Sürdürülebilir Kalkınma Amaçları

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• Çocuk Gelişimi Programı

Araştırmacılar(4)

• Arat, Ceren Arı
• Çakır, Zehra
• Çelik, Ahmet Ali
• Özbek, Beyza

• Derleme MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11330
  A Meta-Analysis of Self-Management Strategies to Enhance Educators’ Teaching Performance

  Aydin, Orhan; Ari-Arat, Ceren; Sulu, Mehmet D.

  This meta-analysis examines the effectiveness of self-management strategies in enhancing the teaching performance of educators, with a focus on special education contexts. Thirty-six studies, including peer-reviewed articles and gray literature, were evaluated for methodological rigor using the What Works Clearinghouse (WWC) Design Standards. Of these, 26 studies meeting the standards with or without reservations were further analyzed using descriptive review, meta-analysis, and moderator analysis. Findings revealed self-monitoring is the most frequently used self-management strategy. Among the educators included in the studies, the majority were special education teachers. Effect sizes were calculated using Tau-U for all 26 studies, between-case standardized mean difference (BC-SMD) for 25 studies, and performance-criteria-based effect size (PCES) for 13 studies reporting a mastery criterion. The overall Tau-U indicated a very large effect size of 0.88 (CI95 = [0.74, 1]), and BC-SMD resulted in a large effect size of 0.87 (CI95 = [0.77, 0.98]). The PCES showed an overall effective effect size of 1.15 (CI95 = [1.07, 1.23]). Moderator analysis revealed behavior-specific praise, and fewer years of teaching experience were associated with higher teaching performance effect sizes compared to other relevant categories; however, years of teaching experience and higher teaching performance were positively associated when using BC-SMD calculations. Detailed findings along with corresponding recommendations are discussed. © Hammill Institute on Disabilities 2026. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

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  İncele
• BildiriAçık Erişim2026/r/bayburt/11258
  Autism Awareness Levels of University Students and Their Relationship with Various Variables

  Ari Arat, Ceren

  This cross-sectional quantitative study examined university students’ awareness of autism spectrum disorder (ASD). The sample consisted of 354 students from different academic departments at a public university in Türkiye. Data were collected using the Autism Awareness Scale and a Demographic Information Form and analyzed through descriptive statistics, Pearson correlation, and independent-samples t-tests. Findings indicated relatively high awareness in social interaction, communication, and restricted and repetitive behaviors, whereas knowledge was lower regarding physical characteristics and early warning signs. Core behavioral knowledge was positively associated with peer relationships and early diagnosis indicators. Gender differences were minimal, except for higher early warning scores among females. Prior interaction with individuals with autism and ASD-related coursework were associated with higher awareness across multiple domains, while students without formal education scored higher on physical characteristics. Overall, the findings highlight the importance of direct experience and structured education in improving autism awareness among university students in higher education settings.

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• MakaleAçık Erişim2026Scopus SJRQ3/r/bayburt/11107
  DFT-based structural and energetic characterisation of nitrogen-rich tetrazine/triazine derivatives with Kamlet-Jacobs performance predictions

  Ekincioğlu, Yavuz; Kepceoğlu, Abdullah; Çakir, Zehra; Şentürk, Şükrü

  Nitrogen-rich heterocycles are attractive candidates for next-generation energetic materials because they can deliver high heats of formation while producing relatively benign, N2-rich decomposition products. In this work, three nitrogen-rich frameworks 3,6-bis(tetrazol-5-yl)−1,2,4,5-tetrazine (H2BTTz), 2,4,6-tris(tetrazol-5-yl)−1,3,5-triazine (H3TTT), and 2,3,5,6-tetra(tetrazol-5-yl)pyrazine (H4TTP) were investigated using a combined conformational sampling and density functional theory (DFT) approach. Initial conformational searches were carried out with the MMFF method, and the lowest-energy structures were optimised at the DFT/B3LYP/6-311++G(d,p) level a widely used compromise between accuracy and computational cost for nitrogen-rich energetic molecules. Electronic structure analyses included frontier molecular orbitals, Mulliken and natural population charges, and molecular electrostatic potential maps. Energetic performance was evaluated through heats of formation, detonation velocity and pressure, and impact sensitivity estimates. Topological descriptors such as ELF, LOL, and NCI were analyzed using Multiwfn program. The calculated HOMO–LUMO gaps (3.54-4.90 eV) indicate electronically stable molecular frameworks. Gas-phase formation enthalpies were converted to condensed-phase values using a sublimation correction, and detonation properties were estimated via the Kamlet–Jacobs equations. The predicted performance follows the order H4TTP > H2BTTz > H3TTT. Although their detonation performance is lower than that of FOX-7 and CL-20, these nitrogen-rich systems remain promising candidates for reduced-sensitivity energetic materials and merit further experimental investigation.

  AtıfScopus1·WoS1·OpenAlex1

  İncele
• Kitap BölümüYayıncıda açık erişim2026/r/bayburt/11078
  Scientific Trends Towards the Use of Generative Artificial Intelligence Tools in Early Childhood STEM Education: A Bibliometric Analysis

  Çakir, Zehra; Uğraş, Mustafa

  This study aims to analyze scientific publications on the use of productive artificial intelligence tools in STEM education during early childhood between 2021 and 2025 using bibliometric methods. In this context, the international literature published during the relevant period was examined to identify scientific production trends, prominent authors, influential studies, institutional and international collaboration networks, and thematic focuses. A total of 1, 224 documents were included in the analysis. During the data analysis process, the Bibliometrix (Biblioshiny) software running on the R program was used; publication trends, keyword frequencies, citation analyses, author and institution collaborations, and scientific mapping techniques were utilized. The analysis findings show that academic interest in productive artificial intelligence tools has increased significantly between 2021 and 2025. The study also systematically identifies key trends, application areas, and research gaps related to the integration of these technologies into educational processes.

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• MakaleAçık Erişim2025Scopus SJRQ1/r/bayburt/11076
  ChatGPT in Early Childhood Science Education: Can It Offer Innovative Effective Solutions to Overcome Challenges?

  Uğraş, Mustafa; Çakır, Zehra; Zacharis, Georgios; Kalogiannakis, Michail

  This study explores the potential of ChatGPT to address challenges in Early Childhood Science Education (ECSE) from the perspective of educators. A qualitative case study was conducted with 33 Early Childhood Education (ECE) teachers in Türkiye, using semi-structured interviews. Data were analyzed through content analysis with MAXQDA 24 software. The results indicate that ECE teachers perceive ChatGPT as a partial solution to the scarcity of educational resources, appreciating its ability to propose alternative material uses and creative activity ideas. Participants also recognized its potential to support differentiated instruction by suggesting activities tailored to children’s developmental needs. Furthermore, ChatGPT was seen as a useful tool for generating lesson plans and activity options, although concerns were expressed that overreliance on the tool might undermine teachers’ pedagogical skills. Additional limitations highlighted include dependence on technology, restricted access to digital tools, diminished interpersonal interactions, risks of misinformation, and ethical concerns. Overall, while educators acknowledged ChatGPT’s usefulness in supporting ECSE, they emphasized that its integration into teaching practice should be cautious and balanced, considering both its educational benefits and its limitations.

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  AtıfScopus7·WoS2·OpenAlex8

  İncele
• MakaleYalnız künye2024/r/bayburt/16464
  The Effect of STEM Education on the Pre-school Pre-service Teachers’ Lifelong Learning Tendencies

  Yalçın, Paşa; Çakır, Zehra; Yalçın, Sema Altun

  The research aims to explore the effect of STEM education on pre-service teachers' lifelong learning tendencies. 22 pre-service teachers studying in the 4th grade participated in the research. The research was carried out within the scope of the STEM education elective course given in the pre-school teaching department in the faculty of education. A methods approach was employed in the research. In the research, in which the explanatory mixed design was applied, the quantitative data were collected with the Lifelong Learning Tendency Scale. Qualitative data were obtained with a semi-structured interview form. At the end of the study, it was determined that STEM education had a positive effect on the pre-service teachers' lifelong learning tendencies and developed their lifelong learning skills. It was found, with STEM education, that producing machines, robots, and vehicles with simple materials contributed to their seeing the materials around them with different eyes and their desires to learn and produce new things. It was also stated that they contributed to self-directed learning, increased their willingness to explore and research, and activated their learning by doing and experiencing skills. It was concluded that they enjoyed doing the activities, which made the information permanent and created their desire to use these activities in their lessons in order to create fun and permanent learning environments in the future.

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• MakaleAçık Erişim2024/r/bayburt/16394
  The Effect of STEM-Based Robotic Coding Education on Primary School Students’ Decision-Making Skills

  Çakır, Zehra; Yalçın, Sema Altun; Meral, Meryem; Samur, Esila

  This study aimed to determine the effectiveness of STEM-based robotic coding education for primary schoolers in terms of their decision-making skills. Mixed method was preferred in the research. Pretest-posttest control group designs were used in the quantitative phase, and the case study was used in the qualitative phase of the research. The study sample consisted of 65 third graders. Pre-testing of experimental and control group students was performed using the decision-making skill scale. STEM-based robotic coding training was given to the experimental group for 6 weeks. Afterwards, the decision-making skill scale was applied as a post-test to both the experimental and control group. Quantitative data were analyzed with the paired and independent samples t-test. A statistically significant increase was observed in the experimental group students’ decision-making skills in favor of the post-test. There was no significant difference between the pre-and post-test scores of the control group students. An interview with 15 experimental group students was conducted in order to collect qualitative data, and the interview results were analyzed using the content analysis technique. According to the qualitative findings, robotic coding education positively affected the students’ decision-making, problem-solving, and willingness to share ideas. Suggestions were made based on the results.

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  AtıfOpenAlex3·TR Dizin1

  İncele
• MakaleYalnız künye2021/r/bayburt/15775
  Okul Öncesi Dönem 5 Yaş Çocuklarının Sosyal Konumları ile Mizaç Özellikleri Arasındaki İlişkinin Belirlenmesi

  Beceren, Burcu Özdemir; Arat, Ceren Ari

  Bu çalışmadaki amaç okul öncesi dönem 5 yaşındaki çocukların sosyal konumları ile mizaç özellikleri\rarasındaki ilişkiyi ortaya koymaktır. Bu araştırmanın örneklemini 2017-2018 eğitim öğretim yılında İzmir\rilinin Buca ilçesinde okul öncesi eğitime devam eden 114 çocuk (70 kız, 44 erkek) ve anneleri ile babaları\rmeydana getirmektedir. Çalışma tarama modelli bir araştırma çalışmasıdır. Okul Öncesi Dönem 5 yaş\rçocuklarının sosyal konumları ile mizaç özellikleri arasındaki ilişkiyi tespit etmek için korelasyon analizi\rgerçekleştirilmiştir. Okul Öncesi Dönem 5 yaş çocuklarının sosyal konumlarınının ve mizaçlarının\rcinsiyetlerine, anne ve babanın çalışma durumlarına, yaşadıkları eve ve aile tipine göre farklılaşmasının\rolup olmadığı Mann-Whitney U testiyle analiz edilmiştir. Okul öncesi dönem 5 yaş çocuklarının sosyal konumları ve mizaçlarının anne ve babalarının eğitim seviyesine, babaların mesleklerine ve kaç kardeş\rolduğuna ve doğum sırasına göre farklılaşıp farklılaşmadığı Kruskal-Wallis Testiyle analiz edilmiştir.\rYapılan bu analizler SPSS 20.0 paket programı ile gerçekleştirilmiştir. Analizlerin sonucunda okul öncesi\rdönem 5 yaş çocuklarının sosyal konum puanları ile sebatkârlık ve ritmiklik alt ölçek puanları arasında\rolumsuz ve anlamlı ilişkiler tespit edilmiştir. Erkeklerin sosyal konumları ve sebatkârlıkları kızlarınkinden\rdaha düşük olarak belirlenmiştir. Anne ve babanın eğitim seviyesine bağlı olarak sosyal konum ve\rsebatkârlık olumlu yönde tepkisellik olumsuz yönde anlamlı farklılaşma göstermiştir. Doğum sırasıyla\rtepkisellik arasında anlamlı farklılaşma olduğu görülmüştür. Geniş ailelerde yaşayan çocuklar çekirdek\railedeki çocuklardan daha sebatkâr bulunmuştur.

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