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Neuropeptides are ubiquitous in the nervous system. Research into neuropeptides has been limited by a lack of experimental tools that allow for the precise dissection of their complex and diverse dynamics in a circuit-specific manner. Opioid peptides modulate pain, reward and aversion and as such have high clinical relevance. To illuminate the spatiotemporal dynamics of endogenous opioid signaling in the brain, we developed a class of genetically encoded fluorescence sensors based on kappa, delta and mu opioid receptors: κLight, δLight and µLight, respectively. We characterized the pharmacological profiles of these sensors in mammalian cells and in dissociated neurons. We used κLight to identify electrical stimulation parameters that trigger endogenous opioid release and the spatiotemporal scale of dynorphin volume transmission in brain slices. Using in vivo fiber photometry in mice, we demonstrated the utility of these sensors in detecting optogenetically driven opioid release and observed differential opioid release dynamics in response to fearful and rewarding conditions.

Improving the scope of environmental education given in schools and establishing environmental awareness among students are the most important steps to be taken to transfer this awareness to the next generations. The aim of this study is to examine the knowledge, emotions and behaviours of secondary school students ranging from 11 to 13 for environmental health and environmental protection. The study was carried out in the district of Karaköprü, a metropolitan settlement in Sanliurfa for the 2020-2021 academic year, regarding environmental health and environmental protection, which has decreased with the effect of the pandemic. In this study, a questionnaire was applied to students and their attitudes were evaluated according to a 5-point Likert scale. The attitudes of the students were detailed on the basis of 'gender' and 'mother education level' factors. It was found that the male students in the study group had more knowledge about environmental health and protection compared to the female students. However, no relationship was detected between students' environmental awareness and their mothers' educational levels.

Opioids are generally known to promote hedonic food consumption. Although much of the existing evidence is primarily based on studies of the mesolimbic pathway, endogenous opioids and their receptors are widely expressed in hypothalamic appetite circuits as well; however, their role in homeostatic feeding remains unclear. Using a fluorescent opioid sensor, deltaLight, here we report that mediobasal hypothalamic opioid levels increase by feeding, which directly and indirectly inhibits agouti-related protein (AgRP)-expressing neurons through the μ-opioid receptor (MOR). AgRP-specific MOR expression increases by energy surfeit and contributes to opioid-induced suppression of appetite. Conversely, its antagonists diminish suppression of AgRP neuron activity by food and satiety hormones. Mice with AgRP neuron-specific ablation of MOR expression have increased fat preference without increased motivation. These results suggest that post-ingestion release of endogenous opioids contributes to AgRP neuron inhibition to shape food choice through MOR signaling.

The human brain is a complex system, whose activity exhibits flexible and continuous reorganization across space and time. The decomposition of whole-brain recordings into harmonic modes has revealed a repertoire of gradient-like activity patterns associated with distinct brain functions. However, the way these activity patterns are expressed over time with their changes in various brain states remains unclear. Here, we investigate healthy participants taking the serotonergic psychedelic N,N-dimethyltryptamine (DMT) with the Harmonic Decomposition of Spacetime (HADES) framework that can characterize how different harmonic modes defined in space are expressed over time. HADES demonstrates significant decreases in contributions across most low-frequency harmonic modes in the DMT-induced brain state. When normalizing the contributions by condition (DMT and non-DMT), we detect a decrease specifically in the second functional harmonic, which represents the uni- to transmodal functional hierarchy of the brain, supporting the leading hypothesis that functional hierarchy is changed in psychedelics. Moreover, HADES dynamic spacetime measures of fractional occupancy, life time and latent space provide a precise description of the significant changes of the spacetime hierarchical organization of brain activity in the psychedelic state.

School leadership is a concept being discussed in recent studies regarding educational administration. This study examines the relationship between school leadership and teacher professionalism, focusing on the mediating effects of trust in the administrator on the relationship between school leadership and teacher professionalism. The study has adopted a cross-sectional survey design. The sample consists of 269 (Türkiye) and 134 (Turkish Republic of Northern Cyprus) teachers. The structural equation model was used to test the direct and indirect effects of the variables. Considering the findings of the study, school leadership is positively related to teacher professionalism as mediated by trust in the school administrator. In conclusion, the researchers recommend that school leaders implement practices that encourage powerful trust among teachers in their administrators.

This study tackles self-regulated learning from the motivation component, considering that not only the 'skills' but also the 'will' dimensions are essential for the development of self-regulated learning. The aim of the study is to promote pre-service chemistry teachers' motivation and to enhance their knowledge of motivational regulation strategies. The study was conducted in organic chemistry courses with 18 pre-service chemistry teachers. A semi-structured interview, a semi-structured diary, and an open-ended scale were employed as data collection tools to identify motivational components and motivational regulation strategies used by the pre-service teachers. The qualitative data collected were analyzed using descriptive and content analysis techniques. Results showed that the pre-service chemistry teachers had positive motivational beliefs and were more persistent about academic activities. Moreover, improvements occurred in pre-service teachers' motivational regulation strategies. It was further found that the positive change in the pre-service chemistry teachers' motivations diversified their learning strategies and that they began to use these strategies more frequently.

This study aims to examine the effects of flipped learning on L2 students' overall academic achievements through meta-analysis. Forty studies (e.g., journal articles, M.A/Ph.D. theses and conference papers) on 'flipped classroom', 'flipped learning' and 'academic achievement' were included in this meta-analysis study. The data was analyzed by using Comprehensive Meta-Analysis Software. The random effects model was used in analyzing the overall effect size and the heterogeneity of the studies included in this meta-analysis. The results revealed that flipped learning has statistically significant effect on L2 learners' academic achievements (g=1.303) compared to traditional learning approaches. This result does not differ according to publication type, educational level and four basic language skills and sub-skills, but it differs according to sample size of the selected studies.

This study aims to investigate pre-service science teachers' knowledge levels, practical experiences, and perceived competencies in teaching biodiversity at secondary school level. The study was conducted in Turkey with 151 pre-service science teachers, 50 of whom were first-year, 34 second year, 42 third year, and 25 fourth year during the fall semester of 2022-2023. An open-ended biodiversity concept test was applied to identify their knowledge levels, prior education experiences, and perceived competencies in teaching biodiversity. Descriptive statistics and content analysis results revealed that as the year level increased, the knowledge levels and experiences of the pre-service teachers increased as well, and in parallel, they perceived themselves as more competent in teaching the subject of biodiversity. When first and second year students were evaluated together, it was found that most of their answers were at a low level in terms of their knowledge about biodiversity. When the third and fourth grade teacher candidates' knowledge levels about biodiversity were examined, it was revealed that they were predominantly at a good level. As can be clearly seen, as year levels increased, the level of knowledge also increased. These results highlight the importance of theoretical and practical courses for content and pedagogical knowledge on the perceived competencies of the pre-service teachers in teaching biodiversity.

This study aimed to promote self-regulated learning skills in pre-service teachers, and to this end, a two-year Self-Regulated Learning Skills Development (SLSD) Plan for pre-service chemistry teachers was developed. In this SLSD plan, the strategy instruction was conducted in an integrated way into the content courses of the chemistry education curriculum. The strategy instruction was carried out in four parts: "time management strategies", "reading comprehension and summarization strategies", "writing strategies" and "questioning strategies". In addition, metacognitive strategies used by the pre-service teachers during the strategy instruction were also examined. Semi-structured interviews, self-monitoring forms, field notes, and student-generated questions were used to collect data to identify the strategies that the pre-service teachers used and determine the changes that occurred as a result of the application of these strategies. The data were analyzed using descriptive and content analysis methods. It was determined that both the frequency of use and the diversity of the strategies used increased in time management strategies, reading comprehension and summarizing strategies, and writing strategies. In questioning strategies, when the quality of the questions created by pre-service teachers was examined, it was determined that there was an increase in the quality of these questions in terms of "thinking level" and "content", but there was no regular trend in terms of "chemistry understanding levels". It was observed that most of the pre-service teachers also applied metacognitive strategies during strategy instruction. In the light of the results of this study, suggestions on promoting self-regulated learning skills in pre-service teachers are provided for chemistry teacher education, and chemistry education researchers.

Although self-regulated learning (SRL) in education is more often associated with student learning, recently it has been emphasized that teachers should be self-regulated individuals, as well. In this study focusing on motivation, one of the sub-dimensions of SRL, predictive power of socio-economic statuses and personality traits of pre-service teachers on their motivations was determined with hierarchical regression analysis. This study was conducted with survey model, which is one of the quantitative research methods. The study enrolled 712 preservice teachers studying at various departments of the Faculty of Education in a state university in Ankara, Türkiye. The Big Five Inventory, was used to determine the personality traits of pre-service teachers, while the Socio-economic Status Form was used to determine their socio-economic status. The General Self-Efficacy Scale, 2x2 Achievement Goal Orientations Scale, Success/Failure Attributions Scale, and Scientific Epistemological Beliefs Survey were used to determine the motivation of pre-service teachers. The results of hierarchical regression analysis, which was conducted with the data obtained in the study, showed low-level significant effects of socioeconomic status on some sub-dimensions of motivation. However, when personality traits were included in the analysis, it was found out that they have higher level significant effects on all sub-dimensions of motivation. In particular, the findings showed that motivation had a significant effect on self-efficacy and goal orientation sub-dimensions. The findings of the study are likely to provide useful information about the effect of upbringing environments of pre-service teachers, which shape their personality traits and personalities, on their motivations.

In this research, it is aimed to reveal the direct and indirect relationships among instructional leadership, teachers' job satisfaction, school hindering, and organizational innovativeness within the framework of the SEM model constructed in a cross-sectional survey design. The teacher's opinions scale for BILSEMs was used as the data collection tool. In this study, 'organizational innovativeness and school hindering' were proposed as mediators of the relationship between instructional leadership and teachers' job satisfaction. The results based on the analysis of responses from 357 teachers of 81 BILSEMs selected with the simple random sampling method revealed significant direct and indirect effects of instructional leadership on the teacher satisfaction via both organizational innovativeness and school hindering. In conclusion, instructional leadership is positively related to enhancing teachers' job satisfaction, supporting and improving organizational innovativeness, decreasing school hindering through focusing on the school resources. The results of the research are expected to shed light on current and future innovative policies and reform initiatives about gifted education.

We aimed to examine the effect of ICT use, parental support and student hindering on science achievement in Turkey, USA and South Korea with using PISA 2018 data. PISA is one of the biggest international assessment study aiming comparison of students' academic capabilities in science, mathematics and reading among participant countries. For this purpose, we classified variables related to student-ICT use out of school for leisure, ICT use in classroom, perceived family support, students' hindering behaviors, gender and ESCS on student achievement- as (i) student level and (ii) school level. Approximately 710.000 students representing nearly 32 million students from 79 participating countries completed the PISA 2018 assessment in all over the world. Number of participants were 6890 in 186 schools for Turkey, 4838 in 164 schools for USA and 6650 in 188 schools for South Korea. We used a two-level hierarchical linear model (HLM) to determine the effect of parents' emotional support, student hindering behavior, ICT use in classroom and ICT use out of school for leisure on science achievement. Two students' background variables (gender and economic, social and cultural status) were controlled for student levels. Two level HLM results indicated that gender of the students has a significant effect on science achievement in Turkey but no significant effect in USA and South Korea. Additionally, family socio-economic status had a significant positive effect on students' science achievement in all three counties. We also found that in all three countries, family support had a positive influence on science achievement. Results indicated that student-hindering behavior had a negative effect on science achievement for all three countries. In USA, an increase in ICT usage had a very strong negative effect on science achievement. On the contrary, ICT usage out of school for leisure had a positive effect on science achievement in Turkey. There was no significant effect in South Korea.

The aim of this study is to determine the technology of teaching regional economic relationships based on the updated educational content to university students and to determine it. The research was conducted in the fall semester of 2021-2022; the study with the participation of 274 university students was conducted in a screening model. In the study, 4 weeks of updated education was provided to university students. In order to collect data, the 'Updated Education and Teaching Technologies' measurement tool, developed by the researchers, was used in the study. The scale used in the research was delivered and collected by the online method to university students. The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out using the t-test, and the results obtained were added to the study accompanied by tables. As a result of the research, it was concluded that the teaching technologies of university students were learned and their updated educational status was good and the values were high.

In this study, pre-service teachers' self-regulated learning skills in online environments were taken into consideration. Preservice teachers could not receive any support with respect to online education during the pandemic process thus they had to improve themselves. In this context, it was investigated whether self-regulated learning skills in online environments predict web-based instruction attitudes in terms of both effectiveness and resistance dimensions. Designed in the context of the quantitative research approach, this study is based on the relational survey model. The research universe is composed of the pre-service teachers studying in the Turkish and English language teaching departments of Northern Cyprus universities during the 2020-2021 academic year. In conclusion, it was found that three of the self-regulated learning skills of the participating pre-service teachers in online environments, i.e. goal setting, task strategies, and help-seeking, predicted the attitudes of the pre-service teachers towards web-based instruction significantly and in the positive direction (Hypothesis 1), whereas only two of the self-regulated learning skills of the participating pre-service teachers in online environments, i.e. goal setting and task strategies, predicted the resistance of the pre-service teachers to web-based instruction significantly and in the negative direction (Hypothesis 2). [The page range (182-193) on the .pdf is incorrect. The correct page range is p182-192.]

In this study, it is aimed to examine the mindfulness levels of individuals who do team and fighting sports. The research was conducted using the descriptive survey model. While the universe of the research consists of active athletes in clubs affiliated to Provincial Directorates of Sports, the sample consists of a total of 748 athletes, 469 men and 279 women, selected by random sampling method in 2022 actively doing sports in different branches. The data were collected with the athlete's mindfulness scale, which was adapted into Turkish by Tingaz (2020). The collected data were analyzed with the SPSS 20 program. Percentage and frequency values were taken for the demographic variables of the participants, distributions for the fight and team sports branches. Since the data were not normally distributed, non-perametric test methods were used. Kruskal-Wallis H test was used for group comparisons and Mann-Whitney U tests were used for pairwise comparisons. There was no significant difference in the sub-dimensions of "awareness," "no judgment," "refocus" and "mindfulness" according to the gender and age variable of the athletes. When the level of conscious awareness is examined according to the type of sport; There is no significant difference in the level of "no judgment," "refocusing" and "mindfulness". In the "Awareness" sub-dimension of mindfulness, the difference was found to be significant in terms of sport type. When the mean rank in mindfulness and sub-dimensions is examined, the mean rank values in fighting sports are higher than in team sports. According to fighting sports branches, there is no significant difference in the subdimension of " no judgment". In the "Awareness" sub-dimension of conscious awareness, the difference was found to be significant according to fighting sports branches. As a result, when the fighting sports branches are examined, it has been determined that the Kickboxing branch has the highest average value of the group in mindfulness and sub-dimensions.

A central question in neuroscience is how consciousness arises from the dynamic interplay of brain structure and function. Here we decompose functional MRI signals from pathological and pharmacologically-induced perturbations of consciousness into distributed patterns of structure-function dependence across scales: the harmonic modes of the human structural connectome. We show that structure-function coupling is a generalisable indicator of consciousness that is under bi-directional neuromodulatory control. We find increased structure-function coupling across scales during loss of consciousness, whether due to anaesthesia or brain injury, capable of discriminating between behaviourally indistinguishable sub-categories of brain-injured patients, tracking the presence of covert consciousness. The opposite harmonic signature characterises the altered state induced by LSD or ketamine, reflecting psychedelic-induced decoupling of brain function from structure and correlating with physiological and subjective scores. Overall, connectome harmonic decomposition reveals how neuromodulation and the network architecture of the human connectome jointly shape consciousness and distributed functional activation across scales.