İlgi alanları

Sürdürülebilir Kalkınma Amaçları

• 3

• 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.

  • 
  İncele
• 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.

  • 
  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.

  İncele
• 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.

  • 
  AtıfOpenAlex3·TR Dizin1

  İncele