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Information technology (IT) is used in numerous fields today, from health to education. This situation has brought about the need to train individuals toward using technological knowledge efficiently. IT education plays an important role in training individuals to become qualified in this field. Therefore, the IT curriculum should be designed to meet the said needs of students. This study then aims to provide a program development model for the information technologies curriculum at the secondary school level that can be adapted to the conditions of the day. To develop the model, the authors examined the relevant literature and information technologies program development processes and teaching programs of different countries. In addition, the opinions of academicians and teachers were obtained/taken into account. The results of the research led to the design of the "Development Model for a Sustainable Information Technologies Curriculum (DEMSITEC)". This model includes the planning and sustainability of an information technology curriculum with a dynamic structure that allows for continuous development. The model will provide teachers with a detailed road map for shaping the curriculum for their teaching environment. The study findings demonstrate that the model is useful for information technology education. It is suggested that this model be used for other grades alongside secondary schools for longer periods and the repetitive process be tested.

The importance and impact of distance education are increasing thereby making it imperative to study its effectiveness and efficiency as regards student success. In this study, we focused on the importance of factors related to student success and priorities in distance education according to experts. We conducted a literature review for developing a spectrum of variables, as well as a survey method for collecting expert views to determine their order of importance. We scanned WoS-indexed journals in the Web of Science database using these variables, adding the keywords “online learning” and “distance education” between 2010 and 2022 to calculate the frequencies of the variables in research papers to confirm our proposed variables. We took the views of 15 academics working in the field of distance education to determine their priorities. According to the results, self-regulation was the most important learner characteristic for success in distance education. This variable was followed by learning self-efficacy, motivation, technology self-efficacy, cognitive learning strategies, goal setting, metacognitive skills, attitude towards e-learning, locus of control, and academic self-concept. These variables should be considered in instructional design processes, and be monitored and developed in distance learners for success.

Aim of this research is to examine the effect of the use of the socio-scientific argumentation method on students' entrepreneurial perceptions in the middle school science course. In the study, quasi-experimental design with pretest-posttest control group, as one of the quantitative research, was used. Experiment and control groups were formed from students who were studying in four classes in a determined middle school in the 2017-2018 academic year. In this study, lessons were taught with the socio-scientific argumentation method in the experiment group while Turkish Science Education Program activities and application continued to be used in the control group. The Entrepreneurship Perception in Science Education Scale was used as the data collection tool in the study. The scale was developed in order to determine secondary school students' entrepreneurship perceptions. The scale consists of 5 factors and 28 items. Findings of research indicated a significant score difference in favor of the experiment group. In addition, findings of sub-factor scores also indicated significant score differences in favor of the experiment group According to the results of the study, socio-scientific argumentation method positively affected the students' entrepreneurship perception. Furthermore, results show that socio-scientific argumentation method positively affected the students' self-esteem, innovation perception and creativity, leadership and tendency to stand out, social skills and group work, and risk taking tendency. Socio-scientific argumentation method might also have influenced the entrepreneurship characteristics which is a learning outcome for students according to the 2013 and 2018 Turkish Science Education Program.

The concept of social networking literacy emerged with the advent of Web 2.0. This study aims to develop a scale to measure the social networking literacy proficiencies of individuals. An item pool was created after a thorough review of the literature and taking experts views, and then application form prepared. The scale was applied to students of the Faculty of Education of Sakarya University, and reliability and validity analyses were conducted on the data gathered from 313 students, using the SPSS 20 statistical software. Exploratory factor analysis (EFA) was used to examine the construct validity of the scale, and the internal consistency coefficient (Cronbach's Alpha) was used to examine the reliability of the scale. The analyses conducted showed that the scale consisted of 40 items under a single factor which explained 61.179% of the total variance, and the Cronbach's Alpha value calculated to examine the reliability of the scale was 0.98. In conclusion, analyses conducted to examine the reliability and the validity of the Social Networking Literacy Scale (SNLS) show that it is an efficient measurement tool to assess social networking literacy levels of the individuals.

It was aimed to investigate the effect of teacher candidates' self-efficacy towards science teaching and technological pedagogical content knowledge on their self-confidence. In this study, pre-experimental design method was used. Thirty prospective science teachers from different universities participated. The trainings were given by faculty members and continued for eight days. Two different scales were used as data collection tools. While there was no significant difference in self efficacy towards science teaching scores of prospective science teachers of contemporary approaches education, there was a significant difference in TPACK self confidence in favor of post-test. It is considered that more importance should be given to the integration of technology during university education.

This study aimed to present a module related to the use of concept cartoons integrated into problem-based learning (PBL) method in science lessons. As part of the study, concept cartoons were developed based on scenarios dealing with daily life situations. A module was designed using these concept cartoons. The module focused on the topic "heat insulation" under the unit "matter and heat" in the 6th grade science curriculum and was implemented in 9 different classrooms at 9 different schools. Semi-structured interview technique was used to learn the students' (n=27) views about the module. The students explained that they learned the subject of heat insulation in a meaningful way, remembered their previous knowledge through the activities, could associate the science topics with daily life more easily, and that their interest in the lesson increased.

The purpose of this study is to develop three scales to assess some features of a web-based monitoring and support system for internship processes of trainees which was named Monitoring and Support System (SIDES). These scales are: "SIDES Satisfaction Scale", "SIDES Acceptance Scale", and "SIDES Usability Scale". We developed these scales as an assessment model within the scope of a project. In development phases, the scopes and the names of the scales were formed by results of the literature review. Satisfaction, acceptance and usability scales have item pools with 6, 17 and 27 questions respectively. The scales were submitted to 10 field experts for taking opinions for validity. After taking expert opinions, the scales were applied to 56 senior students who used the SIDES in an experimental condition in an academic term within the scope of the teaching practice classes in Sakarya University Computer and Instructional Technologies Teaching Bachelor Program. To examine the construct validity of the scales, the Exploratory Factor Analyses was used. Cronbach's Alpha internal consistency coefficients were calculated for internal consistency reliabilities. As a result of the analyses, one-factor, 6-item "SIDES Satisfaction Scale"; 3-factor, 14-item "SIDES Acceptance Scale" and 3-factor, 19-item "SIDES Usability Scale" were developed. These scales may be used or considered as examples for examining the effectiveness of webbased monitoring and support systems.

The purpose of this research is to investigate the effects of using cloud computing technologies, study type and task difficulty on cognitive load and students' performance. The research was conducted as 2x2x2 complex mixed design. The two experiment groups are the first factor of design. In the first experiment group students used non collaborative cognitive tools (NCCT), in the second group students used collaborative cloud computing (CCCT) for learning tasks. Second and third factors of the research as repeated measures are study type (individual -- group) and task difficulty (easy -- difficult). During the experiment process four different types of tasks were given to students. These tasks were individual and easy task (1), individual and difficult task (2), in group and easy task (3) and in group and difficult task (4). The depended variables of the research are cognitive load, performance and instructional efficiency scores. The experiment group consists of 57 females and 57 males totally 114 university students. 55 students used NCCT and 59 students used CCCT for learning tasks. Three factors mixed design ANOVA were used to analyze the gathered data. Analyzes showed that cloud computing improves learning performance and instructional efficiency while does not affect cognitive load. According to the results especially for the difficult tasks using cloud computing is suggested to improve students' collaboration and performance.

The aim of this study is to adapt the Gamification User Types Hexad Scale (GUTHS) created based on Marczewski's(2015) user type hexad framework and validated by Tondello et al. (2016) into the Turkish context. The original scale consists of six dimensions, each of which has four items. The dimensions -- and the user types that they refer to -- are "Free spirit," "Socializer," "Achiever," "Philanthropist," "Player," and "Disruptor." It is the motive of this study that identifying and studying these user types may prove useful for understanding the effects of gamification dynamics and mechanics and assist in designing specific gamification techniques corresponding to each user type. The adaptation of the instrument began with translation, continued with an examination of the linguistic equivalence, and finalized with analyses of validity and reliability. The scale items were initially translated by the researchers. The translation was examined by seven experts with good English proficiency to finalize the Turkish version. To verify the linguistic equivalence, both the Turkish and English versions were then administered to 30 English Language Education (ELE) students. The correlation findings showed a high degree of correlation between the Turkish and English versions. Next, the Turkish version was administered to 452 university students studying at the Faculty of Education, Sakarya University, to check its validity and reliability. The results obtained from a confirmatory factor analysis and the reliability analysis indicate that the Turkish version of the scale is valid and reliable. It is recommended to use the translated scale in research especially on determining the effects of factors related to user types and on designing more affective gamification strategies.

The purpose of this study is to investigate teachers' views about the use of tablet computers distributed as a part of the FATIH (Movement for Enhancing Opportunities and Improving Technology) Project. In this study, the case study method, one of the qualitative research methods, was used. The participants were 20 teachers from various fields working in secondary schools. Data were collected using a form with semi-structured questions. For analysing the data, content analysis was used. In addition, the frequency of analogical remarks and participants' statements supporting the findings are included. The findings of the study represents that the teachers had not received in-service training on the use of tablet computers and that they rarely used them in education settings. It was also identified that the teachers using tablet computers are very few and that they use these tablets for the purpose of doing exercises or getting learners to watch videos and animations. Several reasons for not using tablet computers were identified as; there is no connection between the tablet and interactive whiteboards (IWBs), tablets cause teachers to encounter classroom management problems, tablets can distract students, and students play games on the tablets while teachers are teaching in the classroom. In addition, the teachers stated that the tablets have restrictions on access to educational contents, they could not access any resources except the Educational Informatics Network (EBA) and the content of EBA is inadequate. Finally, the teachers stated that infrastructure problems (such as network and internet connections) should be solved in order for them to be aided in the education processes. And they stated that teachers should receive in-service training on teaching and learning with tablets.

Augmented reality (AR) is a technology to supplement existing reality with additional information, descriptions and helpful images with the help of technology and therefore ensure the reality to be perceived more qualified and well-rounded. In this study, views and comments about problems, solutions and suggestions on using AR were gathered from researchers who accomplished an applied study on AR. The phenomenological design, in qualitative framework, was used in the study. The purpose of the study is to investigate direct experiencers views on AR technologies. We tried to find out answer the following questions about augmented reality applications: "On which target group could it be used more effectively?," "On which learning domain (cognitive, affective, psychomotor) could it be more influential?," "Which teaching and learning methods could it be used with?," "What are the problems encountered during design, development and application process?," "What are the subject fields that need to be considered for using it more effectively in educational sciences field?," "In which situations could it be used for education?," and "How should it be designed?" According to the results, suggestions are presented about technical concerns, learning materials and instructional methods for developers, educators, and feature researchers for using AR effectively in education.

Objective: The aim of our study was to assess the impact of the combination of HALP score with TTCR score on OS and PFS in PC patients who developed castration resistance. Patients and methods: The study enrolled 152 patients with metastatic disease who had received either ARTAs or docetaxel as first-line treatment. The median cut-off was 30.83 months for the HALP score and 16.1 months for TTCR determined by ROC analysis. Based on these cut-off values, patients were categorized into low-high HALP score and TTCR <16.1 months-TTCR ≥16.1 months groups. The combination of HALP score and TTCR was then stratified by risk into three new groups: Factor 0, Factor 1, and Factor 2. Results: PFS was significantly shorter in the TTCR <16.1 months group compared to the TTCR ≥16.1 months group, as well as in the low-HALP score group compared to the high-HALP score group. Furthermore, as the number of factors increased, a significant increase in OS and PFS was observed in the groups formed by the combination of HALP score and TTCR. Conclusion: We have validated the predictive capability of combining low HALP score (<30.38) and short TTCR (<16.1 months) parameters in estimating the OS and PFS durations of mCRPC patients, both recognized as unfavorable prognostic indicators. [ABSTRACT FROM AUTHOR]

Problem based learning, in which events from daily life are presented as interesting scenarios, is one of the active learning approaches that encourages students to self-direct learning. Problem based learning, generally used in higher education, requires students to use high end thinking skills in learning environments. In order to use effectively for secondary students, concept cartoons can be integrated to problem based learning environment. Concept cartoons provide alternative views and help students at problem solving stage. So, in this study the effects of concept cartoons and problem based learning on students' inquiry learning skill perceptions and levels of relating knowledge with daily life were examined. Two experiment groups and one control group were formed and pre test-post test control group quasi experimental design was used in this research. During four weeks experimental practice, courses were continued with concept cartoon integrated problem based learning in experiment group 1 while only problem based learning was used in experiment group 2 and science program activities was used in control group. 553 sixth grade students (13-14 age group) from 9 different middle schools in Turkey participated in this study. Inquiry learning skills perception scale and knowledge-daily life relating open ended questions were used as data collection tools. In the result of the data analysis, it was found that students' inquiry learning skill perceptions scores differ significantly in favor of experiment groups. However, no significant difference found between groups in terms of knowledge-daily life relation scores.

The importance and impact of distance education are increasing thereby making it imperative to study its effectiveness and efficiency as regards student success. In this study, we focused on the importance of factors related to student success and priorities in distance education according to experts. We conducted a literature review for developing a spectrum of variables, as well as a survey method for collecting expert views to determine their order of importance. We scanned WoS-indexed journals in the Web of Science database using these variables, adding the keywords "online learning" and "distance education" between 2010 and 2022 to calculate the frequencies of the variables in research papers to confirm our proposed variables. We took the views of 15 academics working in the field of distance education to determine their priorities. According to the results, selfregulation was the most important learner characteristic for success in distance education. This variable was followed by learning self-efficacy, motivation, technology self-efficacy, cognitive learning strategies, goal setting, metacognitive skills, attitude towards e-learning, locus of control, and academic self-concept. These variables should be considered in instructional design processes, and be monitored and developed in distance learners for success. [ABSTRACT FROM AUTHOR]

This study gives results of the first phase of the 12-18 year old Turkish students' norm study of The Motivated Strategies for Learning Questionnaire (MSLQ), which developed by Pintrich, Smith, Garcia & McKeachie (1993). The scale was administrated to 1114 students from 3 primary schools and 3 high schools in Ankara in Turkish language, science, mathematics and social science courses. After eliminating the questionnaires which have missing and extreme values, the analyses were done on 762 valid questionnaires for motivation subscale and 1100 valid questionnaires for learning strategies subscale. Results of the confirmatory factor analyses show that the first subscale, Motivation, has six factors, and the second subscale, Learning Strategies, has nine factors according to original scale's factor structures. Depending on the results of the confirmatory factor analysis; 6 items from motivation subscale and 5 items from learning strategies subscale were removed due to their low factor loadings. The corrected item total correlations ranged 0.58 to 0.15 for motivation subscale, and 0.68 to 0.19 for learning strategies subscale.

The purpose of this study is to develop three scales to assess some features of a web-based monitoring and support system for internship processes of trainees which were named Monitoring and Support System (SIDES). These scales are: “SIDES Satisfaction Scale”, “SIDES Acceptance Scale”, and “SIDES Usability Scale”. We developed these scales as an assessment model within the scope of a project. In development phases, the scopes and the names of the scales were formed by results of the literature review. Satisfaction, acceptance and usability scales have item pools with 6, 17 and 27 questions respectively. The scales were submitted to 10 field experts for taking opinions for validity. After taking expert opinions, the scales were applied to 56 senior students who used the SIDES in an experimental condition in an academic term within the scope of the teaching practice classes in Sakarya University Computer and Instructional Technologies Teaching Bachelor Program. To examine the construct validity of the scales, the Exploratory Factor Analyses was used. Cronbach's Alpha internal consistency coefficients were calculated for internal consistency reliabilities. As a result of the analyses, one-factor, 6-item “SIDES Satisfaction Scale”; 3-factor, 14-item “SIDES Acceptance Scale” and 3-factor, 19-item “SIDES Usability Scale” were developed. These scales may be used or considered as examples for examining the effectiveness of web-based monitoring and support systems. Keywords: Measurement scales; satisfaction; TAM; teacher candidate; usability.

In this study the views of graduate thesis advisors at Sakarya University, Institute of Educational Sciences (5 Male, 4 Female) are analysed regarding their students’ knowledge on scientific research ethics (SRE). This was done via phenomenology, one of the qualitative research methods. The data were collected with structured interview questions and also additional probe questions when needed. The questions were written by the researchers after performing a comprehensive literature study. Expert opinions were asked for after the interview form was prepared. The experts evaluated the suitability of the questions in terms of scope and language and found them to be sufficient. Moreover, three advisors were chosen randomly among the target group to be asked the questions in order to check clarity and expediency before data collection. The findings of the research showed that knowledge about the SRE of most of the students was insufficient, and the educational need for this matter was provided by the advisors. It was also reported by the advisors that most of the students’ knowledge about the SRE was learnt by direct experiences while preparing their thesis and their levels of awareness about the importance of the subject were very low before the thesis stage. The advisors also mentioned that the curricula do not directly include a course on the scientific research ethics; a limited content is taught within the research methods course. It was stated that real life cases, examples and experiences might be effective in enhancing students' awareness levels regarding the SRE. Developing empathy was mentioned as an important technique for creating awareness. Consequently it is thought that taking the findings of this study into account may improve students' levels of awareness on codes of ethics. Research teams could be created within universities and they could focus on providing research and writing support to the students who are at thesis stage. Regarding systematic approach, the awareness regarding plagiarism should be increased from the undergraduate level to post graduate studies.

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