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Background: Pre-college engineering education reform documents aim to help students develop engineering literacy. Helping students develop sophisticated epistemological views about engineering makes a significant contribution toward developing engineering-literate citizenry. Despite these widely recognized benefits, research on students' and teachers' epistemological views about engineering, commonly termed nature of engineering (NOE) views, has remained stagnant due to the absence of an open-ended questionnaire whose collected evidence of validity indicates its appropriateness for assessing students' and teachers' NOE understanding. Purpose: The purpose of this study is threefold: (a) describing the development of a new open-ended instrument, the Views of Nature of Engineering Questionnaire version B (VNOE-B), (b) providing evidence in support of the VNOE-B validity and reliability, and (c) discussing the implications of the newly developed instrument for future research. Design/Method: We aimed to provide evidence for the content and face validity of the VNOE-B by seeking input from a panel of science/engineering educators. Evidence for the construct validity was determined by analyzing the open-ended questionnaire and semistructured interview responses provided by pre-service and in-service teachers (considered novices in this field) and experts (engineers and engineering educators). Results: Our findings indicate that the VNOE-B is consistently successful in differentiating between experts' and novices' NOE views. All engineering experts held sophisticated NOE views across all NOE views under study, whereas most novices held partially informed or uninformed NOE views. Conclusion: Evidence of validity supports the appropriateness of the VNOE-B as an open-ended instrument for assessing adults' NOE views. Its application may guide teacher educators in determining the efficacy of teacher professional development in meeting the aim of improving in-service teachers' NOE understanding. Additionally, VNOE-B may potentially inform the success of pre-service teacher training.

Abdominal pseudocyst is a rare complication developing after ventriculoperitoneal shunt treatment. It is more commonly seen particularly in children. The underlying pathogenesis may be associated with repeat revisions or infections. Morphologically, it has no complete cyst wall, presenting only with a pseudocapsule among the intestinal loops, around the lower shunt tip. The principal problem appears to be the reduced peritoneal absorption capacity. The treatment is complicated and difficult. In this report, we present an 8-year-old abdominal pseudocyst case with a history of many shunt revisions.

The purpose of the present study was to evaluate the English Preparatory School Language Program in a Turkish state university. Specifically, the perceptions of students and instructors for Stuffleabeam's Context Input Process Product (CIPP) model were investigated and the motivational beliefs of students for learning were examined. To meet these objectives, Stufflebeam's (1971) CIPP evaluation model was used to find out the perceptions of the two groups of participants about the current program as well as the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich et al., (1993) was administered to the students to discover their motivational beliefs for learning. The quantitative data were obtained through questionnaires administered to 54 students and 33 instructors and the qualitative data were gathered via semi-structured interviews carried out with 10 students and 5 instructors. The findings of the study revealed that although the participants were content with materials, assessment, and the teaching methods, there was a need to develop speaking and listening skills. Additionally, among the motivational beliefs of the students, control beliefs, task value, and intrinsic goal orientation were perceived to be crucial for the students. Finally, the perceptions of the students and instructors reported some strengths and weaknesses that need to be addressed in the program.

Problem-solving and posing are skills at the center of mathematics education and mathematical thinking. However, little is still known about the affective aspects of problem-posing. This study aimed to determine the level of prospective elementary mathematics teachers' problem-posing self-efficacy beliefs and to compare their beliefs according to the variables of gender, grade, and academic achievement levels. This study was carried out by survey method. Descriptive and causal-comparative survey research design was used in this study. The study group consisted of 130 prospective teachers studying at the Elementary Mathematics Education department in a state university, located in the Eastern Anatolia Region of Turkey. Problem-Posing Self-Efficacy Beliefs Scale was used as a data collection tool. In data analysis, descriptive statistics, the independent samples t-test, and one-way analysis of variance were used. Findings of the study indicated that levels of the prospective teachers' PP self-efficacy beliefs were high. It was found in the present study that the problem-posing self-efficacy beliefs of the prospective teachers did not differ significantly with regard to gender. Furthermore, a statistically significant difference was found between the prospective teachers' problem-posing self-efficacy beliefs in terms of their grade and academic achievement. In the light of the research results, suggestions were presented.

Changes and developments that take place in technology also cause changes in education and learning. In defining the sufficiency, appropriacy and sustainability of new student services, knowing about the student satisfaction levels carry an imporant role. For this purpose, this study aimed to find about the student satisfaction level regarding the education services provided for Mathematics I class in the Open Education system at Anadolu University, Turkiye. In this study, student satisfaction levels regarding the learning materials such as printed Mathematics I course book, e-book, e-seminars, e-exam, e-learning, face-to-face learning, all of which are presented to the students for Mathematics I class are examined. In order to determine the student satisfaction level regarding the education services provided for Mathematics I class in the Open Education system; a questionnaire was given to the Mathematics class students who take the class in six different cities. Based on the data gathered, the highest satisfaction level of the students is face-to-face learning whereas the lowest one is the television programmes.

In this study, it was aimed to examine 9th grade students' multiple representation translate skills in algebra learning area and the relationship between these representations translate skills. The study employs survey design. Selected through purposive sampling method, 637 ninth grade students in a socio-economically medium level province in Turkey participated to the study. Within the scope of the study, Multiple Representation Translating Measurement Tool (MRTMT) including four factors (verbal- graph- algebraic- table) was developed and data were collected through this instrument. The validity and reliability of the scale was tested with Rasch analysis and confirmatory factor analysis (CFA). Cronbach Alpha value was calculated as 0.88. The findings show that students' skills of translating between representations level is low. In addition, students were most successful in expressing the situation with other representations when the table representation was given, but had difficulty in translating it to other representations when given an algebraic representation. Furthermore, it is found out that there is a significant relationship between students' translating skills to verbal- graph- algebraic- table representations. Accordingly, it can be suggested that each representation should be used in an interrelated and holistic way in algebra teaching.

Many factors affect providing high-quality English education and rendering it sustainable. One of these factors is undoubtedly ensuring the professional development of the English language instructors. An important way to guarantee professional development is through needs analysis. Needs analysis is of utmost significance in determining the professional skills that English preparatory instructors require to develop and taking the necessary steps. In this regard, the aim of the study is to determine the professional skills that these instructors need to develop in higher education. Qualitative research method was used in the research to unearth the opinions, thoughts, views and feelings of instructors on professional skills to be improved. Since the research covered only one unit of a higher education institution, a holistic single case design was preferred. Participants included English preparatory school instructors, administrators, students, and senior members of the Faculty of Education. Convenience and criterion sampling techniques were used in the selection of the participants. In the study in which interview technique was used, an interview form was implemented in order to ascertain the professional skills. The data collection process was carried out over the course of eight weeks. Descriptive analysis and content analysis techniques were used in data analysis. While the opinions of the English preparatory school stakeholders were shared via verbatim quotation technique during the descriptive analysis process, the professional skills that English preparatory instructors require to improve were determined via the content analysis of the participants' relevant opinions. As a result of the research, professional skills that these instructors need to enhance were identified.

The aim of this study is to explore the impact of digital storytelling (DST) on the academic achievement and democratic attitude of 4th-grade primary school students and to reveal their experiences in the DST process. The study was conducted with a mixed-method approach. The quantitative part of the study adopted a pretest and posttest quasi-experimental design with 30 students. In the qualitative part of the study, two focus group interviews were carried out with 15 students in the experimental group. The quantitative data was collected through an academic achievement test and a democratic attitude scale. The qualitative data was obtained through two focus group interviews. Descriptive analysis, t-test, and qualitative content analysis were used for evaluating data. Results revealed that the students in the experimental group performed significantly better than the students in the control group in terms of academic achievement and democratic attitude. Focus group interviews highlighted that DST is effective in promoting constructivist learning and lack of experience is the biggest problem in the DST process.

The aim of this study was to develop a rubric as a measurement tool for experiential educators and with this purpose, we investigated a group of the participants on it. Assessing whether the experiential training process follows all four steps of the experiential learning cycle and determining correct or incorrect applications of the experiential learning theory will be functional to improve the quality of the implementation of the theory. The Rubric for Experiential Training has two main components. One of these components is the concept of Learning Spaces and the other is the concept of Educator Role Profiles. A phenomenological research design was chosen for this study to investigate the experiences of participants with the rubric. The participants of the study were 8 volunteers who took part in a training of trainers at the Experiential Training Center in Istanbul, Turkey. Data of the study was obtained through a focus group interview and analyzed through content analysis and interpreted holistically. According to the views of participants, The Rubric for Experiential Training has important functions such as increasing the level of awareness of planning and implementation processes of experiential training and enabling to receive feedback on the quality of the implementations.

The aim of this study was to determine the effects of 3D (3-dimensional) printing activities on pre-service teachers' self-efficacy in technological pedagogical content knowledge (TPCK) and their views of 3D printing activities. The study sample consisted of 39 students of science education, classroom teaching and preschool teaching departments of the faculty of education. An exploratory sequential mixed method design was used. In the quantitative part, a one group pre-test post-test design was used, and data were analysed using statistical methods. In the qualitative part, phenomenology was used, and data were analysed using content analysis. Results showed that 3D printing activities improved participants' self-efficacy in TPCK. Participants stated that 3D printers helped them develop skills in many areas and that 3D printer teaching materials contributed to both learning and teaching. The majority of participants had positive views on the effect of 3D objects on learning. They stated that 3D objects turned abstract concepts into concrete visual representations, facilitated learning, made lessons enjoyable, provided learning retention, encouraged them to learn more about their fields, increased their interest, and helped them develop creative thinking and design skills, and thus, create different content-specific educational materials.

This paper aims to examine and assess the questions included in the "Turkish Common Exam" for sixth graders held in the first semester of 2018 which is one of the common exams carried out by The Measurement and Evaluation Centers, in terms of question structure, quality and taxonomic value. To this end, the test questions were examined by three specialists with expertise in different fields in terms of structure, content, and taxonomic values. The test questions were then rated by raters with expertise in different fields according to the criteria set by the researchers. Hence, the study employed the descriptive survey model. The data obtained from the assessment of the questions were analyzed using the Many Facet Rasch Model (MFRM). According to the findings, of the 20 questions included in the exam, 5 (five) are in the category of "Remembering", 12 (twelve) in the category of "Understanding", 2 (two) in the category of "Analyzing" and 1 (one) in the category of "Evaluating." Accordingly, the number of questions that measure higher-order thinking skills was lower than the number of lower-level questions. In addition, the study contained three facets: raters, tasks (items), and criteria. There were no differences among the raters (a Turkish Education Specialist, a Program Development Specialist, and a Testing and Assessment Specialist) in terms of severity and leniency: all the raters were in agreement. Finally, in this study, the questions met the criteria measuring the structural features, while they failed to meet the criteria measuring the quality and clarity.

The aim of this study is to examine lifelong learning tendencies of school administrators and teachers and their innovative and entrepreneurial behavior levels in accordance with many variables (gender, task type, and branch) and to determine the relationship between the lifelong learning tendencies of administrators and teachers, and their innovative and entrepreneurial behavior levels. The study is a quantitative one and performed by means of a correlational research design model. The sample of the study is composed of 608 school administrators and teachers who work in Sakarya province during the 2017-2018 school year and voluntarily participate in the study. The research data were obtained through "Lifelong Learning Tendency Scale" developed by Gür Erdogan and Arsal (2016) and adapted to Turkish by Çaliskan, Akkoç and Turunç (2011), "Innovative Behavior Scale" developed by Scott and Bruce (1994) and "Entrepreneurial Behavior Scale" developed by Zampetakis (2009). As a result of the research, it is revealed that there is a significant, positive, and moderate relation between lifelong learning tendencies of school administrators and teachers, and their innovative behavior and entrepreneurial behavior levels. In this sense, in-service trainings, applied activities, project studies for entrepreneurial and innovative behavioral skills that support lifelong learning skills of school administrators and teachers can be carried out and the effectiveness of the programs prepared in this direction can be evaluated.

This study aims to determine the self-handicapping levels of sports management department students. Furthermore, the study endeavors analyzing the sports management students' self-handicapping level by gender, grade, grade point average, and exercise status. The study group analyzed with the survey method comprise 158 students enrolled in the Faculty of Sports Science for Sport Management Department at Erciyes University, Kayseri/Turkey during the 2018-2019 academic year. The study utilizes "Self-Handicapping Scale" developed by Jones and Rhodewalt (1982) and adapted to Turkish by Akin, Abaci and Akin (2010) as the data collection tool. The SPSS program was used for data analysis. The results indicate that the sports management students' self-handicapping level in the study group was "moderate". Moreover, the self-handicapping levels of the sports management students in the study group did not differ significantly by gender, grade, age and exercise status (p > 0.05). However, it was discovered that self-handicapping levels significantly differ by grade point average (p < 0.05).