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- MakaleAçık Erişim2024Scopus SJRQ3A Study on Recognizing the Value of Chestnut (Castanea sativa) Blossom Waste
Sahin, Huseyin; Kolayli, Sevgi; Kara, Yakup; Can, Zehra; Guler, Halil Ibrahim; Ozkok, Asli; Serdar, Umit
Chestnut (Castanea sativa) blossoms are natural resources that are not put to economic use. They are completely mixed with soil as waste. Thus, this extensive study was designed and remarkable results were found showing the potential usefulness of chestnut blossoms. In addition to the phenolic capacity and antioxidant capacity of the aqueous and ethanolic extracts of dried chestnut flowers, the anti-urease activity of these extracts was studied to demonstrate their therapeutic value. The binding interaction of phenolic substances present in chestnut blossom with urease was shown using molecular docking research. The aqueous extract, with most effect, had total phenolic content of 46.67 ± 0.37 mg GAE/g and total flavonoid content of 6.14 ± 0.40 mg QUE/g. The antioxidant activity was determined by FRAP (648.47 ± 5.27 µmol FeSO4.7H2O/g for aqueous extract and 347.53 ± 2.09 µmol FeSO4.7H2O/g for ethanolic extract) and DPPH (0.05 ± 0.01 mg/mL for SC50 of aqueous extract and 0.11 ± 0.01 mg/mL for SC50 of ethanolic extract) assays, and rutin was found to be the dominant phenolic compound according to HPLC. IC50 values for urease in aqueous and ethanolic extracts were 2.55 ± 0.09 mg/mL and 4.57 ± 0.24 mg/mL, respectively. According to the docking experiments, which were important to support the hypothesis of anti-urease activity, myricetin and luteolin showed different and effective bonding degrees to the target protein when compared with the reference molecule acetohydroxamic acid. In summary, chestnut flowers are rich in phenolic compounds which are responsible for a wide range of biological activities including antioxidant features and urease inhibition. These blossoms could be evaluated as potentially important raw materials for food.
AtıfScopus6WoS6OpenAlex6TR Dizin1
İncele - MakaleAçık Erişim2020Scopus SJRQ4Effects of race, gender, body condition score and pregnancy on serum apelin levels in ewe
Bayraktar, Bülent; Tekce, Emre; Aksakal, Vecihi; Takma, Çiğdem; Bayraktar, Fatma Gülten; Şengül, Bülent
Apelin is an important adipokine hormone that is released from adipose tissue, which is considered as the energy store of the body, which plays a role in many physiological processes in the body, as well as cardiovascular, immune functions and energy, nutrients and fluid metabolism. In this study, it was aimed to determine the effect of lactation, pregnancy and gender on apelin hormone levels in blood serums belonging to different races of ewe. In the present study, the hormone levels of the pregnant, non-pregnant ewe and rams of the Akkaraman Kangal and Morkaraman races were thin, with different body condition scores (<2, 3 to 3.5 and ≥4). Apelin hormone level was determined by ELISA technique in blood serum samples of ewe's Jugular vein. It was determined that there was a difference in body scores between races and the interaction between race and body score was important (P<0.05). Apelin level in ewe in lactation and pregnant ewe did not change according to body condition scores (P>0.05). In terms of apelin, gender and body condition score, race and gender, and body condition score interactions were found to be significant.
AtıfScopus6WoS6OpenAlex4TR Dizin2İncele - MakaleAçık Erişim2015Scopus SJRQ3The investigation of the effects of frayer model on vocabulary knowledge in social studies; [Sosyal bilgilerde kelime hazinesinin geliştirilmesinde frayer modelinin etkisinin ıncelenmesi]
Ilter, İlhan
The purpose of the present study is to determine the effects of Frayer model on the development of vocabulary knowledge in social studies. A quasi-experimental nonequivalent control group design was used in the study. For the research, an experimental (N=19) and a control group (N=18) were randomly selected. While Frayer model as text based organizer was utilized on vocabulary instruction in the experimental group, the definitional and contextual approaches by integrating were used in the control group. This research was implemented at a state school with the 4th grade students in Bayburt, in 2013-2014 academic season. The scale, which was developed by Wesche and Paribakht (1996) and validity and reliability of which were examined and adapted to Turkish by the researcher, was used to determine the students’ vocabulary knowledge level. As for the results, it was found that the experimental group was more successful in vocabulary knowledge through the meanings of the target words by enlarging their vocabulary capacity in-depth. The data obtained from the study demonstrated that Frayer model facilitated the students to identify relevant, irrelevant attributes, examples and non-examples of the concepts and uncover the relationships and hierarchical structures between the concepts, thus guide to generate the meanings of terms by activating prior knowledge. Therefore, it helps to the students facilitate development of vocabulary knowledge and vocabulary acquisition.
AtıfScopus3OpenAlex10İncele - MakaleAçık Erişim2015Scopus SJRQ3Primary school teacher candidates’ metaphorical perceptions related to multigrade classes concept; [Sınıf öğretmeni adaylarının birleştirilmiş sınıf kavramına ilişkin metaforik algıları]
İlter, İlhan
The purpose of the present study was to determine the teacher candidates’ perceptions related to ‘multigrade classes’ concept through metaphors. The study was conducted with the students who studied at their fourth (final) year in the Primary School Teaching Program, Faculty of Education at University of Bayburt in 2013-2014 academic year. The participants of the study were composed of 78 teacher candidates in total, 36 of them were girls and 42 of them were boys. The data collected in the research were obtained through an interview form in which there was an incomplete sentence like “The multigrade classes resemble…because…” In the process of collecting data, the teacher candidates were asked to write metaphors related to multigrade classes with the first justifications coming to their minds. In this study, phenomenology design, one of the qualitative research methods, was used and the research data were analyzed by means of the content analysis technique. According to the findings, the teacher candidates developed 60 different and valid metaphors in total about multigrade classes. The metaphors were classified under six different conceptual categories. These categories were classified in the form of multigrade classes as diversity in social-cognitive level and abilities, the process of challenging struggle, complementary-supportive service environment, source of life, family atmosphere and hierarchical order. It was found that the most preferred metaphors developed by the teacher candidates were extended family, family, flower garden, lush forest and Ashura.
AtıfScopus1OpenAlex7İncele - MakaleAçık Erişim2015Scopus SJRQ3Writing and its use as a learning tool from teachers’ perspective: Instrument development and a pilot implementation; [Öğretmen Perspektifinden Yazma ve Yazmanın Öğrenme Amaçlı Kullanımı: Ölçme Envanteri Geliştirme ve Pilot Uygulama]
Ozturk, Bilge; Gunel, Murat
The aim of this study is to develop a measurement instrument to investigate science teachers’ perceptions toward writing and the use of writing as learning strategies in their learning environments. Aligned with the focus of the study, a Likert-type survey was developed through the previously developed international scale adaptation and literature review process. Using quantitative methodology and descriptive research method, the scale was implemented to 131 science teachers working at public schools in Erzurum, Turkey during 2011- 2012 school year. The data was analyzed through descriptive statistics for each item in the survey. The findings of the study revealed that science teachers perceive writing as a learning tool. Indeed, they believe that writing serves as a learning tool both for themselves and for their students. Further results revealed that teachers are aware of the significance of the writing in the development of students’ literacy skills. However, their in-class practices are limited in terms of implementing writing activities as a learning tool.
AtıfScopus2OpenAlex5İncele - DergiTarim Bilimleri Dergisi
- DergiElementary Education Online