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This research aims to investigate the effect of teaching the socio-scientific issues, "Global Warming, Sustainable development and Bio-technology" in 8th class, with the case-oriented station technique on the academic achievement of the students and their motivation toward science learning. The study was carried out with 71 students in 8th class in 2 secondary schools of a district with approximately 20.000 population in the Eastern Anatolia Region. The mixed-method, consisting of the data collected as qualitatively and quantitatively, was employed. In the quantitative part of the study, the Socio-scientific issues Achievement Test and the Science Learning Motivation Scale developed by Dede and Yaman (2008) to measure students' motivation to learn were used. Unstructured interview, which is one of the qualitative research methods, was preferred in order to support the study with student opinions and comments. The Socio-scientific Issues Achievement Test and the Science Learning Motivation Scale were applied to the experimental and control groups as pre-test at the beginning and as post-test at the end of the study. Results indicated that teaching the socio-scientific issues with case-oriented station technique positively affected the students' academic achievements and their motivation toward science learning. Besides, the interviews showed that the students found it useful, fun, remarkable and permanent to learn socio-scientific issues using the case-oriented station technique.

Bu arastirma, Montessori yaklasim temelli STEM etkinliklerinin okul oncesi ogretmen adaylarinin; yaraticilik becerilerinin gelisimleri uzerinde bir etkisinin olup olmadigini tespit etmek amaciyla yapilmistir. Arastirmada karma yontem kullanilmistir. Arastirma orneklemini 2017-2018 egitim ogretim yilinda Egitim Fakultesi Okul Oncesi Ogretmenligi Bolumunde ogrenim goren 50 ogretmen adayi olusturmustur. Arastirmada ogretmen adaylarinin yaraticilik becerilerindeki degisimi belirlemek amaciyla tek gruplu ontest sontest deseni olusturulmustur. Arastirma suresince elde edilen nicel verilerin analizi istatistiksel yontemler ile nitel verilerin analizi ise icerik analizi ile yapilmistir. Arastirmada nicel verilerin elde edilmesinde “Ne Kadar Yaraticisiniz?” olcegi ile “Yari yapilandirilmis mulakat formu” kullanilmistir. Nicel verileri destekleyici nitelikte hazirlanan nitel veriler acik uclu yari yapilandirilmis gorusme formundan olusmaktadir. 14 hafta boyunca adaylara Montessori yaklasim temelli STEM egitimleri verilmistir. Arastirma sonucunda elde edilen bulgularda; yaraticilik becerilerinin ontest ve sontest puanlari arasinda, anlamli bir farklilik oldugu ve nitel verilerden elde edilen sonuclarinda niceli destekler nitelikte oldugu bulunmustur.

Ogrencilerin bilgilerini gunluk yasamla iliskilendirmeleri; okul ortaminda ogrenmis olduklari konularin onemini anlamalari, nerede ve nasil kullanilacagini gormeleri ve konularin aslinda gunluk yasantiyla butunlesik oldugunun farkina varmalari acisindan buyuk onem tasimaktadir. Bu baglamda; ogrenme ortamlarina bu iliskileri yansitacak olan ogretmenlerin yeterli bilgi ve deneyim sahibi olmalari gerekmektedir. Arastirmada; Gercek yasam icerikli ogretim uygulamalarinin ogretmen adaylarinin astronomi ve elektrik ogrenme alanlari ile gunluk yasami iliskilendirebilme duzeylerine etkisinin incelenmesi amaclanmistir. Katilimcilar Fen Bilgisi Egitimi Anabilim Dalinda ogrenim goren toplam 30 dorduncu sinif ogrencisinden olusmaktadir. Calismada astronomi ve elektrik ogrenme alanlari secilmis ve bu ogrenme alanlarinda gercek yasam problemlerine dayali etkinlikler yapilmistir. Calismadaki veriler, bu etkinliklerin ogretmen adaylarinin astronomi ve elektrik konularini gunluk yasamla iliskilendirme durumlarina dayali olarak elde edilmistir. Arastirma deneysel nitelikte olup veriler on-son test desen kullanilarak toplanmistir. Veriler nitel olarak, ogrenme alanlarinin gunluk hayatta kullanimina iliskin acik uclu anketler ile toplanmistir. Calisma sonunda ogrenme alanlarinin gunluk yasamla iliskilendirme duzeylerinin elektrik ogrenme alaninda ve astronomi ogrenme alaninda yaklasik iki katina ciktigi gorulmustur.

In this present study, it was aimed to investigate the effect of teaching practices with real life content in light and sound learning areas. With this purpose, it was intended to determine the contribution of teaching practices with real life content (TPRLC) to the levels of pre-service teachers' skills to associate the light and sound learning areas with daily life. The research was designed with an experimental basis and data were collected with the pre-test, post-test pattern. The participants consisted of 30 university students who were in fourth grade in Secondary School Science Teacher Training Department. Data were collected with questionnaires including open-ended questions related to the Use of Learning Areas in Daily Life. With the results, it was found out that the levels of pre-service teachers in associating the learning areas with daily life doubled in light learning areas and trebled in sound learning areas.

To measure heavy metal pollution, 42 different soil samples were collected and analyzed from the center, cities, and villages of Erzincan. Average element concentrations in the soil samples in micrograms per gram were as follows: Cadmium (Cd, 6.1), Cobalt (Co, 52.2), Chromium (Cr, 739.6), Copper (Cu, 51.3), Nickel (Ni, 638.4), Lead (Pb, 14.2), and Zinc(Zn, 85.7), and these results were incompatible with natural background values. Heavy metal concentrations were at high levels, especially in agricultural regions and regions with mineral deposits. The results were compared to the allowable levels in soil dictated by pollution regulations in Turkey and some European countries. Krige (1962) method was used to evaluate the distribution of concentrations of heavy metals. Various methods such as Reverse Distance Weighted Interpolation Method (IDW), Local Polynomial, Radial-Based Function, and Kriging were used in preparing density maps. In the maps obtained, critical values for each heavy metal are defined. In addition, these critical values were compared with Krauskopf (1979) values. In this comparison, the values obtained in the samples showed ultramafic rocks in Erzincan region.

The purpose of this study is to try to determine the attitude and knowledge levels of teachers regarding radiation. The sample of the research consists of 274 teachers from various branches working in primary and secondary schools in a city with a population of 250 000. Personal data survey and the scale of attitude towards the radiation concept prepared by Torun, Yalçın, and Altun Yalçın (2011) were used in order to collect data. The data obtained were transferred to the SPSS 15 package program and analyzed. Evaluation was done with respect to gender of teachers in the sample, the faculty they graduated from, the institution they work at and the school level they work at and independent t-test was used to compare their opinions obtained. The One-way variance analysis (ANOVA) was used in order to determine whether there are any differences between group variables related to the education branches of teachers in the sample, and the Kruskal-Wallis test was used to determine if there are differences between group variables related to the region of the university of graduation and the educational status of teachers. According to the results of the study, no significant differences were found among teachers in terms of the variables of the level of education, the region of the university of graduation, the faculty of graduation, the institution of employment and the level of education, while significant differences were found in variables the gender of teachers and their education branch., Bu çalışmanın amacı, öğretmenlerin radyasyon kavramına karşı tutum ve bilgi düzeyleri belirlemeye çalışmaktır. Araştırmanın örneklemini İç Anadolu’nun batısında yaklaşık ikiyüzellibin nüfuslu bir ilde ilkokul ve ortaokullarda farklı branşlarda çalışan 274 öğretmen oluşturmuştur. Çalışmada verilerin toplanması amacıyla kişisel bilgi anketi ve daha önce Torun, Yalçin ve Altun Yalçin (2011) tarafından geliştirilen radyasyon kavramına karşı tutum ölçeği kullanılmıştır. Elde edilen veriler SPSS 15 paket programına aktarılarak analiz edilmiştir. Örneklemdeki öğretmenlerin cinsiyet durumlarına, mezun oldukları fakülte durumlarına, çalışılan kurum durumuna ve çalışılan okul kademesi durumlarına göre değerlendirme yapılıp elde edilen görüşlerinin karşılaştırılmasında bağımsız t-testi uygulanmıştır. Örneklemdeki öğretmenlerin eğitim verdikleri branş ile ilgili grup değişkenleri arasında farklılık olup olmadığını belirlemek için tek yönlü varyans analizi (ANOVA) kullanılmış, mezun olunan üniversitenin bulunduğu bölge ve öğretmenlerin eğitim durumlarıyla ilgili grup değişkenleri arasında farklılık olup olmadığını belirlemek için ise Kruskal-Wallis testi kullanılmıştır. Araştırmadan elde edilen sonuçlara göre öğretmenler arasında eğitim düzeyi, mezun olunan üniversitenin bulunduğu bölge, mezun olunan fakülte, çalışılan kurum, eğitim düzeyi değişkenlerine göre anlamlı bir fark bulunmazken, öğretmenlerin cinsiyetleri ve eğitim verdikleri branş değişkenlerine göre anlamlı fark bulunmuştur.

One of the most important tools linking between schools and real life is real life problems. Real life problems are a type of problems that are prepared starting with the real life situations and necessitate an application of a real life. Solving thi s kind of problems allows students to apply theoretical knowledge, going beyond the formal nature of schools. It is an active process that places students at the center, constructing knowledge and applying the theoretical knowledge gained. It is believed that benefiting from using real life problems in learning-teaching contexts will both provide students with educational contexts that include real life situations and help them become individuals who can overcome difficulties by themselves by improving their critical problem-solving skills. In the study conducted, it is aimed to examine real life problems through various variables based on teacher candidates’ opinions. The participants included 30 senior teacher candidates studying Mathematics teaching at the department of primary education in the faculty of education at a university located in a middle-sized city. Case study was applied as the method of study. The teacher candidates were given semi-structured forms to provide their opinions and the data collected were transcribed and analyzed qualitatively. In the light of the analyses conducted, it is concluded that real life problems, according to teacher candidates, are used most in their field teaching courses, while they are least used in their field courses and the instructors highlight the link of course contents with real life. Moreover, another finding is that teacher candidates consider Mathematics very useful in solving the problems that we face in our daily life and appreciate Mathematics as it also covers real life problems, though they find it deficient in some perspectives.

It is clear that detailed studies performed under identical experimental conditions are desirable to determine the effect of the chemical environment on the value of intensity ratios. To better und...

Radioactive nuclides as 131I and 133Xe are increasingly used for both clinical diagnosis and therapeutic treatment of the patient. For example, 131I is used for the treatment of thyroid gland cancer. Otherwise, 133Xe is used in ventilation studies to assess and evaluate pulmonary function and to provide images of the lungs in both cardiac and pulmonary diseases, such as asthma, pulmonary emphysema, bronchiectasis, carcinoma of the lung, and pulmonary embolism [1,2]. Furthermore, cerebral blood flow is measured using 133Xe inhalation. In this study, the X and γ-rays emission probabilities in the decay of 131I and 133Xe were precisely measured with a calibrated Si(Li) detector. Results of this study were compared using available results in the literature. Good agreement was observed between our results and available results in the literature.

In this research, the usage of instructional technologies in activities of education by the lecturers is investigated. The research is performed by applying questionnaires to 38 lecturers from education faculty in 2010-2011 in Erzincan. The questionnaire consists of 28 questions. For the analysis of the research results SPSS program is used, mean and standard deviation for the answers of all lecturers in the research are calculated. Eventually, it is determined that lecturers the most use backboard which is one of the oldest instruction technologies and computer which is one of the new educational technologies. Lecturers persist to use blackboard their lessons. And book is among the most using materials by lecturers.

The measurements of the L X-ray intensity ratio I ( L α ) / I ( L β ) , I ( L α ) / I ( L γ ) , I ( L α ) / I ( L ι ) , I ( L β ) / I ( L γ ) and I ( L ι ) / I ( L γ ) for elements Dy, Ho, Yb, W, Hg, Tl and Pb were experimentally determined both by photon excitation, in which 59.5 keV γ -rays from a filtered radioisotope 241 Am was used, and by the radioactive decay of 160 Tb, 160 Er, 173 Lu, 182 Re, 201 Tl, 203 Pb and 207 Bi. L X-rays emitted by samples were counted by a Si(Li) detector with resolution 160 eV at 5.9 keV. Obtained values were compared with the calculated theoretical values. Theoretical values of the I ( L α / L β ) , I ( L α / L γ ) , I ( L α / L ι ) , I ( L β / L γ ) and I ( L ι / L γ ) intensity ratios were calculated using theoretically tabulated values of subshell photoionization cross-section, fluorescence yield, fractional X-ray emission rates, Coster–Kronig transition probabilities. It was observed that present values agree with previous theoretical and other available experimental results.

The measurements of the K X-ray intensity ratio I (K α 2 /K α 1 ), I (K β 1 /K α 1 ) and I (K β /K α ) for elements V, Mn, Zn, Tc, Ru, Cd, Xe, Ba, Cs, Hg and Rn were experimentally determined both by photon excitation, in which 59.5 keV γ-rays from a 241 Am and 123.6 keV γ-rays from a 60 Co were used, and following the radioactive decay of 51 Cr, 55 Fe, 67 Ga, 99 Tc, 111 In, 131 I, 133 Ba, 133 Xe, 137 Cs, 201 Tl and 226 Ra. K X-rays emitted by samples were counted by a Si(Li) detector with resolution 160 eV at 5.9 keV. Obtained values were compared with the theoretical values. It was observed that present values agree with the previous theoretical and other experimental results.

Li (i=ι,α,β,γ) X-ray fluorescence (XRF) cross-sections have been measured for the elements Hg, Tl, Pb and Bi using photon energies of 16.90, 22.58, 25.77, 32.89, 38.18, 43.95, 50.21 and 59.54 keV . L X-rays fluorescence spectra were measured using a Si(Li) detector coupled to a computerized multi-channel analyser in a π/2 experimental geometry set-up. Experimental cross-sections have been compared with the theoretical values of L X-rays cross-sections and fairly good agreement is observed between the experimental and theoretical values.

The total incoherent scattering differential cross-sections of Ti, Cr, Ni, Cu, Zn, Pd, Cd and Ba have been experimentally investigated for 59.54 keV gamma photons in the angular range 30–140° using an improved method. The background correction and detection efficiency are also included in the study. The measured cross-sections have been compared with those estimated on the basis of the non-relativistic Hartree–Fock wave functions.

In this research, it was aimed to determine the effect of learning stations designed for astronomy subjects on the academic achievement of students and give an alternative method for teaching astronomy in the literature. The mixed approach in which mixed quantitative and qualitative methods were used together was preferred in the study. Among the quantitative methods, the pre-test and post-test model of the semi-experimental method was used; in addition, the protocols were applied about the method, which was used. The research was carried out with 98 seventh class students, who were under education in a secondary school located in the Eastern Anatolia Region of Turkey in the education year of 2015-2016. The quantitative data were analysed via the Astronomy Achievement Test (AAT) developed by the researchers and had 0,795 Cronbach Alpha reliability coefficient. The astronomy subjects in science lesson of the seventh class were studied with the experimental group through the learning stations; on the other hand, they were studied with the students in the control group through the activities stated in the textbook prepared by the Ministry of Education. The AAT was applied for the experimental, control groups using the pre- and post-tests, and data were analysed with the t-test. Meaningful difference was determined in AAT pre-test average scores of experimental and control groups; on the other hand, a meaningful difference was determined between the groups according to the independent samples t-test results applied with the average scores of the post-test(p

Incoherent scattering functions of Al, Ti, Fe, Ni, Cu, Zn, Zr, Nb, Mo, Ag, Sn, Ta, Au and Pb have been experimentally investigated for 59.5 keV gamma rays of 241 Am at the scattering angle 110° by using the help of a Ge(Li) detector. The measured incoherent scattering functions at the momentum transfer x ≅2.739 A −1 have been compared with those estimated on the basis of the non-relativistic Hartree–Fock wave functions. The present results constitute the first measurement for this combination of energy and angle, and good agreement is obtained between experiment and theory.

Incoherent scattering functions were determined experimentally for a photon energy of 59.5 keV at an angle 110° for the elements V, Cr, Co Br, Sr, Cd, I, Cs, Ba, Ce, Nd, Sm, Hf, Os and Tl using a high-resolution Ge(Li) detector. The experimental values of incoherent scattering functions at the momentum transfer x ≈ 2.74 A−1 were compared with those estimated on the basis of the non-relativistic Hartree–Fock wavefunctions. The present results were in good agreement with those of Hubbell et al. Copyright © 2002 John Wiley & Sons, Ltd.

Emission probabilities of K X- and γ-rays following the decay of 51Cr and 67Ga were precisely measured with a calibrated Si(Li) detector. The photopeak efficiency of the Si(Li) semiconductor detector was determined experimentally for about 4–400 keV energy range by using standard sources. Results of this study have been compared with the theoretical values and other available experimental results in the literature. Good agreement was observed between our results, and other available experimental results and theoretically calculated values.

The aim of this research is to develop a scale for measuring the knowledge and attitude of the university students to the concept of radiation. That's why, for assessing sensorial learning's included in educational aims, a likert type scale was prepared to determine what the thoughts of the students about radiation are. This research was applied to 175 students studying at Erzincan University, Faculty of Education, Department of Science Education and Vocational High School. In the first stage of the research, a question pool was originated and an attitude scale of 45 questions was formed making use of the questions taken from this question pool. These questions were reduced to 35 and were applied to the students after consulting to an expert. Pilot study of this attitude scale was done. The data was done analyzed statistically. The questions including the perspective against the objects that may be the source of radiation and that we have to live together and face in daily life were prioritised. Content and construct validities were examined for the validity study of the scale. We utilized from the opinion of an expert to determine the scope validity, and from Croncbach alpha reliability coefficient was found to be 0.885. The scale was determined as seven factors by a factor analysis for the construct validity. This research is supposed to inform society and the university students about radiation. It's supposed that the scale will enlighten the studies to be done in the future about radiation.