Creativity as a interdisciplinary skill

There are many theoretical and experimental studies on the concept of skill. In education, creativity is regarded as one of the most important skills with its complex dynamic nature. It is a high level skill that occurs interdisciplinarily whereby individuals produce new and useful product as a result of the interaction between skill, process and environment. Based on this notion, the first aim of this study is to provide a review of the development of theoretical and experimental studies, which describes different classifications and definitions of skills and its dynamic nature. The second aim of the study is to present a in-class practice to extent creativity of gifted students through teacher (researcher) observations and project products. The author performed a review of the recent literature (HU; ADEY, 2002; KARADEMIR, 2016, 2017) on primary-middle school / gifted students’ creativity. The result of the in-class practice study revealed that creativity skill can be developed by design and project based activities

Öğretmen ve Öğretmen Adaylarının Fen ve Teknoloji Dersi Kapsamında Okul Dışı Öğrenme Etkinliklerini Gerçekleştirme Amaçlarının Planlanmış Davranış Teorisi Yoluyla Belirlenmesi

Outdoor science activities performing scale , developed by the researcher, was used by taking the theory of planned behavior dimensions as fundamentals, in order to collect data in the section where factors affecting the outdoor science activities of the teachers and pre-service teachers are determined. Furthermore, a meeting form was used, which was established to determine learning activity perspectives, behavior purposes and contributions to learning lives of pre-service teachers. The said scale is made of items of the theory dealing with the believes and fundamental part. Views were established qualitatively and an item pool was formed by pre application for obtaining the items. Draft scale, with an established item pool, was subject to pilot application. Item deductions were made as a result of the performed factor analysis. Final scale had six dimensions and contained 50 items. Final state of the scale was applied to 2991 pre-service teacher and 236 teacher.Öğretmen ve öğretmen adaylarının okul dışı etkinliklerini gerçekleştirme amaçlarını etkileyen faktörlerin belirlendiği kısımda verilerin toplanması amacıyla, planlanmış davranış teorisinin boyutlarını temel alarak, araştırmacı tarafından geliştirilen Okul dışı öğrenme etkinliklerini gerçekleştirme ölçeği kullanılmıştır. Ayrıca öğretmen adaylarının okul dışı öğrenme etkinlik algıları, davranış amaçları ve öğrenim yaşantılarına katkılarını belirlemek amacıyla yapılandırılmış görüşme formu kullanılmıştır. Ölçek altı boyutlu olup; toplam 50 madde içermektedir. Ölçeğin son hali, Türkiye'nin altı bölgesinde öğrenim gören fen bilgisi öğretmenliği ve sınıf öğretmenliği programlarında öğrenim görmekte olan, toplam 2991 öğretmen adayına ve Eskişehir İl Milli Eğitim Müdürlüğüne bağlı ilkokul ve ortaokullarda görev yapan, toplam 236 sınıf öğretmeni ve fen-teknoloji öğretmenine uygulanmıştır

Evaluating the Use of Project Based Teaching on the Science Laboratory Course According to the Views of the Classroom Teacher Candidates

This study is to aim that evaluating of the project based instruction (PBI) activities effects on science laboratory course depending on the pre-service classroom teachers’ opinions. This study was designed with the case study and 36 pre-service classroom teachers participated. The data was collected via “interview form towards science laboratory applications” Interviews were carried out two times before and after instruction. Qualitative data were analyzed by content analysis. Findings indicated that depending on pre-service classroom teachers’ opinions PBI teaching method enriched science laboratory activities and increased their science laboratory attitudes and self-efficacy beliefs. Throughout the process, pre-service teachers learned how the project based instruction process conducted and their teaching strategies. Depending on these results, science-teaching process apart from science laboratory activities can be enriched by PBI method

Evaluating the Use of Project Based Teaching on the Science Laboratory Course According to the Views of the Classroom Teacher Candidates

This study is to aim that evaluating of the project based instruction (PBI) activities effects on science laboratory course depending on the pre-service classroom teachers’ opinions. This study was designed with the case study and 36 pre-service classroom teachers participated. The data was collected via “interview form towards science laboratory applications” Interviews were carried out two times before and after instruction. Qualitative data were analyzed by content analysis. Findings indicated that depending on pre-service classroom teachers’ opinions PBI teaching method enriched science laboratory activities and increased their science laboratory attitudes and self-efficacy beliefs. Throughout the process, pre-service teachers learned how the project based instruction process conducted and their teaching strategies. Depending on these results, science-teaching process apart from science laboratory activities can be enriched by PBI method

Changes in land use between the years of 1990-2018 in Mersin province based on corine (Coordination of information on the environment) system

By determining the change of land use characteristics over the years, changes in urban growth and land use can be revealed. Monitoring of the change in the land cover allows for better protection of forest areas as well as efficient agricultural areas and regular urbanization. Corine System is one of the commonly used methods for the determination of land use. This system established by the European Union countries, is used by Turkey. In this study, using the Corine System, changes in urban growth and land use in Mersin province between 1990-2018 were determined. Based on the Corine System, simplification was made in the classification. Thus, the change in the land was tried to be revealed more clearly. The changes in land cover in Mersin province have been tried to be presented based on 15 classes considering 1990, 2000 and 2018. Within the scope of the study, the reasons and consequences of the changes occurring in these periods are emphasized. As a result, the changes occurring in the 28 years in the land cover examined in 3 periods are presented within the frame of visual and measurement values. It has been observed that residential areas in Mersin are getting bigger and bigger. Planning for the future in Mersin should be made by considering these changes in land cover

Impact of transrectal prostate needle biopsy on erectile function: Results of power Doppler ultrasonography of the prostate

We evaluated the impact of transrectal prostate needle biopsy (TPNB) on erectilefunction and on the prostate and bilateral neurovascular bundles using power Doppler ultraso-nography imaging of the prostate. The study consisted of 42 patients who had undergone TPNB.Erectile function was evaluated prior to the biopsy, and in the 3rd month after the biopsy usingthe first five-item version of t he International Index of Erectile Function (IIEF-5). Prior to and3 months after the biopsy, the resistivity index of the prostate parenchyma and both neurovas-cular bundles was measured. The mean age of the men was 64.2 (47e78) years. Prior to TPNB, 10(23.8%) patients did not have erectile dysfunction (ED) and 32 (76.2%) patients had ED. The meanIIEF-5 score was 20.8 (range: 2 e25) prior to the b iopsies, and the mean IIEF-5 score was 17.4(range: 5e25; p < 0.001) after 3 months. For patients who were previously potent in the pre-biopsy period, th e ED rate was 40% (n Z 4/10) at the 3rd month evaluation. In these patients,all the resistivity index value s were significantly decreased. Our results showed that TPNB maylead to an increased risk of ED. The presence of ED in men after TPNB might have an organic basis.Copyright ª 2013, Kaohsiung Medical University. Published by Elsevier Taiwan LLC. All rightsreservedPublisher's Versio

Treatment of intraarticular joint fractures of the lower extremity with external fixators

Distal femoral fractures constitute 3–7% of all femoral fractures. The degree of intra-articular fractures varies from simple split fractures to wide intra-articular and fragmented fractures extending to the metaphysis. These fractures may be the result of high-energy trauma or a simple fall from a standing height. The amount of fragmentation is determined by the energy causing the fracture and by the individual’s bone quality. The age groups which have peak frequency of these injuries are elderly females and young males. In elderly patients, fractures more commonly occur as a result of indirect forces and result in a multi-fragmentary metaphyseal fracture and possible intra-articular extension. High-energy mechanisms may have quite complex articular involvement. These high-energy fractures may be seen together with fractures in other areas