The Effect of Priming Treatments on Germination and Seedling Performance of Purslane (Portulaca oleracea) Seed Lots

This study was conducted to test the effect of a priming combination on the seed germination percentage and seedling emergence performance of purslane under climate chamber and field conditions. Four purslane seed lots were treated according five different methods, which were T1: Seeds kept at a hundred percent relative humidity for four hours at 20 °C; T2: Seeds kept at a hundred percent relative humidity for four hours at 20 °C, and then soaked in distilled water for 8 hours at 5 °C; T3: Seeds kept at a hundred percent relative humidity for four hours at 20 °C, and then soaked in distilled water for 8 hours at 20 °C; T4: Seeds soaked in distilled water for 8 hours at 5 °C; T5: Seeds soaked in distilled water for 8 hours at 20 °C; and C: Control (untreated). Seed germination was calculated for 14 days at 20 °C, seedling emergence percentages were calculated in the climatically-controlled chamber for 21 days at 22 °C, and in the field for 35 days at 15-25 °C. The highest seed germination (94%) and seedling emergence in the climatically-controlled chamber (87%) and field (82%) were obtained from seeds that had been kept at a hundred percent relative humidity for four hours at 20 °C, then soaked in distilled water for eight hours at 5 °C. Results indicated that farm-priming, can be an efficient priming method in purslane seeds

INVESTIGATION OF THE EXTENT TO WHICH METACOGNITION AND EPISTEMOLOGICAL BELIEFS PREDICT PRE-SERVICE TEACHERS’ ENTREPRENEURIAL DISPOSITIONS

Learning is a life-long process. In fact, it is a process of thinking in which the most significant construct is an individual’s awareness of their own learning and the learning process, in other words, their metacognition. The justification of the present study was to identify the relationship between entrepreneurial dispositions and metacognition and epistemological beliefs that teachers should possess. In line with this, the main aim of the study was to determine the extent to which pre-service teachers’ entrepreneurial dispositions were predicted by metacognition and epistemological beliefs variables. The study was a prediction study and followed a correlational research design. Participants were 516 prospective teachers who studied in a public university in Turkey. Linear regression analyses were conducted using the data collected from Metacognition, Epistemological Beliefs, and Entrepreneurial Dispositions Scales. Analysis results indicated that while planning sub-dimension of the metacognition scale and “Learning depends on ability” and “Learning depends on effort” sub-dimensions of the epistemological beliefs scale positively and significantly predicted entrepreneurial dispositions, organization sub-dimension of the former and “There is only one unchanging truth” sub-dimension of the latter scale were not able to predict entrepreneurial dispositions. The results of the research were discussed in the light of literature and suggestions were presented.Öğrenme yaşam boyu devam eden bir süreçtir. Öğrenme aslında bir düşünme sürecidir ki bu süreçteki en kapsamlı yapı kişinin kendi öğrenmesi ve öğretim süreci hakkındaki farkındalığı yani bilişsel farkındalık yetisidir. Öğretmende bulunması gereken bilişsel farkındalık ve epistemolojik inançlarla girişimcilik eğilimi arasında ne gibi ilişkiler bulunduğunun belirlenmesi bu araştırmanın gerekçesini oluşturmaktadır. Bu doğrultu da araştırmanın genel amacı öğretmen adaylarının girişimcilik eğiliminin bilişsel farkındalık ve epistemolojik inanç değişkenlerince ne derece yordandığını ortaya çıkarmaktır. Araştırma ilişkisel tarama yönteminde yordamsal modele göre desenlenmiştir.  Türkiye’de bir devlet üniversitesinde 516 öğretmen adayı üzerinde araştırma gerçekleştirilmiştir. Bilişsel Farkındalık, Epistemolojik İnançlar  ve Girişimcilik Ölçekleri kullanılarak toplanan verilerin analizinde çoklu doğrusal regresyon analizinden  yararlanılmıştır. Analiz sonucunda girişimcilik eğilimleri ölçeğinin toplam puanlarını; bilişsel farkındalık ölçeğinin planlama,  epistemolojik inançlar ölçeğinin öğrenmenin yeteneğe bağlı olduğuna ve öğrenmenin çabaya bağlı olduğuna dair inanç alt ölçekleri anlamlı olarak yordarken değerlendirme, organizasyon ve tek bir doğrunun var olduğuna dair inanç alt ölçekleriyse yordamamaktadır. Araştırmanın bulguları, alanyazın ve araştırmalar ışığında tartışılmış, öneriler sunulmuştu

After-Ripening Increased Seed Germination in Commercial Aubergine Seed Lots

This work tested the effect of after-ripening on seed germination of thirteen commercial seed lots from four open pollinated cultivars (Aydın Siyahı, Kemer, Pala and Topan) of aubergine (Solanum melongena L.). Seeds were stored (after-ripened) at 5 °C with at 9% seed moisture content over 14 days in the dark in hermetic conditions. After-ripened seeds were tested at 25 °C and 20/30 °C (16/8 h) together with a control at 20/30 °C for 14 days in petri dishes. Results indicated that after-ripening significantly (p < 0.05) increased total germination in six lots and normal germination in eight lots out of thirteen when germination was tested at 25 °C. Increases were also observed eleven lots in total and thirteen in normal germination percentages out of thirteen when seeds were tested at 20/30 °C. Cumulative germination showed that after-ripened seeds germinated faster than control either germinated at 25 or 20/30 °C. Results indicated that aubergine seed germination can be increased through after-ripening treatment which shows the presence of seed dormancy in this species

Opinions of teacher candidates on the effect of emergency distance education implementations during the Covid-19 pandemic period on learning-teaching process, metacognition and social skills: A case study: Effects of emergency distance education implementations

The aim of this study is to examine the effects of emergency distance education implementations carried out during the Covid-19 process on metacognition, social skills, active participation, communication with faculty members, as well as learning and teaching processes based on the views of education faculty teacher candidates.  The research is a case study.  The study was carried out in the Education Faculty of the Kafkas (n:31) and Education Faculty of the Trakya (n:20) in the 2020-2021 Fall semester. Opinions about the process were taken from 51 volunteer participants using a semi-structured interview form.  Data was analyzed using content analysis and inductive analysis.  As a result of the research, the elements that prospective teachers think that emergency distance education applications increase the effectiveness of the learning-teaching process were obtained in the themes of metacognition, social skills, active participation, effective communication with faculty members, and learning-teaching process.  The factors that have a negative impact on the emergency distance education process are again expressed as increasing homework load, insufficient explanation of educational tasks, problems caused by the pandemic, problems originating from the internet, systemic-technological problems, inadequacies in gaining metacognition skills, and uniformity in methods and techniques

Technological pedagogical content knowledge self-confidence of prospective pre-school teachers for Science Education during the COVID-19period: A Structural Equational Modelling: Prospective pre-school teachers’ technological pedagogical content knowledge

Covid-19, which directly affects all fields of life today, has produced results that require revaluating the perspective on education. In the age of the Covid-19 pandemic, the use of technology and competencies of educators to support the education of early childhood children drew attention to the education that teachers need to receive in the pre-service period. In this context, it is highly essential to examine the relationship between technology, pedagogy, and content knowledge that teachers acquire in the pre-service period. This study aims to identify the relationship between prospective pre-school teachers’ Technological Pedagogical Content Knowledge (TPACK) self-confidence for Science Education and TPACK sub-scales. The study utilized the relational screening method based on the quantitative research paradigm. Path analysis was performed for structural equational modeling. The study group of the research consists of 280 pre-school teacher candidates who study at the education faculties of two different state universities located in the Eastern Anatolia Region of Turkey. Data were collected through the Technological Pedagogical Content Knowledge Self-confidence Scale developed by Graham, Burgoyne, Cantrell, Smith and Harris (2009) and adapted to Turkish by Timur and Taşar (2011). The theoretical validity of the data collection tool was tested through the validity and reliability performed on the data set from prospective pre-school teachers. The results show that the TPACK variable is affected by the TPK and TCK variables directly and positively. TPK and TCK variables are affected by the TK variable directly and positively

Resilience in Socioeconomically Disadvantaged Turkish Adolescents: An Ecological Perspective

The purpose of this study was to examine the role of self-esteem as mediator in the relationships between perceived parental acceptance/involvement, perceived peer social support, sense of school belonging and resilience in adolescents attending schools located in low socioeconomic districts. The sample of the study consisted of 1312 high school students (673 female, 639 male) between the ages of 13 to 19 (M = 15.67,SD = 1.18). Structural equation modeling was conducted to test the hypothesized model. Results showed that perceived parental acceptance/involvement, perceived peer social support, sense of school belonging and self-esteem were positive and significant predictors of resilience. Furthermore, self-esteem partially mediated the association between perceived parental acceptance/involvement, perceived peer social support, sense of school belonging and resilience. The proposed model explained 33% of the variance in resilience. Overall, findings contributed to the understanding of the simultaneous influence of multilevel resources in adolescent resilience

Examination of the place of cognitive coaching approach in computer assisted instruction in terms of student opinions

4th World Conference on Educational Sciences (WCES) -- FEB 02-05, 2012 -- Univ Barcelona, Barcelona, SPAINWOS: 000314465905112This study aims to examine to what extent cognitive coaching approach when saving cognitive awareness skills in computer aided education according to pre-service teachers' views. For this purpose, a cognitive coaching survey (CCS) which is developed by researcher was administered to sophomore, junior and senior pupils of faculty of education in two different university of Turkey. Data was analyzed to ANOVA and Pearson product-moment correlations. The research questions were formulated in the direction of scope: "What are the pre-service teachers' views about size of schedule, thinking, evaluation of cognitive coaching approach?" and "Is there statistically significant difference the pre-service teachers' views about size of schedule, thinking, evaluation of cognitive coaching approach according to gender, university, type of high school where graduated and age?". (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin UzunboyluAcad World Educ & Res Ctr, Near E Univ, Bahcesehir Univ, Ankara Univ, Hacettepe Univ, Cyprus Educ Sci Asso

Evaluating learning objectives of the pre-school teacher education programme in terms of special field competencies: A curriculum alignment study

In Turkey, as in other countries, candidate teachers are expected to achieve the teaching qualifications and competencies outlined by the ministries of education. In Turkey’s case, the Ministry of National Education of Turkey (MoNE) (Yüksek öğretim Kurulu (YÖK), 1998; MoNE, 2006) has developed the general competencies for the teaching profession including six-main competency domains called A-B-C-D-E-F, associated thirty-one sub-domains, and 233 teaching performance indicators for knowledge, skills, and attitudes for the teacher education programmes. More specifically, special field competencies for pre-school teachers have been developed to bring effective-teaching and learning to both public and private schools. This study analysed general competencies and related special field competencies with the aim of determining the extent to which there is a correlation between the general competencies of Pre-School T eacher Education Programmes and the courses’ learning objectives and sub-competencies. Qualitative content analysis methods yield the descriptive frequencies presented. This exploratory approach of these important elements of a teacher education programme will be useful to determine and seek to eliminate the intended and enacted gap between the learning objectives and the special field competencies. This study is offered as an example comparison among these elements that might also be helpful in the evaluation of teacher education programmes in other contexts. &nbsp

Phytoplankton functional groups provide a quality assessment method by the Q assemblage index in Lake Mogan (Turkey)

WOS: 000329171500017The aim of this research is to test the Q phytoplankton assemblage index based on phytoplankton functional groups in Lake Mogan and to provide a quality state estimation by data from 2006. Phytoplankton was sampled at 2 stations of the lake, paralleled with physical (water temperature, Secchi depth, pH, conductivity) and chemical (DO, chlorophyll-a, alkalinity, total hardness, soluble reactive phosphorus, total phosphorus, NO2-N, NO3-N, NH3-N) analyses. The Q index was able to follow the main seasonal changes of the physical and chemical parameters and indicated a moderate ecological status for Lake Mogan. Phytoplankton biomass varied between 0.75 and 10.12 mg/L in the research period, and provided a similar ecological state by Q index, chlorophyll-a, total phosphorus, and Secchi depth. A total of 76 phytoplankton species were identified in the study period, belonging to 12 functional groups. The seasonal succession of dominant functional groups followed this sequence of coda: X2 (Chlamydomonas), Lo (Merismopedia, Peridinium, Chroococcus), F (Botryococcus, Sphaerocystis, Oocystis, Planktosphaeria), S1 (Phormidium, Planktothrix), M (Microcystis), and F (Botryococcus, Oocystis).Scientific and Technological Research Council of Turkey (TUBITAK)Turkiye Bilimsel ve Teknolojik Arastirma Kurumu (TUBITAK) [106Y189]This study was sponsored by the Scientific and Technological Research Council of Turkey (TUBITAK, project no: 106Y189). We thank Alec Rylands for language assistance and Prof Dr Kemal Celik for his valuable advice

Cochlear Implantation In Neurobrucellosis

Background: Neurobrucellosis is a disease consisting of a wide spectrum of complications such as peripheral neuropathy, cranial nerve involvement, ataxia, meningeal irritation, paraplegia, seizures, coma, and even death. The vestibulocochlear nerve seems to be the most commonly affected cranial nerve (10%). We present a patient with neurobrucellosis whose auditory perception and speech intelligibility skill performances improved after cochlear implantation. Case Report: A 35 year-old woman was admitted to another hospital 2 years ago with the symptoms of headache, nausea, and altered consciousness, who was finally diagnosed with neurobrucellosis. She developed bilateral profound sensorineural hearing loss during the following 6 months. There was no benefit of using hearing aids. After successful treatment of her illness, she was found to be suitable for cochlear implantation. After the operation, her auditory perception skills improved significantly with a Categories of Auditory Performance (CAP) score of 5. According to clinical observations and her family members' statements, her Speech Intelligibility Rating (SIR) score was 3. Her speech intelligibility skills are still improving. Conclusion: Our case report represents the second case of hearing rehabilitation with cochlear implantation after neurobrucellosis. Cochlear implantation is a cost-effective and time-proven successful intervention in post-lingual adult patients with sensorineural hearing loss. Early timing of the surgery after appropriate treatment of meningitis helps the patient to achieve better postoperative results. Keywords: Cochlear implantation, neurobrucellosis, sensorineural hearing lossWoSScopu