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The current study aimed to examine the effects of creative drama on preservice teachers' teacher efficacy beliefs, critical thinking disposition, emphatic tendency and reflective thinking tendency. The present study was designed based on explanatory sequential mixed design research method. The preservice teachers participated in 8-week creative drama training. In the quantitative part of the study, one group pre-test-post-test experimental research design as one of the weak experimental designs, was used in order to examine the effects of creative drama on these variables. 42 preservice teachers were selected by convenience sampling strategy was conducted to Teacher Efficacy Belief Scale, Critical Thinking Disposition Scale, Emphatic Tendency Scale and Reflective Thinking Tendency Scale. The quantitative data were analyzed by applying paired samples t-test analysis. In the qualitative part of the study, the case study was used in order to investigate the effects of creative drama on the variables in detail. 42 preservice teachers were conducted semi-structured interviews in order to detail the quantitative findings. Their views about the effects of creative drama training on the explained variables were analyzed and reported. The qualitative data were collected through semi-structured interview form prepared by the researchers and analyzed by content analysis technique. To conclude, the preservice teachers' teacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency improved through creative drama training. The qualitative data collected through semi-structured interviews confirmed the quantitative findings and provided evidences for their development on these variables with the help of creative drama.

This mixed-method study, which aimed to examine the development of teacher candidates, was organized as a design-based study. During the 14-week instructional sequence, pre-service teachers were given training based on the designed hypothetical learning trajectory. The data collected through the lesson plans before and after the training and interviews were organized and analyzed by using the rubric prepared within the scope of Web 2.0 tools by the researchers. Moreover, the pre-training and post-training scores obtained using this performance rubric were analyzed with the related sample t-test. In addition, learning packages and interviews were analyzed using content analysis technique. The findings showed that there was an improvement in the technological pedagogical content knowledge of the pre-service mathematics teachers with the training provided for the use of Web 2.0 tools in mathematics education. In the study, an alternative educational content that can be used in lessons related to instructional technologies in undergraduate programs that train mathematics teachers has been prepared.

The aim of this study is to examine the effects of Realistic Mathematics Education (RME) on 7th grade students' achievement on integer operations and their attitudes towards mathematics and to determine students' views about the RME approach. The research was carried out with the participation of 11 students. Exploratory sequential mixed design was used. In the quantitative part of the research, one group pre-test-post-test design as one of the weak experimental designs was used. On the other hand, case study was used in the qualitative part. In the research, the achievement test consisting of 10 open-ended questions prepared by the researcher and the mathematics attitude scale developed by the Department of Education Research and Development (EARGED) were used as quantitative data sources. On the other hand, semi-structured interview form developed by the researcher and student diaries were collected as qualitative data sources. Also, they were asked to write a diary in which they expressed their opinions about the activities in each week, and interviews were held within 3 weeks after the application had been completed. As a result of the research, it was observed that Realistic Mathematics Education increased the students' achievement and positively affected their attitudes towards mathematics.

The aim of this study is to investigate the cognitive process dimension of the revised Bloom's taxonomy in the question preparation of prospective primary school teachers in fourth grade Turkish and mathematics courses. This research is a descriptive study carried out following the survey model, one of the quantitative research methods. The study group consisted of 85 prospective teachers in their final year of the undergraduate programme in primary education at a state and foundation university in Turkey. The data were obtained through questions prepared by the prospective teachers through question preparation forms on Turkish and mathematics courses. These data were analyzed using the descriptive analysis method. The study concluded that the majority of questions prepared by prospective primary teachers in both courses were in the lower levels of the cognitive process dimension of revised Bloom's Taxonomy (remember, understand and apply). It was found that the questions in the Turkish language course were mostly prepared in the remember and understand dimensions and in the mathematics course were mostly prepared in the apply and understand dimensions. In light of these results, it can be suggested that the preparation of high-level questions in terms of the revised Bloom's taxonomy should be included more in undergraduate education.

This study was conducted to reveal potential sources of students' difficulty and misconceptions about geometrical concepts with the help of eye tracking. In this study, the students' geometrical misconceptions were explored by answering the questions on the geometry test prepared based on the literature and test-taking processes and represented with the help of eye tracking data to make interpretations about their visual and cognitive attention. With this aim, the mixed method research design was used. The data were collected through the geometry test, eye tracking measurements, and the think aloud strategy. Geometry test scores were represented by descriptive statistics such as percentage. The quantitative eye tracking data were analysed by Kruskal-Wallis tests and Mann-Whitney "U"-tests among the choices for each question. The qualitative data collected through the think aloud strategy were analysed by the content analysis. In the findings, the students' geometrical misconceptions were examined and reported in detail from a different perspective with the help of data related to eye tracking. Then, eye tracking data and qualitative data showed the geometry misconception items on which the students had difficulty and cognitive conflict in addition to geometrical misconception based on the students' answers to the geometry questions.

This study was conducted to examine the postgraduate theses on palliative care in nursing in Türkiye and to reveal the nursing practices used. The population of the retrospective descriptive study consisted of theses in the field of nursing registered in the National Thesis Center of the Council of Higher Education, while the sample consisted of 55 theses between 2010 and 2022 that met the inclusion criteria among the theses in the field of nursing as a result of the screening made within the scope of PRISMA rules. It was seen that the first thesis on palliative care in nursing was published in 2010. Of the theses obtained, 13 were doctoral (23.6%) and 42 were master’s theses (76.4%), 60% were published between 2019 and 2022, 92.8% were conducted with quantitative research methods, 76.5% of these theses used at least one of the descriptive designs and 15.7% were randomized controlled experimental studies. Additionally, it was determined that 36.4% of the theses were sampled by healthcare personnel working in palliative care clinics, and 72.7% did not use a sampling method. Among the interventions implemented by nurses; the most common ones were palliative care training, simulation training/practice, and theory-model based nursing care practice. However, neonatal palliative education, psychoeducation, application of the case management model and face-to-face fan practice were rarely included. In recent years, complementary practices such as ear acupuncture, aromatherapy massage and relaxation exercise, as well as red-white light application, were observed. It should be emphasized that thesis studies in palliative care and nursing have increased in recent years, but mostly at the master’s level and descriptive type, the number of doctoral level studies is insufficient, and the need for randomized controlled intervention studies to provide evidence for palliative care nursing should be emphasized.

The current study, aimed to examine the development of flexibility and strategy use through instructional sequence encouraging the preservice middle school mathematics teachers' geometric thinking and problem-solving performance on dynamic geometry environment. Mixed-method research design was used in the study. The study was conducted with 46 preservice middle school mathematics teachers selected by criterion sampling strategy. The data were collected through the tests including open-ended and multiple-choice questions. In the quantitative part of the study, it was attempted to identify whether the tasks affect problem solving skills and geometric thinking. The said individuals participated in six-week instructional sequence designed by the tasks of geometric constructions performed by GeoGebra. For the qualitative part, document analysis technique was used in order to illustrate the ways of this effect in detail and illustrate the development of flexibility and strategy use. It was observed that tasks by DGE improved the preservice middle school mathematics teachers' scores of problem-solving and geometric thinking. Also, they solved the problems by representing the properties of higher thinking levels than the levels they had before participating in the instructional sequence enacted by GeoGebra. It is believed that this could encourage the improvement of their flexibility and strategy use.

The study aims to reveal the effect of simulation-based experiential learning applications on gaining problem-solving skills in the Social Studies curriculum. The research was carried out in an experimental model, and the data were obtained according to the controlled pre-test and post-test approach. Social process simulation, as a type of social simulation, was preferred during the application process. Three new and originally developed social process simulations were used in the context of the simulation-based experiential learning applications for the learning theme of "Power, Management and Society" in the 7th grade social studies curriculum. According to the time prescribed in the program, the course implementation continued for 4 weeks (12 lessons) in total. The research was carried out in Usak's Karahalli District Cumhuriyet Secondary School. The research study group composed of 42 students; 21 students in the experimental group and 21 students in the control group participated in the research. The "Problem Solving Skills Scale" consisting of 4 dimensions was used as the research data collection tool. Mann Whitney U Test and Wilcoxon Signed Ranks Test as non-parametric tests were used to analyze the data obtained in the study. According to research results, the post-test results of the experimental group students who were educated in the simulation-based experiential learning model were significantly higher than the control group students who were educated with the methods prescribed in the programme. In conclusion, in this context, it has been reached that simulation-based experiential learning applications enhance students' problem-solving skills.

Pedagogical content knowledge (PCK) is one of the most important research topics in science teacher education. The purpose of this study was to investigate the PCK of science teachers with different teaching experiences and examine the effects of teachers' PCK on students' achievement and attitudes toward science. A mixed methods research design was used for the study. Participants were science teachers and their students from two middle schools. Interviews, observation forms, achievement tests, and attitude scales were used as instruments for data collection. Data were collected and analyzed using content analysis, descriptive and inferential statistics. The findings obtained from the quantitative and qualitative data showed some significant differences between teachers' PCKs according to their teaching experience. The results also showed that the PCK of a teacher with the least experience was lower than that of the other two experienced science teachers. The results indicated that experienced teachers who developed PCKs did not significantly impact student achievement and attitudes. Educational implications and recommendations for further studies are also provided.

This paper aims to critically examine the travel notes of François Ferdinand Philippe (1818-1900) who is known as the Prince of Joinville, and the son of the French King Louis Philippe (1830-1848), during his visits to Levant cities in 1836 and 1839. The main purpose of this trip of the Prince of Joinville, who grew up as an experienced naval officer, is to support Mehmet Ali Pasha. The Prince, witnessed the significant events of Mehmet Ali Pasha’s revolt on his travels. The prince, when he was in İstanbul and Egypt, had the opportunity to directly meet with high-ranking state officials, military figures, and diplomats such as Mahmud II, Sultan Abdulmejid II, Admiral in Chief Fevzi Pasha, British Ambassador Lord Ponsoby, Russian Ambassador Boutinief, and German Marshal Moltke acquiring information about the diplomacy of the period. He is one of the first witnesses that Fevzi Pasha will surrender the Ottoman Navy to Mehmet Ali Pasha. During this revolt, a significant number of people from Anatolia, from both Alevi Bektashi and Sunni groups, sects and communities, joined the side of Mehmet Ali Pasha. The Prince of Joinville, also, had the opportunity to visit Levant cities like İzmir, İstanbul, Alexandria, and to observe these cities socio-cultural. Prince of Joinville even attracted attention with his strategic intervention in the Fire of Pera in 1839 saving a significant portion of Pera from burning. Prince Joinville depicted many significant events, notably the Fire of Pera, that were the subject of his travels in his artwork making it possible to see the panorama of the era both literarily and visually. Even though the memoirs and drawings of Prince Joinville are influenced by the Orientalist perspective, much like many other travelers’ works of the time, Joinville’s travelogue which contains notes and visuals from his Levant journeys is significant for evaluating and understanding the era.

Abstract Vascularized composite allotransplantations are complex procedures with substantial functional impact on patients. Extended preservation of VCAs is of major importance in advancing this field. It would result in improved donor-recipient matching as well as the potential for ex vivo manipulation with gene and cell therapies. Moreover, it would make logistically feasible immune tolerance induction protocols through mixed chimerism. Supercooling techniques have shown promising results in multi-day liver preservation. It consists of reaching sub-zero temperatures while preventing ice formation within the graft by using various cryoprotective agents. By drastically decreasing the cell metabolism and need for oxygen and nutrients, supercooling allows extended preservation and recovery with lower ischemia–reperfusion injuries. This study is the first to demonstrate the supercooling of a large animal model of VCA. Porcine hindlimbs underwent 48 h of preservation at − 5 °C followed by recovery and normothermic machine perfusion assessment, with no issues in ice formation and favorable levels of injury markers. Our findings provide valuable preliminary results, suggesting a promising future for extended VCA preservation.

Abstract Optochemistry, an emerging pharmacologic approach in which light is used to selectively activate or deactivate molecules, has the potential to alleviate symptoms, cure diseases, and improve quality of life while preventing uncontrolled drug effects. The development of in-vivo applications for optochemistry to render brain cells photoresponsive without relying on genetic engineering has been progressing slowly. The nucleus accumbens (NAc) is a region for the regulation of slow-wave sleep (SWS) through the integration of motivational stimuli. Adenosine emerges as a promising candidate molecule for activating indirect pathway neurons of the NAc expressing adenosine A2A receptors (A2ARs) to induce SWS. Here, we developed a brain-permeable positive allosteric modulator of A2ARs (A2AR PAM) that can be rapidly photoactivated with visible light (λ > 400 nm) and used it optoallosterically to induce SWS in the NAc of freely behaving male mice by increasing the activity of extracellular adenosine derived from astrocytic and neuronal activity.

Acute lymphoblastic leukemia (ALL) is the most common type of cancer in children, with a particularly poor prognosis in infants under one year of age. Hematopoietic stem cell transplantation (HSCT) is an effective therapy for relapsed or refractory ALL; however, relapse after HSCT remains a significant challenge. Many children cannot undergo HSCT because of serious adverse events from previous treatment. In this case report, we present the case of an infant with relapsed/refractory ALL who received blinatumomab as salvage therapy after a second haploidentical HSCT and remained in remission for 15 months without subsequent HSCT. The patient was a 4-month-old male diagnosed with high-risk infant B-cell ALL with KMT2A/AFF1. He received induction chemotherapy according to the INTERFANT-06 protocol and achieved complete remission. He underwent 10/10 matched-sibling bone marrow transplantation but experienced an isolated marrow relapse 2 months post-transplant and then received a second haploidentical HSCT. He was treated with one cycle of blinatumomab after the relapse that occurred after the second HSCT. Due to toxicity, the patient did not receive a third transplant but was followed up after blinatumomab. And the patient remained in complete remission for 15 months after the blinatumomab therapy. Blinatumomab has been known as a bridging therapy. We suggest that blinatumomab could be a promising curative therapy option for patients who cannot receive further HSCT.