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Preservice teachers' self-regulation skills are key to being role models to their students in gaining this affective skill. The study aims to develop a structural equation model (SEM) that shows the relationship between preservice science teachers' perceived role modeling and self-regulation skills. This study has been conducted using the predictive correlational design, a quantitative research method. The sample of the study consists of 242 volunteer preservice science teachers from two state universities in Türkiye. Data were collected using the Perceived Role Models Scale and the Self-Regulation Scale for Science. The study used the SEM's model development strategy to determine whether a relationship exists between preservice science teachers' perceptions of role modeling and their self-regulation levels regarding science and whether the relationship if any is significant or not. As a result, a model was developed that shows preservice science teachers' perceived role modeling to predict their self-regulation skills in science significantly. This result shows role modeling to be important in developing preservice teachers' self-regulation skills. Therefore, we have concluded that self-regulation is an ongoing process at early ages and adulthood.

We investigated the factors associated with subjective temporal distance of pandemic-related events in a sample of healthcare workers. A total of 257 healthcare workers were asked to recall two COVID-19 pandemic-related events that impacted them the most at the beginning of the pandemic (April--May 2020), and rated event centrality, phenomenological characteristics, subjective temporal distance, and visual perspective (field vs. observer) for each reported event. Results showed a negative relationship between subjective temporal distance and event centrality only for memories remembered from the field perspective (field memories), but not those remembered from the observer perspective (observer memories). Furthermore, event centrality enhanced recollection of sensory and perceptual details, which, in turn, resulted in memories being felt temporally closer to people. However, only field memories, not observer memories, revealed this pattern, showing that recollective experience shaped by visual perspective mediates the relationship between event centrality and subjective temporal distance.

The aim of this study was to describe the design process of an educational board game, the Planet-Dart. This board game design is based on the science curriculum and aims to enhance middle school students' basic concepts about solar system. The purpose of developing this educational game was to provide an entertaining way for learning science. A pre-service art teacher designed the game with the support of two pre-service science teachers. The pilot study was conducted with two middle school students, and with the feedback based on the pilot study the pre-service art teacher made modifications to the game. Then, the main implementation of the game was conducted in a real-classroom environment with 60 middle school students by one pre-service science teacher and two science teachers. The qualitative results revealed that this game was an enjoyable and effective learning tool to play among middle school students. In addition, the pre- and in-service science teachers emphasized that there was an entertaining learning environment during the play. Based on these findings, the developed educational board game could enhance students' learning outcomes and entertainment.

The purpose of this study is to compare the use of elaborated and metacognitive feedback strategies in interactive instructional videos in terms of undergraduate students' engagement and metacognitive awareness levels. This study also aims to investigate undergraduate students' evaluations of elaborated and metacognitive feedback in these instructional videos based on qualitative data. This study used a basic randomized post-test-only experimental design comparing two treatments supported by qualitative data. The participants were 52 preservice teachers who registered for an undergraduate educational technology course offered by a faculty of education. They were randomly assigned to the metacognitive and the elaborated feedback groups. The data were collected with the Short Form of the User Engagement Scale and the Metacognitive Awareness Inventory. In addition, qualitative data were collected through interviews and used to examine students' evaluations of the elaborated and metacognitive feedback used in the interactive instructional videos. The results showed that there was no statistically significant difference between the two types of feedback in terms of students' engagement and metacognitive awareness levels. The qualitative findings indicated that while the two types of feedback did not provide a significant superiority over each other, students viewed the two types of feedback as serving different purposes. Our findings suggest that customizing the type of feedback based on students' answers and subject mastery level, or a thoughtful integration of both types of feedback, could enhance the learning experience in interactive instructional videos.

The aim of this research is to determine the effect of curriculum literacy levels of primary school English teachers on the official and functional curriculum practices. In line with this purpose, an explanatory sequential design was used and qualitative data supplemented quantitative insights. The study was carried out in various primary schools on the European Side of Istanbul in the second semester of the 2021-2022 academic year. The participants of the study consisted of 98 English teachers for the quantitative part. For the qualitative part, six teachers were selected by the maximum variation sampling method. The quantitative data of the study were collected with the Curriculum Literacy Scale. Standard deviation, mean and independent groups t-test were used in the analysis of quantitative data. Qualitative data were analysed using the descriptive analysis method through the In-Class Program Compatibility Observation Form. In the analysis of the data, a classification was made for the cognitive process and the knowledge dimensions of Bloom's revised taxonomy for the objectives. In the teaching process and evaluation elements, a comparison was made with the relevant items of the primary school English curriculum. Quantitative results show notably high curriculum literacy levels among primary school English teachers, particularly in reading. Qualitative findings reveal that highly curriculum-literate teachers are better aligned with the official curriculum, while lower literacy levels yield greater compatibility in learning experiences. The study concludes that higher curriculum literacy corresponds to better curriculum alignment among teachers.

In COVID-19 pandemic process, teachers paid effort to use Web 2.0 tools to make their classes interactive and more interesting in distance education. Central institutions have also planned and implemented various in-service trainings to support usage of technology by teachers. In the 2021-2022 academic year, distance education was terminated and face-to-face education was readopted. It can be argued that it is not acceptable to return to learning-teaching process in the classrooms without technology after two years of technology-based progress experienced with all the stakeholders of education. For this reason, it is important to make effective use of various web 2.0 tools in face-to-face education in order for students to experience and internalize technology as a teaching tool. In this context, the aim of this study is to reveal the opinions of social studies preservice teachers as regards the Plickers application that they experienced with secondary school students. Document analysis was used in the study. In this context, the reflective texts were used as a data source where 24 pre- service teachers shared their application experiences in the portfolios they prepared in the Information Technologies in Social Studies course. The obtained data were analyzed by document analysis consisting of review, detailed examination and interpretation steps. As a result of the study, it was determined that the preparation and application processes of Plickers were experienced as "easy" and that its advantages outnumber disadvantages.

This study aims to compare the views of science teachers on face-to-face and online STEM-based activities. The study was carried out with phenomenology; one of the qualitative research methods. Five science teachers (three female, two male) participated in the study. Data were collected with a structured interview form. Since they were in the distance education process, audio and video recordings were taken during the interviews. Descriptive and content analysis methods were used to analyze the data. In the interviews, STEM-based activities of science teachers, it is seen that they mostly associate with "Physical Events" and "Science, Engineering and Entrepreneurship" from the learning fields. Teachers stated that it is easier to provide classroom management, group work, and collaboration in face-to-face STEM activities. However, in some large group studies, classroom management becomes difficult. They mentioned the physical exhaustion and the difficulty of completing the program. However, in STEM-based activities in the distance education process, the teachers stated that being in cooperation with the family is an advantage, and the problems in terms of materials, time, technological infrastructure, and mobile devices are disadvantages. According to the results of the research, it can be ensured that STEM activities can be better structured in face-to-face lessons than in the distance education process. Because in face-to-face education the characteristics of the students can be determined in advance and the course contents and teaching strategies can be prepared accordingly, communication problems (lack of technical infrastructure, internet speed problems, etc.) can be resolved.

This instrumental case study aimed to understand the development of a sense of community in a fully online course that was offered during the COVID-19 pandemic era. The study further aimed to examine how the particular course elements supported community-building processes. The data were collected through a survey of the sense of community index and semi-structured interviews conducted at the middle and end of the semester. Our findings showed that the four community elements--reinforcement, influence, membership, and shared emotional connection--were all present in this course, although to varying degrees. They also indicated that the adapted course elements for the online modality supported the community-building processes. The implications of the findings for the design of more effective online courses were discussed.

Abstract Climate change is currently one of humanity’s greatest threats. To help scholars understand the psychology of climate change, we conducted an online quasi-experimental survey on 59,508 participants from 63 countries (collected between July 2022 and July 2023). In a between-subjects design, we tested 11 interventions designed to promote climate change mitigation across four outcomes: climate change belief, support for climate policies, willingness to share information on social media, and performance on an effortful pro-environmental behavioural task. Participants also reported their demographic information (e.g., age, gender) and several other independent variables (e.g., political orientation, perceptions about the scientific consensus). In the no-intervention control group, we also measured important additional variables, such as environmentalist identity and trust in climate science. We report the collaboration procedure, study design, raw and cleaned data, all survey materials, relevant analysis scripts, and data visualisations. This dataset can be used to further the understanding of psychological, demographic, and national-level factors related to individual-level climate action and how these differ across countries.

Despite receiving little attention in the scientific literature, earthquakes are known to affect sleep patterns indirectly and can contribute to the development or worsening of sleep disorders. Earthquake-caused disruptions, such as structural damage, displacement, and unstable living conditions, create uncomfortable and anxious sleeping environments. Psychological factors such as fear, stress, and anxiety can contribute to sleep disruption. Physical injuries from earthquakes can disrupt sleep due to pain and discomfort. Additionally, infrastructure disruptions such as power outages and utility damage create uncomfortable or unsafe sleeping conditions. This review presents a comprehensive and systematic overview of the relationship between earthquakes and sleep health.

The purpose of this study was to assess the anti-genotoxic potential of thymoquinone (TQ) against DNA damage in NRK-52E cells treated with high glucose using the comet assay technique single cell gel electrophoresis method. Cells were propagated by regular passages in in vitro conditions. TQ proliferative concentration (10μM) and IC25 (3rd-hour: 550 mM, 12th-hour: 240 mM, 24th-hour: 200 mM) and IC50 (3rd-hour: 760 mM, 12th-hour: 400 mM, 24th-hour: 280 mM) values for each hour of high glucose and were determined separately with MTT method. At these concentrations, the cells were divided into control(C), Thymoquinone (TQ), high glucose(G) and high glucose plus thymoquinone (GT) groups; It was incubated with the indicated substances for 3, 12, 24 hours. DNA damage was evaluated by applying the comet assay protocol and the results were calculated as DNA damage index (DDI). While DDI levels were observed to be significantly higher (p

Objectives: To evaluate the incidence and severity of depression in patients with retinitis pigmentosa (RP). Materials and Methods: The Beck Depression Inventory (BDI) was administered to 74 patients with RP and 60 healthy controls. Biomicroscopic anterior segment and fundus examination, visual field, optical coherence tomography, and full-field electroretinography tests were performed in all cases. Variables were evaluated with bivariate, multiple linear, and ordinal logistic regression analyses. Results: The RP group included 40 (54%) male and 34 (46%) female patients, while the control group included 23 (38%) male and 37 (62%) female subjects. The patient group had a mean age of 39.20±12.4 years, median best corrected visual acuity (BCVA) of 0.10 decimal (1.0 logarithm of the minimum angle of resolution [logMAR]; range, 1.3-0.7 logMAR), and median visual field mean deviation (MD) score of -28.00 decibels (dB) (range, -1.00 to -34.00 dB). The median BDI score was statistically significantly higher in the patient group (19 points) than in the control group (12 points) (p

Objective: Two of the most frequently used diagnostic criteria in writing and signature comparisons are the degree of pen pressure and variations in pen pressure. However, in today’s practice, this criterion is inferentially evaluated only by naked eye or using image enhancer tools. This situation may cause various results among examiners, and difficulties in judicial procedure in terms of forensic handwriting and signature examinations, which has already been criticized for subjectivity. In this study, it is aimed to measure the depth of the indented pen pressure numerically in offline signatures and to evaluate it more objectively compared to the classical methods. Methods: Note that 10 male and 10 female subjects participated in this study. Subjects were asked to imitate the signature shown as an example on three different surfaces. This signature was imitated by the subjects three times on different surfaces via free-hand (practise and non practice). Depth measurements were taken from five different points on the signature using a Leica DVM-6 3D Digital Microscope and compared with the genuine signature. Results: Statistically significant differences were reported at different confidence intervals in comparisons considering different combinations. Conclusion: In conclusion, aside from similar depth of the indented pen pressure, persistence of dissimilarities in different comparison documents and at different points is an important criterion. It has been revealed that these differences are statistically significant.

Ecological migration can be defined as the forced abandonment of the place where people live in order to continue their lives after the deterioration of the ecological balance for various reasons as a result of the negativities they have experienced. In this study, it was tried to determine the views of social studies teachers about migrations due to ecological reasons. There search was carried out with the voluntary participation of teachers working in Ankara, Istanbul, Eskisehir, Isparta, Kocaeli, Mersin, Ordu, Yozgat and Sinop. Descriptive analysis, one of the qualitative research methods, was used in the research. Interview questions were sent to teachers over the internet. Interview questions consist of open-ended questions. As a result of the data obtained, teachers found the subject of ecological migration inadequate in the social studies textbooks, that the subject was not directly mentioned in the program, that the knowledge, skills and behaviors that students would gain by teaching this subject would reduce environmental problems, and there were also reasons why people would have to leave their place of residence due to ecological reasons will be disappeared. When the related field is examined in the literature, a suggestion has been made to fill the gap in the field due to the lack of any study in the field of education on this subject.