INVESTIGATION OF THE EXTENT TO WHICH METACOGNITION AND EPISTEMOLOGICAL BELIEFS PREDICT PRE-SERVICE TEACHERS’ ENTREPRENEURIAL DISPOSITIONS

Learning is a life-long process. In fact, it is a process of thinking in which the most significant construct is an individual’s awareness of their own learning and the learning process, in other words, their metacognition. The justification of the present study was to identify the relationship between entrepreneurial dispositions and metacognition and epistemological beliefs that teachers should possess. In line with this, the main aim of the study was to determine the extent to which pre-service teachers’ entrepreneurial dispositions were predicted by metacognition and epistemological beliefs variables. The study was a prediction study and followed a correlational research design. Participants were 516 prospective teachers who studied in a public university in Turkey. Linear regression analyses were conducted using the data collected from Metacognition, Epistemological Beliefs, and Entrepreneurial Dispositions Scales. Analysis results indicated that while planning sub-dimension of the metacognition scale and “Learning depends on ability” and “Learning depends on effort” sub-dimensions of the epistemological beliefs scale positively and significantly predicted entrepreneurial dispositions, organization sub-dimension of the former and “There is only one unchanging truth” sub-dimension of the latter scale were not able to predict entrepreneurial dispositions. The results of the research were discussed in the light of literature and suggestions were presented.Öğrenme yaşam boyu devam eden bir süreçtir. Öğrenme aslında bir düşünme sürecidir ki bu süreçteki en kapsamlı yapı kişinin kendi öğrenmesi ve öğretim süreci hakkındaki farkındalığı yani bilişsel farkındalık yetisidir. Öğretmende bulunması gereken bilişsel farkındalık ve epistemolojik inançlarla girişimcilik eğilimi arasında ne gibi ilişkiler bulunduğunun belirlenmesi bu araştırmanın gerekçesini oluşturmaktadır. Bu doğrultu da araştırmanın genel amacı öğretmen adaylarının girişimcilik eğiliminin bilişsel farkındalık ve epistemolojik inanç değişkenlerince ne derece yordandığını ortaya çıkarmaktır. Araştırma ilişkisel tarama yönteminde yordamsal modele göre desenlenmiştir.  Türkiye’de bir devlet üniversitesinde 516 öğretmen adayı üzerinde araştırma gerçekleştirilmiştir. Bilişsel Farkındalık, Epistemolojik İnançlar  ve Girişimcilik Ölçekleri kullanılarak toplanan verilerin analizinde çoklu doğrusal regresyon analizinden  yararlanılmıştır. Analiz sonucunda girişimcilik eğilimleri ölçeğinin toplam puanlarını; bilişsel farkındalık ölçeğinin planlama,  epistemolojik inançlar ölçeğinin öğrenmenin yeteneğe bağlı olduğuna ve öğrenmenin çabaya bağlı olduğuna dair inanç alt ölçekleri anlamlı olarak yordarken değerlendirme, organizasyon ve tek bir doğrunun var olduğuna dair inanç alt ölçekleriyse yordamamaktadır. Araştırmanın bulguları, alanyazın ve araştırmalar ışığında tartışılmış, öneriler sunulmuştu

Yapılandırmacı öğrenme modelinin öğrenci çıktılarına etkisinin incelenmesi: Second order meta-analiz

The effects of the constructivist-learning model on student outcomes are analyzed in this research study. For this purpose, the results of 19 meta-analysis research focusing on the effects of constructivist learning models on student outcomes are combined with the second-order meta-analysis method. The research included in the process had been carried out between the years 2015 and 2021. At the end of the research process, it is determined that the effect of constructivist learning models on student outcomes is medium level. On the other hand, it is determined that the effect of constructivist learning models on student thinking skills and academic success is highlevel. Besides, it is found that the effect of constructivist learning models on student attitudes is medium level. At the end of the moderator analysis based on location, it is observed that the effects of constructivist learning models on student outcomes vary. Atelier studies can be carried out in education zones to develop teaching skills about the application of constructivist learning models. On the other hand, it is seen that studies on the issue mostly focus on academic success and attitude. Following this, the effects of constructivist learning models on the other student outcomes can be analyzed.Bu araştırmada yapılandırmacı öğrenme modellerinin öğrenci çıktılarına etkisi incelenmiştir. Bu doğrultuda 2015-2021 yılları arasında, yapılandırmacı öğrenme modellerinin öğrenci çıktıları üzerindeki etkisini inceleyen 19 meta analiz araştırmasından elde edilen sonuçlar second order meta analiz yöntemiyle birleştirilmiştir. Araştırma sonucunda yapılandırmacı öğrenme modellerinin öğrenci çıktılarına etkisinin orta düzeyde olduğu sonucuna varılmıştır. Ayrıca yapılandırmacı öğrenme modellerinin öğrencilerin düşünme becerilerine ve akademik başarılarına etkisinin yüksek düzeyde olduğu sonucuna erişilmiştir. Öte yandan yapılandırmacı öğrenme modellerin öğrenci tutumlarına etkisinin orta düzeyde olduğu sonucuna varılmıştır. Lokasyona göre yapılan moderatör analizi sonucunda yapılandırmacı öğrenme modellerin öğrenci çıktılarına etkisinin farklılaştığı görülmüştür. Yapılandırmacı öğrenme modellerinin öğrenci çıktılarına etkisi dolayısıyla öğretmenlerin yapılandırmacı öğrenme modellerinin uygulamasına ilişkin becerilerini geliştirmek amacıyla eğitim bölgeleri düzeyinde atölye çalışmaları yapılabilir. Ayrıca yapılan çalışmaların daha çok akademik başarı ve tutum ile ilgili olduğu görülmektedir. Bu doğrultuda yapılandırmacı öğrenme modellerinin diğer öğrenci çıktıları üzerine etkileri incelenebilir

Can culture be considered in continuity with natural evolution? : susan blackmore’s memtic approach and its critiques

This work is about cultural evolution. Memetics and particularly Susan Blackmore’s memetic approach is examined as an example of a Darwinian Theory of cultural evolution. It is questioned whether Susan Blackmore’s account of cultural evolution has original insights and whether this account is sufficient for explaining the phenomenon of culture. Her account is examined theoretically and conceptually. This dissertation consists of four main parts. In the first part, the forerunners and the background of Susan Blackmore are outlined. In the second part, key points of Susan Blackmore’s memetic approach are summarized. The third part is devoted to criticisms of Susan Blackmore’s memetic approach from within the memetics and some of the shortcomings of it are reviewed. Finally, coherency of this memetic approach is evaluated in the perspective of social sciences and its implications for cultural studies are discussed. It is concluded that Blackmore’s theory of cultural evolution that takes gene-based evolution as a model has a number of shortcomings to shed a proper light on the matter of culture. Key words: Evolution, cultural evolution, memetics, Susan Blackmore, culture, imitation, genes, memes.ABSTRACT!...............................................................................................................................!iii! ÖZ!...............................................................................................................................................!iv! ACKNOWLEDGEMENTS!.........................................................................................................!v! TABLE!OF!CONTENTS!...........................................................................................................!vi! INTRODUCTION!......................................................................................................................!8! CHAPTER!1!.............................................................................................................................!14! THE!FORERUNNERS!OF!SUSAN!BLACKMORE’S!MEMETIC!APPROACH!...............!14! 1.1.!Memetics:!A!Darwinian!Theory!on!Culture!..................................................................!14! 1.2.!The!Father!of!Memetics:!Richard!Dawkins!..................................................................!20! 1.3.!Philosopher!of!Memetics:!Daniel!Dennett!....................................................................!29! CHAPTER!2!.............................................................................................................................!38! THE!PRESENTER!OF!MEMETICS:!SUSAN!BLACKMORE!............................................!38! 2.1.!Universal!Darwinism:!The!Theory!of!Everything!......................................................!38! 2.2.!Actors!of!Darwinian!Scenario:!Replicators!..................................................................!40! 2.3.!Genes!or!Memes?!The!Relationship!of!the!Two!Replicators!..................................!42! 2.4.!Imitation:!Crucial!Point!for!Defining!Memes!...............................................................!45! 2.5.!What!is!Copying!in!Imitation?:!Copy\the\product!or!copy\the!instruction!.......!47! 2.6.!Technical!Problems!with!Memes!....................................................................................!49! 2.7.!The!Problems!To!Which!Memetics!Offers!Solutions!.................................................!52! 2.7.1.!Why!we!have!big!brains!...............................................................................................................!52! 2.7.2.!The!Problem!of!the!Origin!of!Language!.................................................................................!55! 2.7.3.The!Problem!of!Diversity!of!Sexual!Behavior!In!Modern!Times!.................................!57! 2.7.4.!The!Problem!of!Darwinian!Explanation!of!Altruism!.......................................................!59! 2.8.!Memeplexes:!Religion!and!the!Problem!of!Self!is!Explained!.................................!61! CHAPTER!3:!............................................................................................................................!67! THE!CRITICISMS!OF!SUSAN!BLACKMORE’S!MEMETIC!APPROACH!FROM! WITHIN!MEMETICS!.............................................................................................................!67! 3.!1.!Behaviorist!Criticisms!........................................................................................................!73! 3.2.!Mentalist!Criticisms!.............................................................................................................!79! 3.3.!Critiques!on!the!Way!of!Transmission,!or!Doubts!About!Imitation!.....................!88! 3.!4.!Anthropocentric!Bias!.........................................................................................................!94! 3.5.!Methodological!Problems!..................................................................................................!97! CHAPTER!4:!.........................................................................................................................!104! CRITIQUES!OF!SUSAN!BLACKMORE’S!MEMETIC!APPROACH!FROM!OUTSIDE!OF! MEMETICS:!Four!Possible!Critiques!...........................................................................!104! 4.1.!Anthropological!Criticism:!The!matter!of!culture!..................................................!105! 4.2.!Metaphysical!criticism:!The!Problem!of!Analogy!...................................................!115! 4.3.!Discursive!criticism:!The!Ideology!of!Third!Culture!..............................................!123! 4.4.!Philosophical!Criticism:!The!Specter!of!Plato!..........................................................!133! CONCLUSION!.......................................................................................................................!144! REFERENCES:!......................................................................................................................!153

Vibration analysis of sandwich beams with variable cross section on variable Winkler elastic foundation

In this study, free vibration behavior of a multilayered symmetric sandwich beam made of functionally graded materials (FGMs) with variable cross section resting on variable Winkler elastic foundation are investigated. The elasticity and density of the functionally graded (FG) sandwich beam vary through the thickness according to the power law. This law is related to mixture rules and laminate theory. In order to provide this, a 50-layered beam is considered. Each layer is isotropic and homogeneous, although the volume fractions of the constituents of each layer are different. Furthermore, the width of the beam varies exponentially along the length of the beam, and also the beam is resting on an elastic foundation whose coefficient is variable along the length of the beam. The natural frequencies are computed for conventional boundary conditions of the FG sandwich beam using a theoretical procedure. The effects of material, geometric, elastic foundation indexes and slenderness ratio on natural frequencies and mode shapes of the beam are also computed and discussed. Finally, the results obtained are compared with a finite-element-based commercial program, ANSYS®, and found to be consistent with each other

Autotetraploid plant production in endemic Onobrychis elata with colchicine treatments

This study aimed to induce autotetraploidy in endemic Onobrychis elata plants by colchicine treatment of seeds or seedlings. Colchicine was applied to O. elata directly on germinated seeds, pre-germinated seeds (root length of 3-8 mm), and apical regions (using cotton) under in vivo conditions. Out of a total of 1,210 colchicine-treated seeds that were evaluated, only 203 survived. There was an inverse relationship between the number of surviving plants and colchicine concentration and exposure time. The highest percentage of tetraploidy in surviving plants (50%) was obtained by applying 0.2% colchicine for 6 hours to pre-germinated seeds. No significant tetraploidy was achieved by colchicine application to seedlings. Flow cytometry observations indicated that DNA content varied between 0.99 and 1.06 pg in diploid plants (controls), while DNA content varied between 2.22 and 2.48 pg in tetraploid plants. It was concluded that tetraploid plants were induced successfully only in seedlings obtained from pre-germinated seeds, with their ploidy level confirmed via flow cytometry analysis

Bending Response of Nanobeams Resting on Elastic Foundation

In the present study, the finite element method is developed for the static analysis of nano-beams under the Winkler foundation and the uniform load. The small scale effect along with Eringen's nonlocal elasticity theory is taken into account. The governing equations are derived based on the minimum potential energy principle. Galerkin weighted residual method is used to obtain the finite element equations. The validity and novelty of the results for bending are tested and comparative results are presented. Deflections according to different Winkler foundation parameters and small scale parameters are tabulated and plotted. As it can be seen clearly from figures and tables, for simply-supported boundary conditions, the effect of small scale parameter is very high when the Winkler foundation parameter is smaller. On the other hand, for clamped-clamped boundary conditions, the effect of small scale parameter is higher when the Winkler foundation parameter is high. Although the effect of the small scale parameter is adverse on deflection for simply-supported and clamped-clamped boundary conditions

Effects of Transillumination Method on Bond Strenght of an Orthodontic Adhesive

The purpose of this study was to determine the effect of transilüminasyon on the bond strength of orthodontic brackets. One hundred human maxillary premolars were used in this study. Brackets with orthodontic composite adhesive were placed on the labial surface of the premolars and light cured from either the labial and/or the lingual (transilüminasyon). The control sample was cured from the labial for a total of 40 seconds of light exposure. Experimental samples were cured from the buccal for 20 seconds, the lingual (transilüminasyon) for 20 or 40 seconds and both buccal and lingual for 40 seconds. The shear-peel bond strengths were tested at 24 hours after light application. The results of this study demonstrated statistically significant difference between 40 seconds of labial curing, the both buccal and lingual curing and the only lingually cured groups. Actual bond strengths were lower for only lingually cured samples but higher for the both buccal and lingual cued sles. The samples tested received 20 seconds of labially cured were nearly the same as the control values. This study demonstrated that transilüminasyon of maxillary premolars is not alone an acceptable method of cunng orthodontic adhesive. However, the bond strengths can be higher when the transilüminasyon is used in addition to the buccal curing particularly if the exposure time is inceased to 40 seconds

International Conference on Education and Educational Psychology (ICEEPSY 2010) Quadruple Thinking: Creative Thinking

Abstract In this study, creative thinking from quadruple thinking (critical, creative, caring and hopeful thinking ways) is discussed. It is given the etymology of the term, history of creativity thought, its dimensions and the supporting thinking ways. Besides, the creative thinking is compared with uncreative thinking. At last, the quadruple thinking is shown in the relationships between creative thinking and other thinking ways (critical, caring and hopeful)

The protective effect of astaxanthin on cisplatin-induced ototoxicity

Background. Promising studies have been conducted with many substances to reduce the ototoxic effects of cisplatin, but there is no treatment that completely eliminates the ototoxic effect. Objectives. To determine the effectiveness of astaxanthin (ASX) as a protective agent against cisplatin-induced ototoxicity. Materials and methods. Thirty-six rats were randomly divided into 6 groups. Group 1 received no drug injections except for anesthetics; group 2 received intraperitoneal (IP) olive oil only for 8 days; group 3 received only IP ASX 75 mg/kg dissolved in olive oil for 8 days; group 4 received a single dose of only IP 16 mg/kg cisplatin on the 5th day; group 5 received 25 mg/kg ASX IP daily for 8 days and a single 16 mg/kg dose of cisplatin on the 5th day; group 6 received 75 mg/kg ASX IP daily for 8 days and a single 16 mg/kg dose of cisplatin on the 5th day. The animals were tested for distortion product otoacoustic emissions (DPOAE) before and 3 days after cisplatin treatment. The animals in all groups were sacrificed under anesthesia on the 10th day. Before sacrifice, inferior vena cava blood samples were drawn into commercial tubes for biochemical analysis and their cochlea were prepared for histological analysis. Results. The ASX+cisplatin groups demonstrated significantly higher DPOAE thresholds when compared to the cisplatin-only group (p < 0.05). The ASX 25 mg/kg/day+cisplatin group showed a significant increase in total antioxidant capacity compared to the cisplatin-only group, whereas the ASX 75 mg/kg/day+cisplatin group had significantly lower total oxidative stress and oxidative stress index. Histologic results showed that the cortical organ was better preserved in the ASX+cisplatin groups compared to the cisplatin-only group, and the degeneration in the spiral ganglion and inner and outer hair cells was less visible in the ASX groups. Conclusions. Astaxanthin can protect hearing from cisplatin-induced ototoxicity, prevent cellular degeneration and significantly reduce oxidative stress

Why Do We Not Need CT in Patients Who Undergo Type I Tympanoplasty?

Objective:High-resolution computed tomography (HRCT) has gained wide acceptance in diagnostic work-up of suppurative chronic otitis media. Most ear surgeons order HRCT to make a rational operative plan, especially in the presence of symptoms, such as refractory otorrhea with bad odor, epithelial debris at retraction pockets, and defects in bony walls of the middle ear. The aim of this study was to show the lack of necessity of preoperative HRCT by evaluating its predictive value in patients who underwent type I tympanoplasty.Methods:The study included a patient group who underwent tympanoplasty with dry perforation and normal middle ear mucosa. The intraoperative findings of 43 patients were compared with preoperative HRCT and audiogram findings.Results:There was no significance between preoperative air conduction threshold and existence of ossicular erosion in HRCT. HRCT incorrectly predicted the presence of cholesteatoma in two patients. The positive predictive value of HRCT in detecting soft or granulation tissue was 4/14 (28.57%). The sensitivity and specificity of HRCT in the diagnosis of ossicular chain status were 9.09% and 90.62%, respectively.Conclusion:HRCT plays an important role in the assessment of patients with suppurative chronic otitis media and cholesteatoma. However, preoperative HRCT in patients who have undergone type I tympanoplasty is not necessary. It has no benefit and also leads patients to unnecessary radiation exposure