Comparing Effects of Two Different Explicit–Reflective Instructions on Pre-School Prospective Teachers’ View about Nature of Science and Scientific Knowledge

This study aims to compare the effect of formative assessment with explicit-reflective instruction and explicit-reflective on pre-school prospective teachers' views about the nature of science and scientific knowledge. In this study, it was used a pretest-posttest nonequivalent control group design and the sample of the study consists of 66 pre-school prospective teachers in the 2nd grade. There are 33 of them were assigned control group and the others were assigned as the experimental group. Since the students could not be randomly grouped in the study, a quasi-experimental design was used. In this study, the nature of science scale (NOSS) and the attitude scale towards scientific knowledge (SKS) were used as pre-test, post-test and retention test.  In order to teach the students by using nature of science (NOS) and scientific knowledge (SK), open-reflective instruction was used in the control group, and open-reflective instruction and embedded formative assessment were applied in the experimental group. NOSS and SKS were used as a pre-test, post-test and retention-test in this study. In order to teach the students NOSS and SK, while Explicit-reflective instruction was applied in the control group, formative assessment embedded with Explicit-reflective instruction was applied experimental group.As a result of the study, it was determined that the formative assessment embedded with Explicit-reflective instruction was more positively and permanently changed on pre-school prospective teachers' view about NOS and SK than the other metho

Macroeconomic instability, capital accumulation and growth: The case of Turkey 1963-1999

This study investigates the empirical relationships between macroeconomic instability, capital accumulation and growth in Turkey over the period 1963-1999. We use recent time series econometric techniques, such as cointegration and impulse response analysis, to analyze empirical relationships between the variables of interest. The results of this paper suggest that the chronic and increasing macroeconomic instability of the Turkish economy has seriously affected her capital formation and hence her growth. Furthermore, chronic macroeconomic instability seems to become a serious impediment to the public investment, especially, its infrastructure component, and shattered or, even reversed the complementarity between public and private investment in the long-run. Therefore, Turkish experience has shown that macroeconomic instability not only deteriorates economic growth but it could also reverse the complementarity between public and private investment in the long-run.Public Investment, Private Investment, Complementarity, Macroeconomic Instability

Macroeconomic Instability, Capital Accumulation and Growth : The Case of Turkey 1963-1999

Public investment; Private investment; Complementarity; Macroeconomic Instability

Farklı Branşlardaki İlköğretim Öğretmenlerinin Alternatif Durum Belirleme Hakkındaki Düşünceleri

The aim of this research is to determine opinions of primary teachers in different branches about alternative assessment. The study was carried out at 2008–2009 instructional term-first semester with 65 voluntary teachers working elementary schools in Artvin. The study’s data was gathered through semi structured interviews. Content analysis has been used to analyze the data. As a result teachers have positive opinions about altarnative assessment was determined, but it was realized that teachers didn’t apply any alternative assessment techniques efficiently because of lacking time, knowledge, crowded classrooms and poor physical conditions.Bu araştırmanın amacı, farklı branşlardaki ilköğretim öğretmenlerinin alternatif değerlendirmeye yönelik düşüncelerini belirlemektir. Çalışma, 2008–2009 eğitim-öğretim yılı bahar yarıyılında, Artvin İli merkez ilköğretim okullarında görev yapan 65 öğretmen ile yürütülmüştür. Örneklem, araştırmaya gönüllü olan öğretmenlerden rasgele seçilmiştir. Araştırmada nitel araştırma yöntemi kullanılmıştır. Çalışmanın verileri yarı yapılandırılmış mülakatla toplanmıştır. Elde edilen veriler içerik analizi yöntemiyle çözümlenmiştir. Bu çalışmada, öğretmenlerinin alternatif değerlendirme anlayışı hakkında olumlu düşüncelerinin olduğu belirlenmiştir. Fakat öğretmenlerin, alternatif değerlendirme anlayışı hakkında bilgilerinin olmaması, zamanın yeterli olmaması, sınıfların kalabalık olması ve fiziki şartların uygun olmaması gibi nedenlerden dolayı etkili bir şekilde alternatif değerlendirme tekniklerini uygulayamadıkları tespit edilmiştir

An evaluation of the effects of video modelling on the first-night effect in polysomonography examination of patients with obstructive sleep apnea

The aim of this study was to evaluate the effect on patient anxiety and first-night effect (FNE) of a video modelling application, which has an important place in behavioural information practices. A total of 232 adolescent and adult patients with suspected obstructive sleep apnea were randomly separated into groups within two age ranges using the sealed envelope method. Group 1 (14–18 years, n: 40) and group 3 (19–65 years, n: 76) were verbally informed about the polysomnography (PSG) procedure. The patients in group 2 (14–18 years, n: 37) and group 4 (19–65 years, n: 79) were shown a training video of PSG procedure. Anxiety levels of the patients in groups 2 and 4 were seen to have significantly reduced, and when these groups were compared, the decrease was seen to be more significant in the adolescent patients (p ' 0.001, p = 0.001). No significant difference was determined between the values of total sleep time, REM sleep, and sleep efficiency in the video modelling groups on the 2 days (p ' 0.05 for all). There was a difference between the REM latency and sleep latency values on the 2 days, and this was at a low level of significance in the video modelling group. Video modelling was seen to be effective in reducing patient anxiety and it was concluded that it could be used to reduce FNE. © 2020, Japanese Society of Sleep Research

Epigenetic Modifications and Potential Treatment Approaches in Lung Cancers

Alteration of methylation is a process seen across a wide variety of species ranging from bacterial microorganisms to mammals, defined as the adaptation method the organism develops against environmental or intrinsic effects, or employs to switch off the genome regions which are no longer required through the evolutionary process. Scientific advancements have allowed detecting the regions that undergo different patterns of methylation. It has been demonstrated that the control on changes in gene expression is not guided by transcription factors alone and that epigenetic alterations are also involved in this process. Furthermore, epigenetic modifications have been shown to be considerably important in cancer development. This section focuses on epigenetic changes and potential treatment options in lung cancer

The Effect of Inquiry-Based Collaborative Learning and Inquiry-Based Online Collaborative Learning on Success and Permanent Learning of Students

This study aims to specify the effect of inquiry-based collaborative learning and inquiry-based online collaborative learning methods on students' success and permanent learning. In this quantitative study, a pre-test post-test non-equalized control group model of quasi-experimental design has been used. The study's sample comprises 64 students, 32 in the experimental and 32 in the control group, determined by the stratified sampling method. The research has taken place in four stages. Firstly, an achievement test for chemical bonds subject has been applied as a pre-test to both experimental and control groups. The researchers have developed the test; it consists of 33 questions. Secondly, chemical bonds have been taught to control groups with inquiry-based collaborative learning methods and experimental groups with inquiry-based online collaborative learning methods. The achievement test has been applied to both groups as a post-test in the third stage. The same test has been applied as a retention test six weeks later. In the analysis of tests, dependent and independent samples t-test have been used in p=.05 significance level. The research results show that the inquiry-based online collaborative learning method is more effective on students' success and permanent learning than other methods

Obezite Derecesinin Kronolojik ve Metabolik Yaş Açılarından Değerlendirilmesi

Aim: Obesity degree is the ratio of current weight to standart weight of the individual. Metabolic age (MA) compares the individual’s basal metabolic rate to an average for the individual’s age group. In this study, considering the close association of obesity with chronic diseases, the aim is to evaluate the association between obesity degree and chronological age (CA) as well as MA and to derive a more descriptive index related to age. Materials and Methods: In this study, 287 adults between 18 and 79 years of age [10 underweight, 86 individuals with normal body mass index (BMI), 90 overweight, 81 obese ve 20 morbid obese] were evaluated. Anthropometric measurements were performed. The values for BMI were calculated. Obesity degree, MA, visceral adiposity values were recorded using TANITA body composition monitor. Differences between CA and MA were calculated. Statistical analyses were performed. Results: The mean±SD values for CA and MA for the study population were calculated as 43.2±16.0 and 46.3±16.3 years, respectively. This value for visceral adiposity was 8.2±4.8. A weak correlation was observed between obesity degree and CA. No correlation was observed between obesity degree and MA. However, a strong negative correlation was found between CA-MA and obesity degree. There was also a strong correlation between this index and visceral adiposity. Conclusions: It is concluded that during the evaluation of obesity degree, this new index, considering the difference between CA and MA, would give much more useful information rather than CA or MA.Amaç: Obezite derecesi, bireyin mevcut ağırlığının ideal ağırlığına olan oranıdır. Metabolik yaş (MY), bireyin bazal metabolik hız (BMH)’ının, bireyin kronolojik yaş grubunun ortalama BMH’ı ile kıyaslanmasını sağlayan bir parametredir. Bu çalışmada, obezitenin kronik hastalıklarla olan yakın ilişkisi gözönüne alınarak, obezite derecesi ile kronolojik yaş (KY) ve MY arasındaki ilişkinin değerlendirilmesi ve yaşla ilgili daha belirleyici bir indeksin türetilmesi amaçlanmıştır. Klinisyenlerin antenatal fetal hareketlerde azalma gördükleri gebelerde, fetal kayıp olabileceği için tedirgin olup olmamaları gerektiğine, perinatal sonuçlar değerlendirilerek farkındalık yaratmak amaçlanmıştır. Materyal ve Metot: Çalışmada 18 ile 79 yaş arasında 287 yetişkin birey [10 düşük kilolu, 86 normal vücut kitle indeksi (VKİ)’ne sahip, 90 fazla kilolu, 81 obez ve 20 morbid obez] değerlendirildi. Antropometrik ölçümler kaydedildi. VKİ değerleri hesaplandı. Obezite derecesi, MY, viseral adipozite değerleri TANITA body composition monitor kullanılarak kaydedildi. KY-MY hesaplandı. İstatistiksel analizler gerçekleştirildi. Bulgular: Çalışma populasyonunun KY ve MY ortalama±SS değerleri sırasıyla 43.2±16.0 yıl ve 46.3±16.3 yıl olarak hesaplandı. Viseral adiposite için bu değer 8.2±4.8 idi. Obezite derecesi ile KY arasında zayıf bir korelasyon gözlendi. Obezite derecesi ile MY arasında herhangi bir ilişki saptanamadı. Obezite derecesi ile KY-MY arasında güçlü bir negatif ilişki bulundu. Bu indeks ile viseral adipozite arasında da güçlü bir ilişki hesaplandı. Sonuç: Obezite derecesinin değerlendirilmesinde KY ya da MY’ın değil, aralarındaki farkı göz önüne alan bu yeni indeksin çok daha yararlı bilgiler vereceği saptandı

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

Origin and Impact of Government Regulations

İnternet g&uuml;n&uuml;m&uuml;zde pek &ccedil;ok işlevinin yanında bilgi edinme s&uuml;re&ccedil;lerinde başvurulan &ouml;nemli bir kaynak konumundadır. Bu durum dini bilgi edinme pratikleri a&ccedil;ısından da ge&ccedil;erlidir. Bazı araştırma bulguları internetin dini bilgi arama/edinme s&uuml;re&ccedil;lerinde geleneksel bilgi kaynaklarıyla birlikte en &ccedil;ok başvurulan kaynaklar arasında olduğunu ortaya koymaktadır. Bu doğrultuda bu &ccedil;alışma &uuml;niversite &ouml;ğrencilerinin dini bilgi gereksinimlerini karşılama s&uuml;recinde kullandıkları bilgi edinme kaynakları ve bu kaynakların g&uuml;venilirliğiyle birlikte temelde onların internet &uuml;zerinden dini bilgi edinme s&uuml;re&ccedil;lerindeki eleştirel yeterliliklerine odaklanmaktadır. &Ouml;ğrencilerin dini bilgi arama/edinme s&uuml;re&ccedil;lerindeki eleştirel yeterliliklerini &ouml;l&ccedil;mek amacıyla, Eken ve Aydın (2018) tarafından geliştirilen, dini/enformasyonel i&ccedil;erikli internet sitelerinin değerlendirilmesine y&ouml;nelik kullanıcı merkezli kriterlerin baz alındığı &ccedil;alışma, Erciyes &Uuml;niversitesi İletişim Fak&uuml;ltesi &ouml;ğrencilerinden basit rastlantısal &ouml;rneklem tekniğiyle se&ccedil;ilen k&uuml;me &uuml;zerinde ger&ccedil;ekleştirilen ampirik bir araştırma niteliği taşımaktadır. &Ccedil;alışmadan elde edilen sonu&ccedil;lara g&ouml;re; internetin &uuml;niversite &ouml;ğrencileri i&ccedil;in en temel dini bilgi kaynaklarından biri olduğu; ancak bu yaygın kullanımın aksine &ouml;ğrencilerin internet ortamından elde edilen bilgilere yeterince g&uuml;venmediği ve anket formunda belirtilen kriterlere oranla alt-orta d&uuml;zeyde bir eleştirel yeterliliğe sahip olduğu ifade edilebilir. Bu sonu&ccedil; &uuml;niversite &ouml;ğrencileri i&ccedil;in eleştirel okuryazarlık becerisi kazandıracak eğitim s&uuml;re&ccedil;lerinin gerekliliğini ortaya koyması bakımından &ouml;nemlidirToday, the internet is an important resource which is used in information acquisition processes. This also applies to religious practice. Some research findings demonstrate that the internet is among the most frequently used sources in the process of religious information searching/acquiring with traditional sources of information. In this respect, this study focuses on the sources of information and the reliability of these sources in the process of meeting university students&#39; religious knowledge requirements and focuses on the critical competencies of these students in the process of acquiring religious knowledge on the internet. In order to measure the critical competencies of the students in the process of religious information searching, a study based on user-centered criteria for the evaluation of religious / informative websites, developed by Eken and Aydın (2018), is an empirical study conducted by the students of Erciyes University Faculty of Communication with a simple random sampling technique. According to the results obtained from the study; It can be stated that internet is one of the most basic sources for religious information for university students, but unlike this widespread use, students do not trust the information obtained from the Internet environment and have a moderate level of critical competency compared to the criteria specified in the survey form. This situation is important in terms of demonstrating the necessity of educational processes that will redound critical literacy skills for university students</p