma konusundaki etkililiğinin daha düşük olduğu, uygulamalı sanat dersleri açısından öğrencilere katkı sağlama konusunda yetersiz kaldığı, uzaktan eğitim sürecinde uygulamalı sanat dersleri açısından öğrencinin sanatsal gelişiminin atölye ortamına göre gözlemlenmesinin daha zor olduğu ve öğrenme ortamının olanakları açısından uygulamalı sanat derslerinin uzaktan eğitim sürecine uygun olmadığı sonuçlarına ulaşılmıştır. Bu sonuçlar ışığında Covid-19 salgını dolayısıyla artan uzaktan eğitim talepleri nedeniyle üniversitelerin, öğrenci ve eğitimci etkileşimini sağlayacak teknolojik alt yapı imkanlarını arttırması ve eğitimcilerin öğrenme ortamının verimliliğini ve öğrenci motivasyonunu sağlayacak yenilikçi yaklaşımları sanal öğrenme ortamlarına aktarmaları önerilmektedir. The aim of the research is to determine the views of the academicians about applied arts lessons in the distance education teaching process. The research was conducted according to the convergent parallel design approach, which is one of the mixed method research designs in which quantitative and qualitative research approaches are used together. The study group of the research consists of 70 academicians working in the Fine Arts Education Departments, the Fine Arts Faculties and the Fine Arts, Design and Architecture Faculties of the Universities, participating voluntarily in the research and conducting applied art classes. In the research, the "Applied Art Lessons Evaluation Questionnaire in the Distance Education Teaching Process" developed by the researchers was used as a data collection tool. Quantitative data were analyzed by giving arithmetic mean, standard deviation and frequency values, and qualitative data were analyzed according to Dey's (1993) three-step model of description, classification and correlation. The results of the research showed that the academicians have the necessary competence in the subjects such as the use of technological tools, materials, activities, methods and techniques or providing student motivation in the distance education process. In addition, the distance education process was found to be less effective in creating artistic awareness than faceto-face education, and it was insufficient to contribute to students in terms of applied art lessons. It was concluded that the artistic development of the student is more difficult to observe than the workshop environment in terms of applied art lessons in the distance education process, and the applied art lessons are not suitable for the distance education process in terms of the possibilities of the learning environment. According to these results, due to the Covid-19 epidemic, universities should increase the technological infrastructure opportunities that will ensure student and educator interaction. In addition, it is recommended that educators transfer innovative approaches that will ensure the efficiency of the learning environment and student motivation into virtual learning environments.

Günümüz bilgi çağında, yaşam boyu öğrenme kavramının ön plana çıkmasıyla birlikte bireyler okul içinde ve dışında kendi öğrenmelerini sağlama ve düzenleme gerekliliğini hissetmektedirler. Bireylerin kendi öğrenmelerini sağlama ve düzenleme gereksinimi ise öz düzenlemeye dayalı öğrenme kavramını ortaya çıkarmıştır. Bu çalışma, ortaokul 6.sınıf öğrencilerinin yazma becerilerinin geliştirilmesinde Öz Düzenleme Stratejisi Gelişimi Modeli’ne dayalı eğitimin etkisini araştırmak amacıyla gerçekleştirilmiştir. ÖDSG öğretimi altı basamaktan oluşur ve yazma stratejilerinin öğretiminde etkin bir şekilde kullanılabilir. Ön bilgileri harekete geçirme, stratejiyi tartışma, model olma, stratejiyi ezberleme, stratejiyi destekleme ve bağımsız yazma basamaklarının takip edilmesiyle yapılan çalışma, öğrencilerin bağımsız bir şekilde strateji kullanabilmelerini sağlar. Bu araştırmada öntest-sontest, kontrol gruplu yarı deneysel yöntem kullanılmıştır. Araştırmanın çalışma grubunu, iki devlet ortaokulunda öğrenim görmekte olan 60 öğrenci oluşturmaktadır. Katılımcıların yer aldığı 2 şubenin deney ve kontrol grubu olarak belirlenmesi seçkisiz bir şekilde gerçekleştirilmiştir. Araştırma verilerinin toplanmasında ve değerlendirilmesinde Üstbilişsel Yazma Stratejileri Farkındalık Ölçeği kullanılmıştır. Verilerin analizinde SPSS 24 paket programından yararlanılmıştır. Araştırma sonucunda, öz düzenlemeye dayalı yazma eğitiminin öğrencilerin üstbilişsel yazma farkındalık düzeylerini olumlu etkilediği görülmektedir., In today's information age, with the concept of lifelong learning coming to the fore, individuals feel the need to provide and organize their learning in and out of school. The individuals' necessity to provide and regulate their learning has revealed the concept of self-regulated learning. We carried out this study to investigate the effect of education based on the Self-Regulation Strategy Development Model on the writing skills" development of 6th-grade secondary school students. Teaching SRSD consists of six steps used effectively in teaching writing strategies. Following the steps of activating prior knowledge, discussing, modeling, memorizing the strategy, and writing independently enable students to use the strategy independently. During the study, we used a pretest-posttest, quasi experimental method. The researchers' group consists of 60 students studying at two public secondary schools. The determination of the two branches' participants took place as the experimental and control groups were carried out randomly. We used Metacognitive Writing Strategies Awareness Scale to collect and of research data evaluation. SPSS's twenty-four package program was used in the analysis of the data. In conclusion, self-regulated writing education affects students' metacognitive writing awareness levels positively.

A new benzimidazolium salt (1-Allyl-3-(2,3,5,6-tetramethylbenzyl)- 5,6-dimethylbenzimidazoliumchloride) is characterized by using 1H NMR and 13C(1H) NMR spectroscopies. The corrosion inhibition performance of benzimidazolium salt for mild steel in an acidic medium is investigated with the help of both experimental and theoretical tools. The experimental part of inhibition analysis includes the use of electrochemical impedance spectroscopy (EIS), linear sweep voltammetry, potentiodynamic polarization techniques, and surface characterizations are made. In the theoretical part, Density Functional Theory calculations are performed to discuss the corrosion inhibition efficiency using quantum chemical parameters. Molecular Dynamic Simulation calculation is made to analyze adsorption properties and characteristics of synthesized molecules on mild steel. Experimental studies show that the inhibition efficiency is calculated as 97.6% from EIS results for 5 10 3 M inhibitor. Both experimental analyses and theoretical calculations proved that the studied inhibitor molecule is exhibiting higher inhibition efficiency.

In this research, it was aimed to analyze the problem solving strategies used during solving problems related to constant speed and constant acceleration motion, which are often used in graphs, according to the presentation of the problem (text and graph). The research was carried out with 119 students studying in the 11th grade. In the research conducted in a case study pattern, data were collected using the problem solving strategies scale used in Physics at the high school level and open-ended questions about problems presented in two different ways. Scores from the scale were analyzed through the SPSS 25 program, and data from open-ended questions were analyzed by content analysis. According to the results obtained from the scales, it was determined that the problemsolving strategies used by students did not differ according to the presentation of the problem, but there was a difference in the stages of understanding the problem and organizing the problem according to the results obtained from open-ended questions. According to these results, it can be said that the way the problem is presented mostly affects the stage of understanding the problem. The understanding phase affects the solution process and the time required for the solution. Therefore, different techniques can be used to understand the problem according to the presentation of the problem during teaching. Bu araştırmada grafiklerden sıklıkla faydalanılan sabit hızlı ve sabit ivmeli harekete ilişkin problemlerin çözümü sırasında kullanılan problem çözme stratejilerinin problemin sunumuna (metin ve grafik) göre incelenmesi amaçlanmıştır. Araştırma 11. sınıfta öğrenim görmekte olan 119 öğrenci ile yürütülmüştür. Bir durum çalışması deseninde yürütülen araştırmada Lise Düzeyinde Fizikte Kullanılan Problem Çözme Stratejileri Ölçeği ve iki farklı şekilde sunulan problemlere ilişkin açık uçlu sorularla veriler toplanmıştır. Ölçekten alınan puanlar SPSS 25 programı aracılığı ile analiz edilerek, açık uçlu sorulardan elde edilen veriler ise içerik analizine tabi tutularak bulgulara ulaşılmıştır. Ölçeklerden elde edilen bulgulara göre öğrencilerin kullandıkları problem çözme stratejilerinin problemin sunumuna göre farklılaşmadığı, ancak açık uçlu sorulardan elde edilen bulgulara göre problemi anlama ve problemi örgütleme aşamalarında farklılık olduğu belirlenmiştir. Bu sonuçlara göre problemin sunum şeklinin en çok problemi anlama aşamasını etkilediği söylenebilir. Öğrencilerin en fazla problemi anlama aşamasına yönelik stratejileri kullandıkları tespit etilmiştir. Anlama aşaması çözüm sürecini ve çözüm için gereken süreyi etkilemektedir. Bu nedenle öğretim sırasında problemin sunumuna göre problemi anlamaya yönelik farklı teknikler kullanılabilir.

Bu araştırmanın amacı, ilkokul dördüncü sınıf öğrencilerinin öğrenme anlayışları ve STEM (Science, Technology, Engineering, Mathematics) eğitimine yönelik tutumları arasındaki ilişkinin incelenmesidir. Betimsel bir araştırma olan bu çalışma, ilişkisel tarama modeli kullanılarak gerçekleştirilmiştir. Araştırmanın evrenini, 2019-2020 eğitim öğretim yılında Şanlıurfa ili merkez ilçelerindeki ilkokullarda öğrenim görmekte olan 19.506 dördüncü sınıf öğrencisi oluşturmaktadır. Araştırmanın örneklemini ise, tabakalı örnekleme yöntemi ile seçilen 460 ilkokul dördüncü sınıf öğrencisi oluşturmaktadır. Bu araştırmada veri toplama araçları olarak “İlköğretim Öğrencilerinin Öğrenme Anlayışları Ölçeği” ile “STEM’e Yönelik Tutum Ölçeği” kullanılmıştır. Çalışmadan elde edilen veriler SPSS paket programı ile analiz edilmiştir. Verilerin analizinde; İlişkisiz Örneklemler için t Testi, Kruskal Wallis-H testi, Tukey test ve Mann-Whitney U testi kullanılmıştır. Ayrıca, bağımsız değişkenlerin bağımlı değişkenleri yordama düzeylerini belirlemek amacıyla Çoklu Doğrusal Regresyon Analizi yapılmıştır. Araştırma sonucunda; ilkokul dördüncü sınıf öğrencilerinin öğrenme anlayışlarının ve STEM’e yönelik tutumlarının üst düzeyde olduğu görülmüştür. Ayrıca “bilgiyi kazanma ve kullanma olarak öğrenme”, “kişisel değişim olarak öğrenme” ve “sosyal beceri olarak öğrenme” değişkenlerinin birlikte, STEM’e yönelik tutumlardaki değişimin %31’ini açıkladıkları ve STEM’e yönelik tutumlar üzerinde anlamlı yordayıcılar olduğu görülmüştür. This research aims to analyze the relationship between primary school 4th grade students’ conceptions of learning and their attitudes towards STEM (Science, Technology, Engineering, Mathematics) education. This descriptive research was carried out using the relational screening model. The population of the research consists of 19506 4th-grade students studying in primary schools in the central districts of Şanlıurfa in the 2019-2020 academic year. The sampling of the research consists of 460 primary school 4th-grade students selected by the stratified sampling method. In this study, “Conceptions of Learning Scale of Primary Education Students” and “Attitude Scale towards STEM” were used as data collection tools. The data obtained from the study were analyzed with the SPSS package software. In the analysis of the data; Independent Sample t-Test, Kruskal Wallis-H test, Tukey test and Mann-Whitney U test were used. Besides, Multiple Linear Regression Analysis was performed to determine the levels of predicting dependent variables by independent variables. As a result of the research; primary school 4th grade students’ conceptions of learning and their attitude towards STEM were at a high level. Moreover it was observed that the variations “learning as acquiring and using knowledge”, “learning as personal change” and “learning as social skills” together explained 31% of the change in attitudes towards STEM and that they were meaningful predictors of attitudes towards STEM.

This study aimed to investigate seventh-grade students' visuospatial thinking processes in an art studio environment, where students were engaged with geometrically rich artworks. The students were asked to observe minimalist artworks, then create and critique their own and others' artworks based on the Studio Thinking Framework. Data were collected through interviews conducted with students, video recordings in the studio, and students' documents (sketches, artworks, and notes). The data were analyzed based on previous studies on spatial thinking and emergent data. The study's findings indicate that the Studio Thinking-based environment has the potential to elicit students' visuospatial thinking processes, mainly in recognizing shapes, decomposing and composing shapes, patterning, and transforming shapes rigidly and non-rigidly (scaling). The present study, which includes accounts of three studio works, suggests an emergent framework for the characterization of visuospatial thinking within a particular art-math-related environment. The findings of the study shed light on other studies on visual arts and mathematics education and on mathematical thinking and learning in informal learning settings.

This study aimed to scrutinize the scales used in citizenship education in Turkey through thematic content analysis. In the study, all of the scales developed/adapted within the scope of citizenship education without a year limitation were reviewed and 56 scales found in these studies were evaluated. The document analysis was used as the method of data collection. It was determined that the scales examined in the study were mostly published within the scope of doctoral dissertations and articles. Most of the scales were developed/adapted in 2016, a great majority of which were developed by researchers themselves whereas a small number of which were adapted from other cultures into Turkish. The most frequently used key words in the studies where the scales were available were “citizenship”, “social studies” and “citizenship education”. The sample mostly used in the scales were composed of university students and the most frequently used sample size included 201-300 participants. It was concluded that the relevant scales considered multi-factor structures in relation to citizenship. In addition, a number of deficiencies were found in analysing the psychometric properties and recommendations were made accordingly.

In this study, we aimed to develop and test the effectiveness of a training programme to foster teachers' competencies in the provision of career development learning (CDL) programmes for children. Forty-eight middle school teachers working with socioeconomically disadvantaged students in Eastern Turkey participated in the study. The Wilcoxon Signed Rank Test indicated the positive effects of the training on the teachers' efficacy in providing career education but no significant effect on the teachers' communication skills . The qualitative results addressed the improvements made in teachers' professional and personal development, and perceived self-efficacy in providing career programmes. The results revealed the need for upskilling of teachers to improve their facilitation of CDL for students and to support their own professional development.

WOS:000763952600001 This study investigates a low-cost and economical raw and heat-treated clay sample as a potential adsorbent for a higher uptake of Cu(II), Pb(II) and Cd(II) ions from aqueous solutions. The characterization of the obtained raw and modified clay materials, X-ray fluorescence spectroscopy, thermogravimetric analysis, X-ray diffraction, Fourier transform infrared spectroscopy and scanning electron microscopy were carried out. Compared with the raw clay sample, the adsorption ability of metal ions with the heat-treated clay adsorbent was significantly improved. The effects of calcination temperature, initial metal concentration, solution temperature and contact time on adsorption capacity were investigated. Adsorption data were tested with Langmuir and Freundlich models, and the Langmuir model showed a relatively better fit. The adsorption capacities for Cu (II), Pb (II) and Cd (II) ions were found to be 156.25 mg/g, 172.40 mg/g and 9.15 mg/g, respectively. The adsorption data for heavy metal ions confirmed the pseudo-second-order kinetic model. Heat-treated clay samples showed remarkable adsorption efficiency for heavy metal removal from aqueous systems; therefore, it can be considered as a competent and potential adsorbent for heavy metal removal.

Academic writing block is a psychology-based writing problem that has a productivity-lowering effect on the publishing process. This study aimed to develop a valid and reliable assessment tool to measure academic writing block. To this end, during the pre-trial and trial applications, academicians were interviewed face to face. The main application was realized through the online form. A pre-reliability test, exploratory factor analysis (EFA) and total item correlation were conducted in the trial application. In the main application, reliability test, confirmatory factor analysis (CFA) and total item correlation were performed for construct validity. After the trial application, it was determined that the scale has a four-factor structure consisting of 23 items. Cronbach Alpha values were calculated to determine the preliminary reliability of the scale. CFA was conducted to test the construct validity of the Academic Writing Block Scale (AWBS). It was observed that the structure with four implicit variables determined in CFA was confirmed by the remaining 18 items in the scale. Besides, the total item correlation was used to test construct validity. Cronbach Alpha values were calculated to determine the reliability of AWBS. According to these values, it can be said that AWBS is a valid and reliable assessment instrument that can be used to measure academic writing block.

In the study, latent class analysis (LCA) was used to determine the unobserved structures and the subpopulations of pre-service teachers' technology-based learning behaviours. According to LCA results, three latent classes were obtained. These classes are labelled as Class-1: "High-Level Technology Perception", Class-2: "Low-Level Technology Perception", Class-3: "Intermediate-Level Technology Perception". When Class-1(Reference Group) and Class-2 were compared, it was observed that the covariates of "gender" and "the Covid-19 pandemic affecting learning motivation" did not have a significant effect on Class-2. It has been determined that pre-service teachers who are older, studying in the 4th grade, using the Internet for more than 8 h a day, have advanced computer skills and have advanced technology-based learning experience are less likely to be in Class-2. In addition, in the study, while self-directed learning with technology was associated with pre-service teachers' attitudes towards online teaching in the Covid-19 period and class membership, the fear of Covid-19 was not associated with latent class membership.

Balkan toprakları, farklı etnik unsurların bir arada yaşadığı bir bölgedir. 19. yüzyıldan sonra buralarda siyasi, kültürel çalkantılar yaşanmış ve yeni devletler kurulmaya çalışılmıştır. Karışıklıklara bağlı olarak da buralarda yaşayan Türk ve Müslüman halklar güvenli bölgelere doğru göç etmek zorunda kalmıştır. Bu göç eden halklardan biri de Pomaklar olup Pomakların Balkanların değişik bölgelerinden Türkiye’ye göçleri 1877-1878 Osmanlı-Rus Savaşı’yla başlamıştır. Bursa’da Pomakların yaşadıkları yerleşim yerleri, Osmangazi Demirtaş, Nilüfer Görükle’nin bir bölümü, Kestel Şevketiye köyü, Gürsu merkezi, Mudanya Dereköy, Gemlik merkezi ve Şahinyurdu köyü, İnegöl Kıranköy, Cerrah beldesi, Orhaniye Yenisölöz, Karacabey merkez Balabanlar Mahallesi’dir. Yaşanan göçlerle birlikte Bursa; yerli halkların, göçmenlerin bir arada yaşadığı zengin bir kültür ve ağız çeşitliliğine sahip şehir olmuştur. Anadolu topraklarına ve Bursa’ya gelen Pomaklar hem Pomakça hem de Türkçe konuşan iki dilli halklardandır. Bu çalışmada Bursa Pomak ağzının genel şekil bilgisi ve ses bilgisi ortaya konulacaktır. The Balkans are the region where different ethnic elements live together. In the wake of the 19th century, there were political and cultural turbulences and new states were attempted to be established. Due to the turmoil, the Turkish and Muslim peoples living here had to migrate to safer regions. One of these migrating peoples were the Pomaks, and they migrated to Turkey from different regions starting with the 1877-1878 Ottoman-Russian War. The settlement sites where Pomaks live in Bursa are Osmangazi Demirtaş, a part of Nilüfer Görükle, Kestel Şevketiye Village, Gürsu center, Mudanya Dereköy, Gemlik center and Şahinyurdu Village, İnegöl Kıranköy, Town of Cerrah, Orhaniye Yenisölöz, and Balabanlar, the central District of Karacabey. Together with the ongoing immigrations, Bursa became a city with a rich cultural and dialect diversity where local people and immigrants lived together. The Pomaks who have come to Anatolia and Bursa are bilingual peoples who speak both Pomak and Turkish. This study will attempt to reveal general morphology and phonetic knowledge of the Bursa Pomak dialect.

The aim of this study was to develop a new simple and cost-effective spectrophotometric method to be used as an alternative to chromatography for the analysis of paracetamol and methocarbamol (PAR-MET) combination. In this regard, a comparative study on the quantitative resolution of PAR and MET mixture using continuous wavelet transform (CWT) and ultra-performance liquid chromatography (UPLC) techniques was performed. In interpretation of the spectrophotometric data, three different wavelet families Biorthogonal3.5 (Bior3.5), Mexican Hat Function (Mexh), and Symlets5 (Sym5) were found suitable to get better transform of zero-order spectra of the samples containing PAR and MET. The concentrations of PAR and MET in the working range of 4.0 - 20.0 mu g/mL and 5.0 - 45.0 mu g/mL, respectively, were proportional to the wavelet amplitudes. This mathematical relationship was used to construct calibration curves for each compound. After validation of the CWT method, analyses of commercial tablets were successfully performed. A new UPLC method was developed and validated in order to compare the results with those obtained by the CWT method and the data were found comparable. The analysis of results obtained from experimental trials showed that the proposed CWTmethod is suitable for the quality control and quantitative assessment of both active substances in tablet formulations.

This work deals with a system of Kirchhoff-type equations with viscoelastic term and logarithmic nonlinearity. First, we proved the global existence by combining the potential well method with Faedo-Galerkin's procedure. Later, we established decay rate estimates by using multiplier method.

The biggest pandemic that this generation has experienced is still continuing. While researchers concentrated on vaccine studies, development of treatment procedures and anti-viral drugs are other important parts of struggle against Severe Acute Respiratory Syndrome Coronavirus-2. Also, N-heterocyclic carbenes and their metal complexes have been studied recently as pro-drug researches. In this study, complexation and binding behavior of N-heterocyclic carbene precursor and its silver complex with Bovine Serum Albumin were analyzed by UV-vis and fluorescence spectroscopy. The binding constant of the silver N-heterocyclic carbene complex was determined as 1.38(±0.82)×106 M−1, and the number of binding sites was also determined as 1.2. The structural, Frontier orbital, and electronic transition analyses were performed by Density Functional Theory/Time-Dependent Density Functional Theory. In addition, docking of the molecules in two different Severe Acute Respiratory Syndrome Coronavirus-2 crystal structures and also in Bovine Serum Albumin crystal structure were carried out with the molecular docking method, which is accepted as an essential tool in pharmaceutical studies. According to the docking results, the interactions of N-heterocyclic carbene and its silver complex are better than studied antiviral drugs, and silver complex has better results than that of precursor.

WOS:000725323800001 The purpose of this study was to investigate the relation between the early mathematic and receptive language skills while considering letter knowledge as a mediator. Participants included 357 children with a mean age of 64.5 months and their parents. Results suggest that letter knowledge mediates the relation between the early mathematic and receptive language skills. This study revealed the correlation between receptive language, letter knowledge, and early mathematical development, suggesting the need for mathematics to be taught in conjunction with language and early literacy skills to increase the gains out of these skills. Understanding the nature of how these skills relate will help identify children at risk of mathematical difficulties in future years, design individualised teaching activities, and improve the development of math curricula. This study also examined the impact of maternal education level on these three skills and found that children's performance in these skills improved as mothers' education level increased. In this context, this result can serve as an important indicator of the maternal education level, and for whom early intervention programmes should be planned and implemented.

Background/purpose – Attitude towards the teaching profession functions as an important factor in the successful continuation of the education and training process. In this context, the first aim of the study is to examine teachers’ attitudes towards teaching according to gender, education level, experience, and location of the school. Second, it is to reveal whether or not empathic tendency, teaching competence belief, and job satisfaction predict attitudes towards the teaching profession. Materials/methods – In this research, correlational research model, which is one of the quantitative research methods, was used. For these purposes, data were collected from 316 teachers with an average age of 40.34 (SD = 3.15) years old, of which 189 are female (59.8%) and 127 (40.2%) male. The Attitude Scale towards Teaching Profession, Empathic Tendency Scale, Ohio Teacher Self-Efficacy Scale, and the Job Satisfaction Scale were used as the study’s data collection tools. Results – According to the first findings obtained from the research, while teachers’ attitudes towards teaching did not differ according to gender, education level (primary/secondary school), or school location (urban or rural); they were found to differ according to their length of experience. Accordingly, the attitudes of teachers with a seniority of more than 20 years were shown to be more positive than those with less experience. Second, empathic tendency, belief in teaching self-efficacy, and also job satisfaction were found to positively and significantly predict attitude towards the teaching profession. Conclusion – Within the framework of these findings, it can be said that gender, education level and school location are not determining variables in teachers' attitudes towards the teaching profession. On the other hand, it has been seen that work experience is important in the attitude towards the profession. Finally, it can be said that self-efficacy belief towards the teaching profession and job satisfaction are important variables in the attitude towards teaching. The obtained findings are then discussed, interpreted, and recommendations put forwards in light of the current literature.

Bu çalışmanın genel amacı 2006-2011-2017-2018 Ortaöğretim Almanca Dersi Öğretim Programlarını programın amaçları, yapısı, temel özellikleri gibi genel hatları ile birbiriyle karşılaştırmaktır. Öncelikle ülkemizde gerçekleştirilen yabancı dil eğitimi reformları çerçevesinde ikinci yabancı dil olarak Almanca eğitiminin ortaöğretim kurumlarındaki 2000’li yıllarının başından günümüze dek olan tarihsel sürecine kısaca değinilmiştir. Bu bağlamda Almanca eğitimi için hazırlanan Almanca Dersi Öğretim Programları kronolojik sıraya göre incelenmiş ve bu programların ortak ve farklı yönleri ortaya konmuştur. İncelenen dört öğretim programına bakıldığında hepsinin ortak noktasının Diller için Avrupa Ortak Başvuru Metnin temel aldığı 6 basamaklı bir dil düzeyinin esas alınmasıdır. Yine bu programların benzer yönlerine bakıldığında öğrenci merkezli ve iletişimsel bir yaklaşımı benimsediği görülmektedir. Dilin bir iletişimsel araç olarak görüldüğü bu programlarda günlük yaşamdan konulara yer verilmiştir. Genel anlamda birbirinin üzerine inşa edilmiş bu programların en kapsamlısı 2011 Almanca Dersi Öğretim Programı iken 2017 yılında yapılan değişikliklerle Almanca Dersi Öğretim Programı daha sade bir hal almış ve son olarak 2018 yılında ufak birkaç değişikliğe gidilerek güncellenmiş ve o tarihten itibaren ortaöğretim kurumlarında uygulanmaktadır. The general purpose of this study is to compare the 2006-2011-2017-2018 Secondary Education German Course Curricula with each other in general terms such as the aims, structure and basic features of the program. Additionally, to what extent the current developments in the field of language education are included in these curricula was also investigated. For this purpose, document analysis was used as a research design in this study In this context, German Course Curriculums prepared for German education were examined in chronological order and the common and different aspects of these programs were revealed. When we look at the four curricula examined, what they all have in common is that they are based on a 6-level language level based on the Common European Framework of Reference for Languages. Considering the similar aspects of these programs, it is seen that they adopt a student-centered and communicative approach. In these programs, in which language is seen as a communicative tool, topics from daily life are included. While the most comprehensive of these programs, which are generally built on top of each other, is the 2011 German Course Curriculum, with the changes made in 2017, the German Course Curriculum has become simpler and has been updated in 2018 with a few minor changes and has been implemented in secondary education institutions since then.

The main purpose of this study is to examine the effect of creative writing practices integrated with the story-based learning approach on the writing attitudes and creative writing skills of 6th grade middle school students. The study was conducted with a convergent parallel design approach, one of the mixed method research designs. The study utilized the pre-test-post-test paired control group model, one of the quasi-Experiment models, in the quantitative dimension of the study, and the case study, one of the qualitative research methods, in the qualitative dimension. The study group consisted of 6th grade students attending two different public schools in Aksaray province in the fall semester of the 2021-2022 academic year. The study was conducted with 54 students, 27 in the Experiment group and 27 in the control group. During the education process, creative writing practices integrated with the story-based learning approach were carried out with the students in the Experiment group, while the students in the control group were taught with writing activities in the existing textbook. The application lasted 8 weeks. The creative writing achievement based on the pre-test and post-test results of the students both in the Experiment and the control groups were evaluated with the "Creative Writing Assessment Scale" while their attitudes towards writing were evaluated with the "Writing Attitude Scale". In addition to descriptive statistics, the quantitative data obtained in the study were analyzed using (Independent) Samples t-test, Mann Whitney U, Wilcoxon's Test of Ranked Associations, Analysis of Covariance (ANCOVA); the qualitative data obtained through semi-structured interview forms were analyzed using content analysis technique. As a result of the research, it was concluded that creative writing practices integrated with the story-based learning approach improved students' creative writing skills., Bu araştırmanın temel amacı, öykü temelli öğrenme yaklaşımı ile bütünleştirilmiş yaratıcı yazma uygulamalarının ortaokul 6. sınıf öğrencilerinin yazma tutumları ve yaratıcı yazma becerileri üzerine etkisini incelemektir. Araştırma, karma yöntem araştırma desenlerinden yakınsayan paralel desen yaklaşımıyla gerçekleştirilmiştir. Araştırmanın nicel boyutunda yarı-deneysel modellerden biri olan ön test-son test eşleştirilmiş kontrol gruplu modelden, nitel boyutunda ise nitel araştırma yöntemlerinden biri olan durum çalışmasından yararlanılmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yılının güz döneminde Aksaray ilinde iki farklı devlet okulunda 6. sınıfa devam eden öğrenciler oluşturmuştur. Araştırma deney grubunda 27, kontrol grubunda 27 öğrenci olmak üzere toplam 54 öğrenciyle yürütülmüştür. Eğitim süreci boyunca deney grubunda yer alan öğrencilerle öykü temelli öğrenme yaklaşımı ile bütünleştirilmiş yaratıcı yazma uygulamaları yapılırken kontrol grubundaki öğrencilerle mevcut ders kitabındaki yazma etkinlikleri ile öğretim sürdürülmüştür. Uygulama 8 hafta sürmüştür. Deney ve kontrol grubunda yer alan öğrencilerin yaratıcı yazma başarılarını ölçen ön test ve son testler “Yaratıcı Yazma Değerlendirme Ölçeği”, yazmaya yönelik tutumları ise “Yazma Tutum Ölçeği” ile değerlendirilmiştir. Araştırmada nicel olarak elde edilen veriler betimsel istatistiklerin yanı sıra (Bağımsız) Örneklemler t-testi, Mann Whitney U, Wilcoxon Sıralı İlişkiler Testi, Kovaryans Analizi (ANCOVA); yarı yapılandırılmış görüşme formları ile elde edilen nitel veriler ise içerik analizi tekniği ile incelenmiştir. Araştırma sonucunda öykü temelli öğrenme yaklaşımı ile bütünleştirilmiş yaratıcı yazma uygulamalarının öğrencilerin yaratıcı yazma becerilerini geliştirdiği sonucuna ulaşılmıştır.

Traditionally, students’ various educational characteristics are evaluated according to the grades they get or the results of their answers to the scales. There are some limitations in making an evaluation based on the results. The fuzzy logic approach, which tries to eliminate these limitations, has recently been used in the feld of education. While applying the fuzzy logic method to education, students’ qualifcations are determined qualitatively without using formulas in calculating student performance. However, fuzzy systems lack learning abilities. By combining fuzzy rules and neural networks, the evaluation tool will have greater adaptability to changing conditions. Thus, an educationally robust and easy-to-use assessment tool will be obtained. In this study, in the frst stage, students’ perceptions of problem solving skills, which is one of their educational characteristics, were modeled with the ANFIS approach, which is one of the neuro-fuzzy systems apart from traditional methods, through creative problem solving features. ANFIS is an adaptive network that allows neural network topology to be combined with fuzzy logic. It not only incorporates the benefts of both strategies but also eliminates some of their drawbacks when used alone. The inputs of the research were determined as students’ creative problem-solving characteristics and the output was their perceptions of problem-solving skills. As a second step, statistical methods (correlation and hierarchical regression) were used to examine whether there was a relationship between students’ PoPS skills and CPS characteristics. Afterwards, students’ artifcial PoPS skill scores obtained with ANFIS in the frst step and real PoPS skill scores obtained from their answers to the scale were compared. 360 students from Turkey took part in the study. Depending on the fndings of the study, real PoPS scores and artifcial ANFIS PoPS scores do not statistically difer signifcantly. Therefore, the ANFIS results based on creative problem solving features accurately predict students’ PoPS scores. Additionally, there is a clear relationship between PoPS talents and CPS features. One of the study’s most startling conclusions is that the environment, which is accepted as one of the components afecting creative problem solving in this research, predicts students’ perceptions of problem solving skills. These results also prove that the variable of creative problem solving characteristics, which is used to predict students’ perceptions of problem solving, is an appropriate variable. It is possible to create the ANFIS system employed in this study utilizing a variety of fuzzy functions and other neuro/fuzzy techniques, and the systems can be compared with each other

ObjectiveThe current study has the aim of investigating teachers’ views about their self-efficacy and how they improve their self-efficacy beliefs during teaching practice.MethodsThe study was designed in a mixed methods research design. “Teacher’s Self-Efficacy Scale,” “Personal Information Form” and “Semi-structured Interview Form” were employed in the study. The quantitative data were collected from 379 teachers in public schools in the 2021–2022 academic year, whereas the qualitative data were obtained from the top 10 participants with the highest level of self-efficacy.Results and DiscussionBased on the qualitative and quantitative results of the present study, it was revealed that teachers’ self-efficacy levels were high, and they felt self-efficient in their teaching.The study is of great importance since determining teachers’ opinions about their self-efficacy beliefs and how they improve their self-efficacy beliefs in the solution of the problems they encountered during teaching practice will not only raise awareness of the importance of self-efficacy in teaching profession, but will contribute to further research and qualified teacher training.

Two silver(I) complexes, bis{diethyl[(5-phenyl-1,3,4-oxadiazol-2-yl-κN3:κN4-amino) (4-trifluoromethylphenyl)methyl]phosphonate-(tetrafluoroborato-κF)}-di-silver(I) and tetrakis-{diethyl[(5-phenyl-1,3,4-oxadiazol-2-yl-κN3-amino)(4-trifluoromethylphenyl)methyl]phosphonate} silver(I) tetrafluoroborate, were prepared starting from the diethyl[(5-phenyl-1,3,4-oxadiazol-2-yl-amino)(4-trifluoromethylphenyl)methyl]phosphonate (1) ligand and AgBF4 salt in Ag/ligand ratios of 1/1 and 1/4, respectively. The structure, stoichiometry, and geometry of the silver complexes were fully characterized by elemental analyses, infrared, single-crystal X-ray diffraction studies, multinuclear NMR, and mass spectroscopies. The binuclear complex ([Ag2(1)2(BF4)2]; 2) crystallizes in the monoclinic asymmetric space group P21/c and contains two silver atoms adopting a {AgN2F} planar trigonal geometry, which are simultaneously bridged by two oxadiazole rings of two ligands, while the mononuclear complex ([Ag(1)4]BF4; 3) crystallizes in the non-usual cubic space group Fd-3c in which the silver atom binds to four distinct electronically enriched nitrogen atoms of the oxadiazole ring, in a slightly distorted {AgN4} tetrahedral geometry. The α-aminophosphonate and the monomeric silver complex were evaluated in vitro against MCF-7 and PANC-1 cell lines. The silver complex is promising as a drug candidate for breast cancer and the pancreatic duct with half-maximal inhibitory concentration (IC50) values of 8.3 ± 1.0 and 14.4 ± 0.6 μM, respectively. Additionally, the interactions of the ligand and the mononuclear complex with Vascular Endothelial Growth Factor Receptor-2 and DNA were evaluated by molecular docking methods.