Teachers' opinions regarding engineering design based science education

Nitel-durum çalışması olarak yürütülen bu çalışmanın amacı araştırmacılar tarafından yürütülen "Mühendislik Tasarım Temelli Fen Eğitimi (MTTFE) için uygulamalı örnek etkinlikler atölyesi ne gönüllü olarak katılan öğretmenlerin MTTFE hakkındaki görüşlerini ortaya çıkarmaktır. atılımcı görüş formu ile toplanan nitel veriler içerik analizi ile incelenmiştir. Ayrıca bulguları desteklemek amacıyla araştırmacı deneyimlerine de yer verilmiştir. Araştırma sonucunda öğretmenler MTTFE'ye yönelik olumsuz düşünceler belirtmiş olsalar da genellikle olumlu görüş sunmuşlardır. Öğretmenler belirttikleri olumsuzluklardan dolayı tereddüt yaşasalar da, sınıflarında fen öğretirken MTTFE etkinliklerini uygulamak istediklerini belirtmişlerdir. Öğretmenlerin tereddütlerini giderebilmek adına mühendislik tasarım temelli fen eğitimine yönelik hizmet öncesi ve hizmet içi eğitim yapılmalıdır. Ayrıca çalışay sonunda öğretmenlerin çoğu öneriler sunmuştur ve bu önerilerinin gerçekleşmesi durumunda ülkemizde MTTFE gerçekleşebileceğini belirtmişlerdir.The aim of this study, conducted as qualitative-case study, is reveal opinion of teachers, who participated voluntarily to "Practical examples activities for Engineering Design-Based Science Education (EDBSE) workshop, about EDBSE. Qualitative data, collected via Participant's Opinion Form, was analyzed using content analysis. In addition, the findings are also included to support research experiences by researcher/s. In the result of the study, even if the teachers have negative opinions towards EDBSE, they usually have submitted a positive opinion. They indicated that they want to apply EDBS while teaching science in their classrooms, even if have doupt because of these negative opinions. In order to overcome the concerns of teachers, pre- and in-services teacher education on EDBSE should be done. Also most of the teachers indicated recommendations and that EDBSE can be applying in our country if it happens these recommendations

Fen bilgisi öğretmen adaylarının STEM eğitimine ilişkin görüşleri: Mühendislik tasarım temelli fen eğitimi

Bu çalışmanın amacı, fen bilgisi öğretmen adaylarının mühendislik tasarım temelli fen eğitimine ilişkin görüşlerini ortaya çıkarmaktır. Eylem araştırması olarak yürütülen bu çalışma 42 üçüncü sınıf fen bilgisi öğretmen adayı ile 5 hafta boyunca yürütülmüştür. Uygulamanın sonunda öğretmen adaylarından sürece yönelik olumlu-olumsuz görüşlerini, uygulama konusunda önerilerini ve gelecekte öğretmenlik yaşantılarında kullanıp kullanmamaya yönelik görüşlerini yazmaları istenmiştir. Katılımcı görüş formu ile toplanan veriler nitel veri analiz yöntemlerinden içerik analizi ile incelenmiştir. Öğretmen adayları genellikle mühendislik tasarım temelli fen eğitimine yönelik olumlu görüş sunarak gelecekte öğretmen olduklarında derslerinde uygulamayı istediklerini ifade etmişlerdir. Bununla birlikte olumlu görüşlerle birlikte olumsuz görüş bildiren öğretmen adayları sürecin iyileştirmesine yönelik öneriler sunmuşlardır.The purpose of this study is to reveal the opinions of prospective science teachers regarding the engineering design based science education (EDBSE). Being conducted with 42 prospective 3rd grade science teachers by using the action research design, the study lasted for 5 weeks. At the end of the process, the teachers were asked to write their negative or positive views about process, suggestions, and their opinions regarding whether they will use it or not in the future. The qualitative data that were collected via the participant opinions form were analyzed with the content analysis. Prospective science teachers generally expressed positive opinions regarding the EDBSE and they stated that they would like to apply it in their classes in the future. On the other hand, the negative opinions or suggestions of prospective teachers regarding these practices were determined as having difficulties with time planning and management, classroom management, preparation of activities and designing of a convenient problem

Translanguaging practices in Turkish EMI classrooms: Commonalities and differences across two academic disciplines

The adoption of English-medium-instruction in higher education is a strategic response to the internationalisation of higher education and an attempt to alleviate concerns about graduate employability and academic reputation. Policy-makers tend to favour ‘English-only’ approaches to content teaching, although imposing monolingual perspectives on bi/multilingual staff and students has been perceived as threatening to local languages and is often detrimental to students' learning. Therefore, this study explores the functions and effects of the linguistic practices emerging from situated interactions in Turkish EMI settings and contributes to our understanding of L1 use in EMI. In particular, it investigates how translanguaging practices respond to different learning and interaction needs within and across the specific communicative norms, pedagogical practices and literacy demands of different disciplines, given that not enough research has begun to consider disciplinary influences in EMI classrooms yet. The data obtained through audio-recordings and classroom observations were analysed via Conversation Analysis with a focus on disciplinary interaction-design mechanics. The study evinces that, although there are both similarities and differences in the programmes studied, translanguaging is a critical part of classroom practices and that most students and lecturers use them strategically to varying degrees and for various functions based on the nature of the disciplinary needs. It offers important implications for stakeholders in Turkish universities and other emerging EMI contexts as to how translanguaging could be effectively integrated as a critical learning/teaching tool into specific disciplinary curricula and into the design of EMI staff training programmes.<br/

Optical, electrochemical and DFT studies of donor-acceptor typed indole derivatives

WOS:000888875300009The donor-acceptor type indole chromophore motif presents an interesting molecular architecture to the scientific world, unfortunately, as in every special and beautiful formation needed; their synthesis represents a synthesis challenge. In the current search, new donor-acceptor typed indole derivatives, 1-methyl-phenyl-3-aldehyde indole (HAN-1), 2-(((1-methyl-2-phenyl-1H-indol-3-yl)methylene)malononitrile ( HAN-2), 1-ethyl-2-phenyl-3-aldehyde indole (HAN-3), 2-((1-ethyl-2-phenyl-1H-indol-3-yl)methylene)malononitrile (HAN-4) were successfully synthesized and the results supported with FTIR and NMR spectra analysis. All the molecules undergo excited state intramolecular electron transfer with unique charge transfer reaction. Their electrochemical and optical properties were investigated in relation to the acceptor effect of functional groups on the indole units in the conjugated structure. Density functional theory (DFT) calculations exhibited that higher electron withdrawing ability strength resulted in decreased HOMO-LUMU gaps of the molecules. Futhermore, donor acceptor typed indole derivatives undergo irreversibly one electron oxidation in the medium of 0.1 M TBAPF(6)/ACN solution with a similar onset oxidation potentials. Both experimental and theoretical studies showed that the electron withdrawing ability of the molecules affect more LUMO energy level of the molecules. Moreover, they suggest that donor acceptor indole molecules herein are potential candidates for fabrication of dye synthesized solar cells

Empagliflozin in Patients with Chronic Kidney Disease

Background The effects of empagliflozin in patients with chronic kidney disease who are at risk for disease progression are not well understood. The EMPA-KIDNEY trial was designed to assess the effects of treatment with empagliflozin in a broad range of such patients. Methods We enrolled patients with chronic kidney disease who had an estimated glomerular filtration rate (eGFR) of at least 20 but less than 45 ml per minute per 1.73 m(2) of body-surface area, or who had an eGFR of at least 45 but less than 90 ml per minute per 1.73 m(2) with a urinary albumin-to-creatinine ratio (with albumin measured in milligrams and creatinine measured in grams) of at least 200. Patients were randomly assigned to receive empagliflozin (10 mg once daily) or matching placebo. The primary outcome was a composite of progression of kidney disease (defined as end-stage kidney disease, a sustained decrease in eGFR to &lt; 10 ml per minute per 1.73 m(2), a sustained decrease in eGFR of &amp; GE;40% from baseline, or death from renal causes) or death from cardiovascular causes. Results A total of 6609 patients underwent randomization. During a median of 2.0 years of follow-up, progression of kidney disease or death from cardiovascular causes occurred in 432 of 3304 patients (13.1%) in the empagliflozin group and in 558 of 3305 patients (16.9%) in the placebo group (hazard ratio, 0.72; 95% confidence interval [CI], 0.64 to 0.82; P &lt; 0.001). Results were consistent among patients with or without diabetes and across subgroups defined according to eGFR ranges. The rate of hospitalization from any cause was lower in the empagliflozin group than in the placebo group (hazard ratio, 0.86; 95% CI, 0.78 to 0.95; P=0.003), but there were no significant between-group differences with respect to the composite outcome of hospitalization for heart failure or death from cardiovascular causes (which occurred in 4.0% in the empagliflozin group and 4.6% in the placebo group) or death from any cause (in 4.5% and 5.1%, respectively). The rates of serious adverse events were similar in the two groups. Conclusions Among a wide range of patients with chronic kidney disease who were at risk for disease progression, empagliflozin therapy led to a lower risk of progression of kidney disease or death from cardiovascular causes than placebo