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• The study examined the effects of educational robotics activities on students' 21st century skills. • Educational robotics applications are significant in the affective dimension of 21st century skills. • There is no significant difference in terms of gender and grade level. • Problem-solving, self-confidence, motivation, attitude, and teamwork were at the forefront of the categories. • All results points to the importance of organizing robotic coding activities. This study aims to examine the effects of educational robotics activities on students' 21st century skills. In the study, explanatory mixed method design was used. As a quantitative data collection tool, the 21st century skills scale was utilized [47]. In addition to quantitative data, qualitative data were collected from the teachers and students through semi-structured interviews. Within the scope of the research, students participated in robotic design courses with Arduino over the learning management system for ten weeks and participated in a competition with their products at the end of the activity. The activity was held with the participation of 62 students and 10 teachers. The findings of the study showed that educational robotic activities caused a significant increase in the affective domain of the students. While it did not cause any significant increase in the cognitive and sociocultural domains, the average scores of students increased on post-tests compared to the pretests for these two domains. In addition, students' 21st century skills did not differ according to gender. Although there is no statistically significant difference in pretest–posttest results due to grade level, an increase was observed in posttest averages at each grade level. The observed increase in the post-tests, although not statistical, reveals the positive effect of educational robotic coding in terms of students' 21st century skills. To support the results of the quantitative data, the analysis of the qualitative data revealed a consensus of both teachers and students on the contribution of such applications to the advancement of contemporary skills. In conclusion, the results of this study show that educational robotic coding can be used to develop 21st century skills of elementary school students. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of InformaticsTechnologies is the property of Institute of Informatics, Gazi University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Computer programming education for children in our country, new emerging and bringing together the right ingredients in order to achieve success in this field and application of information about the way the investigation is of utmost importance. According to many studies, the computer is seen by children as an entertainment, a game and a social media tools. Additionally, many individuals consider to be a device that the computer is harmful to children. As a result, some negative thoughts, perceptions and attitudes are seen to occur. In this research, the children of computer programming training aim to reveal the effects of attitudes towards computers. Research, during the spring semester of the 2012-2013 academic year with a total of 58 elementary school students in 7th grade was conducted using a singlegroup quasi-experimental design. In the research, the academic achievement of the students in computer programming education was calculated according to the t-test analysis with the data obtained pre-test and post-test measurements. It was determined that there was a significant difference in academic achievement scores in favor of post-test. In the study, the attitude scale of the students' attitudes towards computer in the pre-test application mean score [t = 14.23; p <0.05] it was found that there was a significant difference in favour of the last application (x =162.55) with a higher mean than pre-test (x =106.29). As a result of computer programming education, students' attitudes towards computers has emerged as a positive effect. Furthermore, it was found that there was a positive correlation between students' academic achievement and their attitudes towards computer (Pearson Correlation Coefficient = 0.6). [ABSTRACT FROM AUTHOR]

This study aims to investigate problem-solving with dataset (PSWD) as a computational thinking learning implementation as reflected in academic publications. Specifically, the purpose is to specify the scope of PSWD, which overlaps with the data literacy, thinking with data, big data literacy, and data-based thinking concepts in the literature. Subaims of the study are to identify the conceptual structure of PSWD based on definitions in academic publications and to classify the reasons given in the literature to show the need for PSWD. For the purposes to investigate PSWD conceptually, to classify the reasons given for the need for PSWD, the obtained 54 publications were analyzed via content analysis. Moreover, this study investigates the most frequently suggested or used teaching strategies (in terms of instructional methods, instructional tools, and grade level) for PSWD in the literature. The frequencies of used words in selected publications referring instructional methods, instructional tools, and grade levels were shown in the findings of study. The importance of the study stems from its focus on a new approach to computational thinking instructional implementation. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ilkogretim Online is the property of Ilkogretim Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, we aimed to identify the toxic effects of chlorpyrifos exposure on the tissues of common carp. For this purpose, we evaluated histopathological changes in the brain, gills, liver, kidney, testis, and ovaries after 21 days of chlorpyrifos exposure. Activation of 8-OHdG, cleaved caspase-3, and iNOS were assesed by immunofluorescence assay in chlorpyrifos-exposed brain and liver tissue. Additionally, we measured the expression levels of caspase-3, caspase-8, iNOS, MT1, CYP1A, and CYP3A genes in chlorpyrifos-exposed brain tissue, as well as the expression levels of FSH and LH genes in chlorpyrifos-exposed ovaries, using qRT-PCR. We observed severe histopathological lesions, including inflammation, degeneration, necrosis, and hemorrhage, in the evaluated tissues of common carp after both high and low levels of exposure to chlorpyrifos. We detected strong and diffuse signs of immunofluorescence reaction for 8-OHdG, iNOS, and cleaved caspase-3 in the chlorpyrifos-exposed brain and liver tissues. Furthermore, we found that chlorpyrifos exposure significantly upregulated the expressions of caspase-3, caspase-8, iNOS, and MT1, and also moderately upregulated CYP1A and CYP3A in the brain tissue of exposed carp. We also noted downregulation of FSH and LH gene expressions in chlorpyrifos-exposed ovary tissues. Based on our results, chlorpyrifos toxication caused crucial histopathological lesions in vital organs, induced oxidative stress, inflammation, and apoptosis in liver and brain tissues, and triggered reproductive sterility in common carp. Therefore, we can propose that chlorpyrifos toxication is highly dangerous to the health of common carp. Moreover, chlorpyrifos pollution in the water could threaten the common carp population. Use of chlorpyrifos should be restricted, and aquatic systems should be monitored for chlorpyrifos pollution. [ABSTRACT FROM AUTHOR]

The history of innovation is constructed by solo thinkers and collaborative makers. The word innovation here comprises changes on technology, art and science. This article aims to reflect the way successful inventors, artists and scientists followed to do whatever they succeeded so that the coming generations can learn from predecessors' positive and negative experiences. Thinking and observing as solo may be the first step of an entrepreneur dreamer. Thinking and observation allow her to understand the size and depth of the gap on her knowledge integrity. This understanding process is a kind of challenge annoying and disturbing the entrepreneur dreamer during days and nights and causing his/ her to focus on the subject including examining the existing knowledge and experiences. Successful entrepreneur dreamers are aware of the historical knowledge accumulation on the field they focus on. After an entrepreneur dreamer understands what to do, on the second step, she starts tinkering collaboratively with other people whom the dreamer needs because of their own knowledge, experiences, point of view etc. With the help of others, entrepreneur starts the attempts to fill gap on his/her knowledge. These attempts require series of trial and error. First thinking and focusing on a subject as solo and then taking action and tinkering to realize dreams and thoughts as collaborative may lead us to a new learning design approach. "Soloborative Learning" is a derivative word offering the schools a new way to design learning environments, interactions and learning materials so that learners can construct their own knowledge on an innovative and entrepreneurial ecosystem. [ABSTRACT FROM AUTHOR]