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Objectives: The purpose of this study is to profile three groups of children with attention-deficit/hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and both ADHD and ODD, through analyzing their cognitive abilities, personality traits, and family characteristics. Methods: The study included 60 patients, with 20 patients in each group. Patients were selected according to the DSM IV criteria. They completed the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Bender Visual Motor Gestalt Test, and their mothers filled out the Child Behavior Checklist (CBCL) and Marital Conflict Questionnaire. Results: There were no significant differences in picture completion, block design, and coding, which are the WISC-R subtests, between the three groups. In addition, there was no significant difference in verbal, performance, and WISC-R scores. Finally, there was no significant difference when the subdivisions of the CBCL externalizing and internalizing behaviors were analyzed individually. The Frequency of Marital Conflict Score and Conflict Expansion Score were analyzed, and there were no significant differences found between the three groups. The highest average of the Bender Visual Motor Gestalt Test was in the ODD group, whereas the lowest average was in the ADHD group. Conclusion: When comparing ADHD and ODD in terms of cognitive abilities, the observed differences may be because ODD has no genetic or organic component, and ADHD has an organic basis. In ODD, cognitive abilities are intact, which should underline the environmental and family factors.

We investigated the belief system of Turkish preservice science teachers (PSTs) about teaching a socioscientific issue (GM Foods) using a belief system model. This model includes three belief pools: content beliefs (CBs), core pedagogical beliefs (CPBs) and pedagogy of content beliefs (PCBs). Based on this model, we developed a questionnaire in order to see interrelationships among three belief pools about teaching GM Foods. For content beliefs, we selected content knowledge, risk perceptions, moral beliefs and religious beliefs. For pedagogy of content beliefs, we selected teaching efficacy, preferred teaching methods and preferred teacher's roles. We administered the questionnaire to 423 PSTs. Using correlation analysis, multinomical logistic regression and structural equation modelling we tried to understand the relationships between CBs and PCBs and to make interpertations about possible CPBs working as a filter between CBs and PCBs. The results show that PSTs are relatively knowledgeable, hold high risk perceptions and certain moral and religious beliefs about GM Foods. They possess high teaching efficacy beliefs, choose the teaching role of Neutral Impartiality and prefer large class discussion and computerassisted teaching. As core pedagogical beliefs (CPBs), they may have traditional epistemologies, moral and religiously-based teaching goals. We investigated the belief system of Turkish preservice science teachers (PSTs) about teaching a socioscientific issue (GM Foods) using a belief system model. This model includes three belief pools: content beliefs (CBs), core pedagogical beliefs (CPBs) and pedagogy of content beliefs (PCBs). Based on this model, we developed a questionnaire in order to see interrelationships among three belief pools about teaching GM Foods. For content beliefs, we selected content knowledge, risk perceptions, moral beliefs and religious beliefs. For pedagogy of content beliefs, we selected teaching efficacy, preferred teaching methods and preferred teacher's roles. We administered the questionnaire to 423 PSTs. Using correlation analysis, multinomical logistic regression and structural equation modelling we tried to understand the relationships between CBs and PCBs and to make interpertations about possible CPBs working as a filter between CBs and PCBs. The results show that PSTs are relatively knowledgeable, hold high risk perceptions and certain moral and religious beliefs about GM Foods. They possess high teaching efficacy beliefs, choose the teaching role of Neutral Impartiality and prefer large class discussion and computerassisted teaching. As core pedagogical beliefs (CPBs), they may have traditional epistemologies, moral and religiously-based teaching goals.

WOS: 000391393300001, For science teachers using the discourse of socioscientific issues (SSI), it is important to make a decision as to whether when and how to disclose their own positions. The existing limited literature shows that science teachers prefer one of four roles during SSI discourse: sticker to facts, imposer, democracy advocator, and committed impartialist. The purpose of the present research is to understand the nature of preservice science teachers' (PST) beliefs underlying such selection. Based on existing literature, we developed a teacher's belief questionnaire including vignettes representing four teacher's roles in discussion of genetically modified (GM) foods. Three hundred twenty-four (324) PSTs from a Turkish context experiencing SSI-based reforms completed these questionnaires, selected one of the teacher's roles, and justified their selection by writing reasons. Content analysis procedures were used in data analysis of this qualitative study. The results show that most PSTs selected dialogical roles (democracy advocators and committed impartialists). Looking at their beliefs, epistemologies and teaching goals work together in PSTs' selection of their preferred role. In addition, we argue that there is no desired alignment between teachers' existing beliefs and expectations of SSI reforms. We conclude by indicating certain implications that may enhance such alignment.