Concept mapping is a technique that paves the way to represent knowledge schematically. In this research, concept mapping was used as an assessment method on the impulse-momentum topic. The purpose of this study was to determine teacher candidates' knowledge about understanding of the concepts of impulse and momentum by comparing and contrasting two different methods; namely, students' concept maps and an achievement test. The mean of teacher candidates' concept map scores are extremely low when compared with the scores of the achievement test. In addition, it was seen that although a great number of concepts were written down, not many relationships were established between these concepts. There is a weak correlation between the achievement test and the concept map scores since concept maps assess the students' knowledge from a conceptual perspective while the achievement tests measure the level of students' knowledge on the topic and his/her ability to apply this knowledge on different occasions.

ÖZ:Bu araştırmanın amacı çizgi-roman tekniği ile geliştirilen bilim-kurgu hikâyelerinin 11. sınıf öğrencilerinin yaratıcı düşünme becerilerinin gelişimine etkisini incelemektir. Çalışmada "tek gruplu ön test-son test deseni" kullanılmıştır. Çizgi-roman tekniği ile geliştirilen bilim-kurgu hikâyeleri eğitim materyali olarak kullanılmıştır. Çalışma kapsamında Fizik müfredatı modern fizik ünitesinde yer alan konularla paralellik gösteren, Jean-Pierre Petit ve Gilles d'Agostini (Petit, 1983) tarafından hazırlanan siyah beyaz çizgi-roman serisinin bir bölümü seçilmiştir. Araştırma, 2012/2013 eğitim-öğretim yılının birinci yarıyılında, Anadolu Lisesi'nde 30 öğrenci ile 5 hafta süreyle ders saatinde gerçekleştirilmiştir. Öğrencilerin yaratıcı düşünme becerilerini ölçmek için Williams (1980) tarafından geliştirilen Farklı Düşünme Testi (FDT) kullanılmıştır. Verilerin çözümlenmesinde ilişkili örneklemler t-testi, Wilcoxon işaretli sıralar testi gibi istatistiksel yöntemler kullanılmıştır. Araştırmanın sonuçlarına göre uygulamaya katılan öğrencilerin Farklı Düşünme Testi (FDT) son test ve ön test puanlarında ve yaratıcı düşünme becerileri alt boyutları olan esneklik ve orijinallik boyutları ön test puanları anlamlı bir fark bulunmuştur. Çizgi-roman tekniği ile geliştirilen bilim-kurgu hikâyelerinin öğrencilerin yaratıcı düşünme becerilerinin geliştirilmesinde kullanılabilecek bir materyal olduğu sonucuna ulaşılmıştır. Anahtar sözcükler: Çizgi-roman, bilim-kurgu, fizik eğitimi, yaratıcı düşünme ABSTRACT: The purpose of this study is to examine the effects of science fiction stories developed by comic technique on creative thinking skills of 11 th grade students. The one-group pretest-posttest design is used in the study. Science-fiction stories developed by comics technique was used as training materials. A black and white comic book series created by Jean-Pierre Petit and Gilles d'Agostini, which has parallels with modern physics unit of physics curriculum, was selected. The research was conducted in the first semester of the school year of 2012/2013 and carried out with 30 students who studied in Anatolian High School for 5 weeks during class hours. The Divergent Thinking Scale (DTS) developed by Williams (1980) was used to measure the students' creative thinking skills. Wilcoxon Signed Ranks Tests, the associated samples t-test, and descriptive analysis techniques were used to analyze the data. The results of the study revealed that there was a significant difference between Creativity Assessment Packet pre-test and post-test scores. Also, there was a significant difference between flexibility and originality pre-test and post-test scores, which are creative thinking sub-dimensions, of students who participated in the research. It was concluded from the study that science fiction studies developed using comic technique could be as a material to improve students' creative thinking abilities.

This study aims at determining the attitudes towards e-learning among the students of technical and vocational high school for girls and examining them in terms of certain variables. Singular and relational survey methods were used. The sample consisted of 119 students of technical and vocational high school for girls. Data were collected through a paper based survey consisting of two parts. In the first part of the survey, there are fifteen items about personal and demographic information of the students. In the second part, there is a scale examining the attitudes towards e-learning. Data were analyzed in SPSS-21 by means of percent, frequency, mean, mode, median, t-test and One Way ANOVA analysis. The results showed that there were not significant differences between the attitudes of students of technical and vocational high school for girls towards e-learning with respect to gender, experience in the use of computers, frequency of using internet and motivation style. One Way ANOVA Analysis indicated that way of learning, way of the studying and learning methods had significant impacts on the students' attitudes towards e-learning.

Electron-rich olefins, especially tetraaminoethylenes, are strong reducing agents and react with sulfur to give cyclic thiourea derivatives in high yield. Cyclic thioureas (e.g., imidazolidine-2-thione) are of considerable importance as ligands in transition metal chemistry. There are extensive studies about cyclic thiourea, particularly those having imidazole moiety, and X-ray crystal structures of this type of cyclic ureas had been published. However, there is no example of an X-ray crystal structure study for the cyclic thiourea having benzimidazole moiety. To a solution of bis(1-ethyl-3-methylbenzimidazolidine-2-ylidine) (1 g; 3.12 mmol) in toluene (30 cm 3 ) is sulfur (0.2 g; 6.25 mmol) was added and the mixture was refluxed for 3 h. Then all

The purpose of this study is to identify pre-service primary mathematics teachers' views regarding on Web-based Intelligent Tutoring Systems (WBITS) in relation to its usability and influence on teaching. A survey method was used. The study was conducted with 43 students attending the mathematics teaching program under the department of elementary education. The data were collected through a paper-based survey composed of three parts. In the first part of the survey, there are 9 items about demographic information demographic profile of the respondents such as name, gender, age, study styles, learning styles, and motivation styles. In the second part, there is a scale about "Innovation Awareness Scale" and in the third part there is a scale about views concerning the usability and the influence of WBITS on learning. The data obtained from the study were analyzed using SPSS-21 based on descriptive statistics such as frequency, percentage distribution, and arithmetic mean in addition to MANOVA, which is a parametric test, and "Pearson product-moment correlation coefficient". Analysis indicated that the participants were "neither negative or positive" regarding both WBITS and innovation. It was seen that there was no significant relationship between participant awareness regarding innovation and their views regarding WBITS. Another important finding is that study styles, learning styles, and motivation styles are not influential variables over their views about WBITS' usability and its effect on learning attitudes towards WBITS.