Matematik ve Fen Bilimleri Eğitimi Bölümü Makale Koleksiyonu
http://hdl.handle.net/11655/3324
Thu, 23 Sep 2021 21:51:47 GMT2021-09-23T21:51:47ZPollen Morphology In The Tribe Nigelleae (Ranunculaceae): A Worldwide Palynological Investigation Into The Species
http://hdl.handle.net/11655/24909
Pollen Morphology In The Tribe Nigelleae (Ranunculaceae): A Worldwide Palynological Investigation Into The Species
Isik, Serap; Donmez, Emel Oybak; Aydin, Zubeyde Ugurlu; Donmez, Ali A.
The pollen morphology of many collections of taxa of the tribe Nigelleae from the family Ranunculaceae which occur worldwide is presented in this study. A total of 88 specimens from 21 taxa, some of which were recently proposed, belonging to the genera Komarojjia, Garidella, and Nigella of Nigelleae were examined using light microscopy (LM) and scanning electron microscopy (SEM). In the tribe, the pollen type is mostly trizonocolpate, but in many taxa and specimens, both trizonocolpate and non-trizonocolpate types occur together. The pollen grains are small to medium (25-53.75 mu m x 20-55 mu m) in size and oblate to prolate in shape. The exine pattern at the mesocolpium in all the taxa investigated is similar: micro-echinate in LM and micro-echinate-punctate in SEM. The colpus membrane in Komaroffia and Ntgella is micro-echinate in both LM and SEM. In Garidella, it is micro-echinate in LM but echinate (spinulose) in SEM. In this study, multivariate analyses, principal component analysis (PCA). and unweighted pair group method with arithmetic mean (UPGMA). were used to evaluate relationships between the genera and species within the tribe with respect to pollen morphology. PCA results show three main groups in the tribe: Gartdella. Komaroffia, and Mgella. Moreover, the UPGMA tree also chiefly supports generic segregation into the smaller genera. An overall synthesis of the pollen characteristics of the three genera is provided and discussed.
Tue, 01 Jan 2019 00:00:00 GMThttp://hdl.handle.net/11655/249092019-01-01T00:00:00ZInvestigation Of Mathematics Teachers' Usage Frequency Of Learner Generated Examples In Classroom And Its Reasons
http://hdl.handle.net/11655/24906
Investigation Of Mathematics Teachers' Usage Frequency Of Learner Generated Examples In Classroom And Its Reasons
Kaya Sağlam, Yasemin
In the classroom, examples are typically presented by the teacher and students try to improve their understanding of the relevant concept by examining the given examples. In addition to use in this way, example generation is defined as a problem-solving activity in which individuals can develop different strategies. In recent studies, it has been considered a pedagogical method as well as a research tool. The purpose of this study is to investigate high school mathematics teachers' usage frequency of learner generated examples (LGEs) and to reveal the reasons behind them. The sample consisted of 196 high school teachers, with different year of mathematics teaching experiences (ranging between 1 and 36 years). Data were collected using an instrument consisting of strategies that were brought together as a list by Watson and Mason (2005) and used by researcher in order to reveal teachers' LGE usage frequency. The relationships between the frequency of use of LGE, the year of mathematics teaching experience of the teachers, and the type of high school they work, were investigated by using regression analysis. Additionally, 16 semi-structured interviews were conducted with voluntary teachers in order to obtain in-depth knowledge about their LGE usage frequency. The highest mean score for usage frequency belongs to teachers with 21 years and above mathematics teaching experience, whereas the lowest score belongs to teachers with 6-10 years mathematics teaching experience. Science high school teachers have the highest mean score for LGE usage frequency, whereas vocational high school teachers have the lowest score. However, only `year of mathematics teaching experience' has a significant, unique contribution to the prediction of LGE usage frequency. Analysis of the qualitative data revealed that constraints related to students, educational policies, parents, topics, classroom environments, and teachers' belief and attitudes have considerable effect on teachers' example usage frequency. Also, their knowledge of content and student, along with knowledge of content and teaching, affect LGE usage.
Tue, 01 Jan 2019 00:00:00 GMThttp://hdl.handle.net/11655/249062019-01-01T00:00:00ZModelling The Subjects Of Skeletal And Muscular System: Mobile Applications
http://hdl.handle.net/11655/24907
Modelling The Subjects Of Skeletal And Muscular System: Mobile Applications
Gercek, Cem
The existence of applications for such subjects as skeletal and muscular system in biology- where visual learning is important- is a necessity for teaching. This research basically aims to analyse applications for skeletal and muscular systems available in Apple, Google Play and Amazon virtual stores. This research employs document analysis- one of the qualitative research method. Applications available in virtual stores for skeletal and muscular system were reviewed in this research. The data collected were analysed through content analysis. Consequently, 35 applications in total were found for use with smart phones in relation to skeletal and muscular system. The results showed that the applications concerning skeletal and muscular system could be divided into 5 categories (Game, entertainment, animation, 2D and 3D visual based applications). Applications concerning skeletal and muscular system can be used in teaching so as to make diffarence for education and to increase permanence in learning.
Tue, 01 Jan 2019 00:00:00 GMThttp://hdl.handle.net/11655/249072019-01-01T00:00:00ZRings For Which Every Cosingular Module Is Projective
http://hdl.handle.net/11655/24910
Rings For Which Every Cosingular Module Is Projective
Talebi, Y.; Hamzekolaee, A. R. M.; Hosseinpour, M.; Harmanci, A.; Ungor, B.
Let R be a ring and M be an R-module. In this paper we investigate modules M such that every (simple) cosingular R-module is M-projective. We prove that every simple cosingular module is M-projective if and only if for N <= T <= M, whenever TAN is simple cosingular, then N is a direct summand of T. We show that every simple cosingular right R-module is projective if and only if R is a right GV-ring. It is also shown that for a right perfect ring R, every cosingular right R-module is projective if and only if R is a right GV-ring. In addition, we prove that if every delta-cosingular right R-module is semisimple, then (Z) over bar (M) is a direct summand of M for every right R-module M if and only if (Z) over bar (delta)(M) is a direct summand of M for every right R-module M.
Tue, 01 Jan 2019 00:00:00 GMThttp://hdl.handle.net/11655/249102019-01-01T00:00:00Z