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The present study aims to investigate the mediator role of educational stress in the relationship between intolerance to uncertainty and academic life satisfaction among teenagers. The sample consisted of 257 female and 202 male high school students with an average age of 16.03 (SD = 1.21) continuing their education in the spring semester of the 2020-2021 academic year in Turkey. The data were collected via an online survey. Analyses revealed that intolerance of uncertainty directly and indirectly via educational stress affects the academic life satisfaction of teenagers. Educational stress partially mediates the relationship. It was also found that the full mediation model has a good fit with the data. The academic life satisfaction of teenagers was harmed by their tendencies in tolerating the uncertainties they have been facing during the COVID-19 pandemic and elevated levels of educational stress.

This study examined an integration of digital stories in teaching environmental concepts to preschool children aged 3-6 in Turkey. The participants were the forth-grade preservice teachers who used a variety of activities to implement environmental education plans. Structured questionnaires were employed as the main data collection tool. The Technological Pedagogical Content Knowledge (TPACK) framework served as a springboard to analyze the data. The findings of this study demonstrate that creating and implementing digital stories in the preschool curriculum can enhance students' learning outcomes. Also the digital stories can be handled as a teaching method in the preschool period. As a result, the integration of technology with pedagogy and content in preschool education has demonstrated the importance of TPACK.

The purposes of this study were to determine metaphoric perception of preservice teachers from different fields regarding technological change and to examine the differences and similarities between perceptions of preservice teachers (1st and 4th grades). This study employed single case (holistic) study as a qualitative approach. Participants consisted of 445 preservice teachers who have continued their education in different programs in 2019-2020 academic year in Faculty of Education. After informing participants about metaphor technique and its applications, each participant was asked to fill out a structured form. The structured form included a prompt: "Technological change is like ......, because......". Content analysis technique was employed to analyze the data. Content analysis included developing conceptual categorization and themes based on the reasoning of metaphors. Results showed that most of the participants had similar metaphoric perception regarding technological change, considering "metaphoric categories" and "conceptual categories." However, "metaphoric categories" and "metaphoric concepts" had similarities and differences by year. And, "technological change as societal/cultural interaction" theme emerged from the analysis. This theme consisted of two categories (influencer and influenced) and these two categories were grouped in three subcategories. Overall, the results indicate that preservice teachers? perceptions of "technological change" concept had some variations.

The aim of the current study was to explore science teachers' perceptions of the nature of technology through the use of Q methodology. 17 science teachers were sampled as participants, and to explore their perceptions of the nature of technology, they ranked a Q-sort of 36 statements that constituted the following six categories: (i) definition of technology, (ii) the relationship between science and technology, (iii) the impact of society on technology, (iv) the impact of technology on society, (v) the impact of technology on environment, and (vi) the impact of technology on economy. As the participants completed their Q-sort, they were interviewed. Analysis of the participants' Q-sorts resulted in a three-factor solution, i.e. three distinct patterns of perception about the nature of technology. The three perspectives included teachers who are (i) equally aware of the benefits and drawbacks of technology and the relation of it to science, (ii) optimist about technology and aware of its dependence on society, and (iii) optimist about technological innovations but tempered by technology-driven environmental and social issues. Findings indicated gender and years of professional experience as potential determiners within these perspectives, which needs further research.

The purpose of this study is to reveal the relation between anxiety and attitude scores of the secondary school students. In addition to this, in the present study, the anxiety and attitude scores of the students for Geography lesson were examined in terms of their achievement levels, gender, grade level and school type variables. The relational screening model was used in the present study and total of 2854 students attending to secondary schools in Karabük city center joined the research within the 2016-2017 academic year. In the present study, it was determined that there is a moderate-level, negative and significant relation between the anxiety and attitude scores of the secondary school students. In addition, it was also determined that the anxiety levels of the students about Geography lessons were low; however, their attitude levels were positive. In the present study, a significant difference was detected between the gender, achievement level, class level and type of school and Geography attitude averages of the students. It was also determined in the present study that as the success levels of the students increased, and the geography lesson anxiety scores decreased. In the present study, it was determined that there were no significant differences between the geography lesson anxiety scores and gender and grade levels of the students.

The aim of the present study is to investigate the role of counselling self-efficacy, trait anxiety and trait hope in life satisfaction of novice counsellor supervisees. The sample group consisted of 360 female, 199 male and 11 undergraduate counsellors who were unwilling to report gender. Data collection tools included the Personal Information Form, the CASES, the STAI-T, The Hope Scale and the SWLS. A hypothetical structural model was developed and tested for the fit to the data. According to research findings, counselling self-efficacy was found to have a significant indirect effect on life satisfaction through trait anxiety and trait hope. Trait anxiety and trait hope were concluded to have direct effects on life satisfaction of novice counsellor supervisees.

The aim of the present study is to investigate the role of counselling self-efficacy, trait anxiety and cognitive flexibility in predicting job satisfaction of school counsellors. The study was conducted according to a correlational research design. The sample group consisted of 99 female and 77 male school counsellors voluntarily participating in the study. Data collection tools included the Personal Information Form, Job Satisfaction Scale, Counselor Activity Self-Efficacy Scale, Trait Anxiety Inventory and Cognitive Flexibility Inventory. The data were analysed with Pearson product-moment correlation analysis and hierarchical regression analysis. According to the research findings, the job satisfaction of school counsellors was identified to have moderate significant correlations with counselling self-efficacy, trait anxiety and cognitive flexibility. Counselling self-efficacy and trait anxiety were each concluded to be significant predictors of job satisfaction. Finally, cognitive flexibility was found not to be a significant predictor of job satisfaction. The results are interpreted and discussed in accordance with the relevant literature.

The aim of this study was to determine the opinions and self-evaluation of the students of Geography Department about the applications of Cooperative Learning in Regional Geography course. The study was carried out for twelve weeks with 76 students who are in the Department of Geography, Faculty of Arts, Karabuk University between 2011-12. In this study, descriptive survey model and content analysis were used along with opinion surveys towards cooperative learning, self-evaluation scale, and open-ended semi-structured questionnaire about the applications to collect the data. In the analysis of quantitative data mean, standard deviance, and t-test were applied, while in the analysis of qualitative data content analysis was applied. At the end of the research the students of Geography Department declared that their interest and participation in the course were increased, their social aspects were improved, the lectures were entertaining and there was a positive atmosphere in the classroom thanks to the applications of cooperative learning. In the self-evaluation about the applications, the students stated that most of the students came to class with preparations, they used various resources while preparing a presentation, they carried out their individual responsibilities in the group work and they did their best for the sake of the group's success.

This research has been conducted to reveal the secondary school students' perceptions in relation with metaphors about the "geography" concept. A total of 110 students attending to secondary schools in Karabuk city center joined the research within the 2009-2010 academic year. Following questions were searched to answer: 1-Which metaphors do secondary school students use to explain the perceptions about the "geography" concept? 2-Under which categories do these metaphors conducted in terms of their common features? The research data were obtained by students' completing the sentence "Geography is like...because...". Phenomenology design was used in this research and the data were analyzed with the content analysis technique. According to the findings of the research, (a) secondary school students have created 44 different and acceptable metaphors related to the geography concept. (b)These metaphors were classified under 8 different conceptual categories after studied carefully with regard to common qualities. At the end of the research, it was understood that 34% of the secondary school students have a perception that geography is a way of expressing a place , 19% perceived that it is a way of expressing knowledge; 17% perceived geography as a way of expressing life, 9% perceived it as a way of expressing eternity, 8% had a perception that geography is a way of expressing value, 5% perceived it as a way of expressing change and development, 5% perceived it as a way of expressing guidance, and 3% perceived it as a way of expressing obligation. As a result, metaphors can be used as a strong research tool in understanding and explaining the perceptions of secondary school students towards geography.

In this article, Structural communication grid (SCG), an alternative measurement and evaluation technique, has been firstly summarised and the design, development and implementation of a computer based SCG system have been introduced. The system is then tested on a sample of 154 participants consisting of candidate students, science teachers and faculty staff members. A comparative study between paper-and-pencil and computerized versions of SCG has been conducted. 154 subjects, consisting of candidate students, science teachers and faculty staff members, have participated in this study. Participants' views are probed by using Software Evaluation Questionnaire and Open-Ended Interview Form. Findings of the study show that; (1) participants find SCG technique easier to use in computer medium; (2) they have positive attitudes towards this computer software; and (3) they prefer computerized version of SCG technique to the paper-based SCG technique. The findings have been discussed in terms of its contribution to computer aided measurement and evaluation methods by taking similar studies in the literature into account. One appendix is included: (1) A Sample of Structured Communication Grid Test and Its Scoring Mechanism. (Contains 2 tables and 6 figures.)

In this study, the effectiveness of concept cartoons in diagnosing and overcoming students' misconceptions related to photosynthesis subject was examined. Firstly, the literature has been thoroughly examined and misconceptions about photosynthesis subject have been listed and then grouped. Concept cartoons related to these groups have been prepared and were introduced to the students in order to identify their misconceptions. Similar misconceptions as in the literature have been found. Then, new concept cartoons addressing to elimination of these misconceptions have been prepared and were used in class discussions. The excerpts from these discussions and after-class student interviews show that concept cartoons may be an efficient tool not only to identify student misconceptions but also to overcome them. The compatibility of this method (utilization of concept cartoon-based teaching) with constructivist approach was also discussed. (Contains 7 figures and 1 table.)

Background: Tuberculosis (TB) is one of the ten leading causes of death globally. The present study aims to examine the treatment outcomes in TB patients and to determine the factors associated with unsuccessful treatment outcomes. Materials and Methods: This study was a retrospective registry-based cohort study conducted in Ordu province of Turkey between 2017-2021. Logistic regression analysis was used to explore the risk factors associated with unsuccessful outcomes. Results: A total of 400 TB patients were included in the analysis. The observed overall treatment success rate (TSR) (cured or treatment completed) was 87.7% (351). 49 patients (12.3%) had unsuccessful treatment results (death, failure or loss to follow-up). Age>65 years (odds ratio [OR] =12.2, 95% confidence intervals [CI] =4.03-36.85), male gender (OR = 2.2, 95% CI = 1.05-4.45) and being foreign-born (OR = 9.2, 95% CI = 1.16-73.72) were identified as risk factors associated with unsuccessful outcomes in patients (p<0.05). Conclusions: Age>65 years, male gender and foreign-born patients tend to have unsuccessful treatment outcomes. Careful monitoring of patients with any of these characteristics and taking special precautions for them may help to decrease unsuccessful treatment outcomes. [ABSTRACT FROM AUTHOR]

The present study adapted the General Attitudes toward Artificial Intelligence Scale (GAAIS) to Turkish and investigated the impact of personality traits, artificial intelligence anxiety, and demographics on attitudes toward artificial intelligence. The sample consisted of 259 female (74%) and 91 male (26%) individuals aged between 18 and 51 (Mean = 24.23). Measures taken were demographics, the Ten-Item Personality Inventory, the Artificial Intelligence Anxiety Scale, and the General Attitudes toward Artificial Intelligence Scale. The Turkish GAAIS had good validity and reliability. Hierarchical Multiple Linear Regression Analyses showed that positive attitudes toward artificial intelligence were significantly predicted by the level of computer use (β = 0.139, p = 0.013), level of knowledge about artificial intelligence (β = 0.119, p = 0.029), and AI learning anxiety (β = −0.172, p = 0.004). Negative attitudes toward artificial intelligence were significantly predicted by agreeableness (β = 0.120, p = 0.019), AI configuration anxiety (β = −0.379, p < 0.001), and AI learning anxiety (β = −0.211, p < 0.001). Personality traits, AI anxiety, and demographics play important roles in attitudes toward AI. Results are discussed in light of the previous research and theoretical explanations. [ABSTRACT FROM AUTHOR]

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This article presents the findings of an empirical study on the performance of different distance metrics in machine learning algorithms. The study compares the accuracy rates of various metrics on benchmark datasets and highlights the importance of selecting the right metric for accurate classification. The results show that each metric performs well on datasets that align with its assumptions. The study also discusses the principles of metric spaces and introduces the concept of the No Free Lunch theorems. Overall, the article provides valuable insights into the performance of distance metrics in machine learning. [Extracted from the article]

Background: Today, for most of us, technology is a vital and inevitable part of our lives. Due to its widespread use, a great emphasis is being given to educating generations about technology. And, every individual has his/her own style of organizing and collecting information. Purpose: The purpose of the present study is to identify the relationship between pre-service science teachers' cognitive styles and their cognitive structures about technology. Sample: The study was conducted with the participation of first and third grade pre-service science teachers majoring in Science Education in the Faculty of Education at Abant Izzet Baysal University in the spring semester of 2012-2013. Design and methods: The study was designed as a case study and a qualitative research method was used. Students were administered two instruments: Group Embedded Figures Test (GEFT) and a Word Association Test (WAT). Results: Results clearly suggested that the first grade participants with a field-dependent cognitive style were better at associating concepts when compared to those with a field-independent cognitive style. And, participants with a field-dependent style, could form more connections between the technology-related concepts. A comparison of the findings on the field-dependent participants by their grade demonstrated that the first and third grade participants with a field-dependent cognitive style got similar scores in terms of the total number of words generated for each key concept. Conclusions: Considering that education is for individuals, it is impossible to ignore individual differences during the process. The most interesting finding of the present study is that field-dependent individuals have a higher cognitive structure, unlike that which has been asserted so far in the literature.