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A healthy and comfortable indoor environment is the most basic requirement of human beings. The importance of indoor air quality has been increasing day to day. Although ventilation systems have an essential role in improving indoor air quality, it is inevitable to clean the particulates, microorganisms and pollutant gases in the outside fresh air before being transferred to the indoor environment. Electrostatic precipitators are commonly used for collecting particles mostly in industrial plants. This paper presents a review of electrostatic filtration technology. In this study, theoretical and technical developments of electrostatic precipitators, design parameters that effect filtering performance, advantages, challenges, and limitations are discussed.

COVID-19 pandemic showed once again the need for quality in online education all over the world. The aim of this research is to solicit how to improve the quality of online education from online education program directors' perspectives. The research was designed as a qualitative case study. Eight participants who were responsible for directing, managing, supervising and organizing online education programs participated to this study. The data were collected through interviews and were analyzed through content analysis. Eight dimensions were found to improve the quality of online education. These dimensions were focusing on students' needs; focusing on change in education; focusing on system as a whole; focusing on leadership; focusing on continuous improvement of online education; focusing on integrating learning and teaching theories into online education; focusing on research about online education; and focusing on quality of instructors.

The purpose of this research is to examine the impact of activities based on scientific process skills on problem-solving skills of 4th grade students in science lessons. In the study a non-equivalent control group pre-test and post-test design type of quasi-experimental method was used. The research study group was composed of 30 students with 15 each in the experimental study group and control group. In the experimental and control groups, for scientific process skills, the "Scientific Process Skills Test (SPS)",and for problem-solving skills, the "Problem Solving Inventory for Children at Elementary Education Level (PSIC)" were used as pre-test and post-tests. Activities including scientific process skills in the experimental group were applied for 8 weeks and 16 lesson hours, while no intervention was made to the control group. In the data analysis process, the Mann-Whitney U test and Wilcoxon Signed-Rank test were used. According to the data obtained from the research, it was observed that there was a significant difference in the post-test scores in the Scientific Process Skills Test (SPST) and the Problem-Solving Inventory for Children (PSIC) of the students in the experimental group compared to the students in the control group. According to these findings, it can be stated that activities including scientific process skills develop problem-solving skills of students in primary science education.

This research aimed to explore the effect of problem-based STEM activities on middle school students' perceptions related to problem-solving skills and their critical thinking tendencies. The sample consisted of 81 students. A mixed method was employed in the research. The quantitative data collection tools were the "Critical Thinking Tendency Scale" and "The Perception Scale for Problem Solving Skill." The qualitative tools were a Semi-structured Interview Form and Experience diaries developed by the researcher considering the quantitative scales. While the quantitative data, obtained in the research, were analyzed with one-way ANOVA, the statistical method; and the qualitative data were analyzed with the content analysis. At the end of the research, a significant difference was detected in favor of experimental groups in the students' perceptions of their problem-solving skills and critical thinking tendencies. On the other hand, in the qualitative results, it was reported that the problem-based STEM education created a positive effect as cognitive maturity and innovativeness in the students' feelings, thought, and behaviors. It was concluded that the students used the inter-disciplinary knowledge with the problem-based STEM activities; found the problem solving, understanding the problem and working with their friends favorably. According to these results, it can be claimed that STEM education is highly effective in developing the skills that are expected from individuals in the 21st century such as problem-solving, critical thinking, and social interaction.

The aim of this research is to develop a Mathematical Creativity SelfEfficacy Perception Scale for Pre-Service Mathematics Teachers. In the research, the exploratory sequential mixed method in which the qualitative and quantitative procedures are used, respectively, is preferred. The 5-point Likert type measurement tool consists of fluency, flexibility, and originality factors. A structure consisting of 27 items and explaining the 64.028% of the total variance was obtained due to the exploratory factor analysis (EFA). The 3-factor structure obtained through EFA was validated using confirmatory factor analysis (CFA). In addition, it was determined that the convergent, discriminant, and nomological validity are provided. The reliability analysis of the measurement tool resulted acceptably. The research concluded that the Mathematical Creativity Self-Efficacy Perception Scale for Pre-Service Mathematics Teachers is valid, reliable, and useful for pre-service mathematics teachers.

Posing mathematical literacy problems is one of the challenging issues in literacy studies. The present study focused on how to develop the ability to pose mathematical literacy problems. Within the context of the training given to middle school mathematics teachers on how to pose mathematical literacy problems, literacy problems were introduced. Each of the problems was discussed and evaluated regarding the structural characteristics and differences from the routine problems. Respectively, the steps of (i) completing an incomplete problem with a context as a mathematical literacy problem; (ii) evaluating the problems in the textbooks in terms of realistic problems and converting them into mathematical literacy problems; and (iii) conducting exercises for writing original mathematical literacy problems. It was concluded that teachers were more successful in creating contexts, that they tended to write operation-oriented problems, that they often used sentences ending with the words "please calculate" and "find" by being influenced by the traditional word-problem sentences contained in the textbooks, and that they had more difficulty in developing problems which should bring forward a mathematical suggestion than other problem types.

The aim of this study is to determine the perceptions of primary school teachers related to the implementation levels of differentiated instruction, and to investigate these perceptions in terms of participating in in-service training for this approach, presence of students with different characteristic, graduated faculty, and gender. In the study, survey method as one of the quantitative research designs was employed. The study group of the research was composed of 703 primary school teachers selected by random sampling. The study data were gathered with "Differentiated Instruction Scale" developed by the researchers. The data gathered were subjected to descriptive and inferential statistics using the SPSS 18 software. As a result of the research, it was determined that the perceptions of primary school teachers related to the implementation of differentiated instruction were high. In addition, these perceptions of primary school teachers who participated in differentiated instruction training were significantly higher than those who did not, primary school teachers graduated from education faculties compared to those who graduated from other faculties, and female primary school teachers compared to men had higher perceptions of differentiated instruction. It was concluded that the perceptions of primary school teachers did not change significantly related to the presence of students with different characteristics in the classrooms. It is suggested that new studies should be carried out using the scale developed in this study and in-service training for differentiated instruction should be provided for teachers. [This article includes an extended summary in Turkish.]

In the research, the effect of engineering design-based STEM activities on the school belonging to seventh-grade refugee students was examined. A mixed-method was used in the research. The research sample consists of 32 Syrian refugee students studying in the 7th grade in the fall semester of the 2019-2020 academic year. The study lasted for ten weeks, with two lessons per week. In addition, the "School Attachment Scale for Children and Adolescents" was used as a quantitative data collection tool. On the other hand, qualitative data collection tools were used as "STEM Education Reflective Diary Form, STEM Education Interview Form, and Teacher Interview Form," which were prepared based on quantitative scale items. Statistical methods were used to analyze the quantitative data obtained in the research, and content analysis was used in the qualitative data analysis. The quantitative data showed a significant difference between the pre-test and post-test scores. As a result, It was concluded that the engineering design-based STEM activities carried out contributed positively to the individual and social development of Syrian refugee students; their positive attitudes towards the lesson and the teacher impacted their sense of belonging to the school.

The purpose of the current study is to investigate the effect of error-based activities on the reflective thinking processes of pre-service elementary education mathematics teachers. To this end, qualitative research method was employed. The current study was carried out with the participation of six pre-service elementary education mathematics teachers attending a university in Turkey in the spring term of the 2017-2018 academic year. In order to collect the data in the study, the participating pre-service teachers were asked to write diaries and face-to-face interviews were conducted with them. The collected data were analyzed by coding them on the basis of the pre-service teachers' responses to the questions asked to them in line with the pre-determined conceptual framework. The obtained data have revealed that the error-based activities had positive effects on the pre-service teachers' thinking processes. In addition to this, the pre-service teachers' reflective thinking processes positively changed over the week.

Interdisciplinary STEM education is a particular pedagogical methodology in which learners learn the association and connection of the knowledge of science and mathematics through particular technological engineering. To achieve this, specific interdisciplinary STEM-based educational curricula should be developed, and teachers should be qualified appropriately before any implementation process. Therefore, the aims of the research are both to (a) reveal the effect of the STEM workshop on science teachers' awareness of the relationship between science and other disciplines and to (b) examine its transferring contribution to their lesson planning approach. The case study method was used to get the essential data of research with 40 science teachers. The data were gathered via the Questionnaire for Interdisciplinary Association of Science, the lesson plans, and semi-structured interviews. As a result of the research, less variation is found in disciplines associated with science such as mathematics, technology-design, social studies, engineering, visual arts, Turkish languages, and music, etc. compared to data tools that they applied before and after workshop sessions. Besides, the post-applied data tool results revealed that the participants provided more comprehensive explanations regarding the direction of the interdisciplinary association, which suggests a better understanding of the relationship of science with other disciplines in the latter case. In addition, it was determined that most of the teachers designed their lesson plans based on an interdisciplinary approach and used the Engineering Design Process (EDP) as a teaching method to create the learning environment.

Accreditation is an instrument of academic quality, transparency, efficiency and accountability at every step of educational systems. However, usually very few benefits of accreditation are listed when talking about educational context. The purpose of this study is to emphasize the benefits that accreditation processes in such sectors as health, management and business provide and adapt them to the context of educational organizations since these sectors have a longer historical background in quality assurance concerns and are more experienced than education. A sampling frame was established and the benefits of accreditation processes stressed in some articles, a guide book and a book from management, business and health sectors were investigated. Inductive document analysis was used and several themes and sub themes have emerged. Findings showed benefits for service recipients (clients/costumers), benefits for personnel, organizational benefits, inter-organizational benefits, benefits for the field/discipline, national and international benefits. They show that great effort should be put by all higher education institutions towards establishing notably reliable, acceptable and quality educational practices and outcomes by attaining accreditation.

The aim of this study is to evaluate the teaching practice course according to the views of the teaching staff, practice teachers and physical education teacher candidates who took the teaching practice course. As the program evaluation model, Stufflebeam's Context, Input, Process and Product Evaluation Model (CIPP) was used. Mixed research method, in which quantitative and qualitative research methods are used together, was used in the research. The quantitative data collection group of the research consists of physical education teacher candidates (n:63) who took the Teaching Practice course at Hatay Mustafa Kemal University Physical Education and Sports School in the 2021-2022 academic year. The qualitative data consisted of 7 instructors and 7 practice teachers who provided consultancy to the pre-service teachers participating in the study. The data collection tools of the research are the Teaching Practice Evaluation Questionnaire and Semi-Structured Interview Form developed by Aslan and Saglam (2017). In the study, data were collected in two stages: In the first stage, quantitative data were collected and in the second stage, semi-structured interviews were conducted to explain the quantitative data in more detail. The SPSS package program was used in the analysis of the quantitative data obtained in the study, and the mean and standard deviation values for each item were included. In the analysis of qualitative data, descriptive analysis technique was used. As a result of the study, while there were some failing points in the context, input and process dimensions, the findings obtained in the product dimension indicated that the physical education teacher candidates considered the teaching practice to be effective at a sufficient level. When the data obtained from the interviews were examined, it was observed that all three stakeholders of the course made the same or similar statements on some issues, and while it was observed that their views were compatible with each other, the statements of the stakeholders were different from each other in some items. Depending on the results, suggestions can be made such as providing the necessary conditions in the practice schools, providing the necessary materials to the teacher candidates in order for the teaching practice to be efficient, and regularly giving the two-hour seminar courses given at the school by the practice instructors.

In this study, it is aimed to investigate the effect of the Context-based Instruction Applications, prepared using verbal problems with real-life content and scenarios, on the level of pre-service teachers' learning areas of "heat and temperature" and "movement and force" and their level of creating contexts in daily life. The effect of the Context-based Instruction Applications the pre-service science teachers' level of associating science subjects and concepts with daily life was investigated. The research, which was conducted based on the single group pre-test and post-test experimental pattern, was carried out with 30 pre-service science teachers and data were collected with open-ended questionnaires prepared related to the use of learning areas in real life. At the end of the research, an increase was determined in the pre-service teachers' levels of associating the learning fields with daily life, that is, creating contexts between concepts and daily life. In addition, after the applications, it was observed that the pre-service teachers made associations more detailed and with different real-world application areas in real life.

Graduate students are faced with some difficulties in determining statistical methods to be used in their assignments and researches and this leads to anxiety in them. In this study, it was aimed to examine the relationships between statistical anxiety and metacognitive awareness levels of graduate students studying in the field of mathematics education and to compare these levels in terms of some variables. The research study group consists of 101 students studying at the master's and doctorate levels in the department of mathematics education and participated in the research voluntarily. As a data collection tool in the research, Statistical Anxiety Scale (SAS) and Metacognitive Awareness Scale (MCAS) were used. In the analysis of the data, descriptive statistics, ttest, ANOVA and Correlation Coefficient were used. According to the research results, it was determined that there is a negative and moderately significant relationship between statistical anxiety and metacognitive awareness levels of graduate students studying in the field of mathematics education. As a result of the analyzes, it was observed that the statistical anxiety and metacognitive awareness of the students were high, the statistical anxiety and metacognitive awareness levels differed statistically according to the variables of graduate education level and stage of graduate education, but did not differ significantly according to the variables of gender and taking statistics course.

The purpose of the present study was to adapt COVID-19 Induced Anxiety Scale (CIAS) and Protective Behaviors towards COVID-19 Scale (PBCS) into Turkish language, and to investigate their psychometric properties. 593 adults participated in the study. Data were collected through CIAS and PBCS as well as The Fear of COVID-19 Scale (FCS). Cronbach alpha ([alpha]) and McDonald's Omega ([omega]) coefficients were utilized for reliability of the Turkish forms of the scales, and validity of the scales was tested with exploratory factor analysis, confirmatory factor analysis and criterion validity. The analysis showed that [alpha] and [omega] reliability coefficients of both scales were over 0.70. The results of exploratory and confirmatory factor analyses revealed that CIAS had a single factor structure while PBCS had three dimensions as indicated in original forms of the scales. Significant and positive relationships were also found between the scores obtained from CIAS and PBCS and fear scores. To conclude, Turkish forms of CIAS and PBCS were proved to be valid and reliable tools to measure severity of COVID-19 induced anxiety through CIAS and individuals' protective behaviors towards COVID-19 through PBCS.

When COVID-19 pandemic started, schools in Turkey, as in many parts of the world, were closed and then emergency remote teaching started. The purpose of this study is to explain the roles and responsibilities of school administrators related to emergency remote teaching after schools were closed. In order to reveal the purpose above, this research was carried out in qualitative research design. 105 school administrators from different regions of Turkey and different school levels participated in the study. The data were collected through a Google Drive form with open-ended questions. The collected data were analyzed with content and descriptive analyses. The findings showed that the roles and responsibilities of the school administrators regarding emergency remote teaching included planning the process, starting online classes, opening different social media accounts, managing the online program, solving the adaptation problems of students and teachers, monitoring the actions taken and motivating teachers, students, parents' communication and finally it has been seen that they are in the act of transition to and maintaining digital management. During the COVID-19 pandemic, school administrators have mostly done "communication". There were also changes in the communication styles of school administrators and social media tools were used effectively. The intensive use of technology in this period has caused changes in management processes and managers have mostly talked about digital management and the exhausting aspects of digital management are expressed as well as the facilitating ones. Since emergency remote teaching is not a common case in the K-12 Turkish education system, we hope the results of this study will contribute to a better understanding of the roles and responsibilities of school administrators during such emergency periods.

Ahmet Altun,1 Gulengul Altun,2 Osman Okan Olcaysu,3 Sevda Aydin Kurna,1 Suat Fazil Aki11Clinic of Ophthalmology, Fatih Sultan Mehmet Education and Research Hospital, Istanbul, Turkey; 2Department of Pediatrics, Yeditepe University, Istanbul, Turkey; 3Clinic of Ophthalmology, Erzurum Region Education and Research Hospital, Erzurum, TurkeyAbstract: A 14 year-old female, whose chief complaint was severe vision loss in the right eye for 2 days, presented to the Clinic of Ophthalmology of Fatih Sultan Mehmet Education and Research Hospital. The patient had been attending follow-up visits for 4 years, following a diagnosis of fibromuscular dysplasia by the Clinic of Pediatrics. The patient underwent a complete ophthalmologic, angiographic, hematologic, and systemic evaluation. Fundus fluorescein angiography was performed immediately, because of the cherry-red spot sign in the macula of the right eye. Fundus fluorescein angiography revealed evidence of marked stasis of the retinal arterial circulation in the right eye. Best corrected visual acuity was 20/400 in the right eye and 20/20 in the left eye.Keywords: retina, artery, occlusion, fibromuscular, dysplasia

Empowering teachers as instructional designers strengthen the link between theory and good practice. The purpose of the research is to explore two teachers' experiences about a professional development (PD) program. The PD includes a one academic year program with the aim of developing teachers' instructional design knowledge and skills using Understanding by Design model as reference. Teachers' instructional designs improved in terms of UbD design principles, and they reported change in their attitudes and teaching practices after the fourth cycle. Continuous discipline-specific feedback and trust bond based on prolonged communication underlined as major elements of PD that facilitated teacher change.