Dünya'da ve Türkiye'de Hizmetiçi Eğitimler: Kurumsal ve Akademik Hafıza(Kayıpları)mız

By examining the history of national and international in-service teacher education literature, policies, trends, and developments, this paper aims to highlight Turkish institutional and academic memories and the memory that has been lost. Adopting qualitative methodology through context and historical review approaches, policy documents, research articles, official newspapers and websites, and congress minutes were analyzed. The findings indicated that, in an international setting, in-service teacher training has been developed by establishing an understanding and creating memories through implementations, experiences and findings from research. On the other hand, in the Turkish setting in-service teacher training is influenced by changing regulations, personal bureaucratic decisions and fundamental reform movements, which fail to consider the research findings.Geçtiğimiz doksan yıl içinde ulusal ve uluslararası hizmetiçi eğitim çalışmalarını, yönelimlerini, politika değişimlerini ve izdüşümlerini paralel dönem aralıklarında irdeleyen bu tarama çalışması, ulusal ve uluslararası karşılaştırma yoluyla mesleki gelişim sürecinde ülkemizde oluşan kurumsal hafıza ve hafıza kayıplarının incelenmesi hedeflenmiştir. Nitel metodoloji çerçevesinde bağlam ve tarihsel derleme özellikleri taşıyan çalışmada, ulusal ve uluslararası makalelerin yanı sıra politika dokümanları, resmi web sayfaları, gazeteler, raporlar ve meclis tutanakları incelenerek değerlendirmeler yapılmıştır. Değerlendirme ve derleme sonuçları uluslararası düzeyde hizmetiçi eğitimi alanında kazanımların, başarısızlıkların ve araştırma bulgularının zaman içerisinde politika ve uygulamalara yön verdiğini, ulusal düzeyde ise merkeziyetçilik, nicelik ve popülist değerlerin hizmetiçi eğitim kurgu ve süreçlerinde hakim kılındığını göstermektedir

Argümantasyon Tabanlı Bilim Öğrenme (ATBÖ) Yaklaşımının Kullanıldığı Sınıflarda Argümantasyon ve Soru Yapılarının İncelenmesi

The purpose of this study was to analyze the video transcripts of argument-based inquiry approach implementations with respect to questioning in the classrooms. In addition, the study aimed to explore the relationship between levels of questioning and negotiation of ideas. The study was conducted with three teachers and 146 students. The video transcripts obtained from these teachers’ classrooms were analyzed through discourse analysis. The findings indicated that teachers’ questioning and implementation level are two crucial factors in starting and sustaining the negotiation of ideas in science classrooms.  In addition, a relationship was detected among teachers’ questioning patterns, number and type of questions generated by students. Finally, the talk moves used by the teacher facilitated students’ talk and negotiation. Bu çalışmanın amacı, Argümantasyon Tabanlı Bilim Öğrenme (ATBÖ) yaklaşımının uygulandığı sınıflardaki öğrenci ve öğretmen sorularının incelenmesi ve genel soru sorma örüntüsü ile argüman oluşturma ilişkisinin belirlenmesidir. Çalışma, sınıflarında ATBÖ yaklaşımını uygulayan üç öğretmen ve toplam 146 öğrenci ile yürütülmüştür. Video kayıtlarının deşifre edilmesiyle elde edilen yazılı dokümanların analizinde söylem çözümlemesi yöntemi kullanılmıştır. Sonuçta, öğretmenin soru sorma stratejileri ile uygulama düzeyinin sınıf içerisindeki müzakere sürecinin oluşumunda ve devam etmesinde etkili olduğu görülmüştür. Ayrıca, öğretmenin soru sorma stratejisi ile öğrencilerin soru üretmesi arasında bir ilişki de tespit edilmiştir. Bununla beraber, öğretmenin kullandığı pedagojik manevraların müzakerelerin devam etme sürecinde önemli rol aldığı sonucuna varılmıştır.

Yaparak Yazarak Bilim Öğrenimi-YYBÖ Yaklaşımının İlköğretim Öğrencilerinin Fen Akademik Başarısına ve Fen ve Teknoloji Dersine Yönelik Tutumuna Etkisi

The purpose of this study is to explore the effects of implementing inquiry based laboratory activities through using the Science Writing Heuristic (SWH) on students’ science achievement and also effects of attitude on approach of student and toward science course. Quasi-experimental pre- and post-test design, with semi-structured interviews and retention test were applied. The study involved 3 different 6th grade classes and one teacher from primary school in Erzurum at the second half of 2006-2007 academic year. One class of those three classes was randomly selected as a control group and other two classes were selected as the treatment group before beginning the study. In the control group, the students were instructed by using traditional didactic approach. With the traditional approach the teacher used direct instruction method, gave the information directly, and student only listened to the teacher, and rarely answered question of teacher. At the end of each subtopic students went through problem solving activity by using questions at the end of their book chapter. One of treatment groups engage in inquiry based laboratory activities through using the SWH approach and prepared SWH report for each activity. The second treatment group in addition first treatment group activities has prepared self-evaluation reports for the each SWH activity. In study, unit based academic achievement test with 16 multiple choices and 8 conceptual questions was used as pre- and post-test and the retention test 8 months after the implementation. Analysis of reliability measurement on the post-test scores indicated that the Cronbach’s alpha value was 0, 74. Also at the end of the study semi-structured interviews were conducted with randomly selected 6 students in the control group and 16 students in the treatment group. Results from the analyses indicated that there was no difference between the groups on the pre-test measures. Analysis of post-test scores yielded that there was a significant difference between the control group and the treatment groups on the unit based science achievement test. Also, the findings from the analysis of the interviews supports those findings obtained from statistical analyses.Bu çalışmanın amacı, araştırma-sorgulama temelli aktiviteler boyunca kullanılan Yaparak Yazarak Bilim Öğrenimi (YYBÖ) yaklaşımının öğrencilerin fen başarıları üzerine etkisini ve öğrencilerin hem yaklaşıma hem de fen ve teknoloji dersine yönelik tutumlarına etkisini araştırmaktır. Yarı deneysel olarak dizayn edilen bu çalışmada ön-son test, yarı- yapılandırılmış görüşmeler ve kalıcılık testi kullanılmıştır. Çalışma Erzurum İli’nde Milli Eğitim’e bağlı bir ilköğretim okulunda bir öğretmenle öğrenim gören üç farklı 6. sınıf ile 2006–2007 eğitim-öğretim yılı bahar yarıyılında yürütülmüştür. Bu sınıflardan biri kontrol, ikisi ise uygulama grubu olarak uygulamaya başlamadan önce rasgele seçilmiştir. Kontrol grubu öğrencileri, geleneksel yaklaşım olarak ifade edilen; öğretmenin anlatıcı konumda olup bilgiyi direkt verdiği, öğrencinin dinleyici konumda olduğu, zaman zaman öğretmenin sorularına yanıt verdiği, kitaptan konunun takip edildiği ve bireysel aktivite olarak ise bölüm sonu sorularının çözüldüğü ortamda öğrenim görmüşlerdir. Uygulama gruplarından biri ünite boyunca araştırma-sorgulama temelli aktiviteler ile ilgilenmiş ve her aktivite için YYBÖ kullanmıştır. Diğer uygulama grubu ise ilk uygulama grubunun yaptıklarına ilaveten YYBÖ içerisinde hazırladıkları raporlar için özdeğerlendirme yapmışlardır. Çalışmada, 16 çoktan seçmeli ve 8 kavram sorusundan oluşan test ön ve sontest ve uygulamadan 8 ay sonra kalıcılık testi olarak uygulanmıştır. Testin Cronbach’s Alpha güvenilirlik katsayısı .74 olarak belirlenmiştir. Uygulamanın nitel değerlendirilmesi için 6 öğrenci kontrol grubundan ve 16 öğrenci uygulama gruplarından seçilerek görüşme yapılmıştır. Öntest sonuçlarının analizi, gruplar arasında uygulamaya başlamadan önce ünite tabanlı fen başarısı bakımından anlamlı bir farkın olmadığını göstermiştir. Sontest ve kalıcılık testi analizleri ise fen başarısı bakımından uygulama ve kontrol grubu arasında istatistiksel olarak anlamlı bir farkın uygulama grupları lehine olduğunu göstermiştir. Çalışma sonunda yapılan görüşmeler istatistiki bulguları desteklemiştir

Impaired amino acid transport at the blood brain barrier is a cause of autism spectrum disorder

Autism spectrum disorders (ASD) are a group of genetic disorders often overlapping with other neurological conditions. We previously described abnormalities in the branched-chain amino acid (BCAA) catabolic pathway as a cause of ASD. Here, we show that the solute carrier transporter 7a5 (SLC7A5), a large neutral amino acid transporter localized at the blood brain barrier (BBB), has an essential role in maintaining normal levels of brain BCAAs. In mice, deletion of Slc7a5 from the endothelial cells of the BBB leads to atypical brain amino acid profile, abnormal mRNA translation, and severe neurological abnormalities. Furthermore, we identified several patients with autistic traits and motor delay carrying deleterious homozygous mutations in the SLC7A5 gene. Finally, we demonstrate that BCAA intracerebroventricular administration ameliorates abnormal behaviors in adult mutant mice. Our data elucidate a neurological syndrome defined by SLC7A5 mutations and support an essential role for the BCAA in human brain function

The genetic structure of the Turkish population reveals high levels of variation and admixture

The construction of population-based variomes has contributed substantially to our understanding of the genetic basis of human inherited disease. Here, we investigated the genetic structure of Turkey from 3,362 unrelated subjects whose whole exomes (n = 2,589) or whole genomes (n = 773) were sequenced to generate a Turkish (TR) Variome that should serve to facilitate disease gene discovery in Turkey. Consistent with the history of present-day Turkey as a crossroads between Europe and Asia, we found extensive admixture between Balkan, Caucasus, Middle Eastern, and European populations with a closer genetic relationship of the TR population to Europeans than hitherto appreciated. We determined that 50% of TR individuals had high inbreeding coefficients (≥0.0156) with runs of homozygosity longer than 4 Mb being found exclusively in the TR population when compared to 1000 Genomes Project populations. We also found that 28% of exome and 49% of genome variants in the very rare range (allele frequency < 0.005) are unique to the modern TR population. We annotated these variants based on their functional consequences to establish a TR Variome containing alleles of potential medical relevance, a repository of homozygous loss-of-function variants and a TR reference panel for genotype imputation using high-quality haplotypes, to facilitate genome-wide association studies. In addition to providing information on the genetic structure of the modern TR population, these data provide an invaluable resource for future studies to identify variants that are associated with specific phenotypes as well as establishing the phenotypic consequences of mutations in specific genes

Recurrent somatic mutations in POLR2A define a distinct subset of meningiomas

RNA polymerase II mediates the transcription of all protein-coding genes in eukaryotic cells, a process that is fundamental to life. Genomic mutations altering this enzyme have not previously been linked to any pathology in humans, which is a testament to its indispensable role in cell biology. On the basis of a combination of next-generation genomic analyses of 775 meningiomas, we report that recurrent somatic p.Gln403Lys or p.Leu438_His439del mutations in POLR2A, which encodes the catalytic subunit of RNA polymerase II (ref. 1), hijack this essential enzyme and drive neoplasia. POLR2A mutant tumors show dysregulation of key meningeal identity genes including WNT6 and ZIC1/ZIC4. In addition to mutations in POLR2A, NF2, SMARCB1, TRAF7, KLF4, AKT1, PIK3CA, and SMO4 we also report somatic mutations in AKT3, PIK3R1, PRKAR1A, and SUFU in meningiomas. Our results identify a role for essential transcriptional machinery in driving tumorigenesis and define mutually exclusive meningioma subgroups with distinct clinical and pathological features

تطوير المواد الدراسية في تعليم مهارة الكتاب في برنامج الخاض لتعليم اللغة العربية في جامعة مولانا مالك ابراهم الإسلامية الحكومية مالانج

ABSTRAK Perkembangan Universitas Islam Negeri Maulana Malik Ibrahim Malang sebagai salah satu Perguruan Tinggi Islam yang berkembang pesat membutuhkan terobosan- terobosan yang handal. Salah satu hal penting yang tidak bisa dipisahkan adalah peranan penting dari PKPBA (Program Khusus Pengembangan Bahasa Arab). PKPBA sebagai sebuah unit pengembangan bahasa, telah berperan penting dalam membantu meningkatkan kemampuan berbahasa mahasiswa khususnya bahasa arab. Banyak dari mahasiswa yang pertama kali masuk PKPBA belum mengetahui bahasa Arab. Namun setelah belajar di PKPBA mereka mampu mengenal ilmu bahasa arab. Namun, tidak hanya berhenti pada mengetahui bahasa arab saja, program ini juga berupaya agar semua mahasiswa mampu untuk menguasai salah satu dari 4 ketrampilan bahasa yakni ketrampilan menulis. Tujuan dari peneliyian ini adalah untuk melengkapi proses pengembangan penyusunan materi ajar menulis dan mengetahui ke-efektifan materi yang dikembangkan. Penelitian ini menggunakan prosedur eksperimen dimana peneliti mendisain Pre-test dan Postest terhadap dua kelompok yakni kelompok eksperimen dan kelompok kontrol. Hasil penelitian ini adalah bahwa pembelajaran ketrampilan menulis dengan menggunakan buku ajar lebih efektif dari pada tanpa menggunakan buku ajar. Dengan indikasi bahwa t-test kelas eksperimen (J3) lebih efektif dengan indikasi bahwa t-test kelas kontrol adalah 3,4. dimana hasil ini lebih besar dari pada tingkat t-table 5% 2,059 dan tingkat 1% 2,787. Dari hasil ini menunjukan bahwa pengajaran menulis bahasa Arab efektif dengan menggunakan materi ajar yang telah disusun oleh peneliti. Hasil penelitian ini adalah: (1) Penyusunan materi ajar untuk PKPBA dimulai dengan membatasi tujuan pengajaran, kemudian menentukan pembagian materi sesuai dengan jumlah hari yang digunakan untuk pembelajaran dalam satu minggu. (2) Pembelajaran menulis bahasa Arab dengan menggunakan Materi ajar ini dinyatakan efektif. Dari hasil yang disebutkan diatas, sudah semestinya materi pengajaran menulis bahasa Arab dapat dimanfaatkan dengan benar dalam proses pengajaran, selain itu penulis berharap agar penelitian ini menjadi referensi untuk penelitian lanjutan yang berhubungan dengan penelitian ini sehingga dapat dikembangkan ke dalam desain materi ajar menulis untuk tingkat selanjutnya. ABSTRACT The expansion of State Islamic University Maulana Malik Ibrahim need some powerful breakthrough. One of the important things is the role of Intensive Arabic Program as unit for improving Arabic, have played an important for helping Arabic language improvement. Most of the students when the first time they enter to this Program, they haven’t yet Arabic knowledge. But after studying in this program for several months they could understand about Arabic. But is not enough in knowing the Arabic only, but this program also try to make all students are mastering one of these four skills, that is writing skill. This research aims at designing process of writing teaching material and finding out the effectiveness of writing teaching material using in Intensive Arabic Program of State Islamic University of Maulana Malik Ibrahim Malang. This research uses the experimental method that the researcher design pre-test and post-test for both groups (Experiment and Control group). This research reach the degree of t-test 3,4 this biggest than t-table at the level of 5% (2,059) and at the level 1% (2,787). This indicates that the use of writing Teaching Material in Arabic for improving writing skill is effective. And the result of this research are obtained bellow: (1) Preparing this teaching material process started by determining the goals, finding out the learning material based on the days in a week which used for teaching (2) The use of writing Teaching Material in Arabic for improving writing skill is effective. Based on these results, teaching material must be used as good as possible in teaching process. Besides, the researcher hopes that the research becomes the reference for further researchers which have a relation with this chapter and could be developed to other teaching material for advance grade

Multiple Recurrent De Novo CNVs, Including Duplications of the 7q11.23 Williams Syndrome Region, Are Strongly Associated with Autism

SummaryWe have undertaken a genome-wide analysis of rare copy-number variation (CNV) in 1124 autism spectrum disorder (ASD) families, each comprised of a single proband, unaffected parents, and, in most kindreds, an unaffected sibling. We find significant association of ASD with de novo duplications of 7q11.23, where the reciprocal deletion causes Williams-Beuren syndrome, characterized by a highly social personality. We identify rare recurrent de novo CNVs at five additional regions, including 16p13.2 (encompassing genes USP7 and C16orf72) and Cadherin 13, and implement a rigorous approach to evaluating the statistical significance of these observations. Overall, large de novo CNVs, particularly those encompassing multiple genes, confer substantial risks (OR = 5.6; CI = 2.6–12.0, p = 2.4 × 10-7). We estimate there are 130–234 ASD-related CNV regions in the human genome and present compelling evidence, based on cumulative data, for association of rare de novo events at 7q11.23, 15q11.2-13.1, 16p11.2, and Neurexin 1

Argümantasyon tabanlı (dotless) fen eǧitimi sürecine modsal betimleme entegrasyonunun akademik başarı (dotless), argüman kurma ve yazma becerilerine etkisi

This study aims to investigate the effect of integrating the Argument-Based Science Inquiry (ABSI) approach with multi-modal representations on students' achievement, and their argumentation and writing skills. The study was conducted with 62 female and 57 male college students at the Central Anatolian Turkish University. All participants were in their third year of the science education program. The study was carried out within four identical sections of a "Laboratory Applications in Science" course with an instructor and two lab assistants in the 2010-11 academic year. While the ABSI approach was implemented in all sections, additional multi-modal awareness and integration instruction was carried out in two of the randomly assigned sections. The collected data included midterm and final exam scores, as well as science activity writing reports. Qualitative and quantitative data was analyzed to explore differences between ABSI only (comparison) and ABSI and Multi-Modal (treatment) groups on science academic achievement, argumentation and writing skills. Analyses yielded that the students in the treatment group not only outscored the students in the comparison group on the science achievement tests, but also demonstrated significantly higher performances in writing and argumentation scores