The study aims to investigate the effects of jigsaw technique on 6th graders' learning of "Force and Motion" unit, their science learning motivation and their attitudes towards science classes. The ...sample of the study consisted of 49 6th grade students from two different classes taking the Science and Technology course at a government school in Kahramanmaras/Turkey. The study was conducted in the 2015-2016 Academic year, autumn semester. One of the classes was defined as the control group (N = 24) and was taught through the traditional lecturing approach, while the experimental group (N = 25) was taught through the cooperative jigsaw technique. Both groups studied the "force and motion" subject for six weeks with different instructional methods. The objectives and the content of the subject were the same for both groups. Also, the groups were taught by the same teacher. The Force and Motion Achievement Test, Science Learning Motivation Scale, Science Class Attitude Scale were administered as pre-test prior to the application. Following to the application, these data collection tools were administered as post-test to the experimental and control groups. With the purpose of learning about the views on the jigsaw technique, a form consisting of 6 open-ended questions was administered to the experimental group. The findings of the study show that the academic achievement of the experimental group was higher in comparison to the academic success of the students who were taught the lesson through the traditional method. Although a statistically significant difference has not been observed between the pre-test and post-test scores of the motivation scale of the students in the experimental group, when the post-test scores of the motivation scale of the experimental and control group students were compared, it has been seen that the motivation of the experimental group students was higher after the application. The quantitative findings of the study have been supported by the qualitative findings.
Öğrenmenin bu kadar önemli olduğu bilgi çağında, teknolojinin eğitim hayatındaki yeri ve önemi vazgeçilmez bir hal almıştır. Teknoloji kullanımının her geçen gün yaygınlaşması, bilginin sürekli yer ...değiştirmesi ve bilimin olağanca hızıyla büyümesiyle mobil cihazların kullanımını da yakından etkilemiştir. İlgili literatür incelendiğinde mobil öğrenme alanına yönelik pek çok uygulama geliştirildiği, fakat bu uygulama sayısının yeterli olmadığı gözlemlenmiştir. Bu araştırmanın amacı; android işletim sistemi tabanlı özgün bir mobil öğrenme uygulamasının öğrenciler tarafından kullanılmasını sağlayarak, öğrencilerin mobil öğrenmeye, kimya dersine ve çevreye karşı tutumlarının nasıl olduğu, mobil öğrenme yöntemi ile aldıkları eğitimin akademik başarılarını nasıl etkilediğini, istatistiksel verilere dayalı olarak belirlemektir. Araştırmada nicel araştırma yöntemlerinden öntest–sontest kontrol gruplu yarı-deneysel model kullanılmıştır. Çalışma, 2015–2016 eğitim öğretim yılı bahar döneminde, bir devlet okulunda 10.sınıftaki 32 deney ve 32 kontrol olmak üzere 64 öğrenciyle gerçekleştirilmiştir. Testlerle toplanan veriler istatistik programı ile analiz edilmiştir. Analiz sonuçları irdelendiğinde ön test akademik başarı testi, çevre ve mobil öğrenme tutum ölçekleri gruplar arasında anlamlı bir fark yokken, kimya tutum ölçeği açısından anlamlı farkın kontrol grubu lehine olduğu görülmüştür. Son test sonuçlarına göre ise; akademik başarı testi, çevre ve kimya dersi tutum ölçekleri arasında deney grubu lehine anlamlı bir fark bulunmuştur. Ancak mobil öğrenme tutumuna karşı gruplar arasında anlamlı bir fark bulunamamıştır. Anlamlı farklılık olmasa da deney grubunun ortalama puanında artış olduğu saptanmıştır.
Current study aimed to examine the effects of web-based instructional material enriched by concept maps, the academic achievement of 7th graders in “Structure and Properties of Matter" unit. The ...study utilized a quasi-experimental model with pretest-posttest control group design. A sample of the study was composed of 58 students. “Structure and Properties of Matter" unit was taught to the experimental group with computer assisted teaching method, while the same unit was taught to control group by using traditional teaching methods. “Structure of Matter Achievement Test”, “Science and Technology Attitude Scale” and “Computer Attitude Scale” were used as data collection tools. The results showed that web-based teaching method was more effective compared to traditional teaching methods in increasing academic achievement in science and technology classes and there is no statistically significant difference in both group attitudes towards Science and Technology Class or computers.
Despite contemporary improvements in neonatal care, bilirubin-induced neurological dysfunction (BIND), which is caused by hyperbilirubinemia, continues to be a major cause of death or permanent ...disability in the developing world. Inflammationis thought to be one of the main causes of brain damage after bilirubin exposure, eventhough the precise mechanism is still unknown. This project aims to investigate the effect of bilirubin in inflammasome activation and pyroptotic cell death in in vitro and in vivo examinations and to decide if the inflammasome activation depends on NOD-Like Receptor 3 (NLRP3. 50 µM bilirubin administration in N9 microglia cell line results in inflammasome activation assessed by increased IL-1β cytokine, IL-1β, NLRP3 mRNA expression and caspase-1 (p20), IL-1β and NLRP3 protein level. The relation betweenbilirubin-related inflammasome activation leading to microglial cell death was successfully determined by propidium iodide staining. Whether inflammasome activation and cell death are mediated via the NLRP3 pathway was confirmed by functional assays with NLRP3 siRNA inhibition. Following injection of bilirubin into the cisterna magna of a neonatal mouse, activation of the NLRP3 inflammasome was determined by elevated IL-1β, NLRP3 mRNA, and protein level and caspase-1(p20) protein secretion in wild-type animals. On the contrary, bilirubin injected NLRP3 knock-out (Nlrp3-/-) and caspase-1 knock-out (Caspase-1 -/-)mice has not released active caspase-1 or IL-1β. All of these findings suggest that bilirubin plays a part in the activation of the inflammasome in the brain and that NLRP3 is essential for this activation. With the identification of underlying molecular pathways, additional researchon the connection between the NLRP3 inflammasome and bilirubin toxicity mayprovide a new direction for the development of novel therapeutic approaches in bilirubin toxicity .
Character education competencies of teachers are very important in the achievement of educational objectives in addition to their field knowledge, general knowledge and pedagogical knowledge. The ...study which utilized survey model aimed to identify competencies in teachers, who play a significant role in shaping the character of students along with the parents, through self assessment. Data was collected with the help of CECBS (Character Education Competency Belief Scale) developed by Milson & Ekşi (2003). Working group of the study was composed of 231 teachers employed in various provinces of Turkey. Results showed that teachers’ beliefs on character education competency centered on “agree” on CEC (Character Education Competency) and GEC (General Education Competency) dimensions; variables such as gender, type of school teachers graduated from, type of setlement they work in, income levels of their students and seniority did not create a significant difference on their character education competency beliefs however the subject they teach, attending in-service seminars and reading books about character education were found be significant. In the contenxt of the findings; increasing the number of in- service training opportunities and the number of publications are suggested.
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