Vaccination coverage and reasons for non-vaccination in a district of Istanbul

BACKGROUND: In order to control and eliminate the vaccine preventable diseases it is important to know the vaccination coverage and reasons for non-vaccination. The primary objective of this study was to determine the complete vaccination rate; the reasons for non-vaccination and the predictors that influence vaccination of children. The other objective was to determine coverage of measles vaccination of the Measles Immunization Days (MID) 2005 for children aged 9 month to 6 years in a region of Umraniye, Istanbul, Turkey. METHODS: A '30 × 7' cluster sampling design was used as the sampling method. Thirty streets were selected at random from study area. Survey data were collected by a questionnaire which was applied face to face to parents of 221 children. A Chi-square test and logistic regression was used for the statistical analyses. Content analysis method was used to evaluate the open-ended questions. RESULTS: The complete vaccination rate for study population was 84.5% and 3.2% of all children were totally non-vaccinated. The siblings of non-vaccinated children were also non-vaccinated. Reasons for non-vaccination were as follows: being in the village and couldn't reach to health care services; having no knowledge about vaccination; the father of child didn't allow vaccination; intercurrent illness of child during vaccination time; missed opportunities like not to shave off a vial for only one child. In logistic regression analysis, paternal and maternal levels of education and immigration time of both parents to Istanbul were found to influence whether children were completely vaccinated or non-vaccinated. Measles vaccination coverage during MID was 79.3%. CONCLUSION: Efforts to increase vaccination coverage should take reasons for non-vaccination into account

Preservice Science Teachers’ Practices of Critiquing and Revising 5E Lesson Plans

Namdar, Bahadir/0000-0002-5076-6034WOS: 000441986300002The purpose of this study was to investigate and better understand preservice science teachers' (PSTs') practices when critiquing and revising 5E (engage, explore, explain, elaborate, and evaluate) lesson plans. A single instrumental case study approach was used. the study was conducted at a public university in northeastern Turkey. the participants, chosen using a convenience sampling method, were 51 second-year PSTs. They were asked to create 5E lesson plans on a given objective in a total of 20 groups of two to three. Then each group was asked to present its plans while other groups critiqued each step of the 5E lesson plans presented. Data sources were the participants' written critique forms and the lesson plans that they created in their groups. Data were analyzed using content analysis and a rubric for the inquiry orientation of each lesson plan. Findings indicated that the PSTs made both structural and procedural critiques of the 5E lesson plans. Three of the most repeated critiques were a lack of scientifically oriented questions, a lack of alternative assessment, and a lack of gathering and analyzing data. the participants adopted some critiques on the essential features of inquiry and inquiry orientation of the lesson plans, such as formulating explanations. However, they failed to address critiques on organizing data and evaluating explanations by considering alternative explanations. After the critique activity, the inquiry orientations of half of the lesson plans increased. Implications for science teacher education concerning the 5E lesson plan critique activities are discussed.Recep Tayyip Erdogan UniversityRecep Tayyip Erdogan University [2015.53001.105.01.10]This work was supported by Research Fund of Recep Tayyip Erdogan University (Project Number: 2015.53001.105.01.10)