STEM Club Evaluation Scale: Validity and Reliability Study

In STEMNET's report, 76% of 500 teachers interviewed stated that joining the STEM Club increased students' ability to solve real-world problems. This study aims to develop a valid and reliable measurement tool for evaluating STEM clubs. The research sample consisting of 149 teachers who carry out STEM club activities in schools in Turkey was determined using the purposive sampling method. Content and construct validity and reliability analyses have been performed for this purpose. To ensure content validity, (1) a pool of questions based on the literature was created, (2) draft scale items were determined, (3) an expert was allowed to check them, and (4)item difficulty and discrimination index were calculated. To ensure construct validity, (1) exploratory factor analyses (EFA) and (2) confirmatory factor analyses (CFA) were performed on both the same and different samples. As a result of the analyses, having the same data set be analyzed with different software was sufficient for verifying the factor structure. A three-factor structure consisting of 29 items was obtained, which explains 52% of the variance. Cronbach’s alpha of reliability for the overall scale was calculated as .92. As a result, a valid and reliable scale was determined to have been developed for researchers and program practitioners to evaluate STEM clubs. Suggestions have been made that the scale can be used on STEM clubs at the provincial, district, and school levels to determine their efficiency and productivity

Original Article Expression of fibroblast growth factor receptor 1, fibroblast growth factor 2, phosphatidyl inositol 3 phosphate kinase and their clinical and prognostic significance in early and advanced stage of squamous cell carcinoma of the lung

Abstract: Aim: Non-small cell lung carcinoma is the leading cause of cancer related to death in the world. Squamous cell lung carcinoma (SqCLC) is the second most frequent histological subtype of lung carcinomas. Recently, growth factors, growth factor receptors, and signal transduction system-related gene amplifications and mutations are extensively under investigation to estimate the prognosis and to develop individualized therapies in SqCLC. In this study, besides the signal transduction molecule phosphatidyl inositol-3-phosphate kinase (IP3K) p110α, we explored the expressions of fibroblast growth factor 2 (FGF2) and receptor-1 (FGFR1) in tumor tissue and also their clinical and prognostic significance in patients with early/advanced SqCLC. Materials and methods: From 2005 to 2013, 129 patients (23 early, 106 advanced disease) with a histopathological SqCLC diagnosis were selected from the hospital files of Cukurova University Medical Faculty for this study. Two independent pathologists evaluated FGFR1, FGF2, and PI3K (p110α) expressions in both tumor and stromal tissues from 99 of the patients with sufficient tissue samples, using immunohistochemistry. Considering survival analysis separately for patients with both early and advanced stage diseases, the relationship between the clinical features of the patients and expressions were evaluated by univariate and multivariate analyses. Results: FGFR1 expression was found to be low in 59 (60%) patients and high in 40 (40%) patients. For FGF2; 12 (12%) patients had high, 87 (88%) patients had low expression and for IP3K; 31 (32%) patients had high and 66 (68%) patients had low expressions. In univariate analysis, overall survival (OS) was significantly associated with stage of the disease and the performance status of the patient (P<0.0001 and P<0.001). There was no significant difference in OS of the patients with either low or high expressions of FGFR1, FGF2, and IP3K. When the patients with early or advanced stage disease were separately taken into consideration, the relationship did not differ, either. Any of FGFR1, FGF2 or IP3K expressions was not found predictive for the treatment of early or advanced staged patients. On the other hand, the expressions of both FGFR1 and FGF2 were significantly different with respect to smoking, scar of tuberculosis and scar of radiotherapy (P=0.002; P=0.06 and P=0.05, respectively). Discussion: There has not been identified an effective individualized treatment for SqCLC yet. Therefore, in order to be able to develop such a treatment in the future, it is essential to identify the genetic abnormalities that are responsible for the biological behaviors and carcinogenesis of SqCLC. Although we could not show the prognostic and predictive significance of FGFR1, FGF2 and IP3K expressions in SqCLC, we determined the expression rates of FGFR1, FGF2 and IP3K as a reference for Turkish patients. In conclusion, we want to put some emphasis on the fact that, pulmonary fibrosis which is a late complication of radiotherapy at stage III disease, and the scar of tuberculosis could be associated with FGFR1 and FGF2 expressions

The relationship between perceived role models and self-regulation in science

The aim of this research is to investigate the relationship between secondary school students’ perceived role&nbsp; models and&nbsp; their self-regulation skills in&nbsp; science. The&nbsp; research uses&nbsp; the explanatory-sequential approach, a mixed methods design. The sample of the research consists of 1,100 students studying at each grade of middle school during the 2018–2019 academic year. The study group includes 12 students from each middle school grade level. A role model study group was also formed with 17 individuals. The quantitative data have been collected using the author- developed Self-Regulation for Science Scale and the Perceived Role Models Scale; the qualitative data were collected using semi-structured interviews and the Role Model Self-Evaluation Form. The quantitative data have been analyzed with structural equation modeling (SEM) using the programs SPSS 20 and LISREL 8.80. The research examines six latent variables and 56 indicator variables over 1,100 observations. Content analyses were used to analyze the qualitative data and descriptive analyses was performed on the data obtained regarding role models. Reproduction and retention are found to predict self-regulation in science, while motivation does not. Including role models in the process is recommended for increasing learners’ self-regulation skills.&nbsp;</p

Ortaokul Öğrencilerinin Öz-düzenleme Düzeyleri

Öz-düzenleme öğrenmede bilişsel, davranışsal ve çevresel koşulların birlikte değerlendirildiği süreçleri içerir. Bu araştırmada ortaokul öğrencilerinin fen bilimlerine yönelik öz-düzenleme düzeylerinin belirlenmesi amaçlanmış ve bu düzeyin cinsiyet, sınıf düzeyi, anne eğitim düzeyi ve baba eğitim düzeyine göre farklılaşma durumu araştırılmıştır. Çalışmada nicel araştırma yönteminin kesitsel tarama modeli kullanılmıştır. Çalışmanın örneklemini 2018-2019 eğitim öğretim yılında üç ayrı ortaokulun farklı kademelerinde öğrenin gören toplam 1.100 öğrenci oluşturmaktadır. Çalışmanın verileri “Fen Bilimlerine Yönelik Öz-düzenleme Ölçeği” ile toplanmış, SPSS.25 programı kullanılarak analiz edilmiştir. Ortaokul öğrencilerinin fen bilimlerine yönelik öz-düzenlemelerinin yüksek düzeyde olduğu, bu düzeyin cinsiyet, anne ve baba eğitim düzeylerine göre farklılaştığı; sınıf düzeyine göre farklılaşmadığı sonucuna ulaşılmıştır. Boylamsal ve karma araştırma yöntemine dayalı araştırmalarla elde edilen sonuçlar genişletilmesi önerilmiştir.</p

The relationship between role modeling perceptions and self‑regulation with gender, grade, and parents’ education levels as moderating variables

A deep understanding of the relationship between self-regulation and role models can enrich the theoretical models that affectthe acquisition of self-regulation skills. This study aims to determine the moderating role demographic variables (i.e., gender,grade, and parent’s education levels) have on the relationship between middle school students’ perceptions of role modeling andtheir self-regulation. The study uses the explanatory correlation model, a correlational quantitative research design. The sampleconsists of 1,100 students studying in the 5th, 6th, 7th, and 8th grades of secondary schools during the 2018–2019 academicyear. The data have been analyzed using regression analysis in the package program SPSS 25 with the Process Macro plugin. Thestudy has concluded the variables of gender and parents’ education levels have a moderating effect on the relationship betweensecondary school students’ perceptions toward role modeling and their self-regulation levels; grade level had no moderatingeffect. This study indicated that the father’s education level had a more moderator effect on this relationship. These results arevaluable in terms of revealing that the education level of the mother and father, which is considered the only variable in thestudies, should be examined as two separate variables. The relationship between role modeling perceptions and self-regulationcan be examined from a broader perspective by considering sociocultural, sociodemographic, and socioeconomic variables.</p

Self-regulation scale for science: A validity and reliability study

Self-regulation is important at every stage of the education process and must bemeasured accurately in order to know at what students’ levels are. The aim of thisstudy is to develop a scale that is able to validly and reliably determine the selfregulation levels of secondary school students regarding science. The study usesthe survey design, a quantitative research method. The sample of the researchconsists of 500 students enrolled in three secondary schools in Kayseri Province’sMelikgazi district during 2018 spring semester. While preparing the scale, whichwas developed based on social cognitive theory, a literature review was conducted,expert opinions were sought, and a pilot study was conducted to test the suitabilityof the items. Exploratory and confirmatory factor analyses (EFA and CFA) wereperformed to ensure the construct validity. As a result of the EFA, a structureconsisting of 26 questions was obtained whose three factors explain 48% of thevariance. This structure was confirmed through CFA, which was conducted on thedata obtained from a sample different than the one used in the EFA. Cronbach’salpha of reliability for the scale was calculated as .940. As a result, a valid andreliable scale for science education based on social cognitive theory andZimmerman’s self-regulation model was obtained that is simple enough thatmiddle school student can understand it.&nbsp;</p

Ortaokul Öğrencilerinin Rol Model Alma Algısı Düzeyleri

Rol model alma algısı iyi olan bireyler, doğru kaynağı tercih ederek nerede, ne zaman ve nasıl yardım alacaklarının farkındadırlar. Bu araştırmada, ortaokul öğrencilerinin rol model alma algı düzeylerinin belirlenmesi amaçlanmış ve bu düzeyin cinsiyet, sınıf düzeyi, anne eğitim düzeyi ve baba eğitim düzeyine göre farklılaşma durumu araştırılmıştır. Çalışmada nicel araştırma yönteminin kesitsel tarama modeli kullanılmıştır. Çalışmanın örneklemini 2018-2019 eğitim öğretim yılında üç ayrı ortaokulun farklı kademelerinde öğrenin gören toplam 1.100 öğrenci oluşturmaktadır. Çalışmanın verileri “Rol Model Alma Algısı Belirleme Ölçeği” ile toplanmış, SPSS.25 programı kullanılarak analiz edilmiştir. Ortaokul öğrencilerinin rol model alma algılarının orta düzeyde olduğu, bu düzeyin cinsiyet, sınıf düzeyi, anne ve baba eğitim düzeylerine göre farklılaştığı sonucuna ulaşılmıştır. Rol model alma algısını etkileyen değişkenleri içeren yapısal eşitlik modeli geliştirilebileceği önerilmiştir.</p