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Doğa eğitimlerin temel amacı öğrencilerin sürdürülebilir bir gelecek ve yaşanabilir bir çevre için doğayı tanımalarına ve anlamalarına yardımcı olacak, bireyleri doğayla bütünleştirecek bir eğitim vererek yaşadığı dünyanın önemini kavratmaktır. Bu açıdan ekoloji temelli doğa eğitimleri uygulanması ve sonuçlarının değerlendirilmesi oldukça önemlidir. Bu çalışmanın amacı, doğa temelli eğitimin, ilköğretim 7. ve 8. sınıf öğrencilerinin çevresel tutum ve akademik başarıları üzerindeki etkilerini araştırmaktır. Bu bağlamda çalışmada tek grup öntest-sontest deney tasarımı kullanılmıştır. Çalışma grubu tabakalı örneklem yöntemi ile belirlenmiştir. Bu kapsamda dezavantaj durumlarına göre 2015-2016 eğitim-öğretim yılında Kastamonu ilinde bulunan yedinci ve sekizinci sınıf düzeyinde öğrenim gören 47 yedinci ve sekizinci sınıf öğrencisi seçilmiş ve öğrenciler çalışmaya katılmaya gönüllü olmuştur. Veri toplama aracı olarak çevresel bilgi testi ve çevreye yönelik tutum ölçeği kullanılmıştır. Veriler bağımlı örnekler için t-testi ile analiz edilmiştir. Öğrencilerin eğitim sonucunda bilgi düzeylerinde önemli derecede bir artış olduğu ve tutumlarında da olumlu yönde değişim gerçekleştiği tespit edilmiştir. Bu bulgulara göre doğa eğitiminin amacına hizmet ettiği ve yaygınlaştırılması gerektiği sonucuna ulaşılmıştır., The main purpose of nature education is to help students to recognize and understand nature for a sustainable future and a liveable environment, to teach the importance of the world in which they live by providing education that integrates individuals with nature. In this respect, it is very important to implement nature education and to evaluate the results. The purpose of this study was to investigate the effects of nature education on the environmental attitude and academic achievement of the primary schools' 7th and 8th grade students. In this context, single group pretest-posttest experimental design was used in the study. The study group was determined by the stratified sampling method. In this context, 47 seventh and eighth grade students in the province of Kastamonu in the 2015-2016 academic year were selected according to their disadvantages and volunteered to participate in the study. As a data collection tool, environmental knowledge testing and attitude scale towards environment were used. The data was analyzed by t-test for dependent samples. As a result of the education, it was found that there was a significant increase in the knowledge level of the students and a positive change in their attitudes. According to these findings, it is concluded that nature education serves its purpose and should be expanded.

There is an increasing demand in the synthesis of shape and size-controlled gold nanostructures (Au NSs) with greener methods. Therefore, we aimed to synthesize differently shaped and sized Au NSs using a greener technique under ambient conditions. In this study, we utilized pollen extracts of Corylus avellana, Juniperus oxycedrus and Pinus nigra species (collected from Kastamonu region of Turkey) for the synthesis. The extraction was performed in water in order to recover water soluble content from the pollen grains. The extracts were used to stabilize, and shape/size direct the HEPES (4-(2-hydroxyethyl)-1-piperazineethanesulfonic acid) buffer synthesized Au NSs. UV-vis, powder X-ray diffraction (PXRD), scanning electron microscopy (SEM) characterizations proved synthesis of spherical, anisotropic and large Au NSs with this benign approach. The obtained Au NSs were possible to separate small and large Au NSs through centrifugation. Chemistry of pollen extracts played key role on morphology and stability of the Au NSs. The findings, for the first time, is revealing the synthesis of large Au nanorod bundles (>300 nm) along with hexagonal and spherical Au NSs under ambient conditions using pollen grain extracts, whose maturation took 24h.

Gold (Au) and silver (Ag) nanostructures have widespread utilization from biomedicine to materials science. Therefore, their synthesis with control of their morphology and surface chemistry have been among the hot topics over the last decades. Here, we introduce a new approach relying on sugar derivatives that work as reducing, stabilizing, and capping agents in the synthesis of Au and Ag nanostructures. These sugar derivatives are utilized alone and as mixture, resulting in spherical, spheroid, trigonal, polygonic, and star-like morphologies. The synthesis approach was further tested in the presence of acetate and dimethylamine as size- and shape-directing agents. With the use of transmission electron microscopy (TEM), selected area electron diffraction (SAED), x-ray diffraction (XRD), scanning electron microscopy (SEM), and ultraviolet-visible (UV-vis) absorption spectroscopy techniques, the particle size, shape, assembly, aggregation, and film formation characteristics were evaluated. NPs' attributes were shown to be tunable by manipulating the sugar ligand selection and sugar ligand/metal-ion ratio. For instance, with an imine side group and changing the sugar moiety from cellobiose to lactose, the morphology of the Ag nanoparticles (NPs) transformed from well dispersed cubic to rough and aggregated. The introduction of acetate and dimethylamine further extended the growth pattern and morphological properties of these NPs. As examples, L5 AS, G5AS, and S5AS ligands formed spherical or sheet-like structures when used alone, which upon the use of these additives transformed into larger multicore and rough NPs, revealing their significant effect on the NP morphology. Selected samples were tested for their stability against protein corona formation and ionic strength, where a high chemical stability and resistance to protein coating were observed. The findings show a promising, benign approach for the synthesis of shape- and size-directed Au and Ag nanostructures, along with a selection of the chemistry of carbohydrate-derivatives that can open new windows for their applications.

Gold (Au) and silver (Ag) nanostructures have widespread utilization from biomedicine to materials science. Therefore, their synthesis with control of their morphology and surface chemistry have been among the hot topics over the last decades. Here, we introduce a new approach relying on sugar derivatives that work as reducing, stabilizing, and capping agents in the synthesis of Au and Ag nanostructures. These sugar derivatives are utilized alone and as mixture, resulting in spherical, spheroid, trigonal, polygonic, and star-like morphologies. The synthesis approach was further tested in the presence of acetate and dimethylamine as size- and shape-directing agents. With the use of transmission electron microscopy (TEM), selected area electron diffraction (SAED), x-ray diffraction (XRD), scanning electron microscopy (SEM), and ultraviolet-visible (UV-vis) absorption spectroscopy techniques, the particle size, shape, assembly, aggregation, and film formation characteristics were evaluated. NPs&rsquo, attributes were shown to be tunable by manipulating the sugar ligand selection and sugar ligand/metal-ion ratio. For instance, with an imine side group and changing the sugar moiety from cellobiose to lactose, the morphology of the Ag nanoparticles (NPs) transformed from well dispersed cubic to rough and aggregated. The introduction of acetate and dimethylamine further extended the growth pattern and morphological properties of these NPs. As examples, L5 AS, G5AS, and S5AS ligands formed spherical or sheet-like structures when used alone, which upon the use of these additives transformed into larger multicore and rough NPs, revealing their significant effect on the NP morphology. Selected samples were tested for their stability against protein corona formation and ionic strength, where a high chemical stability and resistance to protein coating were observed. The findings show a promising, benign approach for the synthesis of shape- and size-directed Au and Ag nanostructures, along with a selection of the chemistry of carbohydrate-derivatives that can open new windows for their applications.

The rapid increase of scientific knowledge makes it diffucult to keep pace with. At this point, technology has become to guide us. Using technology for our needs and to access scientific knowledege has been adopted by all segments of society. Thus, it is easier to understand the rapidly developing and changing world. One of the areas where technology is effective is education. Technology reshapes both traditional relationships between teachers and students and the educational environment. The use of technology in education comes up with different examples in each part of the lessons. Traditional assessment and evaluation approaches are far from measuring high-level thinking skills. Alternative measurement and assessments are process-based methods which place students on center, help them express their ideas,and allow them to involve actively in all processes of learning. It is a known fact that alternative measurement and assessment techniques are insufficient in Turkey and the world. Technological pedagogical field knowledge research has emphasized the gap in this field in recent years. Portfolios are important tools in a process-oriented assessment. Electronic portfolios offer a lot of convenience for both the learner and the evaluator compared to traditional portfolios. In addition, the evaluator can reach full and realistic results about the learner .The study was carried out with 48 students with different socio-economic characteristics who participated in the project “I learn about nature by exploring from Microworld to Macroworld in the Ilgaz Mountain National Park- 3, which was realized within the scope of TÜBİTAK 4004 Nature Education and Science schools support program in 2016-2017 academic year. 30 students actively participated in the study and were able to create an electronic portfolio via the flip grid site during the training period. The students recorded 60-90 seconds of videos about the education and recorded them in the system. Project practitioners actively evaluated the training process and provided feedback using multimedia environments. In this way, whether the participants can achieve the related gains and the missing aspects of the training process were examined from a different perspective.

Geçmişten günümüze artarak devam eden çevre sorunları, insanların yaşamını olumsuz yönde etkilemektedir. Çevre sorunlarının çözümü için çevre eğitimi ile toplumun tüm kesimlerinin bilinçlendirilmesi gerekir. Üstün yetenekliler bir toplumun küçük bir kesimini oluşturmasına rağmen; kıymetli bir maden gibi işlendiklerinde bir ülkenin geleceğine şekil verebilir dahası bütün insanlığa yararlı olabilirler. Bu öğrencilere verilecek olan çevre eğitiminin hem ülkemizde hem de küreselleşen dünyada artan çevre sorunlarının çözümünde büyük önem arz edeceği düşünülmektedir.Bu çalışmanın amacı, 2011-2012 öğretim yılı ikinci döneminde Batı Karadeniz Bölgesinde bulunan Bilim ve Sanat Merkezlerinde öğrenim gören 6., 7. ve 8. sınıf öğrencilerinin plastik atıkların geri dönüşümü ve çevreye etkileri konularında tutumlarını incelemektir. Çalışmada tarama modeli kullanılmıştır. Araştırmada kullanılan anketin birinci bölümünde kişisel bilgiler, ikinci bölümünde ise Avan vd. (2011) tarafından hazırlanan ilköğretim öğrencileri için 'Çevre Tutum Ölçeği (ÇTÖ)' bulunmaktadır. Ölçek tutumun bilgi, duygu ve davranış boyutlarını ölçmektedir. Anket geliştirme çalışmalarında bilgi ölçeğinin üç faktörlü, duygu ölçeğinin dört faktörlü, davranış ölçeğinin ise beş faktörlü olduğu tespit edilmiştir. BİLSEM öğrencilerinin tutumlarının cinsiyete göre karşılaştırılmasında bağımsız örneklemler için t testi; sınıf düzeyi, anne, babanın öğrenim durumu, ailenin ortalama aylık gelir durumu değişkenine göre anlamlı farklılığın olup olmadığını belirlemek için 'Tek Yönlü Varyans Analizi' kullanılmıştır. Sonuç olarak BİLSEM öğrencilerinin tutum puanlarının olumlu düzeyde olduğu tespit edilmiştir. Ayrıca BİLSEM öğrencilerinin plastik atıkların geri dönüşümü ve çevreye etkileri konusunda tutumları 'cinsiyet', 'sınıf seviyesi' ve 'baba öğrenim durumu' değişkenleri açısından bazı faktörlerde istatistiksel olarak anlamlı farklılıklar gösterirken; 'anne öğrenim durumu' ve 'ailenin ekonomik geliri' açısından anlamlı farklılık göstermemiştir.Anahtar kelimeler: Bilim ve sanat merkezi, çevre eğitimi, çevre tutum ölçeği, geri dönüşüm, plastik atıklar, üstün yetenekli öğrenci Environmental problems which have been growing for the past years have negative impacts on people?s lives . People from all walks of people should be made aware by environment education so as to tackle environmental problems . Although the gifted people comprise a small part of the society, they can mold future and even be helpful for the humanity if they are processed like a precious mine. It is thought that the environment education to be given to those students will hold significance for solving environmental problems growing in both our country and globalised world . The purpose of this research is to examine 6th ,7th , 8th grade students? attitudes about recycling of plastic waste and its effect on environment. The students study at gifted students? school (BİLSEM) in West Black Sea Region and participated in the research in the second part of 2011 -2012 academic year . Survey screening model was used in the study carried out for the current situation portrayed . Questionnaire used in this study consists of two parts . Personal information is in the first chapter and in the second chapter the ?Environmental Attitude Scale? for elementary school students prepared by Avan et al. (2011) is available . The scale measures the cognitive, affective, behaviour dimensions of attitudes. While developing questionnaire it was found out that knowledge scale had three factors, emotion scale had four factors and behaviour scale had five factors. In the comparisons of the attitudes of BILSEM Students according to gender, independent samples t-test was used ; in order to find out whether the attitudes differ significantly according to ?class level?, ?education level of parents?, income of the family? ANOVA was used . Students at BILSEM have positive attitudes. They showed significant differences according to ?gender? , ?class level? and ?education level of father? variants but they did not show differences according to level of mother?s education? and ?monthly income of family? variants.Keywords: The science and art center, environment education, environmental attitude scale, recycling, plastic wastes, gifted student 122