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Based on recent progress in the systematic analysis of $C$ and $CP$ violation in the light-meson sector, we calculate the $C$-odd transition amplitudes $η\toπ^0\ell^+\ell^-$ and $η'\toη\ell^+\ell^-$. Focusing on long-distance contributions driven by the lowest-lying hadronic intermediate states, we work out the correlations between these beyond-the-Standard-Model signals and the Dalitz-plot asymmetries in $η\rightarrow π^0 π^+ π^-$ and $η' \rightarrow ηπ^+ π^- $, using dispersion theory., 31 pages, 7 figures

WOS:000504899600038 One of the important reforms introduced in the Social Studies Curriculum in 2005 was student workbooks. In the curriculum, it is aimed to use the student workbooks which are prepared in line with the objectives given in the curriculum according to each grade level, revealing the students' learning levels and including various kinds of assessment and evaluation tools and methods related to the subjects, as supplementary materials for the textbooks. With the Social Studies Curriculum that started to be implemented in the 2017-2018 academic year, the usage of student workbooks was terminated and the contents of the books were integrated into the textbooks. In this context, the first application at the secondary school level was realized in the 2017-2018 academic year and a single textbook was started to use in the 5th grade of the secondary school. In the 6th and 7th grades of the secondary school, since the 2017 curriculum has not started to be implemented yet, in accordance with the former curriculum (2005), student workbooks along with textbooks continued to be used. This situation raises the question of how the teachers meet the lack of student workbooks and how these problems are solved. The aim of this study was to reveal the perceptions of social studies teachers about the abolition of student workbooks. Phenomenology method was used in the study within the scope of qualitative methodology. The participants of the study involved social studies teachers who taught social studies course in line with former and new curricula in 2017-2018 academic year working in Corum province and its districts. Semi-structured interview form was used as the data collection tool. The collected data were analyzed with content analysis. As a result of the study, it was found out that social studies teachers saw the student workbook as a lesson tool that provides repetition of the subject with activities, that these books were useful for providing permanent learning and homework, that they had time difficulties in implementing all the activities in the book and that they could not benefit from these resources sufficiently in the lessons. In addition, it was determined that although the majority of the teachers found the abolition of student workbooks positive, they found the textbooks prepared to be insufficient. Also, they solved the deficiencies caused by the abolition of these books by using different methods and finally they could not provide a clear consensus on the abolition of the student workbooks.

Bu arastırmada, 2004 sosyal bilgiler programı ögretmen ve ögrenci görüslerine göre degerlendirilmeye çalısılmıstır. Arastırmanın evreni, Türkiye Cumhuriyeti Millî Egitim Bakanlıgı'na baglı Konya ilindeki ilkögretim okullarında görevli sosyal bilgiler ögretmenleri ile söz konusu okullarda ögrenim gören 6. ve 7. sınıf ögrencilerinden olusmaktadır. Arastırmada nicel ve nitel arastırma yöntemlerinin bir arada kullanıldıgı karma yöntem (mixed method) kullanılmıstır. Ögretmenler için rastgele örneklem yöntemi ile nicel veri toplama aracı olarak anket formu kullanılmıs olup, nitel boyutta nitel arastırma yöntemlerinde kullanılan kolay ulasılabilirlik (convenient sampling) örneklemesi yöntemi ile de açık uçlu soru formu uygulaması yapılmıstır. Ögrenciler açısından ise aynı örneklem yöntemi ile sosyal bilgiler dersine yönelik açık uçlu soru formu uygulaması yapılmıstır. Anket formu, Konya ili evreninde belirlenen 13 ilçedeki ilkögretim okulu örnekleminde görevli 318 sosyal bilgiler ögretmenine uygulanmıstır. Aynı zamanda 68 ögretmenden de açık uçlu soru formu ile dönüt alınmıstır. 6. ve 7. sınıf toplam 210 ögrenciye açık uçlu soru formu uygulanmıstır. Arastırmanın nicel kısmında bulgular betimsel analiz (descriptive), yüzde ve frekans degerleri verilerek açıklanmıstır. Ayrıca cinsiyete göre programın alt boyutları arasındaki farkı belirlemek amacı ile İliskisiz Örneklemler için t testi, okulun bulundugu yerlesim yeri ile okulun ögretim durumu, kıdem yılı ve ögretmenlerin lisans mezuniyetleri bagımsız degiskenleri açısından İliskisiz Örneklemler için Tek Faktörlü Varyans Analizi (One-Way ANOVA) yapılmıstır. Nitel verilerin analizinde ise kuramsal anlamda belirgin olmayan temalar ve eger varsa alt temaların olusturulması ile yapılan içerik analizi yöntemi kullanılmıstır. Arastırma sonucunda; 1. Program hazırlıgında, sosyal bilgiler ögretmenlerinden görüs alınmadıgı, yeterli ön hazırlıgın yapılmadıgı, ögretmenlerin program hakkında ön bilgilerinin olmadıgı, program tanıtımlarının zamanında yapılmadıgı, hizmet içi egitim seminerlerinin yeterli olmadıgı ve ögretmenlerin yeterince faydalanamadıkları, programı tanıtan uzmanların da program hakkında yeterli bilgiye sahip olmadıkları, programının ders yılı baslarında tekrardan tanıtılması gerektigi, 2. Ögretmenlerin önceki sosyal bilgiler programından uygulanan sosyal bilgiler programına geçiste sorunlar yasadıkları, programın ders kitaplarına yansıtılamadıgı, ögretmenlerin ders isleniste ve diger derslerle iliskilendirmede sorunlar yasadıkları, programda tarih ve cografya konularının yeterince yer almadıgı fakat vatandaslık bilgisi konularının yeterli oldugu, yeterli ders araç gerecine ulasamadıkları, programda yer alan bazı kazanımların ögrenci seviyesinin üstünde oldugu ve farklı zekâ gruplarına cevap verebilecek nitelikte olmadıgı, programının hazırlanmasında köy, kasaba, sehir vb. farklılıkların göz önüne alınmadıgı, programın amacına uygun olarak hazırlanmadıgı, 3. Ögretmenlerin sosyal bilgiler programının hazırlık tanıtım ve uygulama boyutunda, cinsiyetin, kıdem süresinin, okulun bulundugu yerlesim yerinin ve mezun oldukları lisans programının ögretmenlerin verdikleri cevaplarda bir etkisinin olmadıgı, 4. Ögretmenlerin programının hazırlık asamasından haberdar olmadıkları, tanıtımdan ve egitmenden kaynaklanan yetersizliklerin oldugu, programı tanımak, ögrenmek ve uygulamasını tam anlamıyla yapmak için, ders islenisinden, kaynak kitaplardan, internetten yapılan arastırmalardan ve ögretmenlerle fikir alısverisinden faydalandıkları, önceki sosyal bilgiler programından, uygulanan programa geçiste ögretmenlerin güçlüklerle karsılastıkları, etkinlikler hakkında olumsuz bir tutum içinde oldukları, tarih, cografya ve vatandaslık bilgisi konuları açısından yetersiz buldukları, programla birlikte ögretmende olumlu gelismelerin oldugu fakat ögrenci açısından olumsuz gelismelerin oldugu, ayrıca ögretmenlerin, ders saatinin artırılması, uyumlu ders kitaplarının hazırlanması, ders araç-gerecinin yeterli hale getirilmesi, millî konuların agırlıklı olması, yerlesim farkının göz önüne alınması, sosyal bilgiler laboratuarlarının olusturulması gibi önerilerinin oldugu, 5. Proje ve performans görevleri hakkındaki 6. Sınıf ögrencilerinin olumlu olumsuz esit oranda oldugu, 7. sınıfların olumsuz buldukları, 6. ve 7. sınıf ögrencilerinin ders ve çalısma kitabı konusunda olumsuz görüse sahip oldugu, 7. sınıf ögrencilerinin ders ve çalısma kitabı hakkında 6. sınıf ögrencilerine göre daha çok olumsuz görüs bildirdikleri, etkinlikler konusunda 6. sınıfların olumlu, 7. sınıfların ise olumlu ve olumsuz ve etkinlik yapmama da esit oranda katılım gösterdikleri belirlenmistir. Arastırma kapsamında elde edilen sonuçlara dayalı olarak arastırmacı tarafından farklı öneriler getirilmistir. In this study, it was tried to evaluate the social studies curriculum, put into effect in 2004, according to the students' and teachers' views. Social studies teachers working at primary schools under MONE in Konya and 6th -7th grade students of these schools constituted the universe of this study. A mixed method in which both qualitative and quantitative research techniques are used was implemented in this study. Random sampling method was used for selecting teachers. A questionnaire was used as a quantitative data gathering tool. In its qualitative part, open-ended questionnaire was implemented through convenient sampling method which is used in qualitative researches. Questionnaire was administered to 318 social studies teachers working at primary schools in 13 districts of Konya universe, at the same time feedbacks were taken from 68 teachers by an open-ended questionnaire. An open-ended questionnaire was administered to totally 210 students from 6th and 7th grades. In quantitative part of the study, descriptive analysis was explained by giving percentage and frequencies. In order to determine differences between subdimensions of the curriculum according to the gender, t-test for Unrelated Samplings, One Way Anova analysis for unrelated samplings in terms of independent variables such as the location of the school, the educational situation of the school, teachers' length of service and from which department they graduated from. In the analysis of qualitative data, content analysis method was carried out by forming undetermined themes and sub-themes, if existed, in theoretical means. The results of this study are as follows: 1. During the preparation process, social studies teachers' opinions were not asked, no sufficient preliminary was done; teachers did not have any rudiments, program introduction was not done in time, in-service training seminars were insufficient and teachers could not benefit from them, even program introducers did not know much about the program, and program should be introduced before each academic year repeatedly. 2. Teachers had problems during transition process, program was not transferred to student books, teachers had problems in teaching the course and relating the course to other lessons, history and geography subjects were not put in the program adequately but knowledge of citizenship subjects were enough, they could not reach the course materials, some acquisitions taking apart in the curriculum were above the students' level and it did not address to multiple intelligences, and also in preparing the curriculum, local differences did not take into consideration and program was not prepared according to its aims. 3. There was no difference according to the teachers' gender, length of service, the location of the school and their graduate programs according to their response to the questionnaire. 4. Teachers were not aware of the preliminary stages of the program; there were insufficiencies in terms of introductions and trainers, to know, learn and apply the program they benefited from reference books, researches on the net and discussions with other teachers; they met with difficulties in transition process; they were in a negative attitude towards the activities; they found the program insufficient in terms of history and geography; there were improvements in terms of teachers but there were negative effects in terms of students; however, teachers wanted an increase in class hours and preparation of well-matched course books; they also wanted course materials to be developed; they had some suggestions such as more national topics, taking local differences into consideration, and founding social studies laboratories. 5. 6th grade students had both positive and negative outlook about project and performance assignments at almost the same level, but 7th grade students had negative outlook about them; both 6th and 7th grade students had negative outlook about course books and workbooks, but 7th grade students expressed more negative outlook than 6th grade students; while 6th grade students expressed positive outlook about activities, 7th grade students expressed both negative and positive outlook at the level. The researcher has proposed various suggestions depending on the obtained results.