Mesleki Gelişim Programı: Öğretmenlerin Bilimin Doğasını Öğrenme ve Öğretme İnançları

The Nature of Science (NOS) is an important component of science literacy, which is the main vision of science teaching programs. In contrast, science teachers face significant problems in transferring the nature of science to classroom practices. Science teachers' classroom practices are influenced by their belief in learning and teaching. Therefore, the development of teachers' beliefs in learning and teaching the NOS is important for the development of classroom practices. Thus, in this research, the effect of a continuing professional development (CPD) program aimed at improving science teachers’ professional competences related to the NOS on their beliefs about learning and teaching of the NOS was searched. 18 volunteered science teachers participated in the research. A single group pretest-posttest experimental design was used in the study. The data were collected using the ‘’Beliefs About Reformed Science Teaching and Learning (BARSTL)’’developed by Sampson and Benton (2006) and the ‘’Scale of Self-Efficacy Belief About Teaching the Nature of Science’’ developed by researchers. Pre-test and post-test performances of the teachers were compared using the Wilcoxon test. As a result of the research, it has been shown that the CPD program is effective in developing teachers' self-efficacy beliefs about teaching the NOS and teachers’ beliefs for reform approaches. Findings show that science teachers' self-efficacy beliefs are quite high, even though their views on the nature of science are inadequate before the professional development program. There is a risk that teachers who have inadequate views and misconceptions about NOS but who are eager to teach and who have high self-efficacy will be an obstacle to the education of science literate individuals. This has further clarified the need for CPD programs that will enable them to face current misconceptions and support their classroom practices, without compromising teachers' enthusiasm and self-efficacy about NOS that is important component of scientific literacy. For this reason, it has been proposed to increase the number of such professional development programs in accordance with the changing professional development paradigms.Bilimin doğası, fen öğretim programlarının ana vizyonu olan bilim okuryazarlığının önemli bir bileşenidir. Buna karşılık fen bilgisi öğretmenleri bilimin doğasını sınıf içi uygulamalarına transfer etmekte önemli sorunlarla karşılaşmaktadır. Fen bilgisi öğretmenlerinin sınıf içi uygulamaları öğrenme ve öğretmeye yönelik sahip oldukları inançlardan etkilenmektedir. Dolayısıyla öğretmenlerin bilimin doğasını öğrenme ve öğretme inançlarının gelişimi, sınıf içi uygulamalarının geliştirilmesi açısından önemlidir. Bu araştırmada fen bilgisi öğretmenlerinin bilimin doğası ile ilgili mesleki yeterliliklerini geliştirmeyi amaçlayan uzun süreli bir mesleki gelişim programının öğretmenlerin bilimin doğasını öğrenme ve öğretme inançları üzerindeki etkisi araştırılmıştır. Araştırma gönüllü 18 fen bilgisi öğretmeni ile gerçekleştirilmiştir. Araştırmada tek gruplu ön test-son test deneysel desen kullanılmıştır. Veriler Sampson ve Benton (2006) tarafından geliştirilen Reform Yaklaşımlarına Yönelik İnançlar Ölçeği (BARSTL) ve araştırmacılar tarafından geliştirilen Bilimin Doğasının Öğretimi Özyeterlik Ölçeği ile toplanmıştır. Öğretmenlerin ön test ve son test performansları Wilcoxon Testi kullanılarak karşılaştırılmıştır. Araştırmadan elde edilen bulgular uzun süreli mesleki gelişim programının öğretmenlerin bilimin doğasını öğretmeye yönelik öz yeterlilik inançlarını ve reform yaklaşımlarına yönelik inançlarını geliştirdiğini göstermiştir. Bulgular, fen bilgisi öğretmenlerinin mesleki gelişim programı öncesinde bilimin doğası hakkında görüşlerinin yetersiz düzeyde olmasına rağmen öz yeterlik inançlarının oldukça yüksek olduğunu ortaya koymuştur. Bilimin doğası hakkında yetersiz görüş ve çeşitli kavram yanılgılarına sahip ancak bu konuyu öğretmeye hevesli ve öz yeterliği yüksek olan öğretmenlerin, bilim okur yazarı bireyler yetiştirilmesinin önünde engel teşkil etme riski bulunmaktadır. Bu durum, bilim okuryazarlığının önemli bir bileşeni olan bilimin doğası hakkında öğretmenlerin heveslerini ve öz yeterliliklerini düşürmeden, mevcut kavram yanılgılarıyla yüzleşmelerini sağlayacak ve onların sınıf içi uygulamalarını destekleyecek uzun süreli mesleki gelişim programlarına ihtiyacı daha da belirginleştirmiştir. Bu nedenle bu araştırmada değişen mesleki gelişim paradigmalarına uygun bu tür mesleki gelişim programlarının arttırılması önerilmiştir

A new index for the prediction of in-hospital mortality in patients with acute pulmonary embolism: The modified shock index

BACKGROUND: Pulmonary embolism severity index, its simplified version, and shock index have been used for risk stratification in acute pulmonary embolism. In this study, we proposed a modification in severity index and evaluated the correlates and prognostic value of modification in severity index in this setting. METHODS: The study group comprised retrospectively evaluated 181 patients with acute pulmonary embolism. Systematic workup including pulmonary embolism severity index, its simplified version, shock index, biomarkers, and echocardiographic and multidetector computed tomography assessments was performed in all patients. Moreover, we calculated modification in severity index by multiplying original shock index (heart rate/systolic blood pressure ratio) and a third component, 1/pulse oxymetric saturation (pSat O2%) ratio. The primary endpoint was defined as all-cause mortality and hemodynamic collapse during the hospital stay. RESULTS: On the basis of initial risk stratification, ultrasound-assisted thrombolysis, systemic tissue-type plasminogen activator, and unfractionated heparin therapies were utilized in 83 (45.9%), 37 (20.4%), and 61 (33.7%) patients, respectively. The primary end-point occurred in 13 (7.2%) patients. Receiver-operating curve analysis revealed that modification in severity index had the highest area under the curve of 0.739 (0.588-0.890, P =.002) compared with shock index, pulmonary embolism severity index, or its simplified version. The modification in severity index > 0.989 predicted primary endpoint with 73% sensitivity and 54% specificity. CONCLUSIONS: The modification in severity index seems to be a simple, quick, and compre-hensive risk assessment tool for bedside evaluation at initial stratification, in monitoring the clinical benefit from therapies, and decision-making for escalation to other reperfusion strategies in patients with acute pulmonary embolism. However, the prognostic value of modification in severity index needs to be validated with further studies

A novel composed index to evaluate the right ventricle free-wall adaptation against ventricular wall stress in acute pulmonary embolism

Background: Pulmonary embolism severity index and simplified pulmonary embolism severity index have been utilized in initial risk evaluation in patients with acute pulmonary embolism. However, these models do not include any imaging measure of right ventricle function. In this study, we proposed a novel index and aimed to evaluate the clinical impact. Methods: Our study population comprised retrospectively evaluated 502 patients with acute pulmonary embolism managed with different treatment modalities. Echocardiographic and computed tomographic pulmonary angiography evaluations were performed at admission to the emergency room within maximally 30 minutes. The formula of our index was as follows: (right ventricle diameter × systolic pulmonary arterial pressure-echo)/(right ventricle free-wall diameter × tricuspid annular plane systolic excursion). Results: This index value showed significant correlations to clinical and hemodynamic severity measures. Only pulmonary embolism severity index, but not our index value, independently predicted in-hospital mortality. However, an index value higher than 17.8 predicted the long-term mortality with a sensitivity of 70% and specificity of 40% (areas under the curve = 0.652, 95% CI, 0.557-0.747, P = .001). According to the adjusted variable plot, the risk of long-term mortality increased until an index level of 30 but remained unchanged thereafter. The cumulative hazard curve also showed a higher mortality with high-index value versus low-index value. Conclusions: Our index composed from measures of computed tomographic pulmonary angiography and transthoracic echocardiography may provide important insights regarding the adaptation status of right ventricle against pressure/wall stress in acute pulmonary embolism, and a higher value seems to be associated with severity of the clinical and hemodynamic status and long-term mortality but not with in-hospital mortality. However, the pulmonary embolism severity index remained as the only independent predictor for in-hospital mortality

Parental psychological distress associated with COVID-19 outbreak: A large-scale multicenter survey from Turkey

Aims: Pandemics can cause substantial psychological distress; however, we do not know the impact of the COVID-19 related lockdown and mental health burden on the parents of school age children. We aimed to comparatively examine the COVID-19 related the stress and psychological burden of the parents with different occupational, locational, and mental health status related backgrounds. Methods: A large-scale multicenter online survey was completed by the parents (n = 3,278) of children aged 6 to 18 years, parents with different occupational (health care workers—HCW [18.2%] vs. others), geographical (İstanbul [38.2%] vs. others), and psychiatric (child with a mental disorder [37.8%]) backgrounds. Results: Multivariable logistic regression analysis showed that being a HCW parent (odds ratio 1.79, p <.001), a mother (odds ratio 1.67, p <.001), and a younger parent (odds ratio 0.98, p =.012); living with an adult with a chronic physical illness (odds ratio 1.38, p <.001), having an acquaintance diagnosed with COVID-19 (odds ratio 1.22, p =.043), positive psychiatric history (odds ratio 1.29, p <.001), and living with a child with moderate or high emotional distress (odds ratio 1.29, p <.001; vs. odds ratio 2.61, p <.001) were independently associated with significant parental distress. Conclusions: Parents report significant psychological distress associated with COVID-19 pandemic and further research is needed to investigate its wider impact including on the whole family unit. © The Author(s) 2020

A multi-country test of brief reappraisal interventions on emotions during the COVID-19 pandemic.

The COVID-19 pandemic has increased negative emotions and decreased positive emotions globally. Left unchecked, these emotional changes might have a wide array of adverse impacts. To reduce negative emotions and increase positive emotions, we tested the effectiveness of reappraisal, an emotion-regulation strategy that modifies how one thinks about a situation. Participants from 87 countries and regions (n = 21,644) were randomly assigned to one of two brief reappraisal interventions (reconstrual or repurposing) or one of two control conditions (active or passive). Results revealed that both reappraisal interventions (vesus both control conditions) consistently reduced negative emotions and increased positive emotions across different measures. Reconstrual and repurposing interventions had similar effects. Importantly, planned exploratory analyses indicated that reappraisal interventions did not reduce intentions to practice preventive health behaviours. The findings demonstrate the viability of creating scalable, low-cost interventions for use around the world

Les femmes turques dans la vie associative aux Pays-Bas

Doğan Nihal. Les femmes turques dans la vie associative aux Pays-Bas . In: CEMOTI, n°21, 1996. L'immigration turque au féminin. pp. 185-188

İlköğretim 8. sınıf Türkiye Cumhuriyeti inkılap tarihi ve Atatürkçülük dersinin öğretminde tarihsel kanıt kullanımının etkililiği

Bu araştırma, kanıt temelli tarih öğretiminin öğrencilerin tarih, tarih öğretimi, tarih öğretiminin amaçları, tarihçi ve tarihsel kanıta ilişkin algılamaları, tarihsel kanıtı sorgulama beceri düzeyleri ve kanıt temelli tarih öğretimi sürecine ilişkin görüşlerini ortaya koymayı amaçlamaktadır. Araştırma 14 yaş grubundaki 8. sınıfa giden 25 öğrenci ile yürütülmüştür. Araştırmanın amaçları ilköğretim 8. sınıf Türkiye Cumhuriyeti İnkılâp Tarihi ve Atatürkçülük dersi Kurtuluş Savaşı Hazırlık Dönemi konuları boyunca nitel araştırma yöntemlerinden eylem araştırması ile gerçekleştirilmiştir. Araştırma verileri tarihsel dokümanlar, gözlem, görüşme formu ve açık uçlu sorulardan oluşan anket formu ile toplanmıştır. Tarihsel kanıtların sorgulanmasına ilişkin öğrenci ürünleri doküman analizi, dereceleme puanlama anahtarı ve betimsel analiz; araştırmacı gözlem notları betimsel analiz; ders sürecine ilişkin görüşme verileri içerik analizi ve betimsel analiz; açık uçlu öğrenci anketine ait veriler içerik analizi ve betimsel analiz teknikleri doğrultusunda çözümlenmiştir. Kanıt temelli tarih öğretim uygulamasında öğrencilerin kanıtı sorgulama beceri düzeylerinin farklılık gösterdiği; öğrencilerin ders sürecini derse ilgi, öğrenme ve öğrenmenin kalıcılığı noktasında olumlu değerlendirdikleri; kanıt temelli tarih öğretimi uygulaması sonunda öğrencilerin tarih, tarih öğretimi, tarih öğretiminin amaçları, tarihçi ve tarihsel kanıta ilişkin algılamalarında tarih metodolojisi ve yapılandırmacı eğitim felsefesine uygun anlayış geliştirdikleri bulgulanmıştır. Anahtar Kelimeler: Kanıt Temelli Tarih Öğretimi, Tarihsel Kanıt, Eylem Araştırması ABSTRACT This study aimed at finding out the effects of evidence-based history teaching on students’ perceptions about history, history teaching, the objectives of history teaching, historians and historical evidence; their ability to question historical evidence and their opinions about the process of evidence-based history teaching. The study involved 25 eight-grade students at the age of 14. The study is an action research, which is a qualitative research method, throughout the topics of the Period of War of Independence in History of Turkish Republic Revolution and Atatürk course. The data were collected through historical documents, interview forms and a questionnaire consisting of open-ended items. The student products were analyzed through document analysis, rating-marking key and descriptional analysis; the interview data about the flow of the courses were analyzed through content analysis and descriptional analysis; the data from open-ended questionnaires were analyzed through content-analysis and descriptional analysis. At the end of the study, it was found out that the level of the students’ ability to question the evidence was different from each other during the application of evidence-based history teaching; the students evaluated the flow of the courses positively in terms of their interest in the lesson, learning and the permenence of the learning; the students developed an understanding in line with the methodology of history and constructivist educational philosophy in terms of their perceptions about history, history teaching, the objectives of history teaching, historian and historical evidence after the application of evidence-based history teaching. Key Words: Evidence-Based History Teaching, Historical Evidence, Action Researc

Social Studies Teacher Candidates’ and Academicians’ Opinions About Teaching of Controversial Issues

Bu araştırmanın amacı, Sosyal Bilgiler öğretmen adayları ve akademisyenlerinin tartışmalı konuların öğretimi ile ilgili görüşlerini yansıtmaktır. Araştırma 2015-2016 öğretim yılının Bahar döneminde iki farklı devlet üniversitesinin Eğitim Fakültesi Sosyal Bilgiler Öğretmenliği Anabilim Dalında öğrenim gören toplam 116 Sosyal Bilgiler öğretmen adayı ve 13 akademisyen ile birlikte yürütülmüştür. Araştırma yöntemi olarak nitel araştırma modeli benimsenmiş olup, araştırma verileri Sosyal Bilgiler öğretmen adaylarından açık uçlu sorulardan oluşan bir anket ile öğretim üyelerinden ise yarı yapılandırılmış görüşme formu ile elde edilmiştir. Araştırmadan elde edilen en önemli bulgu, hem Sosyal Bilgiler öğretmen adayları hem de akademisyenleri için tartışmalı konuların farklı bakış açıları geliştirme ve akademik kazanımlar elde etme hususunda önemli bir yerinin olduğudur. Tartışmalı konuların öğretiminin katkıları ve mevcut sorunların aşılmasına yönelik beklentiler Sosyal Bilgiler öğretmen adayları tarafından akademisyenlere yüklenen bir sorumluluk olarak görülürken, akademisyenlerin de bu sorumlulukların farkında oldukları tespit edilmiştirThe aim of this study is to analyze the views of Social Studies teacher candidates and academicians regarding teaching of controversial issues. The study was conducted with 116 Social Studies teacher candidates and 13 academicians from two different state universities’ Faculty of Education in the spring semester of 2015-2016 academic year. The study was configured with qualitative methods. Research data was collected by a questionnaire composed of open-ended questions from Social Studies teacher candidates and additional data was collected by a semi-structured interview from the academicians. The most important finding of the study was that the teaching of controversial issues has an important role for both Social Studies teacher candidates and academicians in terms of developing different perspectives and academic acquisitions. It is determined that Social Studies teacher candidates are aware of the expectations regarding the contribution of the teaching of controversial issues and overcoming the existing pre-conceived ideas as a responsibility which should be presented to academicians as wel