Hacettepe Üniversitesi Açık Erişim Sistemi (HÜAES)
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ESNEK SORUŞTURMA TEMELLİ FEN ETKİNLİKLERİNİN KAYNAŞTIRMA ORTAMLARINDA SOSYAL-DUYGUSAL ÖĞRENME BECERİLERİ ÜZERİNDEKİ YANSIMALARI
(Eğitim Bilimleri Enstitüsü, 2026-07-22) Öztürk Zeynep; Fen Bilgisi Öğretmenliği
The aim of this research is to reveal the reflections of the Flexible Inquiry-Based Science Teaching model implemented in science classes on the social-emotional learning (SEL) skills of students benefiting from inclusion practices. Using a qualitative case study design, the study was conducted over a 14-week period during the 2023–2024 academic year with four sixth-grade students diagnosed with specific learning disabilities and mild intellectual disabilities at a public secondary school in Ankara. Lesson video recordings and observer teacher notes were used as the primary data sources. Data analysis was carried out in two dimensions: the researcher coded students’ SEL skill levels using a self-developed SEL skills rubric based on video recordings and identified the types of teacher interventions occurring during the exhibition of these skills. The findings showed that the implemented practices supported students’ self-awareness, self-management, relationship-building, and social awareness skills. Activities that triggered individual curiosity and included structured roles increased students’ social courage and academic participation. Teacher interventions functioned as a “cognitive scaffold,” strengthening students’ academic status and self-efficacy through flexible transitions from authoritative to dialogic approaches. Furthermore, students’ behaviors during the flexible inquiry stages were observed to align behaviorally with the characteristics of a “competent person” (inquisitive, wise, strong-willed, and productive). In conclusion, the findings indicate that this model transforms students continuing their education in inclusive settings from passive observers into active participants in the learning process and provides a functional pedagogical framework for inclusive science education.
Ortaokul Öğrencilerinin Madde Konusundaki Kavram Yanılgılarının Dört Aşamalı Testle Belirlenmesi
(Eğitim Bilimleri Enstitüsü, 2026) TAMKAVAS Çiğdem Hasibe; Matematik ve Fen Bilimleri
In this study, middle school students’ conceptual understanding of matter was examined, and their scientific knowledge levels, knowledge gaps, and misconceptions were identified through a four-tier concept test. The study was carried out within the scope of a quantitative research approach and was based on a survey model. The sample consisted of 430 eighth-grade students attending different schools in the Tepebaşı district of Eskişehir. The data collection tool was the Matter Concept Test (MCT), developed by the researcher, which includes 16 items structured across four tiers. The test evaluates students’ knowledge of the topic, their confidence in their answers, the reasons they provide, and the certainty they assign to these reasons. The data were analyzed using SPSS and Excel; response patterns of the four-tier structure were examined, and integrated misconception statements were derived from incorrect content–reason combinations in the items. The frequency and percentage distributions of these misconception categories were then calculated. The findings indicate that students hold various misconceptions regarding pure substances, atoms, mixtures, and methods of separating mixtures. Most of these misconceptions appear to stem from everyday experiences, surface-level classifications, or incomplete conceptual connections. Overall, the results suggest that the use of visual representations, models, and more structured examples in teaching the particulate nature of matter and related conceptual processes may contribute more effectively to students’ conceptual learning.
Orman Okulu Temelli Eğitim Uygulamalarının Öğrencilerin Çevre Okuryazarlığı Gelişimine Etkisi
(Eğitim Bilimleri Enstitüsü, 2026) Sarı Berna; Matematik ve Fen Bilimleri
This study was conducted to examine the impact of forest school-based educational practices on the development of pupils’ environmental literacy and to explore their experiences of lower secondary school pupils. In the study, the explanatory sequential design, one of the mixed-methods research designs, was employed. In this study, quantitative data were collected by using the "Environmental Literacy Scale for Secondary School Students", the "Environmental Awareness Scale" and the "Forest School Academic Achievement Test"; subsequently, the qualitative data to support these findings were obtained through semi-structured interview forms and pupils’ diaries. The study group consisted of 5th grade secondary school pupils receiving education at a state school in a rural area. A ten-week education programme was prepared by the researcher, who holds a nature education certificate. In order to analyse the quantitative data, a paired samples t-test was conducted to determine whether there was a statistically significant difference between students’ pre-test and post-test scores on the scales; furthermore, the qualitative data obtained from student interviews were analysed by using thematic analysis. According to the research findings, a statistically significant difference was identified between the students’ pre-test and post-test scores on the scales used. The students’ views on forest school-based educational practices were positive. It was observed that the students’ environmentally friendly behaviours and environmental awareness had increased, and that they had formed an emotional bond with the environment. It was found that the pupils adopted a protective attitude towards the environment. The forest school approach, viewed as an alternative to traditional classroom settings, demonstrates that knowledge, attitudes and behaviours towards the environment are positively influenced by the enriched learning activities.
Keywords: environment, the literacy of environment, forest school, secondary school students.
KENDİ DÜŞÜNCELERİNİN KURBANI OLMAK: ÇARPITMALAR, RUMİNASYON, ÖZYETERLİK, KENDİNİ ENGELLEME VE BAŞARININ DÖNGÜSEL İLİŞKİSİ
(Eğitim Bilimleri Enstitüsü, 2026) Afet Beyza KESGÜN; Rehberlik ve Psikolojik Danışmanlık
This study aimed to examine the relationships among high school students’ academic achievement-related cognitive distortions, rumination, academic self-efficacy, self-handicapping, and academic achievement. The study was conducted within the framework of a circular causality model grounded in cognitive theory to examine the relationships between academic achievement-related cognitive distortions and students’ cognitive, behavioral, and academic processes, as well as the direct, indirect, and circular effects among the variables. The study group consisted of 715 high school students enrolled in different types of schools in Ankara during the 2024–2025 academic year. Data were collected using the Cognitive Distortions Scale Related to Academic Achievement, the Ruminative Thought Style Questionnaire, the Academic Self-Efficacy Scale, and the Self-Handicapping Scale. Students’ academic achievement was determined based on their self-reported grade point averages. Data were analyzed using the R programming language in the RStudio integrated development environment with the lavaan, dynamic, and semhelpinghands packages. Descriptive statistics were calculated, and direct, indirect, and circular effects were estimated through path analysis using bootstrap standard errors. The findings indicated that academic achievement-related cognitive distortions increased rumination and self-handicapping, whereas rumination decreased academic self-efficacy while increasing self-handicapping. Furthermore, lower academic self-efficacy increased self-handicapping, which negatively affected academic achievement, and academic achievement influenced academic self-efficacy, sustaining the circular structure of the model. These findings support the circular causality model linking academic self-efficacy, self-handicapping, and academic achievement. The findings were discussed in light of cognitive theory and the relevant literature, and recommendations were presented for researchers, policymakers, school counselors, teachers, and students.
Konjenital Kalp Hastalıkları Ameliyatlarından Sonra Gelişen Akut Böbrek Hasarına Etki Eden Faktörlerin İncelenmesi
(Tıp Fakültesi, 2026) Mehmet Akif Dereli; Çocuk Sağlığı ve Hastalıkları
DERELİ, M. A. Factors Affecting Acute Kidney Injury After Surgery for Congenital Heart Disease. Hacettepe University Faculty of Medicine, Department of Child Health and Diseases, Medical Specialty Thesis, Ankara, 2026. Acute kidney injury (AKI) is a frequent complication after surgery for congenital heart disease (CHD) and is associated with adverse outcomes. This study aimed to determine the incidence of postoperative AKI, identify factors associated with its development, and evaluate its relationship with morbidity and mortality in children undergoing CHD surgery. This retrospective single-center study included 219 patients aged 18 years or younger who underwent surgery for CHD between January 1, 2023, and December 31, 2024. AKI was defined according to the Kidney Disease: Improving Global Outcomes (KDIGO) 2012 criteria. Demographic, clinical, intraoperative, postoperative, and laboratory variables were analyzed, and logistic regression analyses were performed to examine factors associated with AKI. Postoperative AKI developed in 71 patients (32.4%) and occurred predominantly on postoperative day 0 (mean 0.45±1.13 days). In univariable analyses, AKI was associated with lower weight-for-age and height-for-age z-scores, history of cardiopulmonary arrest, preoperative invasive mechanical ventilation, cyanosis and single-ventricle physiology, lower preoperative blood urea nitrogen, albumin, sodium, and creatinine levels, higher RACHS-1 and STAT categories, higher STAT score, longer aortic clamp and cardiopulmonary bypass times, higher postoperative vasoactive inotropic scores, greater postoperative day 0 fluid overload, unfavorable early postoperative laboratory changes, and exposure to aminoglycosides and vancomycin. In the final multivariable logistic regression model, age at the time of surgery, percentage change in blood urea nitrogen, and percentage change in sodium remained statistically significant; each 1-month increase in age at surgery was associated with an approximately 0.8% decrease in the odds of postoperative acute kidney injury (OR: 0.992, 95% CI: 0.984-0.999; p=0.028), whereas each 1-unit increase in blood urea nitrogen percentage change and sodium percentage change was associated with approximately 1.3% (OR: 1.013, 95% CI: 1.007-1.020; p<0.001) and 12.9% (OR: 1.129, 95% CI: 1.035-1.231; p=0.006) higher odds of AKI, respectively. Because percentage changes in BUN and sodium were derived from postoperative day 0 values, these variables were interpreted as early postoperative biochemical indicators rather than causal predictors. Patients with AKI had significantly higher rates of extracorporeal membrane oxygenation (22.5% vs 1.4%) and mortality (21.1% vs 0.7%), as well as longer intubation, mechanical ventilation, intensive care unit stay, and hospital stay (all p<0.001). AKI occurred in nearly one-third of children after CHD surgery and usually developed within the first 24 postoperative hours. Preoperative clinical vulnerability, higher surgical complexity, perioperative hemodynamic burden, fluid accumulation, and nephrotoxic exposure were all associated with AKI development. Early recognition of high-risk patients and careful perioperative management may help reduce AKI-related morbidity and mortality.