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Alper Tuna Güven,1 Murat Özdede,2 Burcu Çelik Eroğlu3 1Başkent University Faculty of Medicine, Department of Internal Medicine, Division of General Internal Medicine, Ankara, Turkey; 2Hacettepe University Faculty of Medicine, Department of Internal Medicine, Division of General Internal Medicine, Ankara, Turkey; 3Hacettepe University Faculty of Medicine, Department of Internal Medicine, Ankara, TurkeyCorrespondence: Alper Tuna Güven, Email atunaguven@ankara.baskent.edu.trBackground: Weight misperception (WM) is common among adults, and it is associated with adverse health outcomes. Research has shown that various factors are associated with weight misperception. Turkish adult population data for weight misperception and related factors do not exist.Methodology: We conducted a face-to-face cross-sectional descriptive survey in the general internal medicine outpatient clinics of two academic centers. Perception was analyzed both verbally and visually. Misperception was defined for both verbal and visual scales as being thinner than reality misperceptions (TTRM), fatter than reality misperceptions (FTRM), or either of them (ETFTRM). Demographics, anthropometrics, and social determinants of health were analyzed in different misperception groups.Results: 250 patients participated in the study. The median (interquartile range) age was 55 (14), and the BMI was 28.2 (6.9) for females and 26.9 (4.4) for males. 81.2% had ETFTRM, 45.2% had TTRM, and 22.4% had FTRM. Age and BMI were higher in the ETFTRM and TTRM groups, while education level was lower in both. Multivariate logistic regression showed that higher age, higher BMI, and lower education levels were associated with higher TTRM.Discussion: WM is common among the Turkish adult population. Similar to the previous studies, aging, high BMI, and low education levels are associated with weight misperception. However, in contrast to previous studies, gender, marital status, and employment were not associated with weight misperception in our cohort.Keywords: weight perception, body mass index, educational status, obesity

Murat Özdede,1 Alper Tuna Güven,2 Damla Karadeniz Güven,3 Oğuz Abdullah Uyaroğlu,1 Mine Durusu Tanriover1 1Hacettepe University Faculty of Medicine, Department of Internal Medicine, Division of General Internal Medicine, Ankara, Turkey; 2Başkent University Adana Hospitals, Department of Internal Medicine, Division of General Internal Medicine, Adana, Turkey; 3Adana City Hospital, Department of Pulmonology, Adana, TurkeyCorrespondence: Alper Tuna Güven, Başkent University Adana Hospitals, Department of Internal Medicine, Division of General Internal Medicine, Yüreğir, Adana, Turkey, Tel +90 541 802 2135, Email alper.tuna.guven@gmail.comBackground: COVID-19 creates a hypercoagulable state with a wide spectrum of clinical manifestations. Of those, venous thromboembolism (VTE) is prevalent, and numerous studies have highlighted the importance of VTE prophylaxis. Pre-pandemic VTE prophylaxis practices have already been poor, despite guidelines. We hypothesized that the gap between guidelines and practices might have been closed due to increased awareness.Materials and Methods: Non-COVID-19 patients hospitalized in the internal medicine ward of a university hospital between January 1st, 2021, and June 30th, 2021, were assessed. VTE risk and thromboprophylaxis requirements were assessed using the Padua Prediction Score (PPS). The results were compared with the findings of the study conducted in the same setting before the pandemic.Results: A total of 267 patients were included, and 81 patients (30.3%) received prophylaxis. A total of 128 patients’ (47.9%) PPS was ≥ 4, and 69 patients (53.9%) received prophylaxis; 12 low-risk patients (8.6%) received prophylaxis although it was not indicated. Compared to the pre-pandemic figures, both appropriate prophylaxis use and overuse rates have risen. While the increment rate of appropriate prophylaxis was statistically significant, the increment rate of overuse did not reach statistical significance. Patients hospitalized for infectious diseases and respiratory failure were more likely to receive appropriate prophylaxis.Conclusion: We have demonstrated a significant increase in appropriate pharmacologic prophylaxis rates among high-risk patients. Besides all the collateral damage the pandemic has created, it might also have brought collateral benefits with regards to VTE prophylaxis.Keywords: COVID-19, venous thromboembolism, risk assessment, quality of health care, quality improvement

The purpose of this study was to examine the relationship among pre-service science teachers' global scientific literacy and various variables within the scope of the structural equation model. Since the relations among the variables were investigated in the structural model established for this study, correlational research methodology was applied. The application was carried out with 294 pre-service teachers studying in the departments of chemistry, physics, biology and elementary science education of a state university. The data of the study were obtained with the scales of global scientific literacy, the perception of science process skills, the inquiry skills, the self-directed learning readiness in laboratory, the attitude scale towards the laboratory and the personal information questionnaire. Within the framework of structural equation modeling, the causal and relational analyses of the data were examined. The results showed that the proposed model of the relationship among global scientific literacy and the variables predicting global scientific literacy was also found to be compatible with the data, and the entire model was confirmed except for the attitude towards the laboratory. In this context, it can be claimed that these variables play an essential role in pre-service teachers' being global scientifically literate.

Alper Tuna Güven Başkent University Faculty of Medicine, Department of Internal Medicine, Division of General Internal Medicine, Ankara, TurkeyCorrespondence: Alper Tuna Güven, Başkent University Faculty of Medicine, Department of Internal Medicine, Division of General Internal Medicine, Taşkent Caddesi (Eski 1. Cadde) 77. Sokak (Eski 16. Sokak) No: 11 06490 Bahçelievler, Ankara, Turkey, Email alper.tuna.guven@gmail.com

Is children's literature only beneficial to children? Or do the benefits of children's literature also extend to the knowledge and mathematical skills of the teachers who employ it and reflect on it? This study seeks to investigate the role of picturebooks on the mathematical knowledge of preschool teacher candidates. For this purpose, in-depth examinations of how picturebooks can be used in teaching preschool mathematics and children's literature. As well as the changes in the content knowledge of the teacher candidates, were done by conducting focus group interviews with teacher candidates. This is a qualitative case study consisting of focus group discussions in which high-level knowledge sharing and production can be achieved through interaction and associations. In the research, 11 picturebooks were discussed, and 8 teacher candidates participated in 6 focus group interviews lasting a total of 338 min throughout a 7 week period. The study's findings have demonstrated that through children's literature, teacher candidates' misconceptions about measuring length can be revealed and eliminated without the need for another source, with discussions based on consciously and systematically selected picturebooks. Thus, it can be said that picturebooks act as a catalyst for the studies that aim to enhance the mathematical content knowledge of teacher candidates. The study has also observed that picturebooks can comprehensively address the fundamental concepts of length measurement.

Alper Tuna Güven,1 Murat Özdede2 1Başkent University Adana Hospitals, Department of Internal Medicine, Adana, Turkey; 2Hacettepe University Faculty of Medicine, Department of Internal Medicine, Division of General Internal Medicine, Ankara, TurkeyCorrespondence: Alper Tuna Güven, Email alper.tuna.guven@gmail.com

The primary aims of environmental education and courses at universities are for students to develop an environmental mentality and to be able to apply that mindset to solving real-world issues. In this study, pre-service elementary students participated in active learning environments through creating educational radio program activities by researching scientific information on seven topics: water, air soil, global warming, population, green chemistry and artificial intelligence. Presentations of their radio programs were followed by construction of mind maps to exhibit knowledge of the environmental concepts they had learned. This approach demonstrated useful knowledge for future classroom applications for teaching about environmental issues. Mind maps were used to help university students establish patterns between concepts and thoughts, understand cause-effect relationships, and organize and systematize their complex knowledge about environmental issues. A case study design was implemented. Participants were second-year students enrolled in a public university's Elementary Teaching Program in Izmir, Turkey. Results indicated that the incorporation of educational radio activities with mind maps to consider the most prominent environmental education issues and their alternative solutions raised students' awareness of how lesser-known issues are related to the environment. Students concentrated on a cognitive and affective process; learning to look at multidimensional environmental issues from many viewpoints by adding new concepts to those they previously knew.

Textbooks are among the most important means of education in terms of instilling leadership skills in students. The characters presented as models in the textbooks play an important part in building up such leadership skills with the help of quotes from such characters, texts written with reference to them, and the activities developed accordingly. Thanks to his leadership qualities, Mustafa Kemal Ataturk is one such character who continues to provide guidance even after a century. As a model for the students, he arguably plays a role in helping them develop leadership skills. Therefore, it is important to analyze his description in the textbook from a scientific perspective. Against this background, this study presents an analysis of the 8th grade textbook for "The History of Turkish Revolution and Kemalism" course used in the academic year 2021-2022, with reference to Ataturk's leadership traits and the types of leadership deemed important in the 21st century (strategic, authentic, charismatic, servant, transformative, transactional, etc.). The data gathered through document review was then subjected to descriptive analysis. The analysis led to the conclusion that the text represented Ataturk's leadership traits in tune with the types of leadership prevailing in the 21st century. It is also understood that Ataturk's strategic, visionary, transformative, charismatic, entrepreneurial, and creative leadership skills were more prominent in the text. [Paper presented at the Social Studies Education Symposium (Turkey, Jun 9-11, 2023).]

This study aims to examine the unique educational films prepared by science teacher candidates about biotechnology applications and getting their perceptions on the process/the educational films they have prepared. The phenomenology method was used. The study group consists of 30 sophomore teacher candidates. Teacher candidates prepared educational films. Then, the perceptions of the teacher candidates about this process were taken. According to the results of the study educational movies were prepared by teacher candidates by way of their writings about stem cells, genetically modified organisms, nanotechnology and cloning. The educational films focused on the positive and negative aspects of these biotechnology subjects, on the basis of daily life scenarios. Even though the short movies contained both negative and positive references, they mostly had a positive note.

In this study, semi-structured interviews were conducted to determine the views and suggestions of communication faculty academics about how they behaved against digital violence. The data were analyzed qualitatively by inductive technique. According to the results obtained in the research, the majority of the participants stated that they encountered harassment on social networking sites, and the desire to communicate with fake social media accounts caused the participants to worry. On the other hand, participants who faced threats from social media found a solution by complaining about individuals who used digital violence on the sharing site. Participants who faced digital violence tried to prevent digital violence by taking legal action. In cases of encountering digital violence on social media, they filed a criminal complaint with the police department and stated that a new legal department should be opened by the participants and emphasized that the digital violence unit should be opened in order to prevent digital violence. According to the results obtained in the research, the majority of the participants stated that they encountered harassment on social networking sites, and the desire to communicate with fake social media accounts caused the participants to worry. On the other hand, the participants, who faced threats from social media, found a solution by complaining about individuals who used digital violence on the sharing site. Another result obtained from the research is that the participants who encountered digital violence tried to prevent digital violence by resorting to legal means. He made a criminal complaint to the police department about the situations of encountering digital violence on social media and stated that the participants should open a new legal department and emphasized that the digital violence unit should be opened in order to prevent digital violence of the participants.

In many countries, individuals have started to gain 21stcentury skills from an early age. In Turkey, the education of gifted students is supported with activities enriched in parallel with these skills in science and art centers. The LEGO® Education® BricQ Motion Essential Set reinforces achievements with hands-on activities in science subjects, while also improving 21st-century skills such as problem solving, critical thinking, creativity, and collaboration. At this point, this study aims to examine the effect of the LEGO® Education® BricQ Motion Essential Set on the 21st-century skills of gifted students in the teaching of the 'Force and Motion' unit and to determine the students' views on the teaching process. The study was carried out in a science and art center in Konya in the spring term of the 2021-2022 academic year. The sample of the study consisted of 21 gifted students studying in Support-2 programmes (4th grade). An explanatory sequential design was preferred in the study. In the quantitative data collection phase of the study, a one-group pre-test/post-test experimental design was used. Interviews were used for the qualitative data collection phase. The quantitative data of the research were analyzed with the SPSS 26 statistical package program. Qualitative data were categorized according to themes and codes in accordance with content analysis. The results of the research showed that the LEGO® Education® BricQ Motion Essential Set was effective for 21st-century learning and the renewal of the skills of the gifted students participating in the research and that the students developed positive opinions about this education set. It is recommended to use LEGO® training sets to develop the 21st-century skills of gifted students.

This study aims to investigate the influence of teaching via educational films on science teacher candidates' perceptions of biotechnology applications. This is a mixed-methods study aiming to investigate the influence of teaching with educational films on science teacher candidates' perceptions of biotechnology applications. In the quantitative data collection process of the research, a single group pre-test / post-test experimental design was used. And the phenomenology method was used, on the other hand, to collect the qualitative data of the study. For this research, which aims to investigate the influence of teaching with educational films on science teacher candidates' perceptions of biotechnology applications, 32 second-year science teacher candidates at a state university in Ankara were recruited. Two data collection tools were used in the study. The perception scale for biotechnology applications developed by the researchers was used to collect the quantitative data of the study. While the interview form was used to collect the qualitative data of the study. According to the results the study found that teaching with educational films increased the perceptions of science teacher candidates about biotechnology applications. within the scope of the research, the question of whether teaching a lesson with educational films has an effect on changing their perceptions about the subject, and if so, how this change occurs, was asked during the interview stage, and it was found that the majority of the teacher candidates perceived a meaningful change. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]

Classroom sociology is a powerful discipline that helps students develop a sense of identity, achieve success, and experience well-being while building a strong community in the classroom. Teachers who can see beneath the surface and are aware of classroom sociology create a better and more just learning environment for learners, especially in primary education. This study focuses on improving teachers' classroom sociology and social justice awareness. Researchers designed a four-week in-service classroom sociology program for primary school teachers. The program aimed to improve the teachers' awareness and behaviours in terms of classroom sociology and social justice. This applied research was conducted using an in-service program intervention with 12 primary school teacher participants. Data was collected from in-class observations, teacher ethnography notes, participant evaluations, and classroom observations. Initially, participants were more focused on academic performance and teaching routines and largely ignored the social context of the classroom. At the end of the study, teacher participants' awareness of classroom sociology and social justice increased, and both their attitudes towards their students and their teaching methods changed in a positive manner.

This study evaluated a draft curriculum designed in a preliminary study to help practitioners of EAP (English for Academic Purposes) overcome affective problems in higher education language classes. Participatory evaluation model was used to evaluate the draft curriculum practiced with six EAP practitioners in a SFL (School of Foreign Languages) at a state university in Türkiye. A sequential explanatory mixed methods approach was employed. While quantitative data were gathered via a questionnaire, qualitative data were gathered via open ended question test, semi-structured interviews, in-field notes of the curriculum practitioner and the participant observer, and self-reflections of the participants. Findings presented in line with the strengths and weaknesses of the draft curriculum demonstrated that four components of the draft curriculum (objectives, learning experiences and materials, content and assessment and evaluation processes) functioned well. In addition, the weaknesses inspired the researchers to develop the draft curriculum. The current study contributes to institutional and national policies of in-service training for EAP practitioners. Developing a curriculum that targets a common problem represents an important innovation towards standardization in training EAP practitioners and fills in a crucial gap in the field of EAP. [This article includes an extended summary in Turkish.]

The aim of this research is to investigate the effects of educational film-supported augmented reality applications in the teaching of the Solar System and Eclipses Unit of the 6th grade Science course on the academic success of the students and their motivation levels for learning science. The study group of the research consisted of 42 students attending the 6th grade in Kahramanmaras in the fall semester of the 2021-2022 academic year. In this research, quasi-experimental design was used. The participants from whom the data were collected were determined by convenient sampling method. The experimental group (N=22) of the study consisted of the learning group with educational film supported augmented reality applications, and the control group (N=20) was the group that studied with the learning method specified in the current science curriculum. The results obtained from the study revealed that there was no significant difference between the achievement test and motivation scale pre-test scores of the experimental and control groups. Another result obtained from the study is that there is a significant difference in favor of the experimental group between the achievement test and motivation scale posttest mean scores of the groups as a result of the application process.

This case study compared preservice primary school teachers' and primary school teachers' experiences with multi-grade teaching in the 2018--2019 academic year. The sample consisted of 17 fourth-year students in the department of primary school teaching education of a public university and 14 multigrade teachers from 12 schools in Turkey. The preservice teachers and multi-grade primary school teachers developed similar lesson plans and executed similar learning processes. Although the multigrade teachers claimed that they used different methods (brainstorming, drama, observation, etc.), the preservice teachers observed them mostly use Q&A and direct instruction techniques. The preservice teachers did not use multidisciplinary teaching activities but instead showed students videos and slides and designed textbook-based activities. They did not use different methods to plan a multi-grade lecture. Multi-grade teaching training offered by the faculties of education should be interdisciplinary and encourage collaboration among teachers from other branches (e.g., teacher agency). [Paper presented at the European Conference on Educational Research (Online, Sep 6-9, 2021).]

It is widely accepted that one of the most important series that sheds light on the triangle of science-technology-society is the Fringe series. This study intends to make teacher candidates analyze the Fringe in the triangle of science-technology-society and to get their views on the future technologies mentioned in the series and the dilemmas about the effects of these technologies on society. The phenomenology method, one of the qualitative research methods was used when designing the study. During the application process, the teacher candidates were shown the Fringe series and based on the science and technology applications in this series as well as the effects of these applications on society, the existing phenomena related to the subject in the context of science-technology-society were examined. Semi-structured interview questions for the Fringe developed by the researchers were used as a data collection tool. As a result of the study, it was seen that the science teacher candidates evaluated the events in the Fringe with different perspectives on the science-technology-society triangle.

The aim of this study is to examine the effect of the learning environment designed based on different approaches on the change in pre-service teachers' approach preferences and geometry achievement in geometry problems. Twenty pre-service mathematics teachers were involved in geometry lessons for 10 weeks in a learning environment designed based on Analytic Approach (AA), Synthetic Approach (SA) and Vectorial Approach (VA). There were six geometry problems in the pre-test and post-test administered before and after the implementation, respectively. The solutions of the problems in these tests were evaluated by means of a rubric. Then, two pre-service teachers with "high," "medium," and "low" achievement levels were identified based on the scores obtained from these tests and clinical interviews were conducted with them. As a result of the study, it was determined that the most preferred approach before and after the implementation was SA. However, it was determined that AA and VA, which were less preferred before the implementation, were preferred more after the implementation. In addition, the designed learning environment contributed positively to pre-service teachers' geometry achievement. It was determined that the success of the pre-service teachers in the post-test solutions increased considerably compared to the pre-test. It is thought that it is important to design other courses in the university, for example; Analytic Geometry course should be supported with SA and VA or the Algebra course should be supported with AA and VA and presented to prospective teachers in a new structure.

The Dunning-Kruger effect refers to low performing individuals' tendency to overestimate their performance. The metacognitive deficit is thought to be responsible for this inflated self-assessment observed among the low performers. The present study investigated whether the Dunning-Kruger effect occurs in college students during online distance education. A total of 41 college students enrolled in a Learning Psychology course took four online multiple-choice tests immediately following 1-hour online Learning Psychology courses. After each exam, participants estimated their grade points and also rated confidence in their grade point estimations. We performed a series of independent sample t-tests after we had grouped the students as higher and lower performers based on a median split of the actual exam grade points. The analysis demonstrated that lower performing students' deviation of self-estimated grade points from real grade points was significantly greater than higher performing students. Confidence in grade point estimation did not differ between high performers and low performers. Overall, the results indicated that lower performing students overestimated their grade points by an average of 13.5%. On the other hand, lower performing students were as confident in their grade point prediction as higher performing students.

Real-life threats are at the root of all possible threats to be encountered on the Internet. All risk headings for the Internet are situations that can be encountered in real life. Therefore, we should pay attention to the risks of the virtual world by learning to use the internet consciously, safely and effectively, and by teaching our children this, just as we make efforts to protect our children from all these dangers in real life. In this research, the role of the family in children's use of digital media, the risks and solutions according to age groups, and the effect on the development of the child are discussed.

Purpose: This study aims to develop and validate a scale to determine university students' attitudes toward assessment and evaluation in online exams. Background: Measuring students' attitudes toward online exams is crucial, especially in the context of emergency transitions to online learning and the impact of external factors such as the COVID-19 pandemic. Students' perspectives on online examination practices in higher education institutions are significant in understanding students' attitudes and perceptions of online exams for effective implementation. Method: During the developmental phase of the scale, 13 items were created and presented for expert opinion. The scale propositions are designed to question the compliance of the courses with the curricula in the online education process, the transparency of online exams, and the University's technological infrastructure for online exams. The participants in the study consist of 1095 students studying in different programs at the Vocational Schools of three foundation universities in Istanbul, and they were reached via e-mail. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. Findings: The results obtained prove that the 13-question scale is valid and reliable and is a good measurement to determine university students' attitudes to online exams. Implications for Research and Practice: Attitudes are likely determinants of academic achievement. Furthermore, utilizing e-tests positively impacts higher education students' performance and participation in online testing. Therefore, it is essential to consider students' attitudes towards online exams to increase academic success in online courses and provide better learning outcomes. Thus, scale development plays a pivotal role in advancing knowledge within specific domains of social science research, and it is integral to ensuring the quality and reliability of online exam instruments used in higher education.