Üniversite Öğrencilerinin İnternet Bağımlılıklarının Çeşitli Değişkenler Açısından İncelenmesi (İnönü Üniversitesi Örneği)

This study delves into the intricate dynamics of internet addiction among university students, leveraging a comprehensive quantitative approach to unravel the myriad factors influencing this modern-day malaise. Utilizing logistic regression analysis, this research delineates the predictive significance of Daily Internet Usage Time (DIUT) and Communicative Internet Use Frequency (CIUF) on the propensity for internet addiction, with the analysis substantiating these variables as potent predictors. The model elucidates a significant variance in internet addiction, affirming the complexity of internet addiction as influenced by a constellation of behavioral patterns.

The turbulent phenomena occurring in the thin slab mold affect the final product quality. Therefore, it is essential to carry out studies to understand and control their occurrence. Current research aims to study the electromagnetic brake (EMBr) effects on the flow patterns in a funnel thin slab mold. The objective is to prevent the detrimental phenomenon known as dynamic distortions (DD) of the flow, applying the EMBr in the typical horizontal position (H-EMBr) and a new vertical position close to the narrow faces (V-EMBr). The fluid dynamics are simulated using the Reynolds stress model (RSM), the Volume of Fluid (VOF) model and the Maxwell equations in their magnetohydrodynamics (MHD) simplification. The results show that the H-EMBr effectively counteracts the DD phenomenon by reducing the submerged entry nozzle (SEN) ports' mass flow rate differences. The EMBr reduces the highest meniscus fluctuations from −10 to ±3 mm with a field intensity of 0.1T and almost 0 mm for higher field intensities. In contrast, the V-EMBr configuration does not reduce or control at all the DD phenomenon, even though eliminating the upper roll flows does not diminish the meniscus fluctuation amplitudes and induces new small roll flows close to the SEN's wall.

Bu çalışmanın amacı STEM merkezindeki öğretmenlerin ve öğrencilerin STEM eğitimi hakkındaki görüşlerinin incelenmesidir. Araştırmanın çalışma grubu Hatay ili Payas ilçesinde bulunan PayaSTEM merkezinde görev yapan yedi öğretmen ve sekiz öğrenciden oluşmaktadır. Araştırmada nitel araştırma desenlerinden durum çalışması deseni kullanılmıştır. Veriler yarı yapılandırılmış görüşme formu kullanılarak elde edilmiştir. Görüşme formundan elde edilen veriler içerik analizi tekniği ile analiz edilmiştir. Analiz sonucunda öğretmenler; STEM’in çok disiplinli ve çağa hitap eden bir eğitim yaklaşımı olduğunu, STEM’i uygularken en çok grup çalışmasında zorlandıklarını, STEM eğitiminin öğrencilere 21.yüzyıl becerileri başta olmak üzere bilişsel ve duyuşsal alanda birçok katkısının olduğunu, STEM’in yaratıcı düşünme ve eleştirel düşünme gibi üst düzey düşünme becerilerini geliştirdiğini, STEM eğitiminde okulda teknolojik araç-gereç, öğrencide ilgi ve hazırbulunuşluk, öğretmende ilgi ve yeniliğe açık olma gibi özelliklerin olması gerektiğini vurgulamıştır. Analiz sonucu öğrenciler ise; STEM’in uygulama ağırlıklı, işbirliğine dayalı ve kalıcı öğrenme sağlayan bir eğitim yaklaşımı olduğunu, STEM’in akademik başarı, ufuk açma ve ifade etme becerisi gibi olumlu etkilerinin olduğunu, STEM’in daha iyi hale getirilmesine yönelik bina kapasitesinin ve STEM merkezi sayısının artırılması gerektiğini vurgulamıştır.

The aim of this study is to investigate the effects of differentiated teaching on academic achievement in seventh-grade English courses. For this purpose, lesson plans were prepared in accordance with the differentiated instruction for the achievement of the Celebrations theme, the sixth-grade sixth unit. In the research, a semi-experimental pattern with a pretest-posttest control group was used. The learning profiles of the students were examined before the teaching was differentiated. During the experimental process, while the content, process and product items were differentiated in the group where differentiated instruction was applied, the current education continued in the group where the non-intervention program was applied. 54 students attending secondary schools with similar characteristics in Malatya province of 2018-2019 academic year constitute the experimental group in which the differentiated education was applied and the control group in which the non-interfering education program is applied. The celebrations theme achievement test was applied to both groups as a pre-test before the experimental process and as a post-test after the teaching. In the research, a significant difference was found in favor of the posttest in the academic success of students in both experimental and control groups. There is also a significant difference between the posttest scores of the two groups. Accordingly, while both teaching was effective in increasing academic achievement, differentiated teaching was more effective than non-interfering teaching programs. Due to these results, it has been suggested that differentiated instruction can be used to increase academic success in Celebrations theme teaching.

This study was conducted to determine the effects of blog-based teaching on academic achievement and pre-service teachers’ ideas about this implementation. Participants of the study consist of 51 sophomore students of the department of Computer Education and Educational Technology in Inonu University, Turkey. The research method is a mixed method in which qualitative and quantitative methods are combined. Pre-test and post-test quasi-experimental method with control group in the quantitative part and case study in the qualitative part were used. Experimental procedure lasted for 5 weeks during ‘Assessment and Evaluation’ course that is among the teacher education programs. The web blog was prepared by the researchers in accordance with the purpose of this study, the data was collected through an academic achievement test and interview form. At the end of the research, there is a significant difference between the pre-tests and post-tests of the experimental and control groups. No significant difference between the post-tests of the groups and retention was found. It was observed from the interviews that besides the advantages such as facilitating preparation for the lesson , information sharing, active participation and increase in achievement, there were disadvantages of blog-based teaching such as achieving not a full form of participation, internet and computer requirements. Also, it was concluded that blog-based teaching can be used mostly in verbal lessons by rich resources and data diversification.