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The present study aims to examine the effect of the life skills training guide on the development of pre-service science teachers' professional knowledge of entrepreneurial skills. The study included 82 pre-service science teachers studying in the third year of a public university in Turkey during the 2019-2020 academic year. The data of the study, which was conducted with a one-group pre-test-post-test experimental design, were collected using the entrepreneurship skills professional knowledge test. The data were analyzed using the professional knowledge assessment rubric and entrepreneurship skill indicators. The results of the study revealed that there was a significant difference between the pre-and post-test scores of the pre-service teachers in favor of the post-test scores. Following the experimental process, their professional knowledge about entrepreneurship increased. However, the number of pre-service teachers who were able to improve their professional knowledge scores to a high level was limited. Furthermore, following the experimental process, there was an increase in the number of pre-service teachers who were able to develop appropriate activities for students to gain entrepreneurial skills and to prepare tools for measuring and evaluating students' entrepreneurial skills in a way to include stressed indicators. Consequently, the present study provides science teacher educators with educational activities that they can model within the scope of teaching professional knowledge of entrepreneurship skills to pre-service science teachers.

This study aims to examine pre-service science teachers' (PSTs') model-based (MB) content knowledge (CK) and knowledge of students' understanding (KSU) of chemical bonds. The participants of the study consist of 229 senior pre service science teachers. The study is a case study from qualitative research designs. The data of the study were collected by using the "Chemical Bonds Model Knowledge Test (CBMKT)". The obtained data were analyzed using the "Model Based-Content Knowledge Rubric (MB-CK Rubric)" and "Model Based-Knowledge of Students' Understanding Rubric (MB-KSU Rubric)". The findings showed that PSTs mostly have an understanding of wrong modeling and not being able to make any modeling in terms of MB-CK on chemical bonds. In addition, it has been determined that the majority of pre-service teachers have an invalid and weak level in terms of MB-KSU. These findings indicate that PSTs' professional knowledge of chemical bonds in their undergraduate education should be supported by model-based teaching.

Artificial intelligence (AI) introduces new tools to the educational environment with the potential to transform conventional teaching and learning processes. This study offers a comprehensive overview of AI technologies, their potential applications in education, and the difficulties involved. Chatbots and related algorithms that can simulate human interactions and generate human-like text based on input from natural language are discussed. In addition to the advantages of cutting-edge chatbots like ChatGPT, their use in education raises important ethical and practical challenges. The authors aim to provide insightful information on how AI may be successfully incorporated into the educational setting to benefit teachers and students, while promoting responsible and ethical use.

School leadership is a concept being discussed in recent studies regarding educational administration. This study examines the relationship between school leadership and teacher professionalism, focusing on the mediating effects of trust in the administrator on the relationship between school leadership and teacher professionalism. The study has adopted a cross-sectional survey design. The sample consists of 269 (Türkiye) and 134 (Turkish Republic of Northern Cyprus) teachers. The structural equation model was used to test the direct and indirect effects of the variables. Considering the findings of the study, school leadership is positively related to teacher professionalism as mediated by trust in the school administrator. In conclusion, the researchers recommend that school leaders implement practices that encourage powerful trust among teachers in their administrators.

For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers' instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers' feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers' CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.

Exploring science teachers' classroom assessment behaviors is a way to understand the professional knowledge competencies underlying effective teaching practices. One of the most important components of in-class assessments is teacher questions. However, studies examining teacher questions that provide support to accurately determine student learning and manage the lesson effectively are quite limited. This research presents a case study of a science teacher in Turkey regarding the question types and questioning proficiency in the teaching of 5th grade "Measurement of Force and Friction" and "Matter and Change". The data have been collected through course observations. The study used an observation evaluation protocol to analyze the video recordings taken from the science teacher's lectures. The results of this study showed that about half of the questions that the science teacher has asked in his class remain at a partially appropriate and inappropriate level, and that the teacher mostly prefers questions that aim to evaluate real information and summarize what is important in his courses. These results point to the need for professional development on a teacher's questioning practices. Therefore, it can be said that those who plan professional development programs for science teachers should consider efforts to improve teacher questioning practices.

The purpose of this research is to examine how working individually and as a team in solving pedagogical scenarios for teaching science subjects is reflected in the teaching preferences of preservice science teachers. This interpretive case study was conducted with 69 preservice science teachers studying at a university in eastern Turkey. The data of the study were collected using the teaching pedagogy preference form. The data analysis included descriptive analysis based on four instructional pedagogies: direct instruction, direct active, guided inquiry, and open inquiry. The research results revealed that preservice teachers did not sufficiently turn to inquiry-based teaching pedagogy for solving problem scenarios in both individual and teamwork. In addition, the results indicated that preservice science teachers' professional knowledge of teaching various science subjects is largely based on traditional teaching pedagogy. Based on these results, it is recommended that science educators use problem scenarios to reveal preservice teachers' inquiry-based teaching preferences.

The purpose of the present study was to determine teachers' views on the communication skills of school administrators through a mixed methods design. Although quantitative or qualitative studies deal with the communication skills of school principals according to teacher perceptions, the number of studies conducted in mixed design is quite low. The study's quantitative data were obtained from 368, and the qualitative data were obtained from 20 teachers working in primary, secondary, and high schools in Acipayam and Tavas districts of Denizli province in Turkey. The data were collected via the "Interpersonal Communication Skills Scale of Primary School Administrators" developed by Sahin (2007) and through an interview form developed by the researchers. For the quantitative data analysis, arithmetic mean, standard deviation, t-test and one-way analysis of variance were applied as a content analysis were carried out in the qualitative data analysis. When the results were examined, it was observed that the communication skills of the school administrators were at a high level, and it was revealed that their communication skills were at the highest level in the dimension of "giving confidence", while it was at the lowest level in the dimension of "giving feedback". There are significant differences in school administrators' communication skill levels considering the branch's variables, teachers' tenure at school, school type, and the number of teachers. It has been seen that the quantitative and qualitative data of the research support each other.

Background Thyroid hormones (THs) have important effects on many organ systems, including the hippocampus, by modulating gene transcription. Therefore, deviations from the normal reference range of this hormone cause vital changes. However, it is not well understood how these hormones affect the expression of genes involved in the Akt1/Gsk3ß signaling pathway in hippocampus tissue. The study investigated the changes in gene expression in eight genes related to neurodegeneration in the hippocampus tissue of rats with TH disorder (Gsk3ß-mRNA, Cdk5-mRNA, Akt1-mRNA, Mapt-mRNA P35 [Anxa]-mRNA, Capn1-mRNA, Bace1-mRNA, and Psen2-mRNA). Methods Twenty-two male rats were split into three groups as control, hypothyroidism, and hyperthyroidism. Propylthiouracil was given in drinking water for 21 days to induce hypothyroidism. L-thyroxine was administered for 21 days to induce hyperthyroidism. The levels of genes in the hippocampus were measured with the reverse transcription-polymerase chain reaction method. Results While free thyroxine (fT4) levels in blood plasma were found to be lower in the hypothyroidism group than in the control group, fT4 levels in blood plasma were found to be higher in the hyperthyroidism group. The mRNA expression levels of Cdk5, Mapt, P35, Akt1, Psen2, and Bace1 genes evaluated in hippocampus tissue showed significant differences between the groups. Conclusion THs are essential for the expression of certain genes, and these genes need to be expressed within a certain range for the body to function properly. Changes in hormone levels can partially change the expression of Akt1/Gsk3ß-mRNA, which is also associated with learning and memory.

Abstract In a previous study, it has been shown that the population of Th17 lymphocytes was increased in patients with FMF. IL-21 and IL-23 play significant roles in the production and differentiation of Th17 cells. In this study, we aimed to evaluate serum levels of IL-21 and IL-23 in FMF patients both at diagnosis and after treatment, and to compare these levels with those of healthy controls. Twenty-seven newly diagnosed patients with FMF in attack-free periods and twenty-seven healthy volunteers enrolled in the study. The groups were comparable with respect to age and gender. IL-21 and IL-23 levels in serum samples from patients at the time of diagnosis, in remission after treatment, and from the control groups were analysed using the ELISA method. There was no significant difference between the cytokine levels of the patient group at the time of diagnosis and the cytokine levels of the control group (for IL-21, p: 0.28 and for IL-23, p: 0.56). Similarly, there was no significant difference between the patients’ cytokine levels at the time of diagnosis and after treatment (for IL-21, p: 0.99 and for IL-23, p: 0.08). Interleukin levels at the time of diagnosis did not differ among patient groups based on the presence of clinical findings or the M694V genotype. Our results suggest that IL-21 and IL-23 do not play a role in the pathogenesis of the disease. However, while interpreting these findings, it should be considered that patients with active episodes were excluded and cytokine levels were not measured in tissue samples.

Objective: To compare the Guy’s, S.T.O.N.E, and CROES nomograms for predicting stone-free status in patients who underwent percutaneous nephrolithotomy for renal stones. Materials and Methods: The data of 1114 patients who underwent percutaneous nephrolithotomy for renal calculi between 11/2008 and 08/2018 in our clinic were retrospectively reviewed. Various parameters evaluated by preoperative computed tomography and the scoring systems of the patients and postoperative stone-free status were compared. Results: Out of 1000 patients who met the study criteria. Gender, body mass index, and stone density were not statistically different between the group with residual stones and the stone-free group. However, stone size, number of renal accesses, duration of fluoroscopy usage, duration of operation, number of stones, and complication rate were significantly higher in the group with residual stones than in the stone-free group. A statistically significant correlation was found between the postoperative stone-free rate and scoring systems. The applicability and preoperative prediction ability of all three systems were evaluated by receiver operating characteristic analysis. The area under the curve (AUC) was detected in the Guy’s, CROES, and S.T.O.N.E scoring system (AUC: 0.642, 0.665, 0.592 respectively). Conclusion: In this study, where the perioperative and postoperative results of 1000 patients were evaluated, we found that all three scoring systems could predict the stone-free rate. “We believe that the use of these scoring systems before surgery can guide surgeons.”

In light of the transformative influence of technologies and innovative methodologies associated with the Fourth Industrial Revolution, the paradigm of project management is undergoing a profound shift, prompting a re-examination of Project Management Education and Training (PMET). The escalating demand for project management expertise, juxtaposed with a scarcity of suitably qualified professionals, has yielded an increase in instances of faltering or challenging projects, thereby underscoring the amplified significance of PMET. A comprehensive assessment of the ongoing evolution of project management education and training is vital to shaping the trajectory of future educational strategies. In this context, bibliometric analysis has emerged as a pivotal tool, offering structured means to systematically present the expansive literature on PMET. This approach provides a panoramic view of the domain's development, facilitating a more informed understanding of its current contours which is paramount for crafting effective educational strategies. Employing bibliometric analysis as its methodological backbone, this study endeavors to discern the existing landscape of project management education and training. For this purpose, a comprehensive analysis was conducted on a dataset comprising 435 documents related to PMET, spanning the years 1985 to August 2023. The results of this analysis indicate that PMET publications are predominantly situated within the context of engineering education. A prominent theme that emerges from the literature is the discernible requirement for novel and forward-thinking strategies in PMET development, with a pronounced emphasis on the cultivation of soft skills and the integration of contemporary training methodologies, including gamification and simulation.

Objective: To determine the demographic and clinical characteristics of children followed up with the diagnosis of autism spectrum disorder (ASD) at a tertiary center in Southeeast Turkey. Methods: Children followed up with the diagnosis of ASD at a university hospital child psychiatry clinic between June 2016 and June 2021 were evaluated retrospectively for comorbidities, intellectual functioning and age at diagnosis. Results: In the preschool group, females displayed significantly more frequent cognitive developmental delay. Median age at diagnosis was 36 months (IQR= 22) regardless of gender. Approximately three-fourth (73.7%) of the cases had at least one psychiatric comorbid disorder while 22.8% had at least one medical diagnosis. Psychiatric comorbidity was found to be associated with later diagnosis. Conclusion: Although the age at first diagnosis in this study is relatively earlier than the studies in the literature, most of the children with ASD are still diagnosed very late. Psychiatric comorbidities may lead to later diagnosis due to overshadowing. Training of educational and primary healthcare workers on symptoms of ASD may enable earlier diagnosis.

In this research, we study the relationship of science teachers' job satisfaction with the teacher selfefficacy, the teaching self-efficacy, the anxiety toward teaching and school culture. The sample of the study consists of 185 science teachers working in public schools. We obtain the data by using "The Teacher Self Efficacy Scale", "The School Culture Scale", "Science Teaching Self-Efficacy Scale", "The Anxiety toward Science Teaching Scale" and "Job Satisfaction Scale". The results of the current research showed that science teachers' job satisfaction was directly positively correlated with their self-efficacy, science teaching self-efficacy and school culture. However, teachers' science teaching anxiety no had a direct significant relationship with their job satisfaction. In addition, the results of the structural model indicated that school culture was a strong predictor of science teachers' job satisfaction. The result of multiple regression analysis showed that these independent variables explain 40% of the variance of teachers' job satisfaction. These results shown that a positive school culture, teacher self-efficacy and teaching self-efficacy play an important role in order to provide the affective support necessary for the science teachers' job satisfaction.

Objective: This study aimed to examine the association between hypo/hypercapnia and fluctuations in carbon dioxide (CO2) levels and severe intraventricular hemorrhage (IVH) during the initial 72 hours of life among preterm infants. Material and Methods: A retrospective study of premature infants with birth weights between 750 and 1.250 g and gestational ages of 30 weeks who required respiratory support. Blood gas measurements were collected during the first 3 days of life. Multivariate analyses were performed to assess the association between hypercapnia and carbon dioxide pressure (pCO2) fluctuations and IVH. Results: Our cohort included 376 patients with a median gestational age of 28 weeks and a median birth weight of 920 g. After controlling for gestational age and birth weight, histologic chorioamnionitis and pCO2 fluctuations remained significantly associated with severe IVH. Conclusion: Fluctuations in pCO2 over a short period may have a stronger association with severe IVH than the mere occurrence of hypo- or hypercapnia.

Abstract Background Complications of prolonged continuous kidney replacement therapy (CKRT) have not been well described. Our objective was to describe mineral metabolism and bone findings in children who required prolonged CKRT. Methods In this single center prospective observational study, we enrolled 37 patients who required CKRT for ≥ 28 days with regional citrate anticoagulation. Exposure was duration on CKRT and outcomes were 25-hydroxy vitamin D and osteopenia and/or fractures. Results The prevalence of vitamin D deficiency and insufficiency was 17.2% and 69.0%, respectively. 29.7% of patients had radiographic findings of osteopenia and/or fractures. There was no association between vitamin D deficiency or insufficiency with age or ethnicity. Time on CKRT and intact PTH levels were not predictive of vitamin D levels. Children with chronic liver disease were more likely to have osteopenia and/or fractures compared children with other primary diagnoses, odds ratio (3.99 (95%CI, 1.58–2.91), p = 0.003) after adjusting for age and time on CKRT. Conclusion Vitamin D deficiency and/or insufficiency, and osteopenia and/or fractures are prevalent among children who require CKRT for a prolonged period. The risk for MBD may be higher with chronic liver disease. Higher doses of vitamin D may be required to maintain normal levels while on CKRT.