Relationship between motivation and physics perceptions of eighth grade students

The aim of the study we are presenting, was to determine the motivation of students towards science and to examine its relationship with their perceptions of physics. In the context of science education, it is important to determine the motivation of students regarding the lessons, considering the positive effect of motivation on learning and achievement. In the research, causal-comparison research design, one of the quantitative research methods, was used. The accessible population were all eighth graders studying in middle schools in the center of Kütahya. The sample consists of 630 eighth grade students from seven different schools. Convenient sampling method was used to select the sample. Data were collected using two different scales in the study. The first one is the Conceptions of Physics Questionaire (CoPQ) (Sharma, Stewart, Wilson & Gökalp, 2013) and the second is the Science Motivation Questionnaire (SMQ) (Glynn & Koballa, 2006). First of all, the adaptation of the CoPQ scale to Turkish was carried out. The translation and adaptation of the CoPQ tool into Turkish was done by the researchers. There are a total of 15 items consisting of two different dimensions in the CoPQ: fragmented and cohesive. There are seven items in the Fragmented and eight items in the Cohesive scale. The Science Motivation Questionnaire aimed to measure their motivation. This scale includes 30 five-point Likert items. This scale consists of six sub-dimensions: intrinsic motivation to learn science, extrinsic motivation to learn science, interest in learning science, determination to learn science, self-efficacy about learning science, and anxiety about science exams. The maximum value that can be obtained from the CoPQ is 75 and the minimum value is 15. With the Science Motivation Questionnaire (SMQ), the highest score that can be obtained is 150 and the lowest score is 30. As a result of confirmatory and explanatory factor analyses, the validity of the measurement tools was proven. The results showed that there is a moderate significant correlation (r=0.49) between students’ science motivation and their cohesive physics perceptions. Moreover, there is a low significant correlation (r=0.14) between students’ science motivation and their fragmented physics perceptions. The direction of these interactions can be examined by applying different control mechanisms with various experimental research. REFERENCES Glynn, Shawn M. & Koballa, Thomas. R., Jr. (2006). Motivation to learn college science. In Joel J. Mintzes and William H. Leonard (Eds.) Handbook of College Science Teaching (pp. 25-32). Arlington, VA: National Science Teachers Association Press. Sharma, M. D., Stewart, C., Wilson, R., & Gokalp, M. S. (2013). Can a Syllabus Change Impact on Students’ Perceptions of Science? Fragmented and Cohesive Conceptions of Physics. Eurasia Journal of Mathematics, Science & Technology Education, 9(1), 33-44.

Motivation and metacognitive science learning constructs of eighth grade students

This study aims to examine the relationship between eighth grade students' metacognitive science learning orientation towards science and their motivation towards science. In this study, quantitative research was conducted to determine and analyze the current situation. The causal comparison design will be used as the design of the research. The target population of the research consisted of all eighth grade students studying in middle schools in the province of Kütahya. The sample consists of 590 eighth grade students from seven different schools in the center of Kütahya. In this process, two scales were planned to be used: Self Efficacy and Metacognition Learning Inventory- Science (SEMLI-S) (Thomas, Anderson, & Nashon, 2008) and Science Motivation Scale to measure the motivational attitudes of eighth grade students in their science learning orientation. Exploratory and confirmatory factor analyses were performed to check the construct validity of the scale. At the same time, various descriptive and inferential statistics were performed. The first scale used in the research; SEMLI-S, which is a 5-point Likert type and consists of 4 sub-dimensions, was translated into Turkish in another study (Gokalp & Kirbulut, 2013). The validity and reliability were tested in a sample consisting of students at higher education level and the students were evaluated. In this study, the validity and reliability of the measurement tool were evaluated at the primary education level. The Science Motivation Scale, which will be used in the research, consists of 5 sub-dimensions, and its validity and reliability were tested in a sample consisting of secondary school students and the students were evaluated. In this study, the validity and reliability studies of the measurement tool were also evaluated at the primary education level. The results of the current showed that there is a strong correlation between students’ science motivation and their metacognitive science learning orientations (r=0.69). REFERENCES Gokalp, M. S., & Kirbulut, Z. D. (2013). Investigating pre-service elementary school teachers’ metacognitive science learning orientations. Anthropologist, 16(1-2), 177-184. Thomas G., Anderson D., & Nashon N. (2008). Development of an instrument designed to investigate elements of science students’ metacognition, self- efficacy and learning processes: The SEMLI-S. International Journal of Science Education, 30,1701-1724

Neuroprotective effects of allopurinol on spinal cord injury in rats: a biochemical and immunohistochemical study

Background: Lesion in spinal cord causes a cascade of events such as the apoptosis of neurons and eventually, neurological dysfunction. Neurologic damage developing after acute spinal cord injury is also related with necrosis and free radical formation. Allopurinol, a xanthine oxidase inhibitor, was shown to have protective effects in several studies. B-cell lymphoma 2 (Bcl-2) family proteins regulate apoptosis. Apoptosis causes the death of neuronal cells, particularly neurons and oligodendrocytes in the spinal cord after lesion. Glial fibrillary acidic protein (GFAP) takes part in astrocyte and neuronal interconnection and synaptic transmission. Materials and methods: Male Sprague Dawley rats (n = 30) were divided as control, trauma, and trauma + allopurinol (i.p., 50 mg/kg of body weight) groups. Animals were applied a surgical procedure causing spinal cord injury and treated for 7 days then sacrificed under anaesthesia. The spinal cords were dissected, measurements of myeloperoxidase, malondialdehyde and glutathione were performed, remaining parts were fixed in 10% formaldehyde solution for histological and immunohistochemical evaluations. Results: Biochemical results exhibited an increase in myeloperoxidase levels in trauma group but a decrease in the allopurinol treatment group similar to malondialdehyde levels. Degenerative changes in multipolar and bipolar neurons together with apoptotic changes in some glial cells were observed in the trauma group whereas, mild degenerative changes were observed after allopurinol treatment. In the trauma group, negative GFAP expression in multipolar versus bipolar neuronal processes with a reduction in glial processes around blood vessels and positive GFAP expression were observed but, a regular and parallel positive GFAP expression of glial processes around blood vessels in the allopurinol treated group was apparent. Trauma group depicted a positive Bcl-2 expression in glial cells and in motor and bipolar neurons. On the contrary, negative Bcl-2 expression was noticed in the trauma + allopurinol group. Conclusions: This study is of importance to understand the effects of allopurinol in preventing degenerative changes in nerve and glial cells related to spinal cord injuries

Biochemical and immunohistochemical investigations on bone formation and remodelling in ovariectomised rats with tamoxifen citrate administration

Background: Osteoporosis results with the imbalance between osteoblastic formation and osteoclastic resorption, resulting in susceptibility to bone fractures. Ovariectomy leads to osteoporosis by triggering alterations in bone formation and structure. Tamoxifen as an anti-oestrogen is used for adjuvant therapy especially in metastatic diseases and known to have a bone mass protective effect after ovariectomy. Materials and methods: An animal model of ovariectomy induced osteoporosis after tamoxifen citrate administration was studied via biochemical and immunohistochemical methods. Female Wistar albino rats (n = 45), selected according to their oestrous cycle, were divided into three groups; I — control, II — ovariectomy, III — ovariectomy + tamoxifen. Following ovariectomy, tamoxifen citrate (10 mg/kg) was given intraperitoneally daily for 8 weeks. At the end of the period, animals were sacrificed under anaesthesia, blood samples were taken to measure oestrogen, calcium, and alkaline phosphate. Tibia bone samples were fixed in formalin solution and decalcified with 5% ethylene-diamine tetra acetic acid. After the routine histological follow up, samples were embedded in paraffin and cut with a microtome for semi-thin sections. Primary antibodies osteonectin and osteopontin were applied to sections and examined under light microscope. Results: As a consequence, when oestrogen and calcium data were compared there was a decrease in ovariectomy group with an increase in alkaline phosphatase. In ovariectomy + tamoxifen group, these values were close to the control group. Osteonectin was observed to promote bone formation by influencing collagen fibre formation, extracellular matrix development, osteoblast differentiation and the capacity to affect osteoclast activity. Conclusions: It has been suggested that osteopontin, the cytokine and cell binding protein, stimulates cellular signalling pathways, induces bone remodelling and acts in osteoporosis

The Usability of Erzurum Folk Songs in Viola Education

Present study is a descriptive and applied study from different sides. It was aimed to make the applications prepared for the usability of Erzurum’s folk songs available in music and instrument education. First literature review was conducted and totally 240 folk songs were determined to belong to Erzurum province. Among the songs determined, three were selected randomly and analysed for their modal structure and adjusted to viola. Pre – and post – test control group experimental model was used in the study. It was found from the result of the study that Erzurum’s local folk songs adjusted to viola can contribute greatly to vocalisation and performance and at the same time motivations of students. As in the present study, the use of folk songs in other provinces than Erzurum in music and instrument education is very important for students to know and evaluate their own cultures. Keywords: instrument education, Viola education, Erzurum’s folk song

Translation and adaptation of “Study Processes Questionnaire for Physics” to the Turkish language

In this study, an aim was to adapt the Study Processes Questionnaire for Physics (SPQP) (Sharma, Stewart, Wilson, & Gökalp, 2013) to Turkish, which is adapted from the Study Process Questionnaire-SPQ (Biggs, 1987) by Sharma et al. (2013). The aim of adapting this scale to Turkish is that there is no scale of study processes suitable for science subjects available for secondary school students in Turkey. Our aim in this study is to use this scale on secondary school students studying in Turkey to measure the processes surrounding how they think about physics subjects, their ways of knowing how to learn and their working methods. The original SPQP scale contains 28 5-point Likert type items administered to university physics students. Its validity and reliability were tested and the results were evaluated. Afterall, 16 items were retained in the scale. Validity and reliability results of SPQP were consistent with SPQ. In the current study, the SPQP was to be used for younger students. Beside changing the language, cultural and environmental differences were taken into account by the researchers. The items were translated into Turkish and carefully assessed by the experts to see if it fit the culture of the country. Expert opinions were taken to ensure unity on the terms. Expert opinion was again consulted to see its suitability for the purpose and target students. At the current stage, the adapted SPQP is ready to be used for a pilot study with about 600 students. This stage will be completed by November and the detailed results and conclusions will be presented. REFERENCES Biggs, J. B. (1987). Student Approaches to Learning and Studying. Australian Council for Educational Research. Camberwell, Vic. Sharma, M. D., Stewart, C., Wilson, R., & Gokalp, M. S. (2013). Student Approaches to Learning in Physics-Validity and Exploration Using Adapted SPQ. International Journal of Environmental and Science Education, 8(2), 241-253

Multidimensional Perceptions of Physics

The current study was designed to determine how physics is perceived by students and members of the public. It was carried out in four phases, including an online survey, and offline survey, semi-structured interviews, and a focus group discussion. The online survey was conducted with 564 people from different ages and occupations to identify their perception of physics. The offline survey was conducted with 22 undergraduate physics students whose future professions will be in physics. The semi-structured interviews were conducted with four undergraduate science students, and a focus group discussion with six physics graduates was conducted to determine their perception of physics. A qualitative descriptive research approach was applied to collect and analyze the data. The results of the study showed that people perceived physics in different ways; however, their views were connected to the definition of science in general

Investigation of g_f0-rho-gamma and g_a0-rho-gamma coupling constants in light cone sum rules

We present a calculation of the coupling constant f0-->rho-gamma of and a0-->rho-gamma decays from the point of the light cone QCD sum rules. We estimate the coupling constants g_f0-rho-gamma and g_a0-rho-gamma which are an essential ingredient in the analysis of physical processes involving isoscalar f0(980) and isovector a0(980) mesons.Comment: 15 pages- 5 figure