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In this study, the attitudes of adult learners towards distance education were examined and the study motivation and satisfaction level of adult learners, which are two important factors affecting participation, continuation and even dropout, were examined. This study was conducted in a relational research design in quantitative research model and data were collected with the help of three relational scales. These scales are "Attitude towards Distance Education Scale," "Distance Education Satisfaction Scale" and "Online Learning Motivation Scale." In this study, there were 350 participants, 302 women and 48 men. Adult learners of distance pedagogical formation program were selected within the scope of "purposive sampling method." "Regression analysis" was conducted with "the bootstrap method" to test the mediating role of motivational behavior in online learning in the effect of individuals studying via distance education on attitude towards distance education and satisfaction in distance education. Process macro developed by Hayes (2018) was used in the analysis. Accordingly, it was found that the indirect effect of attitude towards distance education on satisfaction with distance education was significant. Thus, it was determined that motivation in online learning mediates the relationship between attitude towards distance education and satisfaction with distance education. This study revealed that there is a significant positive relationship between attitude towards distance education and satisfaction with distance education. There is a significant positive relationship between attitude towards distance education and online learning motivation. There is a significant positive relationship between satisfaction with distance education and online learning motivation, and in the mediation model, it is seen that all path coefficients are significant in the mediation model of distance education students' attitudes towards distance education affecting their satisfaction with distance education through their online learning motivation.

This research explores the perceptions of preservice teachers in Turkey in terms of their preparedness for various disasters, including epidemics, earthquakes, fires, and floods, all of which have profound social and economic impacts on education. Using a descriptive survey model, the study examined the responses of 512 preservice teachers at a single university across all levels of their educational program. The survey, conducted digitally due to the pandemic, consisted of 70 questions. Findings reveal inconsistent levels of confidence and readiness across different types of disasters. For instance, while most preservice teachers understand the severity of the coronavirus and are concerned about the long-term effects of protective measures, the majority admit to a lack of preparedness for earthquakes. While they lack practical experience with fires, they are conversant with various fire safety measures. Their understanding of and preparedness for floods, however, were limited. The study highlights the critical need for comprehensive disaster education and readiness training for preservice teachers, suggesting the urgent need for reliable, scientifically backed information.

The aim of this study was to explore the needs for the identification of design elements of a web-based learning system that would help students develop their science process skills (SPS) to be used in science lessons. A descriptive survey method was adopted as the methodology of the study. Survey data was collected from a sample of 36 teachers and 196 middle school students (grades 5 to 8). The results of the study indicated that students had difficulty in learning science subjects. They thought that they could learn the subjects in the science course better with technological and educational support, and various teaching activities. Teachers stated that the web-based education system should meet the following requirements be simple and understandable, be relevant to real/everyday life, be an interactive system, which is rich in content and images, and include various multimedia elements such as simulations, animations, and 3D materials. On the other hand, many students stated that a web-based learning system that will help them learn the subjects in the science course should have course videos (educational videos), test/solved/sample questions, practice exams, accurate and reliable information. In addition, the students stated that this web-based learning system should be simple and understandable, have easy and rich content, be interactive and have a good technical infrastructure. Both teachers and students thought that "observing", and "experimenting" skills would be improved the most in technology-enhanced learning environments. In addition, teachers stated that the benefits of developing students' science process skills in real life would be "gaining a scientific perspective on events", "awareness of the problem(s) around them", "science literacy", "enabling the student to access the information himself/herself", "expanding perspectives on events", and "able to solve the problems they encounter more easily".

This article investigates the notion of happiness as presented in Mawlānā jalāl al-Dīn Rūmī’s (d. 672/1273) Mathnawī-ī Ma’nawī, examining the intersection amid the scholarly discourse on the subject within the Sufi literature. Rather than a momentary sentiment, D ̲ D ̲ jalāl al-Dīn Rūmī’s identifies happiness as the state of existence once experienced in the primordial realm. Having separated from the divine presence, the condition of human beings on earth would consist of pain and unhappiness. Since the worldly material is transitory, the happiness achieved through them is likewise. The analysis initiates with an exploration of the ephemeral nature of worldly objects. Rūmī suggests that true comprehension of the world’s transient aspects lays the groundwork for spiritual elevation, emphasizing that material possessions offer limited and fleeting satisfaction, thus urging the seeker towards recognizing the impermanence of worldly gains. Advancing from the tangible to the introspective, the discussion underscores Rūmī’s emphasis on self-awareness. Through the Mathnawī’s elaborate narratives and poetic reflections, Rūmī encourages the reader to embark on a path of spiritual enlightenment. Therefore, Rumi encourages the individual to take a voluntary spiritual journey (sulūk) from the self (nafs) to the soul aiming for divine union to achieve eternal happiness. This transformative journey, guided by a spiritual master, advances the seeker through various stages of self-awareness and purification, ultimately leading to a profound realization of one’s divine essence and harmony with the divine will, which brings about a profound sense of genuine happiness. The study underscores Rūmī's pivotal role in shaping the discourse on happiness within Sufism and highlights the enduring relevance of his insights into the quest for authentic, enduring human contentment. This investigation enriches our understanding of Islamic and Sufi conceptions of happiness, positioning Rūmī's teachings as a vital link in the continuous pursuit of spiritual and existential fulfillment in contemporary times.

In the early 1960s, the Ford Foundation funded numerous projects in Turkey, primarily concerning science education and science policy. Related to the post-Sputnik debates on "scientific manpower needs," and modernisation theory's emphasis on "industrialising elites" in the developing world, these projects were the products of an intellectual bandwagon comprising scientists and experts commonly working with transnational organisations like the OECD and UNESCO. Characterising the need in terms influenced by this trend, the Ford Foundation's representative in Turkey proposed establishing a special high school for students gifted in the sciences. Analysing the process of the establishment of this school, this article explores how Turkish scientists connected to the same networks participated in the Foundation's initiatives to advance their status, and examines the broad political and economic factors that the Foundation's "non-ideological" interest in education for scientific manpower overlooked, leading to the mixed results of the project.

The purpose of this study is to investigate the extent to which science process skills are represented in the texts and activities in 3rd, 4th, 5th, 6th, 7th, and 8th-grade science textbooks according to the learning areas of the science curriculum. The document analysis method is adopted in the current study. Course contents and activities in science textbooks are analyzed using descriptive analysis. The results show that there are 899 science process skills defined throughout 42 units in the 3rd, 4th, 5th, 6th, 7th, and 8th-grade science textbooks. Moreover, it is found that science process skills are mainly focused on the 6th grade science textbook (n=215) and the least on the 3rd grade science textbook (n=112). Furthermore, when the averages of science process skills used in science textbooks are examined, it has been determined that the use of science process skills in 6th (%23.9) and 7th (%18.8) grade textbooks are above the average. While science process skills in science textbooks increase from the 3rd grade to the 4th grade at the primary education level, a similar increase is not determined in the use of science process skills in secondary school science textbooks. When science textbooks are examined according to grade levels in terms of science process skills, it is discovered that "observing" is the most commonly utilized science process skill, while "using data and modeling" is the least used.

Science education focuses on the methods of thinking about and using process skills rather than memorizing scientific facts. 5E educational model aims to learn by discovering scientific knowledge and engaging students in learning environments. The aim of this study was to examine the articles in the field of education related to the 5E educational model and science process skills (SPS) according to some criteria. The search in databases was carried out to cover the articles conducted in the last twelve years (2010-2021). Over the last 12 years, 522 articles on the 5E educational model and science process skills have been examined. In this descriptive content analysis study, randomized sampling came to the fore as the preferred sampling method, lower-secondary school students as the sample type, 11-50 as the sample size, and studies in which the effectiveness of a method was tested as the research type, lower-secondary school science as the research discipline, quasi-experimental as a research design, achievement tests as data collection tools, and frequency/percentage/charts were frequently used in data analysis.

In today's world, where science and technology are developing rapidly, raising science-literate individuals has gained importance in order to keep up with the requirements of the digital age. In line with this, STEM education, which is the integration of science, technology, engineering, and mathematics, has become the center of attention. However, an increase in the interest in science causes an increase in pseudo-scientific beliefs, which are far from being scientific. Therefore, this study investigated whether secondary school students' hopes and goals towards STEM education and pseudoscience beliefs differ by gender, grade level, and parental education level. In addition, the correlation between the students' pseudo-science beliefs and their hopes and goals towards STEM education was also investigated. A total of 351 secondary school students participated in this study. The "Hopes and Goals Survey" and "Pseudoscience Belief Scale" were used for data collection. As a result of the study, it was found that the hopes and goals of students towards STEM statistically differ by gender, in favor of female students, by grade level, in favor of lower-grade students, and maternal education level, in favor of students whose mothers had a bachelor's degree or higher. However, despite the higher hopes and goals towards STEM education scores in students with university graduate fathers than the others, the difference was not statistically significant. It's also revealed that pseudoscience beliefs of the secondary school students differ significantly by gender, in favor of female students, and by grade level, in favor of upper-grade students. While it is noteworthy that the pseudoscience beliefs of the students with primary school graduate fathers were higher than the others, the difference was not statistically significant. Moreover, the pseudoscience beliefs of secondary school students did not differ significantly in terms of maternal education level. A positive and significant correlation was found between the students' pseudo-medical claims and their hopes and goals towards STEM education. Moreover, there was a positive and significant correlation between the students' pseudo-medical claims and the learning in school hope. On the other hand, there was a negative and significant correlation between the learning in school hope and pseudo-predictive claims of the students. In addition, there was a negative and significant correlation between the job satisfaction hope and pseudo-predictive claims of the students.

BACKGROUND/AIM: Craniocervical junction (CCJ) can be involved in inflammatory arthritis. We aimed to define types of CCJ involvement in rheumatoid arthritis (RA), spondyloarthritis (SpA), and psoriatic arthritis (PsA) and compare them with patients without inflammatory arthritides. MATERIALS AND METHODS: In this retrospective analysis, cervical CT or MRIs of patients with RA, SpA, or PsA, taken for any reason between 2010 and 2020, according to ICD-10 codes, were scanned. Demographic data of the patients were recorded. CCJ involvements (atlantoaxial, vertical, or subaxial subluxation, odontoid process involvement) were reevaluated by an experienced radiologist. The control group consisted of consecutive patients without inflammatory arthritis. RESULTS: Exactly 459 patients (204 RA, 200 SpA, and 55 PsA) and 78 patients in the control group were included in the study. CCJ involvement was detected in 101 (49.5%) RA, 53 (26.5%) SpA, 10 (18.2%) PsA, and 4 patients (5.1%) in the control group (p < 0.001). The odontoid process was one of the main targets, especially in RA patients (69 (33.8%)), which was significantly higher than in the SpA, PsA, and control groups. Although vertical subluxation (VS) was numerically higher in the RA and SpA groups compared to the control group, VS-related brainstem compression was relatively uncommon: 6 (2.9%) in RA, 1 (0.5%) in AS, and none in the PsA and control groups. CONCLUSION: CCJ involvement can often be detected in patients with inflammatory arthritis, especially in RA and SpA patients. The odontoid process is the main target of inflammation.

In this study, it was aimed to determine the effect of map skills studies conducted for secondary school students on students' academic success and to synthesize research findings. For this purpose, the results of the experimental studies were analyzed in the research by meta-analysis method. Studies within the scope of the research were survey with the main keywords such as map, secondary school, map skill, map literacy and obtained from the database of the National Thesis Center of the Council of Higher Education. In the collection of data, the coding form prepared by the researchers in accordance with the inclusion criteria was used. As a result of the literature, 10 studies were reached on the subject, including 7 master's and 3 doctoral theses that meet the inclusion criteria. The studies were analyzed by transferring them to the CMA 3 (Comprehensive Meta-Analysis) program. In the data analysis, standard deviation, arithmetic mean and sample size values were used from the pretest-posttest measurements of the experimental and control group of the related studies. In the study, the effect size was calculated using the random effects model due to the fact that heterogeneity was observed among the studies included in the meta-analysis. The effect size of the study was interpreted according to Thalheimer and Cook (2002), and the effect size of the study was very broad, and the studies covered by the research had a positive effect on improving academic success. The results obtained in the study showed that studies aimed at improving map skills in the teaching process increased student success.

In this study, it was aimed to examine the pre-service pre-school teachers' opinions about using block-based coding/Scratch in education. 28 pre-service pre-school teachers were participated studying at a public university in a Marmara province region. Within the scope of the study, pre-service teachers were trained on the block-based coding Scratch program for four weeks. A semi-structured interview form consisting of 12 questions was used to determine the opinions of the participants. The data of the study were analyzed using the descriptive analysis method. As a result of the study, 85.71% of pre-school teacher candidates stated that block-based coding education should start at an early age like a language education, this education is important as a necessity of the technology age and all students should benefit from this education in order to provide an effective education, 14.25% of teacher candidates specified that this education is untimely for younger age levels and should not be given to everyone. In addition, the pre-service teachers stated that the block-based coding/Scratch program training helped them gain new ideas in terms of creating materials, improved their creativity and contributed to design abstract material in addition to concrete ones. Additionally, 46.42% of pre-service teachers stated that block-based coding education should start between the ages of 5-7. In this context, it is recommended to provide coding education both in pre-school and undergraduate education.

The aim of this research includes examination of emotional intelligence and problem-solving skills of teachers working in Anatolian High Schools, which are secondary education institutions. Its sample consists of 246 teachers selected by random sampling. The research is a descriptive, quantitative study in the general screening model. "Personal Information Form", "Trait Emotional Intelligence Questionnaire-Short Form" ("TEIQue-SF") and "The Social Problem-Solving Inventory-Short Form" ("SPSI: S") scales have been used as a data collection tool. As a result of the research, according to emotional intelligence trait scale-SF, statistically significant differences have been found between men and women in subjective well-being subscale. According to emotional intelligence other scale scores and the social problem-solving scale, significant difference has not been found among the variables of gender, age, education, professional seniority. Positive linear meaningful relationship has been found between emotional intelligence and problem-solving. The higher emotional intelligence score, the more problem-solving skill and the more problem-solving skill, the more emotional intelligence.

The negative effects of natural and social issues on individuals have necessitated the discussion of the concept of subjective well-being as a major health concern. Teachers' subjective well-being has a crucial role in the functioning of the education system. This qualitative descriptive study aims to examine the views of refugees' teachers on their subjective well-being. The data obtained in the study were collected with semi-structured interviews. The data were collected from seven teachers working at a public primary school in Çanakkale, Turkey in the fall semester of the 2020-2021 academic year. The analyses of the semi-structured interviews with the teachers of the refugee students produced four subjective well-being themes -- i.e., family relationships, communication with refugee students, cooperation with parents, and working conditions. The data revealed that teacher's good relationships with the refugee students' family members and parents, culture-sensitive education-oriented communication with students, and working conditions with a supporting school environment were key to enhancing subjective well-being of the refugees' teachers. This result presented a crucial implication for policymakers to prepare in-service training for the population of the interviewed teachers.

This study aims to determine the self-handicapping levels of sports management department students. Furthermore, the study endeavors analyzing the sports management students' self-handicapping level by gender, grade, grade point average, and exercise status. The study group analyzed with the survey method comprise 158 students enrolled in the Faculty of Sports Science for Sport Management Department at Erciyes University, Kayseri/Turkey during the 2018-2019 academic year. The study utilizes "Self-Handicapping Scale" developed by Jones and Rhodewalt (1982) and adapted to Turkish by Akin, Abaci and Akin (2010) as the data collection tool. The SPSS program was used for data analysis. The results indicate that the sports management students' self-handicapping level in the study group was "moderate". Moreover, the self-handicapping levels of the sports management students in the study group did not differ significantly by gender, grade, age and exercise status (p > 0.05). However, it was discovered that self-handicapping levels significantly differ by grade point average (p < 0.05).