The Effect of REACT and Computer-Assisted Instruction Model in 5E on Student Achievement of the Subject of Acids,Bases and Salts

This research was carried out to investigate the effect of the 5E learning method and 5E method enriched with REACT strategy on student achievement in science education. The research was carried out with 64 first-year students (30 in the experimental groups, 34 in the control groups) in the Department of Primary Education at a state university in the spring semester of 2017–2018 in the context of “Acids, Bases and Salts”. The pre-test/post-test quasi-experimental design with a control group was used in this study. In the experimental group, the 5E method enriched with the REACT strategy was used while the computer-assisted 5E instruction method was used in the control group. The data were collected by means of a “Subject Achievement Test”, consisting of open-ended questions. The dependent t test results of the experimental and control group revealed a significant difference in favour of the post-test in both groups. According to the independent t test results of the groups, the 5E method enriched with REACT strategy was found to be more effective in order to improve student achievement compared to computer-assisted 5E learning method.

     

Teleroentgenologic Investigations of Champion Turkish Wrestlers

Abstract

Cardiac transverse diameter, heart rate, and arterial blood pressure were studied in 17 champion Turkish wrestlers. The wrestlers' cardiac transverse diameters were compared with eight normal untrained Turkish people, the Ungerleider-Gubner nomogram, and other reported values. Bradycardia and low arterial blood pressure were found in wrestlers. The mean transverse diameter of wrestlers was significantly larger than that of controls, but the same as the values found in normal people by others. The mean transverse diameter of controls was slightly smaller than the predicted values. It was concluded that wrestlers' cardiac transverse diameters are at the upper limits of normal values.     

Sixth-Grade Students’ Views of the Nature of Engineering and Images of Engineers

This study investigated the views of the nature of engineering held by 6th-grade students to provide a baseline upon which activities or curriculum materials might be developed to introduce middle-school students to the work of engineers and the process of engineering design. A phenomenographic framework was used to guide the analysis of data collected from: (1) a series of 20 semi-structured interviews with 6th-grade students, (2) drawings created by these students of “an engineer or engineers at work” that were discussed during the interviews, and (3) field notes collected by the researchers during the interviews. The 6th-grade students tended to believe that engineers were individuals who make or build products, although some students understood the role of engineers in the design or planning of products, and, to a lesser extent in testing products to ensure that they “work” and/or are safe to use. The combination of drawings of “engineers or engineering at work” and individual interviews provided more insight into the students’ views of the nature of engineering than either source of data would have offered on its own. Analysis of the data suggested that the students’ concepts of engineers and engineering were fragile, or unstable, and likely to change within the time frame of the interview.