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This study explores science teachers' questions encouraging students to see and speak about natural phenomena in novel ways. In particular, the teachers' challenging questions that may be instrumental in persuading students to see and talk about everyday events differently were qualitatively examined. The participants were 22 science teachers. Verbal data were analysed through classroom discourse analysis (coding and quantifying) regarding the type of challenging questions and the orientations of the challenging questions. Eight types of challenging questions occurred by different frequencies were detected: inviting students to make an emergent observation to contradict an uttered proposition, referring to everyday or routine cases to oppose a proposition, inviting students to test a proposition by referring to simple logic, playing devil's advocate role, prompting students to be internally consistent in idea sharing or challenging by monitoring, referring to alternative points of views to make inconsistencies explicit and public, confirming the impossibility of the proposed idea or requesting for clarifying the possibility of the proposed idea, putting student-led reasoning forward to contradict a proposition. The teachers displayed challenging questions to identify the differences between the students' and experts' conceptual tools and ontological commitments. The teacher questions identifying possible differences between the students' and experts' thinking and talking regarding the epistemological commitments were not frequently observed. Several recommendations were offered for teacher noticing and teacher professional development.

Purpose: This study explores the relationships between the cognitive demands of the questions asked by a teacher educator (TE) and prospective teachers' (PT) capacity for critical thinking (CT). Design/Approach/Methods: Participants comprised a TE and 32 PTs. The cognitive demands of the TE's questions and PTs' CT were analyzed using a systematic observation approach. Findings: Results indicate that there are tangible connections between the increasing mental demand of TE questions and PTs' higher-order cognitive processing. The PTs achieved higher-order CT when the TE asked more cognitively demanding questions. For instance, when the TE's questions were pitched at the cognitive demand levels--namely, the analyze, evaluate, and/or create levels--the PT answers were longer and reflected higher CT, such as inductive reasoning, suggesting new ways of thinking, or legitimating the arguments of others. Accordingly, results suggest that intentionally subjecting PTs to sustained higher cognitive demands via questions may help them reach their optimal CT capacity. Originality/Value: Although proposed teaching strategies have been invaluable in proposing content-specific interventions for fostering the CT of university students, how lecturers should use their questions to conduct such interventions has been overlooked. This study addresses this gap.

Applying a measurement instrument developed in a specific country to other countries raise a critical and important question of interest in especially cross-cultural studies. Confirmatory factor analysis (CFA) is the most preferred and used method to examine the cross-cultural applicability of measurement tools. Although CFA is a sophisticated technique to investigate various equivalence types (structural, metric, scalar and alike.), it has some limitations. In light of the classical test theory, when a measurement tool is not invariant between countries, what factors contribute to the error variance become unclear. Also, CFA reveals little as to how dimensionality of the relevant measurement tool affects measurement invariance. Hence, a fundamental focus of this study is to examine the measurement comparability or cross-cultural applicability for different countries on an international assessment using generalizability theory (G-theory) in educational science studies. With multi-faceted design, the contribution of dimensionality to error variance is examined, as well. For illustration purposes, eight scales from PISA 2012 student questionnaire dataset related to attitudes towards mathematics are used. The study is based on data from Türkiye, Finland and USA. The unbalanced multi-faceted designs are performed using G String IV. In conclusion, almost all results supported all research expectations. From the estimations of the G-theory, it can be rightly deduced cross-nationally applicability of the attitudes towards mathematics scales from these research findings.

Considering both the ecological niches of fungi and the different benefits they provide to humans, it is expected that students have a high level of scientific knowledge about living things in this kingdom. In the study, it was aimed to examine the learning of secondary school students about living things in the fungi kingdom. The research, which was carried out as a case study, was carried out with 52 secondary school students studying in the Central Anatolia Region of Türkiye in the 2022-2023 academic years. In the research, it was determined that the students had misconceptions and lack of knowledge about the classification of living things in the fungi kingdom, their diet, ecological functions and their effects on human life. The students stated that fungi take place in the world of plants, feed by photosynthesis and are used in making yogurt. According to these results, it is recommended to conduct studies on textbooks, teaching methods and teachers that cause students' misconceptions about living things in the fungi kingdom.

The aim of this study is to examine the behaviors of married individuals to maintain relationships according to their gender and gender role attitudes. The study group of the study consisted of 177 (52.8%) females and 158 males (%) aged between 24 and 50 (vinculum =30.2), residing in Izmir, and having a relationship period of 2 to 20 years (vinculum =5.9). 47.2), a total of 335 heterosexual married people. As data collection tools in the research, "Relationship Maintenance Strategies Scale", "Gender Roles Attitude Scale" and "Personal Information Form" were used. Two-way MANOVA method was used in the analysis of the data. Findings from the two-way MANOVA analysis show that gender and gender roles have an impact on relationship maintenance behaviors. In this context, it has been determined that gender roles have a higher degree of influence than biological sex in maintaining relationships. According to the findings of the study, it was determined that female participants exhibited relationship-maintaining behaviors more frequently than male participants. In terms of gender roles attitude, It has been determined that the participants who have an egalitarian gender role attitude exhibit more frequent relationship maintenance behaviors than the participants who have traditional gender roles attitudes. As a result, gender and gender roles have a significant effect on relationship maintenance strategies.

In this paper, it is aimed to evaluate different aspects of students' response time to items in the mathematics test and their test effort as an indicator of test motivation with the help of some variables at the item and student levels. The data consists of 4th-grade Singapore and Turkish students participating in the TIMSS 2019. Response time was examined in terms of item difficulties, content and cognitive domains of the items in the mathematics test self-efficacy for computer use, home resources for learning, confident in mathematics, like learning mathematics, and gender variables at the student level. In the study, it was determined that all variables considered at the item level affected the response time of the students in both countries. It was concluded that the amount of variance explained by the student-level variables in the response time varied for each the country. Another finding of the study showed that the cognitive level of the items positively related to the mean response time. Both Turkish and Singaporean students took longer to respond to data domain items compared to number and measurement and geometry domain items. Additionally, based on the criterion that the response time effort index was less than 0.8, rapid-guessing behavior, and therefore low motivation, was observed below 1% for both samples. Besides, we observed that Turkish and Singaporean students were likely to have rapid guessing behavior when an item in the reasoning domain became increasingly difficult. A similar result was identified in the data content domain, especially for Turkish graders.

Bu makale, Türkiye’de kentli “yeni nesil” gıda kooperatiflerinin nasıl bir alternatif kamusal alan ve örgütlenme/siyaset rasyonalitesi inşa etmeye çalıştığını ve bu bağlamda halkların gıda egemenliğini örmede nasıl bir rolleri olduğunu ele almaktadır. Bu tartışmaları 2018-2019 döneminde ve 2024’te gerçekleştirilen on beş derinlemesine görüşme ve katılımcı gözleme dayanan saha çalışmalarının ışığında yapmaktadır. Yatay ve katılımcı bir alternatif örgütlenme modeli ile gıda egemenliği hareketinde kendini konumlandıran Kadıköy Kooperatifi 2018-2020 yıllarında gıdayı vesile edinerek alternatif kamusal alan açmaya çalışan alandaki öncü aktörlerden biridir. Bu sebeple, bu makale Kadıköy Kooperatifi deneyimine odaklanmakta ve bu örnekten yola çıkarak son yıllarda Türkiye’deki siyasi, ekonomik ve toplumsal dinamiklerin bu kooperatifleri ideallerine giden yolda nasıl etkilediğini irdelemektedir. Bu kooperatiflerin yurttaşları gıda siyasetine dahil etme çabalarını ve mevcut işleyişlerini kıyaslamalı bir perspektifle ortaya koymakta, bu örgütlenmelerin varlığını ve simgesel önemini katılımcılarının sözlerine kulak vererek tartışmaktadır. 2020 sonrasında bu kooperatiflere olan ilginin azalması ve bu örgütlenmelerin seyrine dair sosyolojik analizlerin yetersiz olması sebebiyle bu makale alana özgün bir katkı sunmayı amaçlamaktadır.

Abstract Background Relationship between dysphagia and dehydration has not been studied widely. The aim of this study is to determine the frequency of dysphagia and dehydration in geriatric outpatient clinic, to evaluate the relationship between these two conditions. Methods The cross-sectional study included 1345 patients. Plasma osmolarity (Posm) was calculated using the following formula: [1.86 x (Na + K) + 1.15 x glucose + urea + 14]. Overt dehydration was defined as a calculated Posm of > 300 mmol/L. Eating Assessment Tool (EAT-10) score of ≥ 3 was accepted as dysphagia. Associations between dehydration and dysphagia was evaluated. Results Mean age was 78 ± 8 years, and 71% were females. Dysphagia was observed in 27% of patients. Dysphagia was associated with a higher number of drug exposure, dependency on basic activities of daily living and geriatric depression (p

Rising CO2 concentration in the atmosphere is a matter of global concern and poses apprehension about how plants will adapt to the changing environment. Various studies have proved that under high CO2 levels, plant physiology alters and affects plant functioning. However, under elevated CO2, the stomatal characters and their relation with physiological responses are still not yet clear. To find out these changes in the stomatal parameters at ambient and two elevated CO2 (550 ppm and 700 ppm) levels, four genotypes of maize (Zea mays L.) viz. DHM-117, Harsha, Varun and M-24 were grown in open-top chambers. In the study, it was observed that the stomatal density increased, stomatal size altered, stomatal conductance (gs) and transpiration rate (Tr) decreased under elevated CO2 (eCO2) while photosynthetic rate (Pn), water use efficiency (WUE), yield and biomass, of which especially the reproductive biomass increased. Under eCO2, stomatal and physiological changes were genotypic and CO2 concentration specific. Increased stomatal density at eCO2 was mainly due to increased abaxial stomatal density. The improved Pn and reduced Tr at 550 ppm improved the WUE in the plants, while this response was not observed at 700 ppm. These results elucidate that this C4 crop responded positively to up to 550 ppm of CO2 concentrations, and beyond this, the impact was minimal.

Abstract Aim The aim of the present study was to examine the relationship between anemia and basic and instrumental activities of daily living in older female patients. Methods 540 older female outpatients were included in this cross-sectional study. Anemia was defined as a hemoglobin below 12 g/dL. Patients’ demographic characteristics, comorbidities, Geriatric Depression Scale, Mini Nutritional Assessment, and Mini-Mental State Examination (MMSE) were also recorded. Handgrip strength (HGS) was measured with a hand dynamometer to detect dynapenia. Basic Activities of Daily Living (BADL) and Instrumental Activities of Daily Living (IADL) questionnaires were used to evaluate functional capacity. Results The mean age of the participants was 77.42 ± 7.42 years. The prevalence of patients with anemia was 35%. A significant difference was observed between anemic and non-anemic groups in terms of age, presence of diabetes mellitus (DM), hypertension, coronary artery disease (CAD), chronic kidney disease (CKD), malnutrition, dynapenia, and MMSE, BADL and IADL scores (p

Solitude may often be confused with the concept of loneliness and perceived as a negative experience. However, when solitude is a choice, it can be a growth-creating and healing experience. In this study, a model examining the mediating role of mindfulness in the relationship between the preference for solitude and life satisfaction among university students was tested. A total of 261 university students participated in the study. A personal information form, the Preference for Solitude Scale, the Mindfulness Scale, and the Life Satisfaction Scale were employed to collect data. Results indicated that mindfulness was a significant mediator in the preference for solitude and life satisfaction link.

University rankings have gained prominence in tandem with the global race towards excellence and as part of the growing expectation of rational, scientific evaluation of performance across a range of institutional sectors and human activity. While their omnipresence is acknowledged, empirically we know less about whether and how rankings matter in higher education outcomes. Do university rankings, predicated on universalistic standards and shared metrics of quality, function meritocratically to level the impact of long-established reputations? We address this question by analysing the extent to which changes in the position of UK universities in ranking tables, beyond existing reputations, impact on their strategic goal of international student recruitment. We draw upon an ad hoc dataset merging aggregate (university) level indicators of ranking performance and reputation with indicators of other institutional characteristics and international student numbers. Our findings show that recruitment of international students is primarily determined by university reputation, socially mediated and sedimented over the long term, rather than universities' yearly updated ranking positions. We conclude that while there is insufficient evidence that improving rankings changes universities' international recruitment outcomes, they are nevertheless consequential for universities and students as strategic actors investing in rankings as purpose and identity.