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Classroom sociology is a powerful discipline that helps students develop a sense of identity, achieve success, and experience well-being while building a strong community in the classroom. Teachers who can see beneath the surface and are aware of classroom sociology create a better and more just learning environment for learners, especially in primary education. This study focuses on improving teachers' classroom sociology and social justice awareness. Researchers designed a four-week in-service classroom sociology program for primary school teachers. The program aimed to improve the teachers' awareness and behaviours in terms of classroom sociology and social justice. This applied research was conducted using an in-service program intervention with 12 primary school teacher participants. Data was collected from in-class observations, teacher ethnography notes, participant evaluations, and classroom observations. Initially, participants were more focused on academic performance and teaching routines and largely ignored the social context of the classroom. At the end of the study, teacher participants' awareness of classroom sociology and social justice increased, and both their attitudes towards their students and their teaching methods changed in a positive manner.

This study evaluated a draft curriculum designed in a preliminary study to help practitioners of EAP (English for Academic Purposes) overcome affective problems in higher education language classes. Participatory evaluation model was used to evaluate the draft curriculum practiced with six EAP practitioners in a SFL (School of Foreign Languages) at a state university in Türkiye. A sequential explanatory mixed methods approach was employed. While quantitative data were gathered via a questionnaire, qualitative data were gathered via open ended question test, semi-structured interviews, in-field notes of the curriculum practitioner and the participant observer, and self-reflections of the participants. Findings presented in line with the strengths and weaknesses of the draft curriculum demonstrated that four components of the draft curriculum (objectives, learning experiences and materials, content and assessment and evaluation processes) functioned well. In addition, the weaknesses inspired the researchers to develop the draft curriculum. The current study contributes to institutional and national policies of in-service training for EAP practitioners. Developing a curriculum that targets a common problem represents an important innovation towards standardization in training EAP practitioners and fills in a crucial gap in the field of EAP. [This article includes an extended summary in Turkish.]

The aim of this research is to investigate the effects of educational film-supported augmented reality applications in the teaching of the Solar System and Eclipses Unit of the 6th grade Science course on the academic success of the students and their motivation levels for learning science. The study group of the research consisted of 42 students attending the 6th grade in Kahramanmaras in the fall semester of the 2021-2022 academic year. In this research, quasi-experimental design was used. The participants from whom the data were collected were determined by convenient sampling method. The experimental group (N=22) of the study consisted of the learning group with educational film supported augmented reality applications, and the control group (N=20) was the group that studied with the learning method specified in the current science curriculum. The results obtained from the study revealed that there was no significant difference between the achievement test and motivation scale pre-test scores of the experimental and control groups. Another result obtained from the study is that there is a significant difference in favor of the experimental group between the achievement test and motivation scale posttest mean scores of the groups as a result of the application process.

This case study compared preservice primary school teachers' and primary school teachers' experiences with multi-grade teaching in the 2018--2019 academic year. The sample consisted of 17 fourth-year students in the department of primary school teaching education of a public university and 14 multigrade teachers from 12 schools in Turkey. The preservice teachers and multi-grade primary school teachers developed similar lesson plans and executed similar learning processes. Although the multigrade teachers claimed that they used different methods (brainstorming, drama, observation, etc.), the preservice teachers observed them mostly use Q&A and direct instruction techniques. The preservice teachers did not use multidisciplinary teaching activities but instead showed students videos and slides and designed textbook-based activities. They did not use different methods to plan a multi-grade lecture. Multi-grade teaching training offered by the faculties of education should be interdisciplinary and encourage collaboration among teachers from other branches (e.g., teacher agency). [Paper presented at the European Conference on Educational Research (Online, Sep 6-9, 2021).]

It is widely accepted that one of the most important series that sheds light on the triangle of science-technology-society is the Fringe series. This study intends to make teacher candidates analyze the Fringe in the triangle of science-technology-society and to get their views on the future technologies mentioned in the series and the dilemmas about the effects of these technologies on society. The phenomenology method, one of the qualitative research methods was used when designing the study. During the application process, the teacher candidates were shown the Fringe series and based on the science and technology applications in this series as well as the effects of these applications on society, the existing phenomena related to the subject in the context of science-technology-society were examined. Semi-structured interview questions for the Fringe developed by the researchers were used as a data collection tool. As a result of the study, it was seen that the science teacher candidates evaluated the events in the Fringe with different perspectives on the science-technology-society triangle.

The aim of this study is to examine the effect of the learning environment designed based on different approaches on the change in pre-service teachers' approach preferences and geometry achievement in geometry problems. Twenty pre-service mathematics teachers were involved in geometry lessons for 10 weeks in a learning environment designed based on Analytic Approach (AA), Synthetic Approach (SA) and Vectorial Approach (VA). There were six geometry problems in the pre-test and post-test administered before and after the implementation, respectively. The solutions of the problems in these tests were evaluated by means of a rubric. Then, two pre-service teachers with "high," "medium," and "low" achievement levels were identified based on the scores obtained from these tests and clinical interviews were conducted with them. As a result of the study, it was determined that the most preferred approach before and after the implementation was SA. However, it was determined that AA and VA, which were less preferred before the implementation, were preferred more after the implementation. In addition, the designed learning environment contributed positively to pre-service teachers' geometry achievement. It was determined that the success of the pre-service teachers in the post-test solutions increased considerably compared to the pre-test. It is thought that it is important to design other courses in the university, for example; Analytic Geometry course should be supported with SA and VA or the Algebra course should be supported with AA and VA and presented to prospective teachers in a new structure.

The Dunning-Kruger effect refers to low performing individuals' tendency to overestimate their performance. The metacognitive deficit is thought to be responsible for this inflated self-assessment observed among the low performers. The present study investigated whether the Dunning-Kruger effect occurs in college students during online distance education. A total of 41 college students enrolled in a Learning Psychology course took four online multiple-choice tests immediately following 1-hour online Learning Psychology courses. After each exam, participants estimated their grade points and also rated confidence in their grade point estimations. We performed a series of independent sample t-tests after we had grouped the students as higher and lower performers based on a median split of the actual exam grade points. The analysis demonstrated that lower performing students' deviation of self-estimated grade points from real grade points was significantly greater than higher performing students. Confidence in grade point estimation did not differ between high performers and low performers. Overall, the results indicated that lower performing students overestimated their grade points by an average of 13.5%. On the other hand, lower performing students were as confident in their grade point prediction as higher performing students.

Real-life threats are at the root of all possible threats to be encountered on the Internet. All risk headings for the Internet are situations that can be encountered in real life. Therefore, we should pay attention to the risks of the virtual world by learning to use the internet consciously, safely and effectively, and by teaching our children this, just as we make efforts to protect our children from all these dangers in real life. In this research, the role of the family in children's use of digital media, the risks and solutions according to age groups, and the effect on the development of the child are discussed.

Purpose: This study aims to develop and validate a scale to determine university students' attitudes toward assessment and evaluation in online exams. Background: Measuring students' attitudes toward online exams is crucial, especially in the context of emergency transitions to online learning and the impact of external factors such as the COVID-19 pandemic. Students' perspectives on online examination practices in higher education institutions are significant in understanding students' attitudes and perceptions of online exams for effective implementation. Method: During the developmental phase of the scale, 13 items were created and presented for expert opinion. The scale propositions are designed to question the compliance of the courses with the curricula in the online education process, the transparency of online exams, and the University's technological infrastructure for online exams. The participants in the study consist of 1095 students studying in different programs at the Vocational Schools of three foundation universities in Istanbul, and they were reached via e-mail. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. Findings: The results obtained prove that the 13-question scale is valid and reliable and is a good measurement to determine university students' attitudes to online exams. Implications for Research and Practice: Attitudes are likely determinants of academic achievement. Furthermore, utilizing e-tests positively impacts higher education students' performance and participation in online testing. Therefore, it is essential to consider students' attitudes towards online exams to increase academic success in online courses and provide better learning outcomes. Thus, scale development plays a pivotal role in advancing knowledge within specific domains of social science research, and it is integral to ensuring the quality and reliability of online exam instruments used in higher education.

Objective To determine the effect of age on recurrence and progression rates in a population of high-risk non-muscle invasive bladder cancer (NMIBC) patients treated with a second transurethral resection (TUR) and at least 1 year of maintenance Bacillus Calmette-Guerin (BCG) therapy. Materials and Methods In this multicenter study, we reviewed the data of patients treated for high-risk NMIBC between 2005 and 2012. Patients without a muscle-invasive cancer on second TUR and received induction BCG and at least one year of maintenance BCG therapy and at least 12 months of follow-up after completion of maintenance BCG were included. Effect of age was analyzed both dichotomously (

Objective Partial nephrectomy represents the gold standard surgical procedure for the treatment of small renal cortical tumors. Tumor resection may be performed with the following techniques: on-clamp (warm or cold ischemia) and off-clamp (zero-ischemia). We aimed to share our experience with these two techniques and compare treatment outcomes in the present study. Materials and Methods Patients who have undergone open partial nephrectomy for clinical stage I renal cell carcinoma in our department between 2008 and 2012 were enrolled. Group 1 comprised patients with off-clamp technique and group 2 with on-clamp technique. Demographic data, length of operation, length of hospitalization, preoperative estimated glomerular filtration rate (eGFR) and postoperative eGFR on the last visit, complications and requirement of additional procedures, pathologic stage, and surgical margin status were compared between the groups retrospectively. Results A total of 73 patients, 40 in group 1 and 33 in group 2, were included in the study. Mean age, rate of comorbidities, R.E.N.A.L. nephrometry scores, preoperative eGFR, length of operation, length of hospitalization, complications, surgical margin status and additional procedure requirement did not differ significantly between the groups. Transfusion requirement was higher in group 1, however, it did not reach statistical significance (0.7±1.2 U vs. 0.2±0.5 U, p=0.066). After a median follow-up of 27 months for group 1 and 33 months for group 2, postoperative eGFR values were also similar (72.6±31.0 ml/min/1.73 m2 vs. 78.3±22.3 ml/min/1.73 m2, p=0.651). Conclusion Both surgical techniques, on-clamp and off-clamp partial nephrectomy, can be performed according to the surgeons’ preferences safely with similar outcomes.

Very few teacher education models have integrated theory and practice on a context basis and used formative assessment in teachers' personal and professional development. Two are the Clinical Teacher Education Model and the Realistic Teacher Education Model based on reflection. These models prepare teacher candidates (TCs) for their profession as early as possible and most effectively by integrating their professional knowledge, skills, attitudes, and values with personality traits. In Turkey, what needs to be done for teacher education is a meta-philosophical mentality change, and this study aims to lay its foundations. Inspired by these two models, this theoretical study proposes a new and unique teacher education model based on reflection and teaching competencies considering the structure and resources of the Turkish teacher education system. In this model, TCs continue their professional development in a learning community where they internalize the determined competencies in a spiral structure every year, systematically reflect on every phase of the process and obtain regular feedback from their peers, advisors, and teachers from practice schools. This study explains the theoretical background and justifications of the model incorporating theory and practice in a four-year-teacher education, and concrete, practical examples are presented.

Juvenile hyaline fibromatosis (JHF) is a rare hereditary disease with an autosomal recessive transmission. JHF is characterized by papulonodular skin lesions, osteolytic bone lesions, flexural joint contractures, and gingival hyperplasia and usually diagnosed in infancy or early childhood. JHF is thought to be a disorder of collagen metabolism and characterized by homogenous amorphous eosinophilic material and fibrous tissue. We report the case of a 14-year-old male child with multiple papulonodular skin lesions, progressive flexion contractures of joints, and severe gingival hyperplasia, with a 10-year follow-up. Although the lesions were totally removed thrice during the last 10 years, they recurred rigorously.

The present study aims to examine the mathematical language use of primary prospective teachers through the mathematical texts they write. Forty-seven 3rd-year prospective teachers studying in the Department of Mathematics Education at a university participated in the study. The prospective teachers were asked to solve 4 open-ended mathematics problems, in which 3 of them were taken from the Programme for International Student Assessment (PISA) 2012. The data were analyzed through the content analysis method. The main findings of the study illustrate that the language used by the prospective teachers in the mathematical texts they have written were incomplete or incorrect in logical connective use, equal, congruent, approximate symbols, time measurement expressions, rational numbers, abbreviation, division algorithm, ratio-proportion representation and the presentation of solutions. The errors and ambiguity in participants' proportion.

The impact of Candida sp. in the development of oral cancer remains uncertain and requires sensitive analytical approaches for clarification. Given the invasive capabilities of these microorganisms in penetrating and invading host tissues through hyphal invasion, this study sought to detect the presence of five Candida sp. in oral biopsy tissue samples from non-smoker patients. Samples were obtained from patients at varying stages of oral carcinogenesis, including dysplasia, carcinoma in situ, OSCC, and histologically benign lesions, and analyzed using Real-Time PCR. Oral tissue samples from 80 patients (46 males and 34 females) were included. Significantly higher C. albicans presence was detected in the mild/moderate dysplasia group compared to the healthy (p = 0.001), carcinoma in situ (p = 0.031) and OSCC groups (p = 0.000). Similarly, C. tropicalis carriage was higher in tissues with mild/moderate dysplasia compared to healthy (p = 0.004) and carcinoma in situ (p = 0.019). Our results showed a significant increase in the presence of C. albicans and C. tropicalis within the mild/moderate dysplasia group compared to other cohorts. Coexistence of these two microorganisms was observed, suggesting a potential transition from a commensal state to an opportunistic pathogen, which could be particularly linked to the onset of oral neoplasia.