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Estimation is an essential competence with a developmental role in the learning of various mathematical topics. Yet, as previous studies highlight, this competence is either excluded or ambivalently included in intended curricula around the world. The current study investigates the estimation-related opportunities in the primary curricula of three Eastern Mediterranean countries (Cyprus, Greece, and Turkey). Our analyses are framed by four forms of estimation (computational, measurement, quantity, number line). As with previous studies in other contexts, computational estimation and measurement estimation are extensively addressed in the curricula of Cyprus and Turkey, yet without any meaningful justification for their inclusion. All three curricula fail to recognise the importance of number line estimation and quantity estimation, the two forms with the most significant developmental implications for the later learning of other mathematical concepts and areas of mathematics. Among the three curricula under scrutiny, the Greek is the one with the fewest and most superficial references to estimation. In closing, we discuss the implications of this study and suggestions for future research.

Teacher quality has attracted much attention both conceptually and empirically, especially in tackling some global challenges. Initial teacher education (ITE) has historically been one of the key actors in developing teacher quality and one of the foci in research. The article contributes to these debates by comparing two ITE programmes, from Scotland and Turkey, which have been recently reshaped. Both countries have currently declared new reformative steps and introduced internationally cared new conceptions into teacher quality. This study utilized a comparative approach and document analysis to investigate the evolution of views on teacher quality in different countries. The findings provide insights into the changes that have occurred in each country's perspective over time. Drawing from the two contexts, the paper sought evidence in articulated reports for core values and capacities, digital transformation, teacher agency, and innovative and inclusive pedagogies, which are considered important elements of the teaching profession in related literature. Followingly, the study outlines and compares the decisions and intended actions of these two contexts in terms of similarities and discrepancies under the aforementioned four indicators that can be both an example for international ITE programmes and a road map for teacher quality in ITE curricula design. By comparing two examples of ITE programmes with the suggested indicators of teacher quality, we would like to extract insights to reconsider and re-conceptualize teacher quality in much wider literature and future research.

"Purpose": This study aimed to develop a valid and reliable hiking and camping common content knowledge test for Turkish preservice physical education teachers. "Method": Participants were 305 physical education students who had previously completed hiking and camping content course in Physical Education Teacher Education. The researchers followed five steps to develop the test. The Rasch model was utilized for data analysis. "Results": Findings showed a good item model fit for all items, except Item 4. Results also indicated that the developed test had high internal consistency for both item difficulty and person ability. Overall, the test findings demonstrated good evidence to support the validity and reliability of hiking and camping common content knowledge test. "Discussion/Conclusion": The developed test can be used for measuring hiking and camping knowledge level of physical education teachers and Physical Education Teacher Education students.

The aim of this study is to compare the neurological status, developmental parameters and physical fitness of children who engage in regular physical activity in the preschool period versus those who do not. The study included 305 healthy children aged 4-6 years, consisting of 154 girls and 151 boys. In addition to evaluating the demographic characteristics of children; Touwen Neurological Examination, Denver Developmental Screening Test (DDST) II, and Preschool Physical Fitness (PREFIT) test battery were used to assess neurological status, developmental parameters, and physical fitness, respectively. A statistically significant difference was found between neurological status (p = 0.046), developmental parameters (p = 0.000) and physical fitness (Standing Long Jump (p = 0.008), handgrip (p = 0.006)) of preschool children who engaged in regular physical activity compared to those who did not. Preschool children who participated in regular physical activity had no neurological problems and exhibited better developmental parameters and physical fitness than their inactive peers.

Teacher autonomy positively impacts various profession-related variables, including professional self-efficacy, motivation, job satisfaction, organizational commitment, teacher success, and job performance. The development and adaptation of sound instruments will contribute to achieving a complete understanding of teachers' autonomous behavior and its underlying mechanism. Thus, based on an extensive literature review and earlier research findings, Evers, Verboon, and Klaeijsen developed a promising tool to measure the autonomous behaviors of teachers. The purpose of the current study was to further examine the factor structure of the Teacher Autonomous Behavior Scale for a Turkish sample (n = 711). Although the comparison of diverse models revealed ambiguous results, examination of bifactor indices revealed that the instrument was essentially unidimensional, unlike the original correlated four-factor model. Thus, a unidimensional model with four parcels was recommended. Correlations of Teacher Autonomous Behavior with other constructs provided evidence to support convergent and discriminant validity. Multigroup CFA revealed strict measurement invariance across gender and school stages in the Turkish sample while it demonstrated configural and metric invariance across Turkish and Dutch teachers.

In the study, it was aimed to examine the activities in the Secondary School Mathematics Practices course books taught within the scope of mathematics practices course in Turkey and published by the Ministry of National Education, according to the principles of Model Eliciting Activity (MEA) design. For this purpose, document analysis technique, one of the qualitative research methods, was used. The data source of the study consisted of Secondary School Mathematics Practices course books (6th, 7th and 8th grades) taught since 2017. During the data analysis phase of the study, six MEA design principles (reality, model eliciting, self-assessment, structure documentation, model generalization and effective prototype principle) proposed by Lesh et al. (2000) were taken into account. According to the results obtained from the study, the principle of self-evaluation was the principle of designing the MEA that provided the lowest level of activities in the 6th and 7th grade Mathematics Practices course book. The activities in the 8th grade course book, on the other hand, scored slightly above the intermediate level in terms of the principle of self-evaluation. It was determined that the activities in the books for all three levels were more than moderately suitable for the model generalization principle, and that they were prepared in accordance with the principles of effective prototype and reality. When the activities in the course books were examined in terms of the model documentation principles, it was determined that the activities in the 7th grade course book were below the medium level, while the activities in the 6th and 8th grade course books were found to be above the medium level. As a result, it was concluded that the activities in the Mathematics Practices course books of all three grade levels generally provided the MEA design principles above the intermediate level.

In this study, how the learning process designed with mathematical modeling activities affects the mathematical modeling competencies of middle school students who are at different levels in terms of reading comprehension skills. In the study, nested (embedded) pattern was preferred among mixed method research designs. The participants of the study consisted of 26 middle school seventh grade students who were selected using the easily accessible situation sampling method, which is one of the purposeful sampling types. In the research, besides mathematical modeling activities, researcher and student diaries were used to obtain qualitative data on the functioning of the application process. "Modeling Activities Opinion Form" was also used at the end of the application process in order to determine the general views of the study group on the activities. The quantitative data of the study were collected through the "Reading Comprehension Test" and "Mathematical Modeling Competence Test", and the collected data were analyzed using both qualitative and quantitative data analysis methods. At the end of the study, it was determined that the mathematical modeling competencies of the students improved, but this development did not follow a stable course during the application process and the interpretation and validation competencies of the students were low.

The purpose of this study was to explore the structural relationships among diverse variables to provide a comprehensive understanding of Turkish research assistants' workplace learning. The cross-sectional data of the study were collected online from 21 universities around Turkey. A total of 1218 research assistants from various disciplines took part in the study. The findings revealed that workplace affordances as well as the personal factors of workplace effort and personal agency had direct, positive, and statistically significant effects on the workplace learning of research assistants. The rest of the personal factors including vocational identity, workplace identity, and interpersonal agency had statistically significant direct effects on workplace affordances. Moreover, these three personal factors had statistically significant indirect effects on workplace learning. These findings showed that research assistants' workplace learning was impacted by both what the workplaces offered and how the research assistants perceived these affordances. The findings also showed that some of the personal variables affected workplace learning independent of workplace affordances.

The aim of this study is to examine the views of students at different education levels on the concept of distance education through metaphors. In this study, the phenomenological design was used in accordance with the nature of qualitative research. The participants of the study, for whom the ethical rules were taken into account, consisted of 63 gifted students in total studying at primary and secondary school levels. In the collection of data, each participant was asked to fill in the form containing an open-ended item for the concept of distance education. The data obtained from the students were later analysed using the content analysis technique. When the relevant metaphors were examined, a total of 63 different categories were revealed. Depending on these categories, it has been observed that the concept of distance education is represented through different metaphors. According to the findings, it was determined that primary and secondary school students simulated the concept of distance education to different metaphors such as speaking class, longing for friends and intelligence cube.

This study aimed at investigating the causal relationships among teachers' constructivist learning beliefs, philosophical beliefs regarding the learning process, epistemological beliefs regarding the nature of knowledge and learning, vocational development opportunities, and the importance attached to these opportunities. In this direction, the causal relationships among these variables were tested through structural equation modelling using the data obtained from teachers working at basic education schools in Turkey. Constructivist Learning Beliefs Scale, Educational Beliefs Scale, Professional Development Scale, and Epistemological Beliefs Scale were used as the data collection tools. The results showed that philosophical beliefs, epistemological beliefs, and thoughts on vocational development opportunities significantly predicted teachers' constructivist learning beliefs.

Identifying the mistakes in student responses and being able to manage the solution process are among the fundamental skills that should be acquired by the pre-service teachers. This skill is important in probability, about which students have a great number of misconceptions. The aim of this study was to determine the misconceptions in the student answers given by the researcher about probability and to examine the solution explanations of the preservice teachers. In this context, the student answers containing five wrong solutions were examined. Case study, one of the qualitative research methods, was used. Forty-two third grade preservice mathematics teachers participated in the study. A task-based interview was used in the study. The findings revealed that the participants were able to recognize simple and discrete probability problems more easily and provided correct solutions; however, they had difficulty in determining the universal space independent events and failed to detect the mistakes in the student answers successfully. As a result of the research, it was concluded that the importance attached to procedural knowledge should also be given to conceptual knowledge, what a concept means as well as what it does not mean should be explained, open-ended questions that will increase the power of reasoning should be used instead of typical problems, and more effective learning should be carried out by using different teaching methods and techniques.

This study aimed to determine the effects of nursery rhymes, entertaining and prominent products of Turkish folk literature, on improving reading fluency of fourth-grade primary school students. The sample consisted of 44 fourth graders, attending a public primary school in Vakfikebir County of Trabzon province (Turkey) in the 2015-2016 academic year. The sample was grouped into two, namely an experiment and a control group and the students were randomly assigned to the groups. The texts selected for the purpose of the study, were firstly read by the students and they were voice-recorded as they read out before the study was carried out. Their reading rates were measured relying on the recordings by counting the number of words they read per minute, while their reading levels were determined with Error Analysis Inventory and the prosodic features were measured using the Prosodic Reading Scale. Then, the activities involving nursery rhymes were administered to the experimental group for 15 weeks, who were offered two activities per week, while the students in the control group continued their regular education. After the administrations, the measurements were repeated asking the students to read the same texts. The reading rate scores, the accurate reading scores and the data obtained from the Prosodic Reading Scale were analyzed with SPSS, a statistical software program by performing paired samples t-test and independent groups t-test. The results showed that the reading rates and the accurate reading skills of the students in the experimental group improved. The implications of the findings are discussed and suggestions are made at the end.

When digital transactions such as official transactions, banking transactions, communication, education, production, shopping are carried out in digital environment, the concept of digital citizenship has emerged. Digital citizenship; it is the person who has the ability to use information technologies appropriately and correctly in areas such as official transactions, social communication, education, and production. As technology improves, problems with its use increases exponentially. So technological behavior or technological citizenship it is clear that the behavior, values, ethical rules and awareness should be created. In this study in order to detection this awareness; it is aimed to determine the digital citizenship levels of university students. For this purpose, 253 students studied in various departments of the Hendek Vocational High School of Technical Sciences in Sakarya university. The research was carried out with the relational scanning model from the quantitative research method. "Digital Citizenship Scale for Youth" was developed by Kus, Gunes, Basarmak and Yakar (2017) the researcher as a data collection tool with permission. The scale has 49 items, the total variance of the scale was determined that the scale had 8-factor structure and was found to be 49,70%. Related dimensions are communication, jus and responsibility, critical thinking, participation, security, digital skills, ethics and commerce. In the analysis of the data, non-parametric tests were used in addition to the percentage, frequency and standard deviation values. As a result; students were revealed to be aware of digital citizenship's sub-dimension.

The interaction of education and technology affects the developments occurring in two areas and the development in education increases the speed of technological developments. Educational technology is the functionalization of the scientific knowledge produced in educational sciences and its application into practice. In this research, the content analysis of the studies conducted in Turkey and other countries in the last 5 years is presented in order to determine the current trends in Educational Technology Research Studies. Within the scope of the purposive sample, the studies published between 2015 and 2020 in the field of Educational Technology Research Studies and included in the databases and journals were examined and interpretations were made. Fifteen research criteria were determined within the context of content analysis. These criteria are as follows: index, country, university, department, year of publication, number of authors, research area, method, educational level, sample group, sample number, data collection method, number of bibliographies, analysis techniques and research trends. SPSS 24 program was used in the analysis of the data and the obtained data were presented in the related tables. The data were interpreted based on percentage and frequency. After making general explanations under the tables, the similarities and differences in the studies were analyzed in detail using a meta-analysis method. As a result, it was revealed that the most emphasized issue within the scope of the research area is the adequacy of using Educational Technologies.

This action research aims at developing an action plan to alleviate foreign language speaking anxiety, and accordingly improving speaking performance. The study, which is a collaborative action research type, was carried out of 19 prospective Chemical Engineering students at the CEFR-A1 level at Ege University School of Foreign Languages (EUSFL). The research took place over 12 weeks and the participants created WhatsApp groups; the researchers sent them written or voice messages with English speaking tasks; and they performed these tasks and sent their voice messages to their groups. Data were gathered through the Turkish form of Second Language Speaking Anxiety Scale (SLSAS) developed by Woodrow (2006), participants' speaking exam grades, and semi-structured interviews. The Wilcoxon signed-rank test elicited a statistically significant change in English speaking anxiety of students; that is, their anxiety level decreased. The students' speaking exam grade average was found 84.56% success rate. Also, the results obtained from the qualitative data matched with the results of the quantitative data indicating that the asynchronous online English speaking group (AOESG) worked well to alleviate students' English speaking anxiety and to enhance their speaking performance.

Purpose: Learner autonomy enables an individual to learn how to cope with novelties without seeking help from others. Considering the rapid changes and transformations of the 21st century, it has become essential for teachers to possess this characteristic. Thus, their level of learner autonomy should be determined. The purpose of this two-phased study was to adapt the Autonomous Learning Scale into Turkish and to investigate academic motivation and self-efficacy as predictors of autonomous learning. Methodology: In the first phase of the study, the Autonomous Learning Scale was adapted into Turkish with the participation of 335 pre-service teachers. In the second phase, a survey method was used to investigate the autonomous learning of 776 pre-service teachers in terms of a number of demographic variables, along with academic self-efficacy and academic motivation. Findings: For the first phase, the confirmatory factor analysis showed that the Autonomous Learning Scale was a valid and reliable tool to be used with Turkish samples. For the second phase, regression analysis revealed that academic self-efficacy and academic motivation were significant predictors of autonomous learning among pre-service teachers. Additionally, their autonomous learning significantly differed in terms of department, high school type and gender. Furthermore, the GPAs of the pre-service teachers were significantly correlated with their autonomous learning levels. Significance: The Turkish version of the Autonomous Learning Scale is presented to researchers. The relationships between autonomous learning and self-efficacy along with motivation have been asserted in a number of studies. The present study not only confirmed the correlations among these variables, but also revealed the predictive power of these variables on autonomous learning. Therefore, teacher educators and policy makers may gain insights from these findings.

The rapid developments in communication technologies in recent years, especially the introduction of the internet into our daily lives, have brought many changes in social, economic and cultural life. One of these changes; social media communication tools that enter our lives rapidly. Social media has become an indispensable part of our lives with the increasing number of users. Researches show that young people especially university students frequently use social media communication tools. In this study, social media attitudes of Vocational High School students were investigated and in this context, 502 students studying at Sakarya University and Kafkas University Vocational High Schools were studied. Social Media Attitude Scale developed by Otrar and Arginwas used to determine the social media attitudes of Vocational School students. The scale consists of 23 items. Relational screening method was used in the research. Necessary analyzes were performed with SPSS 24 program and mean and standard deviation values of the scale items were calculated. Two groups t test, one-way Anova test and Post-Hoc Scheffe test were used to correlate social media attitudes with demographic data. In conclusion, there was no significant difference between students' social media attitudes and gender, department, class, internet usage time demographic data; however, there was a positive and significant relationship between social media attitudes and internet connection year and social media usage hours.

The rapidly developing information technologies of our age offer new opportunities in every aspect of our lives. The use of information technologies in educational environments is an important element in creating enriched learning environments. Educational digital games used in teaching-learning environments help students to develop motivation, problem-solving, strategy development skills and creativity. The purpose of this research was to determine the teacher candidates' state of using digital educational games. The study group of the research consisted of 4th grade teacher candidates who are studying in the social sciences and classroom teaching departments of Süleyman Demirel University during the 2018/2019 academic year. It has been found that men teacher candidates were more positive than women teacher candidates. Teacher candidates studying social sciences were more positive than those studying classroom teaching. Although teacher candidates were concerned about using educational digital games, they were eager to use these games.

This study aimed to develop mathematics teaching anxiety scale for prospective primary school teachers. It was designed based on survey method and conducted with four sampling group consisting of 956 prospective primary school teachers at Education Faculties in Turkey. First sampling group was consisted of 404 prospective primary school teachers and 96 out of it were involved in the application of open-ended questions and 308 were involved in exploratory factor analysis. 305 prospective primary school teachers in the second sampling group participated in the confirmatory factor analysis, 108 prospective teachers in the third group were involved in criterion validity and 139 prospective teachers in the fourth one participated in the test-retest reliability analysis. As a result of the principal component analysis of the Mathematics Teaching Anxiety Scale (MTAS), it was found that the scale indicating single factor structure and consisting of 31 items (47.43% of the total variance). After suggested modifications, the scale MTAS was constructed with 19 items. 12 items were removed from the scale and the confirmatory factor analysis (CFA) was carried out with 19 items. According to CFA results (0=X2 / df = 1.483=2, RMSEA = 0.040, RMR = 0.050, AGFI = 0.908, TLI = 0.972, CFI = 0.976, IFI = 0.976, GFI = 0.928, NFI = 0.930 and RFI = 0.919), it was confirmed that the scale structure was consisting of 19 items and one dimension. The Cronbach's alpha coefficient of the final form of Mathematics Teaching Anxiety Scale was calculated as 0.93. [For the corresponding online submission, see ED602295.]

The purpose of this study was to examine the epistemological beliefs of middle school students in rural area and their attitudes toward solving mathematical problems according to gender and class level variables. It was also necessary to determine whether the epistemological beliefs of middle school students in rural area had predicted their attitudes toward mathematical problem solving. The research was carried out using the survey model, which is one of the descriptive research methods. The participants of the survey consisted of 435 middle school students in three state schools in a large provincial rural area. Personal data form, mathematics problem solving attitude scale and epistemological beliefs scale were used as data collection tools. Nonparametric tests were used when the data were analyzed since they did not show normal distribution. According to the results obtained, mathematical problem-solving attitude and epistemological beliefs did not differ according to gender. It was also observed that the mathematical problem-solving attitude and epistemological beliefs of students had decreased according to class level. According to the results of the regression analysis, epistemological belief was found to be a significant predictor for mathematical problem solving.

As the importance of interdisciplinary studies is on the rise, countries have developed innovative educational approaches. One of these innovative approaches is STEM. STEM focuses on interdisciplinary cooperation, systematic thinking, openness to communication, ethical values, research, production, creativity and problems, focusing on the intersection of knowledge and skills in science, technology, mathematics and engineering, it is a new learning teaching approach that aims to gain the ability to solve. In this context, the aim of this study is to evaluate the attitudes of the pre-service teachers towards STEM and STEM's sub dimensions. Therefore; it was used as a data collection tool from attitude scale for Stem and Stem's sub dimensions developed by Keles, Kiremit and Aktamis (2017). In the data collection tool, 5 scales were developed in order to reveal the existence of the relationship between pre-service teachers' attitudes towards STEM and their attitudes towards; science, technology, mathematics and engineering. The related scale was applied to 204 pre-service teachers in various departments of the Faculty of Education at Sakarya University. In the research, the necessary correlations were made by considering the demographic characteristics such as gender, age and class of teacher candidates. The overall average and standard deviation values are taken into account, when explaining the data differences for the sub-dimensions of the scale. According to the results obtained from the relevant data collection tool, when pre-service teachers' attitudes towards STEM and STEM sub-dimensions were evaluated; especially in the Mathematics and Engineering dimensions, it was revealed that their attitudes were more positive and they were indecisive in other dimensions (Science and Technology). As a result, it is thought that the acceptance of STEM method by teacher candidate, which is an innovative educational approach of the research results, will contribute to the literature and the future studies in this field.

The most preferred tools of technology today are internet and smart phones. Nowadays, these two tools offer numerous services and facilities to humanity in many areas. Accessing technology at any time, having a pleasant time, interacting without the limitations of face to face communication are some of them. That is why; individuals have become unable to live without internet and smartphones. Especially the rapid developments in information and communication technologies, internet and social media media, which is among the means of access to smart phones among university students and has made widespread use. In this context, a case study was conducted in order to examine the opinions of the students about the use of smart phones in Vocational High School students. For this purpose, the students' opinions were taken with a structured interview form. The questions in the interview form were developed by the researchers by conducting a comprehensive literature review. Expert opinion was consulted in the preparation of the interview form. The experts evaluated the suitability of the questions in terms of scope and language. The study group consisted of 10 students from the Department of Computer Programming and Computer Technology of Kafkas University. It is foreseen that the results of the research can lead to future scientific studies.

The developments in science and technology have led to changes in the expectations of countries from the future and the individuals. In the 21st century, focusing on innovative approaches in the education system has become compulsory to raise individuals who question, find rapid and effective solutions to problems and who could think scientifically. One of these approaches is Science, Technology, Engineering and Mathematics (STEM) training. The aim of this study is to evaluate the relationship between STEM and STEM sub-dimensions. The study group consists of 204 teacher candidates from different departments of the Faculty of Education of Sakarya University during the academic year 2018/2019. To collect data, the attitude scale for STEM and the sub-dimensions of STEM were used in the study. One-way ANOVA was used in this correlation for parametric tests. According to the results of the study, there is a positive and significant relationship between STEM and all STEM sub-dimensions based on the data collected from teacher candidates.

Turkey is the one of the country hosting a large number of refugees and asylum seekers as stated in UNCHR. In Turkish context, it is seen that there have been a broad studies about Syrian immigrants. On the contrary, it can be said that there is a lack in studies about Iranian refugees and asylum seekers even there has been a dramatic increase due to the rigid and restrictive system of governance in Iran. Therefore, this study aimed to investigate Iranian pupils' experiences at a primary school in order to draw the picture of their lives in Turkish schools. To this view, this study designed according to a case study method following qualitative approach. The data was gathered from three pupils, three parents and three teachers with semi-structured interview forms. The results indicated that Iranian pupils' experiences grouped under themes like adaptation to new temporary world, tension resulting from moving to a new place and incompetence in language. It is seen that Iranian pupils had difficulties at the beginning and are worried about possible religion conflicts in Turkey. The results of this study suggested that teachers need training courses regarding multicultural education in order to support Iranian pupils' learning process.

This study aimed to develop mathematics teaching anxiety scale for prospective primary school teachers. It was designed based on survey method and conducted with four sampling group consisting of 956 prospective primary school teachers at Education Faculties in Turkey. First sampling group was consisted of 404 prospective primary school teachers and 96 out of it were involved in the application of open-ended questions and 308 were involved in exploratory factor analysis. 305 prospective primary school teachers in the second sampling group participated in the confirmatory factor analysis, 108 prospective teachers in the third group were involved in criterion validity and 139 prospective teachers in the fourth one participated in the test-retest reliability analysis. As a result of the principal component analysis of the Mathematics Teaching Anxiety Scale (MTAS), it was found that the scale indicating single factor structure and consisting of 31 items (47.43% of the total variance). After suggested modifications, the scale MTAS was constructed with 19 items. 12 items were removed from the scale and the confirmatory factor analysis (CFA) was carried out with 19 items. According to CFA results (0[less than or equal to]X2 / df = 1.483[less than or equal to]2, RMSEA = 0.040, RMR = 0.050, AGFI = 0.908, TLI = 0.972, CFI = 0.976, IFI = 0.976, GFI = 0.928, NFI = 0.930 and RFI = 0.919), it was confirmed that the scale structure was consisting of 19 items and one dimension. The Cronbach's alpha coefficient of the final form of Mathematics Teaching Anxiety Scale was calculated as 0.93.

Learning agility is a relatively novel concept and has the potential to be considered an important characteristic of an effective teacher. Thus, a scale to measure it might be beneficial especially for selecting and recruiting teachers. Based on this notion, the purpose of this study was to develop a scale to measure the learning agility of pre-service teachers. Two independent participant groups took part in the study: 311 pre-service teachers in the exploratory phase and 252 pre-service teachers in the confirmatory phase. Exploratory factor analysis revealed that 15 items had significant loadings under five factors explaining 54.64% of the total variance. Confirmatory factor analysis indicated an acceptable fit. Convergent and divergent validity were also established. It was concluded that the Learning Agility Scale is a promising instrument to assess the learning agility of pre-service teachers, which paves the way to making more informed selections among teacher candidates during the recruitment process.

The purpose of this study is to adapt Digital Educational Games Usage Scale (DEGUS) that was developed by Bonanno & Kommers (2008) to Turkish with the companion of a group of university students studying in department of English Teaching. In order for scale items to be the same in terms of language, firstly the translations of the items were carried out both from English to Turkish and Turkish to English, afterwards examining the forms gathered from the students, significant and positive correlations were detected among the data. Exploratory and confirmatory factor analyses revealed that the scale had four dimensions. In item total correlation calculation of the scale it was observed that all the items were above 0.40, item factor loads varied between 0.51 and 0.68, Cronbach Alpha internal consistency coefficient was 0.78 and test retest correlation was 0.88. Significant relations were in the calculations regarding the correlation analyses of the scale.

The aim of this study was to conduct a systematic review research concentrating on studies regarding "Mathematics anxiety." 59 papers were reanalyzed in order to answer the questions derived from the main aim in terms of the rules of systematic review method. These studies were reviewed and analyzed by taking account of their aims, designs, sampling and results. While doing this, the similarities and differences of the reviewed studies were also found. It was seen that most of these studies conducted with middle school students. It was also found that the majority of reviewed studies were designed according to quantitative approaches. The review shows that mathematics anxiety is resulted from students' achievement, self-efficacy and fear along with parents' and teachers' lack of supports in mathematics. The results gathered from reviewed studies suggest that studies designed with approaches like qualitative and mixed-method and studies focused on various topics related with "Mathematics anxiety" with different sampling are needed. In conclusion, this systematic review study provides some fruitful information for the area and so for the further studies.

The study presented aims at searching the relation between the learning environment and students' performances in Mathematics. Data of the 27 week-long research were compiled from 9th grade students at an Anatolian High School. Semi-experimental research modelled pre-test post-test control grouped experimental model was used in the study. Before the application, students' gaps regarding the subjects were found out and students were supported by it and their initial performances were evaluated by using the developed non-routine problem. During the application, the learning process continued taking the performance variables into consideration in the experiment group whereas the constructivist learning approach was used in the control group in accordance with the mathematics program. Data gained from students' performance evaluations at the beginning and end of the term, were analysed in order to find out the similarities and differences between the two groups. The findings reveal that there is no meaningful difference in the performance grades of students at the beginning of the term. On the other hand, the average performance grades of the students after the application process show a statistically meaningful difference in favour of the experiment group. Comparisons were made in the experiment group before and after the application.

The aim of this study was to conduct a systematic review research concentrating on studies regarding 'Mathematics anxiety'. 59 papers were reanalyzed in order to answer the questions derived from the main aim in terms of the rules of systematic review method. These studies were reviewed and analyzed by taking account of their aims, designs, sampling and results. While doing this, the similarities and differences of the reviewed studies were also found. It was seen that most of these studies conducted with middle school students. It was also found that the majority of reviewed studies were designed according to quantitative approaches. The review shows that mathematics anxiety is resulted from students' achievement, self-efficacy and fear along with parents' and teachers' lack of supports in mathematics. The results gathered from reviewed studies suggest that studies designed with approaches like qualitative and mixed-method and studies focused on various topics related with 'Mathematics anxiety' with different sampling are needed. In conclusion, this systematic review study provides some fruitful information for the area and so for the further studies.

The purpose of this study was to adapt Preservice Teachers' ICT Competencies Scale which was developed by Tondeur, Aesaert, Pynoo, Braak, Fraeyman, and Erstad (2017) into Turkish. The participants were composed of 206 preservice teachers studying at Gaziosmanpasa University during 2017-2018 academic year. The results showed that the Turkish version fits the original two factor structure. The correlation coefficients between the data obtained from the Turkish version and the data obtained from General ICT Tendency, Reality Shock Expectation, and Prospective Teachers' Perceived Competencies about Integrating ICT into Education were examined to test convergent, divergent and concurrent validity. The results indicated that the data obtained from the Turkish version of the scale were valid. Moreover, the Cronbach alpha coefficients indicated that the data were internally consistent. In conclusion, the Turkish version of Preservice Teachers' ICT Competencies Scale was determined to have good psychometric properties to be used in Turkish context. [Note: The page range (665-691) shown on the PDF is incorrect. The correct page range for this article is p665-689.]

Aim: It is known that recreational activities have positive effects on people's emotions, thoughts, morale and many other issues. The aim of this study was to measure students' participation in recreational activities, life satisfaction and the meaning of leisure activities to the students in the Faculty of Sport Sciences at Akdeniz University. Method: A total of 252 students (60.3% male, 39.7% female) participated in the study. As data collection instruments, Turkish version (Köker, 1991) of Life Satisfaction Scale (LSS), which was developed by Diener et al. (1985), and Turkish version (Gürbüz et al., 2007) of Leisure Meanings Inventory (LMI) (Esteve et al., 1999) were used. SPSS Package program was used in the study. ANOVA was used in the data analysis. Findings: According to the findings of Leisure Meanings Inventory by classes, there was a statistically significant difference (p <0.005) among the groups. This difference appears to be between sophomores and juniors when examined on a class-by-class basis. According to the findings of Leisure Meanings Inventory with regard to departments, it was noted that there was very little difference between them, although there was a difference in the averages. This difference was not statistically significant though. There was no statistically significant difference between groups regarding class and department variables according to the findings of Life Satisfaction Scale. Conclusion: The results of this study showed that there was a significant difference between sophomores and juniors while there was no significant difference between freshmen and seniors according to the LMI averages. There was no significant difference between the mean scores of LSS among the classes.

The rapid growth of e-commerce has contributed to the development of website localization activity as a major professional industry. Despite the high volume of website localization practices, there is little research on translators participating in website localization projects. The purpose of this qualitative study was to explore the position of the translator as an agent in website localization processes in Turkey. In this study data were collected through interviews. Nine interviewees were interviewed face-to-face using interview forms in Istanbul between September 2011 and February 2012. In determining the corpus of interviews, maximum variation sampling was used. All of the interviewees took part in website localization processes as agents but in different positions. The conceptual and theoretical framework of the study comprised functional translation theories by Justa Holz-Mänttäri and Hans Vermeer, and Agency Theory. The study showed that translators in production networks experienced the problem of information asymmetry which affected their performance negatively. It is common to associate low levels of quality with the translator's incompetence. This study suggested that when the translation/localization product fails to meet the expectations of the initiator, it is more than reasonable to look at not just the translator but the whole production network to find the source of problem.

On February 6, 2023, southeastern Türkiye experienced devastating doublet earthquakes (Mw = 7.7 and Mw = 7.6) with a series of aftershocks along the East Anatolian Fault Zone. The mainshocks were followed by ~ 15,000 aftershocks mainly distributed in the NNE–SSW direction, including ~ 400 events with an Mw ≥ 4.0 in the following 30 days. Although many moderate to large earthquakes have occurred in the historical and instrumental periods of this region, these double earthquakes and their aftershocks majorly impacted lives and released great seismic energy. In this study, we interpret the gravity-magnetic data and the epicenter and hypocenter distributions of the aftershocks to correlate the tectonic structures and the active fault zones. The results of potential field anomalies reveal that the rotational anomalies in the southwestward direction are associated with the tectonic structure of Anatolia. Results show that shallow aftershocks are associated with high-gravity anomalies, whereas deeper aftershocks are associated with low-gravity anomalies and they become shallower in places where gravity values increase. After the derivative transformations are applied to the magnetic anomalies, it is seen that the faults and regions of magnetic discontinuity are in good agreement. Consequently, the findings on gravity, magnetic anomalies and aftershock sequences demonstrate that the first mainshock occurred in the unbroken segment of the East Anatolian Fault Zone. [ABSTRACT FROM AUTHOR]

Background: Information on the current status of oral health and related risk factors is lacking in Turkiye. This study aimed to evaluate dental caries and associated factors among the Turkish population using the findings of the third national oral health survey. Methods: This cross‐sectional epidemiological survey was carried out between March and September in 2018 including five index ages and age groups (5‐, 12‐, 15‐year‐olds, 35–44 and 65–74 age groups). A multistage cluster sampling design was used to obtain a national representative sample of these age groups. Participants were interviewed face‐to‐face using a structured questionnaire, and oral examinations were performed based on the methods and criteria suggested by the World Health Organization. The adjusted prevalence ratio for dental caries was estimated considering sociodemographic and behavioural characteristics by using log‐binomial and robust Poisson regression analysis in R and SAS software. Results: After data cleaning, a total of 11 091 participants remained. The prevalence of dental caries was 76.5% (95% confidence interval: 75.4%–77.7%) and determined to be associated with age, dental visit, and pain or discomfort history during the previous year among the Turkish population. Prevalence was also associated with the mother's education level among 5‐, 12‐ and 15‐year‐olds. For the 35–44 age group, individuals living in urban areas had lower dental caries than those living in rural areas. For 65–74 age group, none of the factors were significantly associated with dental caries. Conclusion: A high prevalence of dental caries was observed in Turkish children and adults. Therefore, it is necessary to strengthen current preventive oral health programs. Regular disease surveillance should be maintained. National oral health targets should be formulated in accordance with Turkiye's needs, resources and structure. [ABSTRACT FROM AUTHOR]

This study aimed to determine the relationship between sociodemographic conditions and alcohol use among women. In this study, the microdata set of the Turkey Health Research survey conducted by the Turkish Statistical Institute in 2019 was used. The Chi-square independence test examined the relationship between alcohol use and independent variables. Using the Gompit regression analysis, the factors associated with the alcohol consumption of women were identified. It was determined that the variables of age, education status, marital status, general health status, psycho-social support status, disease status, working status, body mass index, tobacco use status, number of close people who can be trusted and the status of helping someone else were related to alcohol use status. This study emphasizes the importance of targeting women who are youthful, have a high level of education, use tobacco, are single, have a disease lasting six months or longer, are employed, and receive psychosocial support. These groups need more protection from alcohol consumption, and alcohol prevention and cessation programs should also focus on these groups. In order to develop effective strategies to reduce alcohol consumption, it is necessary to consider the factors that affect alcohol consumption. [ABSTRACT FROM AUTHOR]

In this study the aim was to examine the factors associated with the tobacco use status of individuals aged 60 and older. In this study, the microdata set obtained from the Turkey Health Survey conducted by TURKSTAT in 2016 and 2019 was used. The binary logistic regression analysis was used to identify variables associated with tobacco use status at old age. According to the findings, 15.62% of older adults use tobacco. According to the results of the analysis, gender, age, educational status, marital status, employment status, body mass index, visiting a psychotherapist and psychiatrist, exposure to tobacco smoke and alcohol use influence tobacco use among older adults. At the end of this study, it was concluded that older males are in the high-risk group for tobacco use. For this reason, it is suggested that male specific tobacco prevention policies be implemented. The results indicated that being an older single was a risk factor for tobacco use. Therefore, efforts to increase social support for older adults living alone and social activities for older adults should be supported, and this issue should be highlighted in government action plans. [ABSTRACT FROM AUTHOR]

The fundamental parts of the educational processes are teachers and students. The study aims to determine the common mistakes done by teachers in the classrooms. The research was conducted to 278 third year students in the departments of English Language Teaching, Turkish Language Teaching, and Fine Arts Teaching in 2012-2013 academic year. The research was conducted through the descriptive model in the survey research types. "What are the most common mistakes done by teachers in classrooms?" was asked to teacher trainees in questionnaire. The analysis was done by the content analysis among the qualitative research techniques. Findings are classified in the themes of "classroom management and discipline, teaching, communication, personal qualities, ethics, measurement and assessment, and other mistakes". Hence, many problems such as "failure to establish the authority and compensating it through being harsh toward students, being much more authoritarian and disciplined, seeing himself/herself as the authority source" emerged in this perspective. Furthermore, many inadequacies such as not being positive and gentle, negative attitudes, choosing attitudes directing students in a difficult situations, anger, having peaceful mood, threatening students with bad grades, claiming that he/she is the best, reflecting psychological problems in the classroom are determined at the end of the study.

Early School Leaving (ESL) is a complex phenomenon caused by multidimensional factors spanning personal, social and economic problems. We carried out two online surveys with 796 teachers and 900 students from Bulgaria, Italy, Malta, Romania and Turkey completed standard electronic surveys. The teachers' survey consisted of secondary school teachers from Bulgaria (N = 147), Italy (N = 105), Malta (N = 71), Romania (n = 261), and Turkey (N = 212). For the second survey, 250 secondary school students from Bulgaria, 109 from Italy, 67 from Malta and 401 students from Turkey took part in the study. From the teachers' findings, cultural factors, school related factors, family issues, economic reasons, peer pressures and individual life accounts were all indicated as the causes of early school leaving in all 5 partner countries We crossed-examined the data from the teachers with those of their students. From the student survey, coming from families with difficult life experiences, having family responsibilities, having difficult relationships with other students and having little interest in the learning process were linked with early school leaving. The paper brings attention to the need to revisit educational and social policies in response to the significant number of children in Europe leaving school early with low level educational attainment.

The purpose of this study was to investigate the technological and pedagogical constructs underlying Turkish preservice teachers' behavioral intentions to use interactive whiteboard based on UTAUT model and TPACK using three structural equation models; technological framework, pedagogical framework, and integrated model. Within this scope, preservice teachers' behavioral intentions to use IWB was defined as the dependent variable. Performance expectancy, effort expectancy, IWB self-efficacy, and technological knowledge were technological independent variables while individual innovativeness, technological pedagogical knowledge, pedagogical knowledge, and constructive and traditional teaching beliefs were pedagogical independent variables. Nine hypotheses were formulated based on the causal relationships between behavioral intentions to use IWB and independent variables. The proposed model was tested through SEM based on maximum likelihood estimation method using LISREL v.8.71 software. The significance of X[superscript 2], the ratio of X[superscript 2]/df and other goodness of fit indices were used in the evaluation of the models' fit. For hypothesis tests, path coefficients (ß) and t values for each hypothesis were used. The findings showed that performance expectancy and technological pedagogical knowledge were the variables that significantly influenced the behavioral intention to use IWB in technological and pedagogical frameworks, respectively. Moreover, performance expectancy was the sole variable that significantly and positively influenced the preservice teachers' behavioral intentions to use IWB in the integrated model. The main conclusion of this study was the revelation of teachers' beliefs that IWB use would help them be better teachers by improving their performance independent from all other variables examined in the study.

Multi-authoring has been gaining popularity since the foundation of academic publishers. Today we observe a global trend in favor of multi-authoring. On the other hand, in certain domains, such as CERN collaborations in physics, multi-authoring has a different connotation than other domains. The number of co-authors may be above 5000, an all-time record in the history of academic publishing. CERN collaborations have been accomplishing one of the most significant achievements in physics, as well; therefore, the collaborations produce highly cited articles. Highly cited, multi-authored articles have influenced university rankings in the past decade, due to the distribution of the citations per affiliated institution. In the present study, we analyze the influence of multi-authored articles on ranking methodologies. Our findings reveal that the presence of multi-authored CERN articles have a significant impact on all bibliometric ranking indicators, and consequently on the ranking positions of the institutions worldwide.

Background/Aim: The effect of surgical intervention on the quality of life and survival of patients presenting with metastatic breast cancer is a controversial issue. In this study, we aimed to reveal the survival, clinical, and pathological differences in patients with breast cancer who had metastatic disease at diagnosis and who underwent and did not undergo surgery for the primary tumor in our clinic and to evaluate the efficacy of surgical approach on the course of the disease. Methods: In this retrospective cohort study, the data of patients with metastatic breast cancer in our clinics between January 2000 and June 2021 were retrospectively analyzed. The study included those with primary metastatic disease. The study did not include male patients, patients with primary non-breast tumors, those who died of causes unrelated to breast cancer, those who underwent surgery for metastatic foci other than the primary tumor, and those who could not be followed up regularly for various reasons. In our study, there were two groups; those who received only systemic therapy were assigned to Group 1, while those who underwent surgical treatment for the primary tumor were assigned to Group 2. The clinicopathological and survival data of the groups were examined. Results: Surgical intervention was performed on 62 of our patients. The 4-year survival rates were higher than those who did not undergo surgery (Group 1: 59.6 [14.7%], Group 2: 83.5 [6%]). The comparison of the two groups showed a longer median survival in patients in Group 2 who underwent surgery, albeit not statistically significant (77 [11.23] months in Group 1 and 84 [18.91] months in Group 2 [P=0.16]). Conclusion: In conclusion, our study showed that surgical treatment may have positive effects on survival. [ABSTRACT FROM AUTHOR]

It is stated that parental psychological control (PC), which appears to hinder psychological development in children and adolescents, is associated with internet gaming disorder (IGD). However, parenting styles and practices vary across cultures. For this reason, to determine the risk of IGD in adolescents who are in the process of psychological development and to prevent it at an early stage, there is a need to better understand the effect of PC on the development of IGD. In this context, this study aims to examine the impact of perceived parental psychological control on the risk of Internet gaming disorder in Turkish adolescents. A cross-sectional design was used. The sample group consisted of 4498 students from eight public high schools in Turkey. Participant Information Form, the Psychological Control Scale, and the Internet Gaming Disorder Scale Short Form were used for collecting data. Univariate logistic regression analysis demonstrated that the risk of IGD increased as maternal disrespect-maternal psychological control and father disrespect scores increased. Paternal psychological control score had no significant effect on IGD risk. In the multivariate model, age, father's education level, spending money on games, time spent playing daily games on weekdays and weekends, and father's psychological score were found to be associated with IGD risk. The effects of maternal disrespect and maternal psychological control scores on the IGD risk varied according to the number of siblings and the education level of the mother. As a result, parental PC was determined to affect the risk of IGD in Turkish adolescents significantly. [ABSTRACT FROM AUTHOR]

Inventorying forest ecosystems is an essential part of forest management planning. However, it is quite costly and time-consuming, particularly for larger areas. Recently, significant developments have been made in unmanned aerial vehicle (UAV) technology to improve the cost and time efficiency in forest inventory. Therefore, UAV images have become one of the inventory tools that produces data with high spatial resolution in determining forest resources. This study aims to investigate the contribution of UAV data to forest inventory in a case study area with a total of 30 sample plots located in pure and natural Crimean pine (Pinus nigra J.F. Arnold ssp. pallasiana (Lamb.) Holmboe) stands in the Black Sea backward region of Türkiye. Total tree height (h) and stem volume (v) were recorded at individual tree level (n = 367), and the number of trees (N), mean height (hmean), top height (htop), stand basal area (BA) and stand volume (V) were calculated at sample plot level (n = 30) from both the field and UAV-based data. Pearson's correlation coefficients (r) for h and v were 0.96 and 0.72, respectively, the highest correlation at the sample plot level was observed for the hmean - htop (r = 0.96), while the lowest correlation was found for BA (r = 0.54). The suitability of the observation and prediction values was assessed using a t-test at both individual tree and sample plot levels. According to the t-test results, the observation and prediction values for h, v, hmean, htop, BA and V metrics were found to be compatible (p > 0.05), but not for N (p < 0.05). Overall results indicated that UAV technology has a potential to be used in forest inventory and can contribute to the determination of individual tree and stand metrics. Thereby, it saves cost and time in forest inventory studies and helps monitoring the dynamic structure of the forest ecosystem with an effective approach in forest inventory. [ABSTRACT FROM AUTHOR]

Spatial planning plays a crucial role in shaping the future of urban development and land administration. While land registration information is necessary for spatial planning processes, it is also probable that changes in land registration data occur in line with spatial plan decisions. Development of the Land Administration Domain Model (LADM) Edition II It also aimed to extend its existing conceptual model with spatial plan data, considering the close connection between the two systems. The study aims to design a conceptual model for Turkey's spatial planning system within the LADM Turkey country profile context. This article researches the capability of the proposed conceptual model for representing spatial planning data with instance‐level diagrams and the implementation opportunities of a technical model. To demonstrate the functionality of the proposed model, the zoning status certificate, which contains spatial plan and land registration data and is provided to inform about the legal conditions before development, is chosen as the mission. The results show that the LADM Turkey country profile extended with spatial planning system data can represent spatial plan data and be implemented in a technical model to support land administration applications. [ABSTRACT FROM AUTHOR]