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The blended learning (BL) model eliminates the disadvantageous aspects of distance education and traditional education models and combines the beneficial elements in the light of studies in the literature to ensure higher quality and more efficient education. In this context, examining pre-service teachers' approaches to new teaching models used with technology is thought to be important. For this reason, in this study, the views of pre-service mathematics teachers on BL were examined by comparing them with distance learning (DL). The case study method, one of the qualitative research approaches, was used in this study. The study group consists of 26 senior students from a state university's primary school mathematics teaching department in Turkey's Western Black Sea Region. The data collection tool of the study was a semistructured interview form (SSIF) consisting of eight questions, each aimed at determining pre-service teachers' views on the teaching practices based on BL and DL approaches. The data analysis was made through content analysis, one of the qualitative data analysis techniques. BL and DL approaches were compared in various categories. None of the pre-service teachers expressed a negative view on the BL approach. Their views have been grouped under the time, method, motivation, attention and focus, learning and feedback, communication and interaction, access to resources, technology, and cost categories. In general, pre-service teachers found BL-based implementation more positive than DL-based one. The number of views expressed in each category for the BL approach is quite higher than that in each category for the DL approach. [ABSTRACT FROM AUTHOR]

This study was carried out to determine the opinions of the pre-service primary teachers about the laboratory report writing in laboratory courses. Data were collected by using an open-ended questionnaire. The sampling of the study consists of 68 pre-service primary teachers who situated at a public university in the northeast of Turkey. Data were analyzed using content analysis. Two faculty members and one teacher jointly assessed the responses of the pre-service primary teachers to the questionnaire and determined the themes and codes for each question. The results showed that the pre-service primary teachers in the study paid attention to the content while writing laboratory report in the laboratory course. Also, they had positive and negative opinions about the contribution of laboratory report on their learning. Some of the preservice primary teachers stated that writing a laboratory report had positive effects such as providing learning, encouraging thinking, reinforcing what was learned, increasing interest and attention towards the lesson, and ensuring the permanence of the concepts learned. Some of the pre-service primary teachers thought that writing reports had a negative effect such as being boring and not contributing to the development of the individual. In addition, it was determined that performing a laboratory report reduced the students' interest in the course and pre-service primary teachers did not want to write a laboratory report. However, pre-service primary teachers accept that laboratory report increases their ability to comment. [ABSTRACT FROM AUTHOR]

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Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objectives: To determine the knowledge and views of the physicians and nurses related to the complementary and alternative therapies (CAT) in a training medical center. Design: This descriptive analytical study was carry out through interviews using a questionnaire that prepared by the compilation from the literature for data collection. Using a simple random sampling method the total sample consisted of 289 individuals (126 nurses and 163 physicians). Setting: In and outpatient units of Gulhane Military Medical Faculty (GMMF) Training Hospital, Ankara, Turkey. Main outcome measures: We measured nurses and physicians' knowledge of, their experience with, their views towards and utilization of CAT. Results: This study included 126 female nurses and 163 physicians (92% male). The majority of nurses (97.6%) and physicians (95.7%) reported that they had not received any training about CAT. It was identified that 50% of the nurses and 27% of the physicians had previously used CAT for themselves (p<0.05). Results of our study identified that the nurses and the physicians mostly responded with “have no idea” to the questions about the effect, reliability and usage of CAT methods, and there were no statistically significant differences. Conclusions: Results of our study showed that the nurses and the physicians working at a medical centre in Turkey had only limited knowledge about CAT but had positive attitudes about their wish to make use of CAT methods. [ABSTRACT FROM AUTHOR]

Problem Statement: Research in learner autonomy suggests that the concept of autonomous learning is perceived differently in different cultural and educational contexts. Therefore, before making any attempt to promote learner autonomy in a particular educational environment, it is important to investigate how ready students and their teachers appear to be to take on the autonomous learning conditions. A number of studies on learners' and teachers' readiness for learner autonomy were conducted in different language learning contexts. However, in the world in general, and in Turkey in particular, there is a need for the studies conducted on future language teachers' readiness for learner autonomy. Purpose of the Study: Aiming to bridge the gap in the literature, the purpose of this study was to explore Turkish pre-service English teachers' perceptions, attitudes, and opinions related to learner autonomy. It was hoped that such a study would provide guidance for English teacher education programs in terms of training future teachers of English in a better way to promote learner autonomy in their classes. Methods: The participants were 179 pre-service English teachers from the English Language Teaching Department of a public university in Turkey. A mixed-method path was followed by combining quantitative and qualitative research techniques. Quantitative data was analyzed by using descriptive statistics and Kolmogorov-Smirnov test for two independent samples. Qualitative data was analyzed by using the techniques of recording, transcribing, coding, and categorizing. Results: Results of the study indicated that the participants have the notion of a shared responsibility for making progress during lessons, stimulating interest and identifying weaknesses in English, making students work harder, and evaluating learning and the course; they give more responsibility to the teacher in deciding the course objectives, deciding what to learn next, choosing activities and materials, and deciding how long to spend on each activity. They also give more responsibility to students for outside class learning activities. Conclusions and Recommendations: Results of this study revealed that future English language teachers in Turkey are ready to promote learner autonomy in their classes by sharing some responsibilities of the language learning process with their students. However, in terms of better preparing those future teachers to create more effective autonomous learning environments, there still seem to be some weak points in the English teacher education curricula that need to be addressed by teacher trainers. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the feelings, thoughts, perceptions and cultural standpoint of nursing students concerning patient privacy. This study was conducted as a qualitative descriptive design. The homogeneous sampling method, purposive sampling method for qualitative research samples, was used to determine the study group. Data were collected from 17 nursing students at a state university in Turkey. Individual semi-structured interviews were conducted, and content analysis was used to analyze data. Three main themes emerged from the data: perception of privacy, factors affecting patient privacy and suggested solutions. Four sub-categories emerged: religion, gender, culture and reassuring communication. The perceptions of many of the students relating to the concept of privacy coincided with the concepts of confidentiality and all kinds of information concerning the patient. It was seen that the most effective intervention among the students' solution proposals to ensure privacy was the necessity to make physical improvements in hospitals.

The article presents information on the study of change in beliefs as learned by Turkish mathematics teachers with Geogebra activities. The teacher held two kinds of beliefs including the child-centered view and the transmission view. In former, students are encouraged to learn through self-discovery and the other one consists of selection of procedures by students with explanation by teachers. A professional development course was used based on Geogebra to provide teachers with learning through computer-based activities.

The article presents information on the XXIInd World Congress of International Union of Architects, which was held during 2005 in Istanbul, Turkey. "Grand Bazaar of Architectures" was selected as the subject to analyze every expression involved in the shaping of our environments. The event composed of all aspects that revealed the simultaneous concerns of architects and others. The event permitted various professionals to present their views and share their achievement with the rest of the world.