Relay Graduate School of Education

本研究は中学校理科の授業において，生徒が保持している電圧の理解をより確かなものにするために，短絡（ショート）を含む電気回路を教材として扱って，電位概念を構築する授業を開発し実践した。その結果，授業前には抵抗などを挟んでいない導線部分は電位の差（電圧）がないという科学的知識をほとんどの生徒が保持していなかった。しかし，授業後にはその科学的知識の理解が顕著に向上したことが示唆された。また，それを手掛かりとして回路全体の電位の様子を考えて未知の電位差を考察できるようになった生徒が一定数いることも確認できた。

Lung cancer is one of the leading diseases that cause death in the world. Early diagnosis of lung cancer is as important as its treatment. Therefore, we propose the LinkNet architecture, which is a deep learning model that will detect the location and size of nodules from the lung tomography image. The study was conducted with 110 patients and 343 nodules with nodules detected in Lung Computed Tomography (CT) Images. In the study, no public dataset was used and tomography images were obtained from the hospital. In the pre-processing stage, thresholding is made according to the lung Hounsfield Unit (HU) threshold value with the Otsu method and the lung is segmented. The XML (Extensible Markup Language) files of ROIs(Region of Interest) of the nodules previously marked by the radiologist are extracted and converted into images. Using template nodules trained with LinkNet and U-Net architectures, comparison and success percentage tables for 16 different architectures were presented. Using LinkNet, the model achieved an intersection of union (IoU) score of 69% for valid and an IoU score of 94% for the train. 274 nodule data were used in the train section and 69 nodule data were used in the validation section. Experimental results show that nodules that may be overlooked by a radiologist can be detected with CAD (Computer- Aided Design) performed and will be useful in the diagnosis of lung cancer.

Abstract Eating disorders have substantially risen in school‐aged youth, especially in a post‐pandemic world. Impacting children and adolescents across races, ethnicities, genders, and sexual orientations, prevalence rates suggest that eating disorders do not discriminate. Interestingly, despite the rising prevalence rates and increase of eating disorders, many school‐based mental health providers feel ill‐equipped to support children, adolescents, and their families seeking eating disorder treatment due to lack of knowledge or skill. Given the evidence‐based focus on family‐based treatment, many school‐based providers wonder what is best approach to support individuals within a school‐system, for how to best intertwine family‐based recommendations and collaboration with relevant outside clinicians. Given this uncertainty, this piece explores the role of school‐based mental health in supporting family‐based treatment, exploring two prominent systems theories and how providers within schools can adopt these approaches to most ethically aid students within the bounds of competence within a school setting.

Purpose: The study aims to determine which and which of the English vocabulary methods are used, as well as whether the student has his/her own learning discipline, whether he/she has knowledge about vocabulary learning strategies, and whether he/she is familiar with traditional and modern methods. Method: In this study, quantitative research method was used, the "Vocabulary Learning Strategies Use Scale", which was used to determine the vocabulary learning strategies used by students in their English language acquisition, was administered to 623 participants studying at Çankırı Karatekin University 1st grade in the fall semester of the 2022-2023 academic year. Findings and Implications: In line with the findings, female participants used note-taking and repetition strategies more than male participants. Students whose mothers received graduate education used executive cognition and organizing strategies more than students whose mothers did not. Students who graduated from science high schools use repetition strategies more than students who graduated from other types of high schools. The average score of students who graduated from high schools in the Southeastern Anatolia region is higher than students who graduated from high schools in other regio Result: It shows that female students, students whose mothers have postgraduate education, and students who graduated from science high school use vocabulary learning strategies more. Originality: The study has a unique value in terms of shedding light on issues such as whether the student has own learning discipline, whether he/she is familiar with traditional and modern methods, whether he/she uses technology to improve his/her vocabulary, as well as which of the English vocabulary learning methods are used.

Bu çalışmada farklı okul türlerinde görev yapan farklı demografik özelliklere sahip öğretmenlerin okullarındaki yeşil inovasyon farkındalığını belirlemek için bir ölçme aracı geliştirilmesi amaçlanmıştır. Bu amaç doğrultusunda 307 öğretmenin katılımıyla yeşil inovasyon ölçeğinin geliştirilmesi için açımlayıcı ve doğrulayıcı faktör analizi ile güvenirlik analizleri yapılmıştır. Açımlayıcı faktör analizi sonucunda, öz değeri 1’den büyük iki alt boyut ve 18 maddeden oluşan ölçek yapısı belirlenmiştir. Açımlayıcı faktör analizi sonucunda ortaya çıkan iki alt boyutlu yapının test edilebilmesi için farklı çalışma grubundan elde edilmiş veriler ile doğrulayıcı faktör analizi yapılmıştır. Doğrulayıcı faktör analizi sonucunda veri- model uyumu sağlandığı belirlenmiştir ve madde yük değerlerinin 0.920 ile 0.748 arasında değiştiği görülmüştür. Ayrıca güvenirlik analizi için yapılan analize göre Yeşil İnovasyon Ölçeğinin tamamının Cronbach Alpha iç tutarlık katsayısının 0.969, Ürün Yeşil İnovasyonu alt boyutunun 0.935 ve Süreç Yeşil İnovasyonu alt boyutunun ise 0.960 olduğu belirlenmiştir. Analizler sonucunda iki yarı test güvenirliği ise ölçeğin tamamı için 0.922, Ürün Yeşil İnovasyonu alt boyutu için 0.914 ve Süreç Yeşil İnovasyonu alt boyutu için 0.939 olarak hesaplanmıştır. Ayrıca AVE ve CR değerleri hesaplanmış ve bu değerlerin eşik değerlerin üzerinde olduğu belirlenmiştir. Analiz sonuçlarına göre yeşil inovasyon ölçeğinin geçerli ve güvenilir bir ölçme aracı olarak kullanılabileceği söylenebilir.

The study aimed to analyse online English teaching and learning experience in higher education institutions in Ukraine through pandemics and wartime. To answer our research questions, we employed a mixed-method research design, which considered social, methodological and emotional aspects of education. We conducted quantitative research to collect data on the experience of Ukrainian university teachers of English (N=100) and students (N=277) related to the emergency caused by pandemics and wartime. The qualitative data sources included online interviews and written comments of the participants. The main findings were as follows: teachers experienced challenges during the COVID-19 pandemic such as lack of interaction with students, and unawareness of effective teaching methods in the digital environment. The wartime challenges included: air raids and power outages and, consequently, disrupted communication and isolation, stress and sense of insecurity, excessive workload, with students experiencing technical issues, air raids and communication problems as well as large amount of homework, no access to the software, inconvenient schedule, and their own unwillingness. To solve the problems, teachers introduced an online synchronous mode during the COVID-19 pandemic, supported by blended and asynchronous modes which was a transformational period to teaching and learning English during wartime. The most common among the learning platforms and applications were Zoom and Google Classroom, as well as Moodle, MS Teams, YouTube, and Classtime, listed by both university teachers and students. Social networks such as Telegram, Viber, Facebook etc. were widely used too. To conclude, the COVID-19 pandemic caused Ukrainian teachers and students master new tools to use at online lessons of English, during wartime the demand on already familiar tools, as well as the range of them, increased as they provided more interaction. Considering emotional aspects, the study revealed disturbing data on teachers’ well-being: nearly 50% confessed that they were burned out and emotionally devastated, close to 40% were tired and pushed themselves to continue teaching. Despite these challenges, the majority were able to find solutions in conflict situations with students and colleagues, two-thirds were sure that their work was even more important during the wartime and they found ways to provide emotional support to their students needed in the times of war.

This perspective paper positions computer science education (CSed) equity pedagogies within a critical-sociocultural and humanizing theoretical framework with justice-centered implications for curriculum and learning environments, specifically for Latinx youth. Our perspective is grounded in our ongoing research on the Remezcla Project, a culturally relevant CS informal-learning program that combines coding, music production, and identity exploration with Latinx youth. First, we contextualize identity within the guiding theories. Next, we describe practical applications found in the Remezcla Project’s pedagogical and curricular design. We conclude with the assertion that critically informed approaches can shift CSed in equitable and transformative ways.