Eleştirel Düşünme Becerileri ve Problem Çözmeye Yönelik Yansıtıcı Düşünme Becerileri Arasındaki İlişkiler

This study investigates the relationship between the critical thinking skills and the reflective thinking skills toward problem solving and the effects of two variables weekly study hours and social activities on reflective and critical thinking. Positive correlations between reflective thinking and four sub-dimensions of critical thinking, analyticity, systematicity, selfconfidence, inquisitiveness, also between critical thinking skills and all three sub-dimensions of reflective thinking, questioning, reasoning, and evaluation, are found. A regression model is obtained to predict the reflective thinking skills toward problem solving with three dimensions of critical thinking skills; self-confidence, analyticity, inquisitiveness. Weekly study hours have a significant effect on both reflective and critical thinking. As time spending on studying increases until 15 hours in a week, questioning and reasoning dimensions of the reflective thinking and inquisitiveness dimension of the critical thinking are increasing. As time spending on studying increases until 20 hours in a week, only evaluation dimension of the reflective thinking are increasing. Being an active undergraduate in studying affect questioning, reasoning, evaluation skills of reflective thinking, and also inquisitiveness skill of critical thinking while social activities affect not only questioning and evaluation dimensions of reflective thinking, but also truth-seeking, open-mindedness, and systematicity dimensions of critical thinking.Bu çalışma, eleştirel düşünme becerileri ile problem çözme yönünde yansıtıcı düşünme becerileri arasındaki ilişkiyi ve iki değişkenin, haftalık çalışma ve sosyal aktivite saatlerinin yansıtıcı ve eleştirel düşünme üzerindeki etkilerini incelemektedir. Yansıtıcı düşünme ile eleştirel düşünmenin 4 alt boyutu olan Doğruyu arama, Analitik, Sistematiklik, Kendine güven arasında, ayrıca eleştirel düşünme ile yansıtıcı düşünmenin üç alt boyutu olan sorgulama, nedenleme ve değerlendirme arasında pozitif korelasyon bulunmaktadır. Yansıtıcı düşünme becerisini yordayıcı bir regresyon modeli eleştirel düşünmenin 3 alt boyutu olan Doğruyu arama, Analitik, Kendine güven boyutları ile elde edilmiştir. Haftalık çalışma saati süresi, hem eleştirel düşünme hem de yansıtıcı düşünme becerilerini etkilemektedir. Haftalık çalışma süresi 15 saate kadar arttığında, yansıtıcı düşünmenin iki alt boyutu olan sorgulama, nedenleme boyutları ve de eleştirel düşünmenin sorgulama boyutu artmaktadır. Haftalık sosyal aktivite süresi 20 saate kadar arttığında, sadece eleştirel düşünme becerisinin değerlendirme boyutu artmaktadır. Lisans öğrencilerinin ders çalışmada aktif olması yansıtıcı düşünmenin üç alt boyutu olan sorgulama, nedenleme ve değerlendirme boyutlarını ve eleştirel düşünmenin sorgulama boyutunu etkilerken, sosyal aktivitelerde aktif olmak sadece yansıtıcı düşünmenin iki alt boyutu olan sorgulama ve değerlendirme boyutlarını etkilemiyor aynı zamanda eleştirel düşünmenin 3 alt boyutu olan Doğruyu arama, Açık Fikirlilik ve Sistematiklik, boyutlarını etkilemektedir

Privacy perception and information technology utilization of high school students

Mobile technologies are commonly used and are important by high school students, since teens ages 14 to 17 usethese open platforms to share information, communication and construction of their desired cyber identity.Accompanying technology for related data privacy within implementing educational applications is yet to bedeveloped. This research was designed to investigate the perceptions of data privacy and the protection of per-sonal data of high school students who are surrounded by the Internet, social media and technology. Theperception of high school students' personal data privacy survey was developed and conducted with 1065 highschool students (9th grades). The study presentsfive main themes: (1) ownership and utilization of differenttechnologies and password sharing, (2) Internet utilization and perception of privacy, (3) social media utilizationand perception of personal privacy on social media, (4) knowledge level and perception of personal data con-servation, (5) Information technology utilization. High school students have a personal data privacy algorithm butpersons or institutions outside this algorithm are perceived as a threat to their personal data and are rejected. Thisresearch suggests developing practices and techniques to overcome students' concerns about privacy risks thatresult from the collection and sharing personal data

The effect of long-term antithrombotic therapies on perioperative morbidity and mortality in elderly patients undergoing hip fracture surgery

ABSTRACT Objective: Ischemic complications or massive bleeding are important perioperative complications in elderly patients using antithrombotic drugs. The need for blood product replacement, transfusion-related complications, prolonged stay in hospital and intensive care unit, and high mortality in the perioperative period can be seen. The aim of this study was to investigate the effects of long-term different antithrombotic therapies on morbidity and mortality in elderly patients undergoing surgery for hip fracture. Materials and Methods: This retrospective cohort study included patients aged 65 years and older who underwent surgery for hip fracture between 2015 and 2018. Patients with no antithrombotic treatment (Group NonAT), warfarin (Group Warfarin), novel oral anticoagulants (Group NOACs), or dual antiplatelet therapy (Group DAPT) were compared in terms of major bleeding, deep venous thrombosis (DVT) and pulmonary thromboembolism (PTE) complications, length of hospital stay (LOS), ICU admission, and 30-day mortality. Results: The study included 668 patients; demographic data in Group NonAT (n=442), Group Warfarin (n=59), Group NOACs (n=30) and Group DAPT(n=137) were similar. Major bleeding and red blood cell transfusion did not differ statistically between all groups. (p>0.05) The preoperative and postoperative Hb values of the patients were not statistically different between the groups (p>0.05). Mortality, only there was statistically significantly higher in the dual antiplatelet group than the non user group. (p0.05) However survival was statistically significant different (

Assessment of learning in complex domains

There is no tool directly measuring how the process of learning at complex domains however this research study proposes that the use of concept mapping and casual influence diagram methods have impacts in assessment of learning in complex domains. Subjects in this study use a web-based casual influence diagram and concept mapping tool to explain what they understand from a problem scenario and how they solve the problem. Even though the cognitive scientists propose that internal conceptual systems are not easily observable, the assessment tools of the study can help to interpret individuals’ communications and representations of own knowledge about their internal conceptual systems

Comparing mental model assessment technologies

Practical measurement and assessment of mental models is not a simple task. There is a lack of assessment tools that can directly and accurately evaluate mental models. This proposed research study on evaluation of mental models uses a set of Web-based assessment tools called HIMATT (Highly Integrated Model Assessment Technology and Tools) developed by an international researcher group to address the need for automated tools. Subjects in this study uses DEEP (Dynamic Evaluation of Enhanced Problem Solving) and T-MITOCAR (Text-Model Inspection Trace of Concepts and Relations) which are embedded into HIMATT. Subjects’ conceptualizations of complex mathematics problems are analyzed and compared within a novice group and with an expert group. Results of subjects’ conceptualization of given problem scenarios and solutions are analyzed by comparison of using DEEP tool and T-MITOCAR tool