A Mixed Research on Cheating and Absenteeism Behaviors of Teacher Certificate Program Students

The primary goal of this research is to explore absenteeism tendency, and the attitudes towards absenteeism and cheating of students who attended the teacher certificate program. In addition, this research aims to identify the views of students and lecturers on cheating and absenteeism. A sequential explanatory mixed-method research design was employed in this research. The sample of the quantitative data was 321 teacher certificate program students studying at Mugla Sitki Kocman University, Turkey. Absenteeism tendency, cheating attitude and absenteeism attitude scales were used to collect the data. Descriptive statistics, correlation, independent t-test, one-way analysis of variance (ANOVA) and Tukey HSD tests were used to analyze the data. Qualitative data was collected through semi-structured interview forms. 14 students and 14 lecturers were interviewed, recorded, and transcribed. Qualitative data was analyzed through quantitative content analyses and descriptive analyses. Research findings show that verbal field students have significantly more positive cheating attitudes than quantitative field students. While cheating attitudes show no significant difference between genders, students in physical education departments have higher scores in the dimensions of environmental conditions and opportunity and ability than verbal and quantitative field students. Both students and lecturers describe cheating as “unfair behavior and plagiarism,” and absenteeism as a “right” in unavoidable situations. It is emphasized that the active participation of students in classes mostly depends on the instructor

Burnout among surgeons before and during the SARS-CoV-2 pandemic: an international survey

Background: SARS-CoV-2 pandemic has had many significant impacts within the surgical realm, and surgeons have been obligated to reconsider almost every aspect of daily clinical practice. Methods: This is a cross-sectional study reported in compliance with the CHERRIES guidelines and conducted through an online platform from June 14th to July 15th, 2020. The primary outcome was the burden of burnout during the pandemic indicated by the validated Shirom-Melamed Burnout Measure. Results: Nine hundred fifty-four surgeons completed the survey. The median length of practice was 10 years; 78.2% included were male with a median age of 37 years old, 39.5% were consultants, 68.9% were general surgeons, and 55.7% were affiliated with an academic institution. Overall, there was a significant increase in the mean burnout score during the pandemic; longer years of practice and older age were significantly associated with less burnout. There were significant reductions in the median number of outpatient visits, operated cases, on-call hours, emergency visits, and research work, so, 48.2% of respondents felt that the training resources were insufficient. The majority (81.3%) of respondents reported that their hospitals were included in the management of COVID-19, 66.5% felt their roles had been minimized; 41% were asked to assist in non-surgical medical practices, and 37.6% of respondents were included in COVID-19 management. Conclusions: There was a significant burnout among trainees. Almost all aspects of clinical and research activities were affected with a significant reduction in the volume of research, outpatient clinic visits, surgical procedures, on-call hours, and emergency cases hindering the training. Trial registration: The study was registered on clicaltrials.gov "NCT04433286" on 16/06/2020

A Refinement of Quasilinearization Method for Caputo's Sense Fractional-Order Differential Equations

The method of the quasilinearization technique in Caputo's sense fractional-order differential equation is applied to obtain lower and upper sequences in terms of the solutions of linear Caputo's sense fractional-order differential equations. It is also shown that these sequences converge to the unique solution of the nonlinear Caputo's sense fractional-order differential equation uniformly and semiquadratically with less restrictive assumptions

An action research in the context of zone of proximal development: learning responsibility, motivation and achievement

Bu araştırmanın amacı, potansiyel gelişim alanı bağlamında fen bilimleri dersi kapsamında gerçekleştirilen öğrenme görevleri aracılığıyla ortaokul 6. sınıf öğrencilerinin öğrenme sorumluluklarının, fen öğrenmeye yönelik motivasyonlarının ve fen başarılarının geliştirilmesidir. Çalışma eylem araştırmasına göre desenlenmiştir. Gerçekleştirilen eylem araştırması, teknik/bilimsel/işbirlikli eylem araştırması türüne uyumlu biçimde uygulanmıştır. Araştırma Muğla-Ula’da bulunan bir ortaokulda öğrenim gören 16 6. sınıf öğrencisinin katılımıyla gerçekleştirilmiştir. Bahsedilen 16 öğrenci öğrenmeye yönelik sorumluluk, fen öğrenmeye yönelik motivasyon, fene yönelik başarı puanlarına ve bunlarla birlikte ikamet ettikleri yerlere ve öğretici/uygulayıcı görüşlerine göre 8 potansiyel gelişim alanı partneri olarak belirlenmiştir. Araştırma için seçilen ders olan fen bilimleri dersine yönelik 2 ünite belirlenmiş ve bu ünitelerin öğretimi sürecinde öğrencilere potansiyel gelişim alanı bağlamında gerçekleştirdikleri öğrenme görevleri verilmiştir. Fen bilimleri öğretmeni öğretici/uygulayıcı olarak, araştırmacı da katılımcı gözlemci olarak sürece dâhil olmuştur.Araştırmanın ana uygulamaları yaklaşık 5 ay sürmüştür. Gerçekleştirilen 8 öğrenme görevi boyunca veri toplama aracı olarak,Öğrenmeye Yönelik Sorumluluk Ölçeği, Öğrenme Sorumluluğu Kontrol Listesi, Fen Öğrenmeye Yönelik Motivasyon Ölçeği, Çoktan Seçmeli Fen Bilimleri Akademik Başarı Testi, Açık Uçlu Fen Bilimleri Akademik Başarı Testi ve Öğrenme Görevleri Değerlendirme/Derecelendirme Ölçeği, Kişisel Bilgi Formu, Öğrenci-Veli-Öğretici/Uygulayıcı Görüşme Formları ve Saha Notları kullanılmıştır. Araştırma kapsamında, öğrencilerin profillerine ilişkin veriler: “okul yaşamı / sosyal yaşam”, “ilgi duyduğu dersler”, “yapmaktan hoşlandığı şeyler”, “fen bilimleri dersi ile ilgili yaşantılar”, “haftalık ders çalışma süreleri” ve “akademik ve mesleki yönelim” kapsamında kişisel bilgi formundan ve görüşmelerden elde edilerek çözümlenmiş, betimlenmiş ve yorumlanmıştır.Öğrenme ortamı ve gözlemlere ilişkin veriler: “öğrenme ortamındaki davranışlar”, “öğrenme görevlerindeki rol ve sorumluluklar” ve “potansiyel gelişim alanı uygulamaları” kapsamında gözlemlerden elde edilerek çözümlenmiş, betimlenmiş ve viii yorumlanmıştır. Potansiyel gelişim alanı bağlamında gerçekleştirilen öğrenme görevleri hakkında görüşlere ilişkin veriler: “öğrenci”, “veli” ve “öğretici/uygulayıcı” görüşleri alınarak betimsel analiz tekniğine uygun olarak çözümlenmiş, betimlenmiş ve yorumlanmıştır. Potansiyel gelişim alanı bağlamında gerçekleştirilen öğrenme görevlerinin öğrenci puanlarının değişimine etkilerine ilişkin veriler: “öğrenmeye yönelik sorumluluk”, “öğrenme sorumlululuğu kontrol”, “fen öğrenmeye yönelik motivasyon”, “fen başarı”, “öğrenme görevlerini değerlendirme” puanları, her öğrenme görevinin gerçekleştirilmesinden sonra katılımcıların ilgili veri toplama aracını doldurmaları sağlanarak elde edilmiştir. Elde edilen puanlarla birlikte ortalamaları kayıt altına alınmış ve öğrencilerin her boyuta ilişkin puan değişimleri grafiklere yansıtılarak gösterilmiştir. Potansiyel gelişim alanı partnerlerinin puanlarından oluşan her grafik ise potansiyel gelişim alanının bileşenleri bağlamında analiz edilerek yorumlanmıştır.Araştırmada elde edilen genel sonuca göre, potansiyel gelişim alanı bağlamında gerçekleştirilen öğrenme görevleri öğrencilerin öğrenmeye yönelik sorumluluklarını, fen öğrenmeye yönelik motivasyonlarını ve fen başarılarını geliştirmiştir.Araştırmaya katılan 8 potansiyel gelişim alanı partnerine ilişkin ortaya çıkan sonuçlarla birlikte, bunlara yönelik tartışmalar, ayrı ayrı ve bütünsel olarak ele alınmıştır. Her potansiyel gelişim alanı partnerine ilişkin profil, gözlem, görüşme boyutlarında öne çıkan özellikleri göz önünde bulundurularak partnerlere ait puanlar, gelişim ve değişim durumları gerekçeleriyle birlikte ve ilişkilendirilerek değerlendirilmiştir. Araştırmada elde edilen sonuçlarla ilgili olarak uygulamalara ve yapılacak araştırmalara yönelik çeşitli öneriler geliştirilmiştir.The purpose of this research is to develop 6th grade students’ learning responsibility, motivation towards science learning and science achievement in the context of the zone of proximal development in science classes. A technical/scientific/cooperative action research methodology has been utilized. The research was carried out with 16 6th grade students in Ula county of Muğla/Turkey. 8 zone of proximal development partners were designed based on participants’ learning responsibility, motivation towards science learning and science achievement apart with their residence addresses and views of the tutorial/executive. 2 units of science course were selected for application and certain tasks were assigned to students in the context of zone of proximal development. The researcher participated in the process as well. Data were collected in 5 months for the main execution of the research. Data collection tools were learning responsibility scale, learning responsibility check list, motivation towards science learning scale, multiple-choice science achievement test, openended science achievement test, learning task evaluation scale, personal/demographic information form, interview forms for participants- parents, and field notes. Student profiles were identified through demographic information form and interviews and they were analyzed, described and interpreted with the themes of “life at school/ social life”, “interested courses”, “hobbies”, “experiences with science course”, “weekly studying hours”, “academic and occupational tendency”. Data on learning environment were obtained through observations regarding “behaviors at learning environment”, “roles and responsibilities at learning environment”, “zone of proximal development applications” and they were analyzed, described and interpreted. Data on learning tasks in the context of zone of proximal development were obtained through interviews with students, parents, and tutorial/executive. They were analyzed, described and interpreted through descriptive analysis technique. Data on the effects of learning tasks on student achievement in the context of zone of proximal development were obtained through “learning responsibility”, x “learning responsibility check list”, “motivation towards science learning scale”, “multiplechoice science achievement test”, “open-ended science achievement test” and “learning tasks evaluation/rating scale”. Scores and averages were recorded and changes in each student’s scores were demonstrated with graphics. Each chart of zone of proximal development partner scores was analyzed and interpreted in the context of zone of proximal development components. Findings of the research show that learning tasks applied in the context of zone of proximal development developed students’ learning responsibility, motivation towards science learning and science achievement. Holistic discussions on 8 different zone of proximal development partners were carried out. Scores of partners were related and evaluated considering prominent features of the profile, observation, and interview scores regarding each zone of proximal development. On the basis of research findings, further research and applications were recommended

Investigation of Teacher Candidates’ Problem Solving Skills According to Their Personality Types Within Tte Scope of Teacher Training Programs in Turkey

Bu araştırmada öğretmen adaylarının problem çözme becerileri, kişilik tipleri ve öğretmen yetiştirme programlarında yer alan problem çözme becerileri üzerinde odaklanılmıştır. Çalışmanın genel amacı, öğretmen adaylarının problem çözme becerileri ile kişilik tipleri arasındaki ilişkinin incelenmesidir. Bu araştırmada nicel ve nitel araştırma tekniklerinin bir arada kullanıldığı karma yöntemden yararlanılmıştır. Çalışma, 2012-2013 eğitimöğretim yılı bahar döneminde, Muğla Sıtkı Koçman Üniversitesi (MSKÜ) ve Çukurova Üniversitesi (ÇÜ) Eğitim Fakülteleri'nde öğrenim gören toplam 498 öğretmen adayının katılımıyla gerçekleştirilmiştir. Verilerin toplanması amacıyla öğretmen adaylarının problem çözme becerilerine ilişkin puanlarını belirlemede Heppner ve Peterson (1982) tarafından geliştirilen, Savaşır ve Şahin (1997) tarafından Türkçeye uyarlanan "Problem Çözme Envanteri" ve öğretmen adaylarının kişilik tipi özelliklerini belirlemek için Bacanlı, İlhan ve Aslan (2009) tarafından geliştirilen "Sıfatlara Dayalı Kişilik Testi" kullanılmıştır. İki farklı veri toplama aracından elde edilen veriler SPSS programı kullanılarak analiz edilmiş ve öğretmen adaylarının problem çözme becerileri ile kişilik tipleri arasındaki ilişki incelenmiştir. Araştırmanın diğer amacı için ise öğretmen adaylarıyla çeşitli görüşmeler yapılmış ve öğretmen yetiştirme programlarında problem çözme becerilerinin geliştirilmesine yönelik etkinliklerin yapılıp yapılmadığına ilişkin sorular yöneltilmiştir. Yapılan görüşmelerden elde edilen veriler betimsel olarak analiz edilmiş ve çalışmanın sonuçlarına ek olarak ayrıca belirtilmiştir. Örneklemde yer alan öğretmen adaylarından elde edilen verilere göre, duygusal dengesizliğe sahip olmadığını düşünen, dışadönük olmadığını düşünen, deneyime açık olduğunu düşünen ve sorumluluk sahibi olduğunu düşünen öğretmen adaylarının daha yüksek düzeyde problem çözme becerilerine sahip oldukları bulunmuştur. Araştırmada elde edilen tüm bulgulara yönelik çeşitli tartışma, yorum ve önerilere çalışma içerisinde yer verilmiştirProblem solving skills and personality types of teacher candidates and teacher training curricula are focused on in this study. The main aim of the study is to investigate the relationship between the problem solving skills and personality types of teacher candidates. Research is designed as mixed type. The study is done in 2012-2013 academic year spring semester with the participation of 498 teacher candidates studying at education faculties of Muğla Sıtkı Koçman University (MSKÜ) and Çukurova University (ÇÜ). In order to collect data required for defining the problem solving skills of teacher candidates, “Problem Solving Inventory” designed by Heppner and Peterson (1982) adapted to Turkish by Savaşır and Şahin (1997) and in order to collect data required for defining the personality types of teacher candidates, “Adjective Based Personality Scale” designed by Bacanlı, İlhan and Aslan (2009) are used. Data collected with two different inventories are analyzed by SPSS program and the relationship between the problem solving skills and personality types of teacher candidates is examined. For the other aim of the study, teacher candidates are interviewed and questions related with whether activities are done to develop their problem solving skills or not are asked. Data obtained by interviews are analyzed as descriptive and indicated as an addition to the findings of study. According to data collected from sample, it is found that the teacher candidates who don’t think themselves neurotic; don’t think themselves extrovert; think themselves open-experienced and think themselves responsible have higher problem solving skills. Several discussions, comments and suggestions towards all findings of the research are stated throughout the stud

Investigation of Teacher Candidates' Problem Solving Skills According to Their Personality Types Within Tte Scope of Teacher Training Programs in Turkey

WOS: 000329811800010Problem solving skills and personality types of teacher candidates and teacher training curricula are focused on in this study. The main aim of the study is to investigate the relationship between the problem solving skills and personality types of teacher candidates. Research is designed as mixed type. The study is done in 2012-2013 academic year spring semester with the participation of 498 teacher candidates studying at education faculties of Mugla Sitki Kocman University (MSKU) and Cukurova University (CU). In order to collect data required for defining the problem solving skills of teacher candidates, "Problem Solving Inventory" designed by Heppner and Peterson (1982) adapted to Turkish by Savasir and gahin (1997) and in order to collect data required for defining the personality types of teacher candidates, "Adjective Based Personality Scale" designed by Bacanli, Ilhan and Aslan (2009) are used. Data collected with two different inventories are analyzed by SPSS program and the relationship between the problem solving skills and personality types of teacher candidates is examined. For the other aim of the study, teacher candidates are interviewed and questions related with whether activities are done to develop their problem solving skills or not are asked. Data obtained by interviews are analyzed as descriptive and indicated as an addition to the findings of study. According to data collected from sample, it is found that the teacher candidates who don't think themselves neurotic; don't think themselves extrovert; think themselves open-experienced and think themselves responsible have higher problem solving skills. Several discussions, comments and suggestions towards all findings of the research are stated throughout the study

Existence Results for Solutions of Nonlinear Fractional Differential Equations

This paper deals with theoretical and constructive existence results for solutions of nonlinear fractional differential equations using the method of upper and lower solutions which generate a closed set. The existence of solutions for nonlinear fractional differential equations involving Riemann-Liouville differential operator in a closed set is obtained by utilizing various types of coupled upper and lower solutions. Furthermore, these results are extended to the finite systems of nonlinear fractional differential equations leading to more general results