Effect on Academic Achievement and Misconceptions of Pre-service Teachers through Combining Different Teaching Methods in a Preschool Science Course

This study aimed to investigate the effects of different active teaching techniques on pre-school student teachers' concept learning and academic achievement. The study group consisted of 46 third year pre-school student teachers in a public university. Different active teaching methods were used during the single term Science Course, a compulsory course in the Preschool Programme. The treatment process took ten weeks in total (4 hours per week). The study had both qualitative and quantitative data. The quantitative data were collected using a three-tiered science concepts test, and qualitative data were collected through observation by the researcher. The alpha Cronbach values calculated for the test's reliability were 0.642 for Success-1 (S1) and 0.52 for Misconception-3 (MC3) scores. A dependent t-test was used to compare the pre and post-test scores of the pre-school student teachers. The researcher took observation notes during the in-class teaching exercises. The findings revealed that there were significant differences between the student teachers' pre and post-test scores. They understood science concepts significantly better by the end of the course. It is concluded that combining different teaching methods enhances science concept understanding among student teachers.  In addition, misconceptions decreased after instruction

THE EVALUATION OF GROUND REACTION FORCES DURING TWO DIFFERENT SOCCER THROW-IN TECHNIQUES: A PRELIMINARY STUDY

The purpose of this study was to examine the differences in Ground Reaction Forces (GRF) between standing and running soccer throw-in. Six male amateur soccer players participated in the current study. All data are expressed as mean±SD. The longer distance was observed in the running throw-in than the standing throw-in. The standing throw-in showed higher values at Vertical (Fz) GRF during back swing, forward swing and release phases. However, that of the running throw-in during follow through phase was higher than that of the standing throw-in. As a result, the longer throwing distance in the running throw-in can be explained that the players spend shorter time in all phases at running throw-in than they did in the standing throw-in. This might causes efficient energy transfer from proximal to distal segment during the running throw-in

RELATIONSHIP BETWEEN ISOKINETIC STRENGTH, VERTICAL JUMP, SPRINT SPEED, AGILITY AND YO-YO INTERMITTENT RECOVERY TEST PERFORMANCE IN SOCCER PLAYERS

The current study investigated the relationship between isokinetic knee strength, jump performance, agility, linear and repeated sprinting capacity and Yo-Yo IR1 test performance and the fatigue indices of some of these variables in semi-professional soccer players. Twenty semi-professional soccer players participated in this study, performing 6 tests: bilateral concentric isokinetic strength tests of the knee extensors and flexors (60◦.s-1 and 300◦.s-1), jump tests (countermovement, squat and repeated jumping), linear sprints (10 and 30 m), agility (Illinois test), Bangsbo repeated sprints (7 x 34.2 m), and Yo-Yo IR1 tests. While no isokinetic variables were significantly correlated with field test results, some jump test results correlated with AgiWB, 10- and 30-m sprint times, RSTMEAN and FIRS. Furthermore, the knee isokinetic strength (60◦.s-1 and 300◦.s-1) indices and jump capacities demonstrated moderate to strong relationships with each other. In addition, AgiWB correlated with the 10-m sprint times and RSTMEAN, 30-m linear sprint times correlated with 10-m sprint times and AgiWB, and FIRS and RSTMEAN correlated with the Yo-Yo IR1 test results. The results suggest that power output during CMJ and RJ tests and not isokinetic knee strength are informative in determining field conditioning parameters for semi-professional soccer players.  Article visualizations

BIOLOGY SUBJECTS WHICH THE TEACHER CANDIDATES HAVE DIFFICULTIES IN LEARNING AND LEADING REASONS

The objective of this study is to make a research on the challenges faced in learning the concepts of biology and the reasons for not learning them based on the opinions of teacher candidates. The study group comprises of teacher candidates studying in a state university in Turkey. The challenges faced by teacher candidates in understanding are gathered under three groups (I can’t understand, I have difficulty in understanding, I understand) with the help of statistics program, after being compiled with a questionnaire form. After the respective analyses, it was understood that the reasons that make it challenging for biology subjects to be learned are as follows: not correlating the studied concepts with other concepts; learning by memorizing; not commenting on the result; not attributing the correct meaning to the concepts; not using tangible data on learning the concepts; misunderstanding of concepts due to lack of knowledge; not using the technology on a satisfactory level within the scope of the learning methods. Additionally, the biology subjects, which teacher candidates have difficulty in understanding, can be found on the findings section.  Article visualizations

EFFECTS OF 8-WEEKS WHOLE BODY VIBRATION TRAINING ON SOME MARKERS 06 TENNIS PERFORMANCE

The aim of the current study was to investigate the effects of Whole Body Vibration (WBV) training on some tennis performance parameters like International Tennis Numbr (ITN) scores, serve speed, reactive agility (with and without racket), 5171, 10m, 20m sprint and isokinetic strength values. 19 tennis players (training group: 9, control group: 10) participated in the research as volunteers. All the selectd parameters were measured before and after the training protocol. While control group was following regular tennis training, intervention group practiced WBV training for eight weeks (3 times a week, 1 level up for every fortnight, 15-20 mins per section). Consequently, it has been revealed that WBV training made an increase in selected performance parameters of athletes

INTERNET USAGE PURPOSES OF PRIMARY SCHOOL STUDENTS: THE CASE STUDY OF ERZURUM PROVINCE, TURKEY

The objective of this study is to carry out a research on the internet usage purposes of primary school students. In line with this objective, the internet usage frequency and purposes of students, including the intervention of their parents were studied. In this study, a descriptive research model was used, as it was aimed at making an assessment in line with the views of students. Within this scope, a questionnaire with open ended questions was used. 143 students participated in the students, from 3rd and 4th grade, studying at two state schools in the center of Erzurum Province, who were randomly selected. The answers given by students for 5 questions were categorized based on similarity and differences, as well as calculating the percentage rates and frequency values. The findings obtained from the study suggest that the students use internet with certain intervals, and that they mostly use internet via mobile phones. It was also detected that the parents intervene in the internet usage of their children by imposing a time limit. It was detected that the students mostly use internet for “accessing information” and “making research”, but still with a high frequency of usage for playing games and watching cartoons. These results show that the educational institutions and the parents bear tremendous responsibility in order to ensure that the children use internet effectively and that they are protected against the dangers they may face during the time they spend surfing on the internet. The educational institutions should bring the students with computer skills, as well as training them on the reasons and manners of using internet, the problems they may face, internet usage rules, the manners on how to make use of the information obtained from internet.  Article visualizations

The effect of isolated or combined small-sided games and speed endurance training on physical performance parameters in young soccer players

The purpose of this study was to investigate the effects of six weeks of small-sided games (SSG), speed endurance (SER) and combined SSG and SER (CT) training programs on sprint, repeated sprint, Yo-Yo intermittent recovery test level 1 (Yo-Yo IR1) and level 2 (Yo-Yo IR2) performance in young soccer players. Forty-one elite young soccer players (body height: 174.0 ± 7.5 cm, body weight: 59.7 ± 9.5 kg, age: 14.6 ± 0.5 years, training age: 7.4 ± 0.6 years) underwent anthropometric measurements before performing 10m and 30m sprint tests, repeated sprint tests, and Yo-Yo IR1 and Yo-Yo IR2. The players were then divided into four groups: the SSG group (SSG; n=11), the SER group (SER; n=10), the CT group (CT; n=11), and the control group (CG; n=9). All groups performed training for six weeks on two days out of the five training days the participants were undertaking. There was a statistically significant increase in the Yo-Yo IR1 and Yo-Yo IR2 test performances of players in SSG, SER and CT groups (p<.05). In addition, players in these groups showed significantly higher percentage increases in Yo-Yo IR2 test performance compared to the CG. The CT group also had a statistically significant increase in Yo-Yo IR1 test performance compared to the CG (p<.05). In conclusion, while this study shows that SSG and SER training can be used for physical performance development in isolation or in combination, coaches and sports scientists are advised to choose combined training to use training time more efficiently

Comparing the maximal aerobic speed assessed with laboratory and field tests in soccer players

Investigating the differences between field tests used in practice and laboratory tests is important for accurate performance assessment in soccer players. Therefore, the aim of the study was to compare the maximal aerobic speed (MAS) obtained from the VAM-EVAL and Yo-Yo intermittent recovery test (YYIR1), with an incremental (1km.h-1 per min) treadmill test in soccer players. Eighteen amateur male soccer players, were evaluated with the following tests: a) a treadmill test to directly determine values of maximal oxygen uptake (VO2max) and MAS (Treadmill); b) an indirect VAM-EVAL Test; c) an indirect YYIR1. The results demonstrated that the last speed, distance, and test duration values are significantly different among the tests . (p<0.05)]. The highest MAS value was recorded during the treadmill test (17.10 ± 1.38 km.h-1) which was significantly different from YYIR1 and VAM-EVAL tests (15.82 ± 0.66 and 14.33 ± 0.69 km.h-1, respectively; p<0.001). The analysis also showed that treadmill MAS value was significantly correlated with YYIR1 MAS (r = 0.656) and VAM-EVAL MAS values (r = 0.625), also YYIR1 MAS value was significantly correlated with VAM-EVAL MAS value (r = 0.662). It was concluded that the MAS and the VO2max values are significantly different among YYIR1, VAM-EVAL and selected treadmill protocol, and support the idea that they should not be used interchangeably. From a practical perspective, MAS seems to be more important for coaches than VO2max. Both laboratory and field tests can be useful for assessing MAS; however, field tests should be preferred for training purposes

KINETIC AND KINEMATIC ANALYSIS OF RECURVE ARCHERY SHOOTING TECHNIQUE

The study investigated shooting techniques of the archers with kinetic and kinematic methods. Twenty-seven archers of different skill levels have been involved into the current study to investigate both muscular activation strategies of nine muscles and some kinematic data on drawing hand side. A statistical significant difference (p0.05) in the time-dependent exchange values of the angle of the joints, a difference was detected in the graphical sense. Elite archers use distal muscles less but proximal and axial muscles more, and mid-level and novice archers use distal muscles more to pull the bowstring. This was interpreted to be the most important factor affecting the horizontal oscillation (lateral diflection) of bowstring

Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-school Teachers

The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective pre-school teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the research included a total of 46 prospective pre-school teachers who have studied in the Education Faculty of Kafkas University in 2016-2017 academic year. The applications were carried out in the &quot;science education&quot; which is one of the third-grade 5th-semester courses of the pre-primary education program. The application process was completed in 4 hours a week for a total of 40 hours. In the analysis of the quantitative data collected by Scientific Creativity Test, percentage calculation and t-test were used. Explanatory and inferential codes were used in the analysis of qualitative data obtained from the in-class observations. As a result of the research, it was seen that the course activities in which different techniques were used positively influenced the scientific creativity levels of the prospective teachers. Prospective teachers&#39; level of skills involved in creative trait, creative process, and creative product sub-dimensions also developed. It has been suggested in the direction of these results that different techniques should be used together to develop scientific creativity