The adaptation of Academic Major Satisfaction Scale to Turkish: The validity and reliability study

Academic Major Satisfaction Scale (AMSS) was developed by Nauta (2007) with the aim of measuring the academic major satisfaction of students. The aim of this study is to examine the validity and reliability of the Turkish form of Academic Major Satisfaction Scale. The sample of the study consists of 321 college students studying at different departments of a state university at Western Black Sea part of Turkey. The construct validity of the scale, item analysis, test-retest and Cronbach Alpha internal consistency reliability coefficients were calculated in the study. The obtained data were analyzed by SPSS 20 and LISREL 8.7. Results and Conclusions:  The studies were administered to 33 college students with one-week interval with the aim of determining linguistic equivalence, and the correlation between these studies were calculated as .76. In the study being administered to 267 college students for the construct validity of the scale, exploratory and confirmatory factor analysis was conducted in order to determine the factor structure of AMSS. The results of the factor analysis revealed that the scale has one-dimensional structure as in the original form. Cronbach Alpha internal consistency coefficient for AMSS was found .83 and the coefficient ω designed for congeneric measurements was calculated and found to .835. Test-retest reliability coefficient was found .94. It was seen that the one-dimensional model fit well in the confirmatory factor analysis (x²=17.34, sd=7, p=.015, RMSEA=.075, CFI=.99, IFI=.99, GFI=.98, SRMR=.021). Item factor loadings varied between .35 and .87. It was seen that the corrected item-total correlation of the scale varied between .26 and .78. The test-retest reliability coefficient obtained with four-week interval was found .94 for the whole scale. These results show that the Turkish form of Academic Major Satisfaction Scale can be used as a valid and reliable measurement tool

ANALYSIS OF SHORT TRACK SPEED SKATERS COURAGE LEVELS FROM DIFFERENT VARIABLES

The object of this work is to analyze the courage levels of short track speed skaters from different variables. The study has been carried out on a total of 20 individuals, including 6 women and 14 men, who performed as short track speed skaters in Erzurum province of Turkey in 2017. DBA courage scale developed by (Imamoğlu, 1998) has been applied to skaters in the study9. SPSS 21 package program has been used for the analysis of the data. In the analysis of the data, frequency distribution for the demographic characteristics, T test to examine the relationship between two independent variables and courage level and ANOVA Variance analysis tests have been used to examine the relationship between more than two variables and courage level. The difference between the variables has been interpreted based on p 0.05 relevance level. According to the findings, it is determined that there is a significant difference between the level of courage of the athletes and being a national athlete. It is also determined that there is no significant difference between gender, education level, age, type of school they attended, educational background of mother and father and mother and father’s occupations. It is observed that, courage levels of national athletes are higher than that of non-national athletes. It is proposed that, it is important to determine the variables that will positively influence the level of courage for the athletes to be successful in sports and daily life.  Article visualizations

Lifelong Learning As a Necessity, Progress, Durableness and Incentive Tool: Metaphoric Perceptions

DergiPark: 460003tredThis study examined the metaphorical perception of master students about lifelonglearning term. In this context, phenomenology pattern which is a qualitativeresearch model was used as the research model. The study group was determinedwith sampling criteria which is one of the purposeful sampling methods.Therefore, 31 postgraduate students who have distance education at SakaryaUniversity Institute of Education Sciences occupied in the study group. Asemi-structured interview form was developed by the researchers for collectingdata. Some measures were taken in order to ensure trustworthiness, and somemethods were applied in order to consider confirmability, credibility,dependability and transferability criteria. The data were analyzed with contentanalysis method. After this analysis, totally 31 different metaphors aboutlifelong learning were developed. The metaphors were categorized according totheir rationales. Based on these rationales, four categories were made in whichrequirement, development, continuity and encouragement categories existed. Inthe light of these findings, the results were produced, and the discussionswere made. After then, some suggestions were presented for future authors andstudies.Bu çalışma katılımcıların yaşamboyu öğrenme kavramına ilişkin metaforikalgılarını ortaya koymayı amaçlamaktadır. Bu kapsamda, araştırma modeli nitelaraştırma modellerinden fenomenoloji deseni ile tasarlanmıştır. Çalışmagrubunun belirlenmesinde, amaçlı örneklem yöntemlerinden biri olan kriterörneklem tercih edilmiştir. Bu kapsamda, çalışma grubu Sakarya ÜniversitesiEğitim Bilimleri Enstitüsünde uzaktan eğitim alan 31 yüksek lisansöğrencisinden oluşmaktadır. Verilerin toplanma için araştırmacılar tarafındanbir yarı yapılandırılmış görüşme formu geliştirilmiştir. Çalışma kapsamında,geçerlik ve güvenirliği sağlamak adına inanırlık, aktarılabilirlik,güvenilebilirlik ve onaylanabilirlik ölçütleri göz önünde bulundurularak bazıtedbirler alınmıştır. Çalışma grubundan elde edilen verilerin analizinde içerikanalizi yöntemi kullanılmıştır. Katılımcıların yaşamboyu öğrenme ile ilgilitoplam 31 farklı metafor geliştirdiği görülmüştür. Bu metaforlar gerekçelerinegöre incelenmiş ve sonrasında bu gerekçeler üzerinden gereklilik, gelişim,süreklilik ve teşvik şeklinde dört kategori oluşturulmuştur. Bu bağlamda, eldeedilen bulgulara dayalı olarak sonuç ve tartışma belirtilmiş; ayrıca yaşamboyuöğrenmenin bu dört yönü vurgulanarak öneriler sunulmuştur

The Effect of Out-of-School Learning Activities on Gifted Students’ Affective and Behavioral Tendencies Towards The Environment

This study investigates the effect of out-of-school activities on gifted students' affective and behavioral tendencies. Mixed method research with a single group pre and post-test experimental design was used in this study. Twenty-five gifted students from Turkey-İstanbul participated in this study. “Environmental Affect Scale” and “Environmental Behavior Scale” were used, and semi-structured interviews were conducted. Results showed that out-of-school activities positively affected the students’ affective and behavioral tendencies toward the environment. It was also found that the awareness of students on environmental problems increased, and they began to produce their solutions to these problems

Validity and Reliability Study of the Turkish Version of Continuing Motivation for Science Learning Scale

Bu çalışmanın amacı Fortus ve Vedder-Weiss (2014) tarafından geliştirilen "Daimi Bilim Öğrenme Motivasyonu (Continuing Motivation for Science Learning)" ölçeğinin Türkçeye uyarlanması; geçerlik ve güvenirlik analizlerinin yapılmasıdır. Çalışmaya, 6. 7. ve 8. sınıflara devam eden 220 öğrenci katılmıştır. Ölçeğin dil eşdeğerliği sağlama sürecinde çeviri komitesi, geri-çeviri ve bilişsel ön-test çeviri protokollerinin birleşimi kullanılmıştır. Özgün modelin geçerliğini test etmek amacıyla ondokuz maddeden oluşan taslak ölçekten elde edilen veriler doğrulayıcı faktör analizi ile incelenmiştir. Analiz sonucunda sekiz madde ölçekten çıkarılmıştır. Güvenirlik çalışmasında madde-toplam, madde-kalan korelasyonları ve Cronbach Alpha değeri hesaplanmıştır. Test-tekrar test güvenirliğine ve dil eşdeğerliğine ilişkin inceleme yapılmıştır. Bunların yanı sıra üst ve alt %27'lik grupların madde ortalamaları arasındaki farkların anlamlılığı incelenmiştir. Ölçeğin Cronbach Alpha katsayısı 0.87, test tekrar test güvenirlik katsayısı 0.84 olarak bulunmuştur. Madde-toplam korelasyon değerleri 0.53 ile 0.76 arasında değişmektedir. Sonuçlar daimi bilim öğrenme motivasyonu ölçeğinin Türkçe formunun güvenilir ve geçerli bir ölçme aracı olduğunu göstermiştir.This study aims to investigate the validity and reliability of Turkish adaptation of Continuing Motivation for Science scale that was developed by David Fortus and Dana Wedder-Weiss. A sample of 220 students participated in the study. Once equivalency of the Turkish form was established, the construct validity of the scale was examined with confirmatory factor analysis. As a result of confirmatory factor analysis 8 items was dropped. Goodness of fit indices of confirmatory factor analysis indicated good fit between the original model and data. Cronbach alpha coefficient was found to be 0.87 and item-total correlation coefficients were between 0.53 and 0.76. According to t-test results, differences between each item's means of upper 27% and lower 27% points were significant. The results of this study confirmed that the Turkish form of the Continuing Motivation for Science Scale is valid and reliable to be used in science education research and practice Turkey

The comparison of the science and technology curriculum and renewed science curriculumFen ve teknoloji dersi öğretim programları ile yenilenen fen bilimleri dersi öğretim programlarının karşılaştırılması

According to the decision that was dated  as february 1, 2013 by Ministry of Education Head Council of Education and Morality, it was considered as appropriate to start applying new sciences curriculum for third grades from 2014- 2015 academic year, and for fourth grades from 2015- 2016 academic year. Updated sciences curriculum was published on the official website of the council. The purpose of the current study is to examined the compare of 4 and 5 grades of science and technology curriculum and renewed 3 and 4 grades sciences curriculum. In the present study, the document review method was used as a qualitative research method. The data was analyzed via descriptive statistics and findings were interpreted. ÖzetMilli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı’nın 1 Şubat 2013 tarihli kararına göre ilkokul 3’üncü sınıfların 2014-2015 öğretim yılından itibaren, 4’üncü sınıfların ise 2015-2016 öğretim yılından itibaren yeni fen bilimleri öğretim programlarının uygulanmaya başlanması uygun görülmüştür. Kurulun resmi internet sitesinde güncellenmiş yeni fen bilimleri öğretim programları yayınlanmıştır. Araştırmanın amacı, ilköğretim 4. ve 5. sınıf fen ve teknoloji dersi öğretim programları ile yenilenen ilkokul 3. ve 4. sınıf fen bilimleri dersi öğretim programlarının karşılaştırılarak incelenmesidir. Araştırmada nitel araştırma yöntemlerinden biri olan doküman incelemesi yöntemi kullanılmıştır. Veriler, betimsel analiz ile elde edilerek, yorumlanmıştır

Prevalence of Orthodontic Malocclusion and Evaluation Criteria in 7 Geographic Regions of Turkey

Objective:The aim of this study was to identify the prevalence of malocclusion and orthodontic evaluation criteria in Turkey and determine differences among the 7 regions.Materials and Method:In our research, extra- and intraoral examination of 1023 randomly selected persons from rural and central parts of different regions (500 female subjects and 523 male subjects; mean age = 13.10 ± 3.11) were performed. To analyze the data, descriptive statistical methods (mean value, prevalence ratio, standard deviation) were carried out. The significance of regional differences of the evaluation criteria and gender distributions were assessed by means of a χ2 test.Results:Comparison of the classification of malocclusion, crossbite, chin deviation asymmetry, smile line, cleft lip and palate, and profile among the regions showed significant differences (p 0.05).Conclusion:Malocclusion and all orthodontic evaluation criteria except midline diastema (p < 0.05) and openbite (p < 0.01) demonstrated statistically significant differences among the 7 regions of Turkey. As a result, we suggest that the distribution of orthodontic anomalies in the different geographic areas should be examined separately to give a more accurate picture of the actual occurrence rate and, therefore, contribute to the development of targeted health policies

Total and Interregional Differences of the Need for Orthodontic Treatment in Turkey: Epidemiologic Surveillance Analysis

Objective:The aim of this study was to identify the need for orthodontic treatment in Turkey and the differences between the 7 geographic regions.Materials and Methods:In the orthodontic part of the survey, extraoral and intraoral examination of 1023 randomly selected individuals (500 female and 523 male, mean ages 13.10±3.11 years) was performed. The need of orthodontic treatment was evaluated with the aesthetic component (AC) and dental health component (DHC) of the Index of Orthodontic Treatment Need (IOTN). To analyze the data, descriptive statistical methods (mean value, prevalence ratio, and standard deviation) were performed. The significance of regional IOTN differences and gender distributions were assessed by means of chi-square test.Results:No statistically significant differences were found in gender distribution in the total and different regional samples (p>0.05). According to the DHC, 28.7% did not need orthodontic treatment, 16.3% were borderline cases, and 55.0% had severe need for orthodontic therapy. Little or no need for treatment was found in 91.8% of the study group according to the AC. Significant interregional differences were determined by DHC (p<0.01). The treatment need was greatest in the Southeastern Anatolia region (72.6%) and least in the Marmara region (34.1%).Conclusions:Orthodontic treatment need was significantly different between the geographic regions in Turkey. The need for orthodontic treatment was high in the total sample; nevertheless, the lack of awareness of the need for treatment was a worrisome finding

Diklofenak Sodyum ve Montelukast Sodyumun Travmatik Omurilik Yaralanmalarında Akut Enflamasyon Üzerindeki Koruyucu Etkileri: Sıçanlarda Deneysel Bir Çalışma

Amaç: Bu çalışmanın amacı travmatik omurilik yaralanmasında (T-SCI) diklofenak sodyum (DF) ve montelukast sodyumun (ML) akut enflamasyon üzerindeki koruyucu etkilerini araştırmaktır. Gereç ve Yöntem: Kırk Sprague-Dawley sıçanı rastgele beş gruba ayrıldı. Kontrol grubuna herhangi bir müdahale yapılmazken, travma grubuna SCI uygulandı. Kalan üç gruba travma sonrası diklofenak sodyum (tDF), ML (tML) ve tDF+ML intraperitoneal yolla uygulandı. Sıçanlar sakrifiye edildikten sonra hem omurilik hem de dura içeren doku örnekleri histopatolojik incelemeye tabi tutuldu ve ödem, nekroz, enflamatuvar hücreler, apoptoz, nöron hasarı ve kanama açısından skorlandı. Bulgular: Kontrol ve travma grupları arasındaki histopatolojik değişikliklerde gruplar arasında anlamlı fark bulundu (p0,05). Kontrol grubu ile gruplar arasında ödem farkı olmayan grubun tDF grubu olduğu görüldü (p=0,059). Enflamatuvar hücreler incelendiğinde hücre miktarının en az tDF grubunda olduğu izlendi (p=0,068). Nekroz (p=0,1), apoptoz (p=0,061) ve nöral hasar durumunun (p=0,139) tDF+ML kombine grubunda en az olduğu görüldü. Kanama miktarı açısından gruplar arasında anlamlı bir fark yoktu (p>0,05). Sonuç: DF’nin tek başına kullanımı ödem ve enflamatuvar hücre sayısını azaltırken, DF+ML’nin birlikte kullanımının T-SCI’da nekroz, apoptoz ve nöral hasar gelişimini azalttığı saptandı