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The present research is an examination of Augmented Reality (AR) applications in Science Education using the Multi-complementary Approach (McA). This incorporates multiple analyses: i) Pre-complementary: meta-analysis and meta-thematic analysis, ii) Post-complementary: an experimental design with a pre- and post-test control group and iii) Complementary: Merging the results of the first two stages, making it possible to work through the effectiveness of AR in science education more comprehensively and from a wider perspective. After initially providing information on the McA, the study presents the methodological process, the results and the conclusions in a step-by-step format within this framework. The literature review based on document analysis in the context of Science classes and carrying out instruction on "refraction, lenses and prisms" topics in Science education using AR applications, indicated that AR has both positive and meaningful effects on academic achievement, and on various variables that promote the teaching of Science. The complementary results that emerged in favour of AR shed light on its utilization in Science classes, and provide an incentive for a more widespread and systematic use of such methods in the teaching environment, in line with the need now increasingly expressed for these types of technologies in this digital age.

Using meta-analysis, this study examines the effect of computer-supported education on students' attitudes and determines the degree to which the effect size obtained by combining the effect sizes of various studies differs, in terms of educational level, course subjects and application duration. Based on the inclusion criteria, a total of 32 pieces of research from 621 studies that appeared in the national and international literature during 2005-2015 were analysed. Data analysis was carried out with the treatment effectiveness method, using the MetaWin 2.0 and the Comprehensive Meta-Analysis statistics programs. The findings of the research revealed that, according to the random effects model, computer-supported education had a moderate, positive and significant (ES = 0.449) effect on attitude scores. The positive correlation between the related method and student attitudes suggests that the correlation may be enhanced by the use of more interesting and better quality content designed for computer-supported education.

The aim of this study is to compare the 5E learning model with traditional learning methods in terms of their effect on students' academic achievement, retention and attitude scores. In this context, the meta-analytic method known as the "analysis of analyses" was used and a review undertaken of the studies and theses (N = 14) executed in Turkey over the period 2008-2014 on the 5E model. The goal of the review was to determine the efficacy of the 5E instructional model in terms of academic achievement, retention and attitude scores. The treatment effect method was used in the data analysis and the Comprehensive Meta-Analysis (CMA) statistical program, the MetaWin and Microsoft Excel 2010 Office programs were employed for the effect size calculation. The effect size values resulting from the analysis were interpreted according to Cohen classification (1992). When academic achievement, retention and attitude scores in the studies implementing the 5E instructional model were calculated according to the random effects model, effect size values were found to be ES[subscript academic achievement] = 1,132, ES[subscript retention]: 1,417 and ES[subscript attitude] = 0,552, respectively. In regard to academic achievement and retention, it can be inferred that these effect sizes of the 5E learning cycle were large and medium with respect to attitude, while both were positive and significant. It can therefore be said that the 5E model has a positive effect on academic achievement, retention and attitude scores.

This study proposes a new equation to estimate the punching shear capacity of Two Way Reinforced Concrete Flat Slab Column (TRFSC) connections with openings. The TRFSC connections with openings in the literature were simulated using the finite element modeling technique. Then, the test results were used to calibrate and verify the finite element model. Next, the number of test data was artificially increased using the finite element model to cover a wide range of critical perimeters. Finally, the effects of several parameters such as the size of the openings in the reinforced concrete slabs, their position, and distance concerning the column on which the punching loading is applied on the variation of punching shear load capacity of TRFSC connections with openings were observed, the results showed that the proposed equation generally gave better results than the several current code equations. For the study used in the verification of the finite element model, it was observed that the ratios of the punching capacity values calculated using the experimental results and the regulations varied between 0.79 and 0.92 on average, and the regulations gave results that were not on the safe side for TRFSC connections with openings. However, with the nonlinear correction coefficient proposed in this study, the ratios of the experimental results and analytically calculated capacity values were calculated as 1.10 on average, and the standard deviation and variant values decreased much more. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Engineering Research & Development (IJERAD) is the property of International Journal of Engineering Research & Development 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 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.)

Within the scope of this study, the design and testing of a fully demountable high‐performance fiber‐reinforced concrete (FRC) barriers with high resistance to sudden dynamic explosion and impact loadings is investigated. In order to solve such an engineering problem, a special FRC "tongue and groove" blocks are designed in a way that could be constructed by two persons to form barriers of various shapes and sizes by combining them easily. The structures produced with these blocks were produced using a hybrid, special FRC mixture in order to resist various bullets, rocket launchers, and explosion effects to protect the person behind them. Within the scope of this study, the resistance of five different special FRC mixtures with different properties against sudden dynamic blasting effects was determined by comparing and interpreting the acceleration‐time and strain‐time measurements taken from the wall directly. The results obtained from the dynamic blasting tests carried out in the field were compared with the results of the numerical analysis performed using the Ls‐Dyna finite element software. As a result of the study, the barrier structure produced with special FRC, in which hybrid nylon and steel fibers are used as reinforcement, exhibited the most successful results for absorbing the energy caused by the rocket blast loadings. [ABSTRACT FROM AUTHOR]