Tuğba Yanpar Yelken

Evaluating Lifewide Learning Habits of Academicians for Sustainable Development.

Abstract In today’s higher education institutions in which sustainable development has been highly emphasized, individuals have changed the understanding of graduates of higher education; as such universities have emerged into a reconstruction period. In such a process, universities have been in need of academicians who are well development in both personal and professional domains. The concept of Lifewide learning, which is an important sustainable development tool, has underlined the fact that people should graduate as wholly-developed people to fulfill the needs of future societies, which releases the idea that academicians are to be role models for students. This study reflects on the research designed to develop and test an instrument that could identify the component of an academician’s Lifewide learning habits. Because of the complex nature of the Lifewide learning, considerable attempts were made in order to handle the process of classifying the cognitive, affective, social, technical and cultural domains related to academicians working in faculties of education. The developed instrument was trialled with 50 academicians, and the data was subjected to an explanatory factor analysis, allowing the identification of 6 sub-dimensions of Lifewide learning. These dimensions appeared to be capable of differentiating between problem-solving, professional habits, cultural interaction, leadership, care-based habits and leisure habits of academicians. The final version of the scale was applied to 211 academicians from faculties of education at 30 universities via “Google Drive”, and Lifewide habits of related people were assessed regarding their gender, title and department. Depending on the collected data, Lifewide learning habits of academicians were discussed, and some suggestions were proposed to support their professional and personal development.

Yenilikçi Materyal Tasarlamanın Sınıf Öğretmeni Adaylarının Yenilikçilik Düzeylerine Etkisi

Yenilikci materyal tasarlamanin sinif ogretmeni adaylarinin yenilikcilik duzeylerine etkisini ve yenilikci materyal tasarlama surecinden sonra ogretmen adaylarinin yenilikcilik algisini ortaya cikarmak amaciyla gerceklestirilen bu calisma durum calismasi olarak tasarlanmistir. Arastirma grubunu 2013-2014 ogretim yilinda Mersin Universitesi Egitim Fakultesi Sinif Ogretmenligi Programinda 3. sinifta ogrenim goren 27 ogretmen adayi olusturmaktadir. Yenilikci materyal tasarlama sureci oncesi ve sonrasinda ogretmen adaylarina bireysel yenilikcilik olcegi ve yenilikcilik algisi anketi uygulanmistir. Ayrica uygulama surecinde ogretmen adaylarinin yenilikci materyal tasarlama surecine iliskin gunluk tutmalari istenmistir. Elde edilen nitel verilerin analizinde Nvivo 8 programi yardimiyla icerik analizi yapilmistir. Nicel veriler, betimsel istatistikler, iliskili ve iliskisiz orneklemler icin t-testi analiz teknikleriyle cozumlenmistir. Calisma sonunda, yenilikci materyal tasarlayan sinif ogretmeni adaylarinin yenilikcilik duzeylerinde artisin oldugu sonucuna ulasilmistir. Ayrica ogretmen adaylarinin egitimde yenilikcilik, yenilikci ogretmenin ozellikleri ve yenilikci materyal gelistirme konusunda algilarinin olusturuldugu gorulmektedir. Yenilikci materyal gelistirme surecine iliskin ogretmen adaylarinin olumlu gorusleri calisma sonuclarindandir.

The Effect of Digital Story Preparation on Technological Pedagogical Content Knowledge (TPCK) Self-confidence

Abstract The effect of the prospective pre-school teachers’ digital story preparation on their technological pedagogical content knowledge self-confidence is proposed to be determined in mix method designed study. During the research, prospective pre-school teachers determined their objectives for a digital story, wrote scenarios, selected audio and visual materials, created and presented their digital stories. The qualitative and quantitative data were obtained through technological pedagogical content knowledge self-confidence scale and open-ended metaphorical question as pre- and post-tests. In quantitative and qualitative data analysis, t-test for the dependant samples and inductive content analysis were conducted. The findings demonstrated the prospective pre-school teachers’ digital story preperation increased their self-confidence on TPCK. It was inferred from the metaphors that the prospective pre-school teachers perceived self-confidence on TPCK as a guide and a vital necessity. Data analysis results indicated digital story preparation had positive effect on the prospective pre-school teachers’ selfconfidence on TPCK.

Greenhouse Gas (GHG) Reduction Technologies and Applications in Automotive Industry

Abstract Greenhouse gas (GHG) emissions cause global warming and climate changing. This review summarizes the up-to-date applications that contribute to greater fuel economy and reduce CO2 emissions. A detailed explanation of the recent developments in the main concepts of fuel economy and CO2 reducing in automotive industry is given with a special relation to the materials to be selected. In the study, the past, present and future projection of fuel economy and CO2 emission is evaluated. The result of the study conclude that mass of the vehicle, kind of energy for engine, driving techniques and the technology level of the vehicles affect the fuel economy and CO2 emissions.

The Problems Of The International Students: Comparison Of Turkey And Belgium

Her yil, bircok uluslararasi ogrenci (UO), niteliklerini gelistirmek, yeni kulturleri kesfetmek ve hayat deneyimlerini gelistirmek icin Erasmus ve Sokrates gibi programlar araciligiyla farkli egitim kurumlarina giderler. Fakat, bu kurumlarda kaldiklari sure boyunca, bu ogrenciler bazi problemlerle bas etmek zorunda kalirlar. Bu makalenin amaci, iki farkli ulkedeki (Turkiye ve Belcika) UOlerin karsilastiklari problemleri belirlemek ve benzerlikler ve farkliliklar acisindan degerlendirmektir. Turkiye (23) ve Belcika’daki (58) UOler, misafir olduklari kurumda karsilastiklari problemleri belirlemeye yonelik 18 maddeden olusan bir anket (guvenirlik = .94) doldurmuslardir. Her iki ulkedeki UOler kaldiklari yerlerden memnun olduklarini ifade etmislerdir. Ek olarak, sinifta ders isleme yonteminin kendi ulkelerindeki ders isleme yontemine oldukca benzedigini de vurgulamislardir. Bununla birlikte, her iki ulkedeki UOlerin sinif ici tartismalara katilmakta, ogretmenlerin sorularina cevap vermekte ve okuma parcalarini anlamakta zorlandiklari bulunmustur.

Magnesium Applications for Fuel Economy and Energy Production

Abstract In this study, the properties, applications, technological barriers, and future projection of magnesium and magnesium based materials in fuel economy and energy production were evaluated. Mg lowers fabrication and joining costs, substitution by lightweight materials enable weight savings, in addition lifetime fuel costs and CO2 emission are reduced. Studies state that reducing the automotive weights by a certain amount will result in a similar reduction in fuel consumption and CO2 emissions. Most power systems, either renewable or nuclear, provide solutions for electricity production, but to date, there is no satisfactory substitute for liquid fossil fuel for use in transportation (cars, airplanes, and the like) due to environmental reasons or security of supply. A resent approach to this problem is to use hydrogen as fuel. Researches on Magnesium-Air Fuel Cell (MAFC) Technology resulted in new and improved technologies which have advanced the magnesium-air fuel cell to commercialization. The MAFC approach to an alternative energy source is the development of a powerful, reliable and environmentally friendly non-toxic fuel cell that generates energy using magnesium. From the results of the resarches it is concluded that magnesium applications reduce CO2 emission, and fuel costs.

Liselerde Blok Ders Uygulamasının İncelenmesi

Bu calismanin amaci, liselerde blok ders uygulamasinin ogrenciler uzerindeki etkilerini incelemektir. Arastirmanin verileri; ogrencilerin gorus, dusunce ve onerilerini belirlemeye yonelik anket formuyla, ogretmen gorusleri ise gorusme metodu ile elde edilmistir. 2007-2008 egitim yilinda Diyarbakir Ili Merkez Şehitlik Lisesi’nde gorev yapan 5 ogretmen ve bu lisede ogrenim goren 109 ogrenci arastirmanin calisma grubunu olusturmustur. Arastirma sonuclarina gore ogrencilerin; blok ders uygulamasinin genel olarak ogrenmeyi olumsuz etkiledigi, etkili ve kalici ogrenme icin bir ders suresinin 40- 45 dakikadan fazla olmamasi gerektigi gorusunde olduklari gorulmektedir. Ogrencilerin blok ders uygulamasini ogleden sonra bos kalan zamanin sagladigi avantaj disinda olumlu bulmadiklari belirlenmistir. Ogretmenlere gore, ders surelerinin uzun oldugu blok ders uygulamasinda teneffus surelerinin az olmasi ogrencileri olumsuz etkilemektedir