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This study intended to specify salient beliefs of pre-service primary school teachers (PPSTs) in terms of addressing science process skills (SPS) in their future science teaching. For this purpose, Ajzen’s (1991) Theory of Planned Behavior was used as a theoretical framework. Twelve Turkish junior PPSTs completed a questionnaire comprised of open-ended questions, which was followed by one-to-one interviews. According to content analysis results, PPSTs believed that including SPS in science teaching results in largely positive consequences, such as allowing students to learn knowledge permanently and enabling students to use these skills in daily life. The only negative consequence of implementing SPS in science teaching articulated by PPSTs was that the time left for science subjects would be short. Parents and school administrators emerged as the most prominent normative referents related to using SPS in science teaching. Lastly, a number of control factors that would ease or obstruct PPSTs’ implementation of SPS during science teaching were specified, such as availability of laboratory equipment and materials at school, large class size, and support from school administrators. Recommendations were made in order for PPSTs to address SPS in their future science teaching.

Bu çalışmada öğretmen adaylarının bilimsel süreç becerilerini geliştirmeye yönelik sorgulamaya dayalı fen laboratuvarı etkinlikleri sunulacaktır. Çalışma iki etkinlik içermektedir: Etkinlik 1 sıvılarda kütle-yoğunluk ilişkisiyle, Etkinlik 2 ise düzgün geometrik şekli olmayan bir katının yoğunluğunu bulma ile ilgilidir. Etkinliklerin bilimsel süreç becerileri kazandırılması yönünde öğretim elemanlarına, öğretmenlere ve araştırmacılara faydalı olacağı düşünülmektedir.

This study evaluated the occurrence and incidence of phytophagous nematodes and identified the cereal cyst nematode species by morphological and molecular tools in the main cereal-growing areas in Niğde in 2018-2019. Phytophagous nematodes within twelve genera were detected in 95% of soil samples. The most common phytophagous nematodes in cereal soil were in the genera Heterodera, Ditylenchus, Merlinius, Pratylenchus, Aphelenchus, Aphelenchoides, Tylenchus, Helicotylenchus, Trophurus, Pratylenchoides, Filenchus and Xiphinema (in decreasing order of incidence). In particular, 75% of the soil samples from surveyed fields were infested with the cereal cyst nematodes (Heterodera spp.). Morphological characteristics of cysts and second-stage juveniles were calculated within the expected ranges for Heterodera filipjevi (Madzhidov, 1981) Stelter, 1984, however, two populations from Çamardı was determined as Heterodera latipons Franklin, 1969 (Tylenchida: Heteroderidae). Intraspecific variation was not observed within the populations of H. filipjevi which could be in the same genotypic group. In addition to the high incidence of these Heterodera spp., intensive cereal cropping systems with/without non-cereal rotations in wheat production areas of Niğde also resulted in high incidence of root lesion nematode, Pratylenchus species., Bu çalışma ile 2018-2019 yıllarında Niğde İli'ndeki başlıca tahıl yetiştirme alanlarında bulunan fitofag nematodların yoğunluk ve dağılımı belirlenmiş, tahıl kist nematodu türlerinin morfolojik ve moleküler yöntemlerle tanımı yapılmıştır. Fitofag nematodlar 12 cins olarak toprak örneklerinin %95'inde tespit edilmiştir. En yaygın fitofag nematodlar sırasıyla, Heterodera, Ditylenchus, Merlinius, Pratylenchus, Aphelenchus, Aphelenchoides, Tylenchus, Helicotylenchus, Trophurus, Pratylenchoides, Filenchus ve Xiphinema cinsleridir (bulunma yoğunluğuna göre sıralanmıştır). İncelenen toprak örneklerinin %75’inde tahıl kist nematodu (Heterodera spp.) bulunmuştur. Kistlerin ve 2. dönem larvaların ölçümleri ve morfolojik karakterlerinin değerlendirilmesiyle elde edilen sonuçlarda Heterodera filipjevi (Madzhidov, 1981) Stelter, 1984 olarak tespit edilmiş olup sadece Çamardı’dan iki popülasyon Heterodera latipons Franklin, 1969 (Tylenchida: Heteroderidae) olarak belirlenmiştir. Heterodera filipjevi’nin tür içi varyasyonlarına bakıldığında hepsinin aynı gurupta olabileceği değerlendirilmiştir. Buna ilave olarak tahıl kist nematodları yanında kök lezyon nematodlarının, Pratylenchus türlerinin de rotasyon yapılan/yapılmayan Niğde İli tarım alanlarında yüksek yoğunlukta bulunduğu sonucuna varılmıştır.

Granulomatosis with polyangiitis (GPA) involves upper and lower respiratory tracts and kidneys. Lung involvement is among the most important organ involvements in GPA. GPA's lung involvement might be confused with other granulomatous conditions with lung involvement. In this report, we presented clinical features of two cases with GPA who had been diagnosed as tuberculosis (TBC) and well treated with anti-tuberculosis (anti-TBC) drugs. However, one of two cases had ear-nose-throat (ENT) manifestations before the diagnosis of TBC and her extrapulmonary findings related with GPA have added to clinical features in the following years. In the second case, the manifestations of GPA appeared after 13 months of anti-TBC treatment. We speculated that lung involvement in these cases may be due to GPA rather than TBC. Our aim was to highlight difficulties in the differential diagnosis between GPA and TBC and suggest the possible beneficial effect of anti-TBC drugs on the lung involvement due to GPA in light of the literature data.

2nd World Conference on Learning, Teaching and Educational Leadership, WCLTA-2011 -- 28 October 2011 through 30 October 2011 -- Istanbul, This study explored pre-service science teachers' understanding and acceptance of evolution and their perceived necessity of introducing evolution into elementary science classes in relation to some socio-demographic variables. A total of 415 pre-service science teachers completed the background characteristics survey, evolution content knowledge test and measure of acceptance of the theory of evolution. Canonical correlation analysis demonstrated that pre-service science teachers with well-educated parents, females, and those with high levels of interest in evolution tended to have higher levels of understanding and acceptance of evolution compared to others. © 2011 Published by Elsevier Ltd.

Akyol, Gülsüm (Aksaray, Yazar), The research study investigated the possible associations among science and biology teachers' knowledge and belief variables concerning teaching evolution in science and biology classes. Specifically, this study examined how a set of variables including teachers' understanding of evolution and nature of science (NOS) is related to the set of variables including teachers' acceptance of evolution and perceptions of teaching evolution (i.e., perceptions of the necessity of addressing evolution in their classrooms, perceptions of the factors that impede addressing evolution in their classrooms, and personal science teaching efficacy beliefs regarding evolution). Data were collected from science and biology teachers through administration of Evolution Content Knowledge Test, Measure of Acceptance of the Theory of Evolution, Nature of Science as Argument Questionnaire and Teachers' Perceptions of Teaching Evolution Scale. Canonical correlation analysis findings suggested that teachers who had thorough understanding of evolution and NOS were likely to both accept the scientific validity of evolution and believe the necessity of addressing evolution in the classrooms. On the other hand, teachers with thorough understanding of evolution and NOS did not necessarily believe that they have a stronger sense of self-efficacy beliefs regarding teaching evolution and that there are fewer obstacles to addressing evolution in the classroom. The research is significant in that it provides empirical evidence clarifying the interactions between teachers' understanding and beliefs in teaching evolution. Implications for science teacher education are discussed.

This study proposed a path model of relationships among understanding and acceptance of evolution, views on nature of science, and self-efficacy beliefs regarding teaching evolution. A total of 415 pre-service science teachers completed a series of self-report instruments for the specified purpose. After the estimation of scale scores using unidimensional IRT models, path analysis suggested that sophisticated views on NOS were associated with higher levels of both understanding and acceptance of evolution, and the higher level of understanding of evolution was related to the higher level of acceptance of evolution. Besides, higher levels of both understanding and acceptance of the theory and naïve views on NOS were found to be associated with stronger self-efficacy beliefs for teaching evolution effectively. © 2012 The Association for Science Teacher Education, USA.

This study examined the differences in the level of 7th-grade Turkish students' cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) in science and investigated the contribution of cognitive and metacognitive strategy use to students' science achievement. The present study also explored the relationships between students' background characteristics (gender, prior knowledge, socioeconomic status) and their cognitive and metacognitive strategy use and science achievement. The statistical analyses revealed significant differences in the level of students' cognitive and metacognitive strategy use scores. Besides, elaboration, organization, and metacognitive self-regulation strategy use were found to make a significant contribution to students' science achievement. Moreover, prior knowledge, parents' educational level, number of reading materials at home, frequency of buying a daily newspaper, presence of a separate study room, and presence of a computer with internet connection at home were significantly associated with cognitive and metacognitive strategy use and science achievement. © 2010 Taylor & Francis.

This study examined how well pre-service science teachers’ understandings of evolutionary theory and nature of science predict their acceptance of evolutionary theory. A total of 136 pre-service science teachers participated in the study. Data were collected through Evolution Content Knowledge Test, Nature of Science as Argument Questionnaire and Measure of Acceptance of the Theory of Evolution and analyzed by using Multiple Linear Regression Analysis. The analysis revealed that only understanding of nature of science made a statistically significant positive contribution to the prediction of participants’ acceptance of evolutionary theory