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Purpose This study investigated interobserver agreement in lung ultrasonography (LUS) in pregnant women performed by obstetricians with different levels of expertise, with confirmation by an expert radiologist. Methods This prospective study was conducted at a tertiary "Coronavirus Pandemic Hospital" in April 2020. Pregnant women suspected to have coronavirus disease 2019 (COVID-19) were included. Two blinded experienced obstetricians performed LUS on pregnant women separately and noted their scores for 14 lung zones. Following a theoretical and hands-on practical course, one experienced obstetrician, two novice obstetric residents, and an experienced radiologist blindly evaluated anonymized and randomized still images and videoclips retrospectively. Weighted Cohen's kappa and Krippendorff’s alpha tests were used to assess the interobserver agreement. Results Fifty-two pregnant women were included, with confirmed COVID-19 diagnosis rate of 82.7%. In total, 336 eligible still images and 115 videoclips were included in the final analysis. The overall weighted Cohen’s kappa values ranged from 0.706 to 0.912 for the 14 lung zones. There were only seven instances of major disagreement (>1 point) in the evaluation of 14 lung zones of 52 patients (n=728). The overall agreement between the radiologist and obstetricians for the still images (Krippendorff's α=0.856, 95% confidence interval [CI], 0.797 to 0.915) and videoclips (Krippendorff's α=0.785; 95% CI, 0.709 to 0.861) was good. Conclusion The interobserver agreement between obstetricians with different levels of experience on still images and videoclips of LUS was good. Following a brief theoretical course, obstetricians' performance of LUS in pregnant women and interpretation of pre-acquired LUS images can be considered consistent.

The aim of the study is first to discover if quiet quitting (QQ) act exists among teachers at schools, and then, if there are teachers who are a part of this movement, to disclose the indications of QQ act and the reasons that push them to quiet quit. The study was designed in accordance with the qualitative phenomenology pattern and carried out with 13 teachers selected by the snowball sampling method, which is one of the purposive sampling methods. Semi-structured face-to-face interviews were conducted to collect data and the data was analyzed by content analysis technique. In the light of the analysis, "indications of QQ among teachers" and "reasons for QQ among teachers" themes emerged. The result of the study reveals that teachers are part of the QQ act. Teachers' ending their psychological contract, organizational commitment and belonging are internal indications, while holding back on duties that are outside the job description, not taking on new duties, and not taking responsibility for duties requiring them to spend overtime or outside working hours are external symptoms. As for the reasons, teachers quiet quit because the meaning they attach to their profession is deteriorated and their efforts are rendered worthless because of the financial challenges they experience. Also, due to the precarization they experience stemming from the paid teaching practice and the loss of prestige in the society, teachers quiet quit. Pandemic is among the other reasons that lead teachers to quiet quit. Furthermore, work-life imbalance pushes teachers to question their profession and they regard QQ as a way out of that imbalance. Lastly, low motivation and commitment are regarded as the reasons for QQ among teachers. Accordingly, it is recommended to make the precarization process of the teaching profession visible, to abolish the practice of paid teaching, to regulate teacher salaries below the poverty line, to revise excessive workload causing work-life imbalance, to limit the expectation of being available outside of work hours, and to eliminate the elements that undermine teachers' organizational motivation and commitment.

Research in the field of autism spectrum disorders (ASD) focuses mainly on school-aged children and male participants. This has left substantial gaps in our understanding of the life course of autistic individuals, particularly autistic females, once they reach adulthood. The objective of this concise narrative review is to discuss the current literature on autistic women with a focus on transitioning to adulthood, specifically in the areas of quality of life, post-secondary education and employment. Given that the evidence so far suggests widely inconsistent findings, we conclude that future research is needed to more carefully elucidate the unique needs of women on the spectrum during the process of transitioning to adulthood, and to identify evidence-based practices that could better support this population.

This study aimed to investigate the effects of the argumentation-based inquiry (ABI) approach on the analytical thinking skills and academic achievement of seventh-grade students using a mixed method. It was conducted in a secondary school in the Western Black Sea region of Turkey with seventh-grade students from two classes during the fall semester of the 2021-2022 academic year. Unit-based achievement tests, analytical thinking scenarios, and semi-structured interviews were used as data collection tools. The findings show that the application of the ABI approach in science classes is effective in improving the academic achievement of students. According to the analytical thinking test findings, a significant difference was found in favor of the experimental group in the post-test. The evaluation of the quantitative and qualitative findings revealed that the ABI approach used in science lessons had improved the analytical thinking skills of the experimental group students.

This study mainly examines the effects of computer-aided individual and collaborative argument mapping practices on pre-service science teachers' reasoning abilities by adopting an experimental research method, i.e., pre-test post-test control group pattern. Fifty senior pre-service science teachers participated in this study. The science writing heuristic tool and individual argument mapping practices were used within the scope of the subject of optics for eight weeks in the experimental and control groups. In addition, students in the experimental group participated in collaborative argument mapping practices. The logical thinking ability test was used as a data collection tool. Results of the quantitative analysis showed that the pre-service teachers who participated in collaborative argument mapping practices were more successful in developing their reasoning skills. In this regard, computer-assisted collaborative argument mapping is an effective method for improving reasoning skills. These findings can be attributed to the fact that collaborative argument mapping gives students more room for group discussion in the context of the subject. It is possible to say that collaborative argument mapping includes social and cognitive activities required for the development of reasoning skills. In other words, in collaborative argument mapping, the pre-service teachers with different views in the same group had the opportunity to develop their reasoning skills by critically questioning their own ideas and those of their group mates. In general, it is normal for collaborative pre-service teachers who have more social and cognitive argumentation experiences to perform better in terms of reasoning than the individual argument mapping group.

Improvements in science and technology have led to changes in education as well as in many other fields. These changes have made it necessary for today's individuals to have a set of skills in different fields. One of these fields is technology-related skills. Learning environments that require the use of technology undoubtedly play a key role in raising individuals with technological skills. In this direction, the aim of this research is to study the experiences of pre-service science teachers related to the use of technology within the scope of a course. In this qualitative research, a phenomenological methodology was used to reveal the understandings of pre-service science teachers on the experience of integrating technological applications into science teaching. In this context, in-depth semi-structured interviews were conducted with 10 pre-service teachers, about their experiences. As a result of the inductive content analysis, the following four themes, which reflect how the participants interpret the integration of technology in science teaching, were determined in line with the experiences of the participants: The technological tools used in the learning environment and why they are preferred, the necessity of the technological knowledge in the teaching profession, the necessity of the use of technology in the learning environment, and the characteristics of a qualified teacher. Based on the results, the practices for teacher education in the integration of technology in science teaching were discussed.

The purpose of this study was to identify the Argumentation-based Inquiry (ABI) process from the perspective of teachers implementing the approach and determine the impacts of the process on both teachers and students. The researchers conducted the study via qualitative research methods. To this end, three science teachers teaching in three different secondary schools in the province of Kastamonu took part in the study. First, the researchers provided an eight-week ABI training to the teachers. Following this training, they asked the teachers to implement the ABI practices on a science unit in the classroom. When the teachers completed these practices, the researchers conducted semi-structured interviews with the teachers. The interview questions were specified with the aim of determining the views of the teachers on the ABI process, as well as its impact on teachers and students. The interviews were recorded and then analyzed. A descriptive analysis was carried out on the data. According to the findings, the teachers stressed the importance of planning the teaching process and being prepared for the subject for the effectiveness of the ABI process. Furthermore, the teachers stated that the questions asked by both teachers and students played a key role in the ABI process. Last but not least, the teachers reported that their knowledge of the field had increased and their skills of asking questions had developed owing to the process, while the knowledge obtained by the students had become permanent and the inquiry and communication skills of the students had developed in the process.

This study aimed to examine the views of preservice science teachers on concept map use in a General Chemistry II class. The study was conducted with 47 preservice science teachers. In the study, an interview form grounded on determining their views on concept maps and comprised of open-ended questions, was used as the data collection tool. In analysis of the data acquired, content analysis was performed. As a result of the analysis of the data, the preservice teachers expressed positive views on concept map use. They stated that it might contribute to their learning and increase the permanence of the knowledge learned. Furthermore, they reported that they liked creating concept maps and among the concept map types they usually chose to create hierarchical concept maps. Most of the preservice teachers stated that they had to know the subject related to the concept map very well to create concept maps more easily, otherwise they might have a difficulty in the concept map creation process and thus concept maps should generally be used after a lecture. In addition the preservice teachers stated that they intended to use concept maps in their teaching experience. As a result, before concept maps are used in teaching, it is recommended to inform students about the creation of concept maps, to use them for re-purpose in teaching activities, and to include activities containing concept maps in textbooks.

Adenomyoma (AM), also called 'adenomyomatous hyperplasia' or ' adenomyomatous nodule,' has been noted as an often asymptomatic incidental lesion in cholecystectomies. (1,2) It is described as a collection of glands [...], * Context.--The nature and associations of gallbladder (GB) "adenomyoma" (AM) remain controversial. Some studies have attributed up to 26% of GB carcinoma to AMs. Objective.--To examine the true frequency, clinicopathologic characteristics, and neoplastic changes in GB AM. Design.--Cholecystectomy cohorts analyzed were 1953 consecutive cases, prospectively with specific attention to AM; 2347 consecutive archival cases; 203 totally embedded GBs; 207 GBs with carcinoma; and archival search of institutions for all cases diagnosed as AM. Results.--Frequency of AM was 9.3% (19 of 203) in totally submitted cases but 3.3% (77 of 2347) in routinely sampled archival tissue. A total of 283 AMs were identified, with a female to male ratio = 1.9 (177:94) and mean size = 1.3 cm (range, 0.3-5.9). Most (96%, 203 of 210) were fundic, with formed nodular trabeculated submucosal thickening, and were difficult to appreciate from the mucosal surface. Four of 257 were multifocal (1.6%), and 3 of 257 (1.2%) were extensive ("adenomyomatosis"). Dilated glands (up to 14 mm), often radially converging to a point in the mucosa, were typical. Muscle was often minimal, confined to the upper segment. Nine of 225 (4%) revealed features of a duplication. No specific associations with inflammation, cholesterolosis, intestinal metaplasia, or thickening of the uninvolved GB wall were identified. Neoplastic change arising in AM was seen in 9.9% (28 of 283). Sixteen of 283 (5.6%) had mural intracholecystic neoplasm; 7 of 283 (2.5%) had flat-type high-grade dysplasia/carcinoma in situ. Thirteen of 283 cases had both AM and invasive carcinoma (4.6%), but in only 5 of 283 (1.8%), carcinoma arose from AM (invasion was confined to AM, and dysplasia was predominantly in AM). Conclusions.--AMs have all the features of a malformative developmental lesion, and may not show a significant muscle component (ie, the name "adeno-myoma" is partly a misnomer). While most are innocuous, some pathologies may arise in AMs, including intracholecystic neoplasms, flat-type high-grade dysplasia or carcinoma in situ, and invasive carcinoma (1.8%, 5 of 283). It is recommended that gross examination of GBs include serial slicing of the fundus for AM detection and total submission if one is found. (Arch Pathol Lab Med. 2024;148:206-214; doi: 10.5858/arpa.2022-0379-OA)

Just as important phenomena such as natural disasters, conflicts and pandemics have effects on people's lives, new technologies also have impacts on people's lives and lifestyles. As a part of COVID-19, many countries have been forced to practice distance education at almost all educational levels. The pandemic of COVID-19 inspired educators to schedule for online learning. To help students learn, educators have used a range of online synchronous meeting technologies (SMTs). Zoom is a widely used, immersive, and easy-to-use SMT. In order to integrate Zoom application effectively which has started to be used in many countries and at all levels of education, it is essential to determine the teachers' thoughts and attitudes about using Zoom in the distance education process. To assess teachers' views, a valid and reliable measuring tool is needed. This research sought to create a valid and reliable scale that would assess teachers' views on the use of Zoom in distance education based on this need. The scale validity and reliability analysis have used for content validity, EFA, CFA, Cronbach alpha, and Composite reliability. According to the study's findings the scale is valid and reliable. Future researchers will be able to apply the developed scale in our study, to teachers working at various educational levels. Furthermore, the scale can be adapted for teachers serving in a variety of countries and cultures.

The aim of this study is to investigate the impacts of the use of computer-aided argument maps as a tool to promote prospective teachers' critical thinking skills and dispositions. In this regard, qualitative research method was used in the study. The data of the research were collected through semi-structured interviews. Study group consists of 30 senior prospective teachers from three different classes studying science teaching at a university in Turkey in 2017-2018 academic year. At these three classes mentioned, individual and collaborative argument maps were created in addition to the ABI (Argumentation-based inquiry) activities. The study group was formed on a volunteer basis with 10 students from each class who were selected from, their course performances into consideration. A computer software was used to create the argument maps. Data obtained from interviews were analyzed through NVIVO program. The results obtained indicated that critical thinking skill sub-dimensions such as explanation, analysis, interpretation, evaluation, Self-correction and critical thinking disposition sub-dimensions such as questioning the reliability of sources, being open and fair-minded, being respectful of differences were emphasized more in the group in which the prospective teachers performed computer-aided, individual and collaborative mapping rather than the group in which only ABI activities were performed.

The main purpose of this study is to determine the perceptions of elementary school students (1,2,3 and 4) about science and scientist. The study has been included three different elementary schools in the city center of Kastamonu in northwest Turkey. A total of 1862 students in the first (n = 480), second (n = 450), third (n = 471) and fourth (n = 461) classes participated in the study. The Draw-a-Scientist Test (DAST) developed by Chambers (1983) was used to determine the views of students about scientists. The content of the collected data was analyzed. It was found that the majority of the students, in total and at all grades, drew pictures of male scientists. It was determined that they made drawings of scientists who were in daily clothes, had well-groomed hair and were working in different environments (nature, space, etc.).

The three-factor model structure of the School Counseling Program Implementation Survey was tested with a national sample (N=275) of school counselors. Confirmatory factor analysis (CFA) suggested a modified two-factor model was the most appropriate fit. Implications and future research for the school counseling profession are discussed.

The aim of the study is to analyze the correlation between study habits and attitudes and metacognitive reading comprehension self-awareness, reading comprehension and reading attitude of fifth-grade students. 313 students (193 female, 188 male) consisted the sample group of the study using relational screening model. SSHA-Survey of Study Habits and Attitudes, Form C", "Metacognitive Reading Comprehension Self-Awareness Scale", "Reading Comprehension" and, "Reading Attitudes Scale" were used. Moreover, students' level of Turkish course success has been identified by their grades from school reports of the first term of fifth grade. As the result of the study, it was found that the study orientation scores of the students were higher than the average and that their study attitudes were higher than their studying habits. There was a mid-scale, positive and significant correlation between the sub-dimensions of their studying attitudes and habits. The levels of correlation between students' success in Turkish course and their study orientation; between their metacognitive awareness of reading comprehension, reading comprehension and studying habits with their studying orientation; between their metacognitive awareness of reading comprehension, reading comprehension and reading attitude with study orientation, and between their metacognitive awareness of reading comprehension and reading attitude with their study attitudes was found to be positive, mid-scale and significant. However, the level of correlation between their metacognitive awareness of reading comprehension and reading comprehension was found to be positive, low-scale and significant.

This study aims to determine the levels of reading comprehension and morphological awareness in middle school students and to examine the dimensions of these two concepts by illustrating the existence of a relationship between them. The study group of the research conducted with the relational screening model consists of 1561 students in the 5th, 6th, 7th and 8th grades from the cities located in six different regions of Turkey. Morphological awareness test and the reading comprehension tests developed separately for each grade were used in the collection of data obtained between the years of 2016-2018. According to the results, it was seen that the reading comprehension levels of the middle school students were "moderate," that there was a significant difference between the grades in terms of the success in the reading comprehension in favor of the upper grades, and that the female students had better reading comprehension skills compared to the male students. According to the other results obtained from the research, it was observed that the students in the 5th and 6th grades were at a "low" level in terms of morphological awareness, that the levels of the students in the 7th and 8th grades were "moderate," and that there was a significant difference among the grades and between the genders in terms of the success. Lastly, it was understood that there was a "high-level" relationship between the reading comprehension and morphological awareness. Accordingly, it was determined that the success in morphological awareness was at a higher level in the students having a high rate of success in terms of reading comprehension, and that the students having lower morphological awareness got lower scores in reading comprehension tests.

The aim of this study is to find out which vocabulary learning strategies learners of Turkish in Turkey and abroad use, to compare and contrast vocabulary learning strategies used by these two group of learners, to determine whether learners' use of vocabulary learning strategies are influenced by a set of variables including age, gender, language level, and another foreign language learnt, and to identify the relationship, if any, between vocabulary and the use of vocabulary learning strategies. This study used a relational screening model that allows drawing comparisons and correlations. The data were collected in 2017-2018 using the Foreign Language Vocabulary Learning Strategies Scale developed by Kocaman and Kizilkaya-Cumaoglu (2014) and vocabulary tests designed by the researcher considering different language levels. The sample consisted of 182 learners of Turkish in Turkey and abroad. In the analysis of the data, parametric and nonparametric tests were used together on the basis of the normality distribution of the data. The data were analyzed using the t-test, one-way analysis of variance (ANOVA), the Tukey's test, the Mann-Whitney U test, and correlation analysis. The analysis results showed that the mean frequency of strategy use was "medium," the type and frequency of strategies used by the learners varied according to language levels, gender and the place of learning Turkish (in Turkey or abroad) had a limited and statistically insignificant effect on the use of strategies, previous learning of another foreign or second language has an effect on the use of vocabulary learning strategy, the place of learning led to a significant variation in vocabulary achievement, and there was a strong, positive and significant correlation between the use of vocabulary learning strategies and vocabulary.

The aim of this study is to investigate experiences of groups with different success levels during small group discussions in argumentation applications. In the study, case study was based as one of qualitative research patterns. In this line, a success test including mechanical subjects comprising multiple-choice and open-ended questions was applied to students by researches in the beginning of semester. Looking at points taken from the success test, student levels (high, medium and low) were determined and groups were formed in accordance with these levels. Argumentation based inquiry was carried out in "force and effect" subject. Study group consisted of 10 preservice teachers having education in Department of Science Teaching. Voice records of every group were taken during student discussions and analyzed by transcription. Codes prepared by the researches were combined under certain categories and entitled. Results show that students with all success levels were physically and mentally active, the argumentation process was effective and the process contributed to students in terms of reasoning, thinking like a scientist and understanding the scientific process in during small group discussions. Moreover, when student-student questions were examined, there were more questions in high level group than others group.

The aim of this study was to investigate second-grade elementary school students' performance related to their counting skills, place value understanding, and addition operation in natural numbers. A total of 205 second-grade elementary school students from Turkey participated in this study. The data were collected through a 'Personal Information Form,' 'Counting Skills Test (CST),' 'Place Value Understanding Test (PVUT),' and 'Addition Operations Test (AOT).' The data were analyzed using independent samples t-test, correlation coefficient, and regression analysis. It was indicated through the results that the second-grade students demonstrated their highest performance in counting skills and lowest performance in understanding the concept of place value. No significant difference was determined between the female and male students' performance as it related to CST, PVUT, and AOT. There were moderate positive relationships between the students' performance related to counting skills, place value understanding, and addition operation in natural numbers. It was also shown in the results of the regression analyses that the addition operation, place value understanding, and counting skills performance in natural numbers were all important variables predicting students' mathematics achievement and explained 61% of the total variance.