As a typical cellular lightweight material, foam concrete is produced by mixing cement, water, aggregate and a suitable foaming agent and has a density usually below 1600 kg/m3. The large number of air spaces present in foam concrete ensures that the concrete has advantages such as lightweight, high fluidity during pouring, excellent thermal and sound insulation, superior fire resistance, and outstanding energy absorption capacity. Its high porosity and the connectivity of the pores, which can allow the entry of negative substances into the concrete environment, cause foam concrete to have a very low physico‐mechanical and durability performance. To eliminate or reduce these disadvantages, this study adopted the use of basalt fibers (BF) as eco‐friendly fiber type and calcium aluminate cement (CAC) as aluminous cement with waste marble powder (WMP) as aggregates in foam concrete. In that respect, 9 mixes with varying content of foaming agent (FC) and basalt fiber have been prepared. Assessment of mechanical performance was based on compressive and flexural strength after 6 h, 1, 7, and 28 days. Dry bulk density, thermal conductivity, porosity, water absorption, and sorptivity of the concretes were determined. Durability characteristics of the concretes were examined by dry shrinkage, high temperature, magnesium sulfate, sulfuric, and hydrochloric acids. The obtained results showed that the content of BF affected the compressive strength of the mixtures slightly negatively or positively depending on the FC. The lowest value in thermal conductivity was gained as 0.645 (W/m K) for the mixture incorporating 1% BF and 50 kg/m3 foam quantity. In addition, the foam concrete incorporating foam of 30 kg/m3 and 1% BF showed the best resistance against MgSO4. The mixture with 2% BF and 30 kg/m3 FC exhibited the lowest mass loss after HCI exposure.
The idea that gender factor creates a difference on computer usage and computer-assisted instruction is based upon previous years. At that time, it was thought that some areas like engineering, science and mathematics were for males so it created a difference on the computer usage. Nevertheless, developing technology and females becoming more active in information era alter this imbalance. About analyzing this kind of studies, significant differences exist on behalf of males in some studies, while significant differences exist on behalf of females in some studies, and there is no significant difference in terms of genders in other studies. While gender variable has been dealt as sub-variable in studies conducted with teachers in terms of learning/teaching activities, the number of meta-analyses investigating related teaching method according to gender is limited. In this study, meta-analysis method which gathers the results of different studies on the same specific topic and analyzing these findings statistically, is used. Comprehensive Meta Analysis (CMA) Statistic Program was used for statistical analysis. The data was analyzed by using the method of study effect meta-analysis. Gender factor is a crucial variable for learning and teaching activities. However, with this research, it becomes obvious that it is not such an important factor that can create a huge difference. Publication type, sample type and geographical region are determined as moderator variables with the thought that they can create a difference. Any difference cannot be identified according to publication and sample type at the end of the research.
Öz Araştırmanın amacı, İngilizce öğretim elemanlarının Teknolojik Pedagojik Alan Bilgileri(TPAB)'nin mezun oldukları fakülte, cinsiyet, unvan, eğitim düzeyi, yaş ve mesleki kıdem değişkenlerine göre ilişkisini ortaya koymaktır. Bu amaç doğrultusunda Ankara ilindeki altı devlet üniversitesinde görev yapmakta olan 268 İngilizce öğretim elemanından demografik bilgileri ve Bostancıoğlu (2014), tarafından özgün dili İngilizce olarak ve sadece İngilizce öğretimi alanına yönelik olarak geliştirilen toplam altı boyuttan oluşan "Teknolojik Pedagojik Alan Bilgisi Ölçeği" aracılığı ile TPAB toplanmıştır. Verilerin analizinde t-testi ve ANOVA yöntemleri kullanılmıştır. Araştırma sonuçlarına göre, cinsiyete göre Teknoloji Bilgisi (TB), Teknolojik Pedagojik Alan Bilgisi (TPAB) ve TPAB ölçeği toplam puanlarında erkek öğretim elemanları lehine anlamlı bir farkın olduğu bulunmuştur. İngilizce öğretim elemanlarının mezun oldukları fakültelere göre TPAB açısından anlamlı bir farklılık bulunmamıştır. Unvanlarına göre, TB puanlarında öğretim görevlisi ve okutmanlar arasında anlamlı farklılık bulunurken, Pedagojik Alan Bilgisi (PAB) puanları arasında öğretim üyesi ve okutmanlar arasında anlamlı farklılık bulunmuştur. Ölçek toplam puanında ise öğretim görevlisi ile okutmanlar arasında anlamlı farklılık bulunmuştur. Okutmanlar ile öğretim görevlileri arasında, okutmanlar lehine anlamlı farklılıklar olduğu bulunmuştur. Akademik eğitim düzeyleri açısından ise, TB ile Alan Bilgisi (AB) puanları arasında lisans ile yüksek lisans mezunları arasında anlamlı bir farklılık olduğu belirlenmiştir. Yaş grupları dikkate alındığında ise TB, TAB., TPB, TPAB ile TPAB toplam puanları arasında anlamlı farklılık bulunmuştur. Ayrıca mesleki kıdeme göre de TB, TAB, TPB, TAB ile TPAB ölçek toplam puanı arasında anlamlı farklılık bulunmuştur.
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