What does Hirsch index evolution explain us? A case study: Turkish Journal of Chemistry

The evolution of Turkish Journal of Chemistry (Turk J. Chem) Hirsch index (h-index) over the period 1995-2005 is studied and determined in the case of the self and without self-citations. It is seen that the effect of Hirsch index of Turk J. Chem has a highly positive trend during the last five years. It proves that Turk J. Chem is improving itself both in quantity and quality since h-index reflects peer review, and peer review reflects research quality of a journal.Comment: 5 pages, 3 figure

The Effects of Out-of-School Learning Settings Science Activities on 5th Graders’ Academic Achievement

The purpose of this study was to investigate the effect of lessons conducted in out-of-school learning settings on 5th graders science achievement within the scope of a guidance material that was prepared to be used in out-of-school learning settings in accordance with the “Let’s Solve the Riddle of Our Body” chapter objectives. The pretest / posttest equalized control group design, which is one of the quasi-experimental designs, was used in this study. The sample of this study was composed of a total of 31 5th grade students (15 were in experimental group, 16 were in control group) that were selected from secondary schools in the first semester of the 2015-2016 academic year in Tokat Province. Let’s Solve the Riddle of Our Body Chapter Achievement Test (LeSROBAT) was administered before and after the implementation of the guidance material to measure the students’ achievements and retention. The lessons were conducted as suggested by the current curriculum in the control group. The data were analyzed using independent samples t-test and covariance analysis (ANCOVA). As a result of the analyses, it was found that the LeSROBAT post-test scores of experimental group were significantly higher than the control group. Within this context, it was concluded that the out-of-school learning settings positively contributed to academic achievement and the guidance material that was developed within the scope of this study was effective. The results of retention test analyses didn’t reveal any significant difference between the posttest and retention test scores of experimental and control groups. When the LeSROBAT retention test scores were examined, it was observed that the scores of experimental group was higher than the control group

Recognition of Normal Fetal Cardiac Structures

Fetal heart examination requires in depth knowledge of fetal cardiac physiology and fetal cardiac anatomy. Therefore, the cardiac sonographer must possess considerable skills to acquire optimum images on cardiac anatomy on predefined standard views. An appropriate interpretation of acquired fetal cardiac images is also a basic requirement that is expected from a cardiac sonographer. Any cardiac ultrasound operator who performs the fetal heart scan is expected to recognize normal cardiac structures, to assess myocardial function and heart rhythm but also should be able to pick up any deviation from well-defined normality

INVESTIGATION OF DIFFERENT VARIABLES OF SECONDARY SCHOOL STUDENTS’ LEARNING STYLES

<p>Bu çalismada, gelisimci arastirma yaklasimi kapsaminda enlemesine arastirma yöntemi kullanilarak ögrencilerin sahip olduklari ögrenme stilleri farkli degiskenler açisindan incelenmesi amaçlanmistir. Arastirmanin çalisma grubunu Çorum Ismail Kakaç Ortaokulu, Istanbul Malazgirt Ortaokulu, Tokat Gazi Osman Pasa Ortaokulu 5., 6., 7. ve 8.sinif ögrencileri olusturmaktadir. Arastirmada ögrencilerin ögrenme stillerini belirlemek amaciyla “Grasha-Riechmann Ögrenme Stilleri Ölçegi” ve “Kisisel Bilgi Formu” kullanilmistir. Verilerin analizinde frekans, yüzde, t testi ve ki-kare   kullanilmistir. Verilerden ögrencilerin en fazla %29,8 oranla Isbirlikçi ve %27,6 oranla bagimli ögrenme stiline sahip olduklari görülmüstür. Ayrica ögrencilerin ögrenme stilleri ile anne egitimi, baba egitimi ve dershaneye gitme gitmeme durumu arasinda anlamli bir iliski olmadigi görülmüstür. Ama ögrencilerin ögrenme stilleri ile sinif seviyesi, yasanilan sehir, cinsiyet ve akademik basari arasinda anlamli iliski oldugu görülmüstür.</p><p><br></p><p>In this study, it is aimed to investigate the learning styles of the students related to the different variables by using cross-sectional method in phenomenographic research approach. The sample group of the study consists of students attending to the 5thÇorum Ismail Kakaç, Istanbul Malazgirt and Tokat Gazi Osman Pasa Secondry Schools. In the research, &#39;Grasha-Riechmann Learning Styles Scale&#39; and &#39;Demographic Knowledge Form&#39; were used to determine the learning styles of the students. For the analyzing of the data, frequencies and percentages of the data were taken and t-test and chi-square test were used. It was figured out from the data that at least %29.8 of the students has collaborative and %27.6 of them has dependent learning styles. Furthermore, it was observed that there was no meaningful relation between the learning styles of the students and their parents&#39; education levels, whether they were attending to the private course or not. On the contrary, there was a meaningful relation between the learning styles of the students and their class levels, the city where they live, gender, and their academic successes.</p><p><br></p

INVESTIGATION OF THE RELATIONSHIP BETWEEN SOME VARIABLES AND THE LEARNING STYLES OF SECONDARY SCHOOL STUDENTS

<p>Bu arastirma betimsel bir çalisma olup, iliskisel tarama modelinde yürütülmüstür. Çalismanin amaci devlet okullarinda ve özel okullarda ögrenim gören ortaögretim yas grubu ögrencilerinin, ögrenme stillerini incelemek, inceleme sonuçlarini siniflara göre ayirip karsilastirmak ve ayni zamanda cinsiyet degiskeninin ögrenme stiline etkisini arastirmaktir. Verilerin toplanmasinda Kolb Ögrenme Stili Envanteri kullanilmistir. Arastirma 2013-2014 egitimögretim yili güz döneminde, Amasya ve Tokat ilinde bulunan devlet okullarindaki ve özel okullardaki ortaokul ögrencilerinin ögrenme stillerini belirlemek ve ögrenme stillerinin cinsiyet, okul türü, basari durumu degiskenleriyle karsilastirilmasini arastirmaktadir. Arastirmadaki örneklem N=430 kisi olup kolay ulasilabilir örneklem seçim yöntemiyle belirlenmistir. Ortaokul ögrencilerinin cinsiyet, genel basari durumu ile ögrenme stilleri arasinda anlamli bir fark bulunamamistir. Ancak ögrencilerin devam ettikleri okul türü ile ögrenme stilleri arasinda anlamli bir fark oldugu görülmüstür. Bu farlilik ise devlet okullari lehinedir. Bu bulgular isiginda ögrenme sekillerinin kisisel oldugu ve her bireyin ögrenme stilinin farkli oldugu sonucuna varabiliriz. Bu nedenle ögrencilerin ögrenme stillerini tespit edip ögrenme- ögretmen sürecinin kisilerin ögrenme stillerine göre planlanmasi bireylerin ögrenmesinde faydali olabilir.</p><p><br></p><p>This research is a descriptive study and the relational model was conducted. The aim is to examine the learning skills of secondary class students in private and state schools and to get out if there is any relationship due to sex, class and learning skills. The Kolb Learning Style Inventory was used for the data collections. This research was conducted with secondary class private and state schools in Amasya and Tokat during 2013-2014 academic years. In addiction this research aims to define the learning skills of students in relationship to sex, school and academic success. For this the scale was conducted with 430 students. Secondary students gender, there was no significant difference between learning styles and success in general. However, the type of school they attend students were found to be a significant difference between learning styles. These differences in favor of the public schools. These findings suggest that there is a personal way of learning, and we can conclude that in the light of each individual&#39;s learning style is different. Therefore, to detect students&#39; learning styles and learning styles of individuals based on the planning of teacher-learning process can be useful in the learning of individuals</p><p><br></p