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    Biology teacher candidates' alternative conceptions about the human respiration and source of metabolic energy
    (SILA SCIENCE, 2012) Oztas, Fulya; Oztas, Haydar
    The researches have been shown that students acquire a large majority of misconceptions before and during school years. It has been claimed that these are usually developed by students to explain their physiological and biological surroundings. Moreover the development of misconceptions usually involves logical thinking in alternative beliefs system and can interfere with learning. For this, purpose of this study was identifying students' misconceptions about respiration and source of metabolic energy. If any misconception detected how a learning method could be applied in order to improve their learning skills. In order to detect the students' misconception about breath in this study a questionnaire was constructed based on literature. Totally six open-ended questions have been designated to test students' conceptions about respiration and source of alive metabolic energy. This questionnaire has been applied to 3rd class biology teacher candidates. The results are shown that students have conflicting, and often incorrect ideas about respiration and the source of energy usage in metabolism. It has been shown that students' initial ideas about respiration and the source of energy used in metabolism are deep-rooted and difficult to change.
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    Differences between Students in STS and Non-STS Classrooms Regarding Creativity
    (EDITURA LUMEN, IASI, 2015) Hacieminoglu, Esme; Ali, Mohamed Moustafa; Yager, Robert E.; Oztas, Fulya; Oztas, Haydar
    The purpose of this study is to determine the features of creativity which K-12 students display in STS (Science-Technology-Society) classrooms vs. those found in non-STS classrooms of interest, too, is how students in STS and Control classrooms differ in terms of questions posed and collected from interviews with students concerning creativity. A pre-test post-test experimental design was used in this study. The sample consisted of 463 K-12 students enrolled in STS classes and 386 K-12 students in non-STS classes. Videotapes and notes from direct observations were reviewed in terms of eight features of creativity. Interviews of a random sample of students revealed major differences of student views concerning creativity in STS and Non-STS classrooms. Interviews with a sample of students regarding creativity features were more highly developed in students who experienced science in STS classrooms.
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    Potential neoplastic effects of parathion-methyl on rat liver
    (SCIENCE PRESS, 2009) Coral, M. Nisa Unaldi; Ucman, Sonay; Yildiz, Hasan; Oztas, Haydar; Dalkilic, Semih
    The mutagenic and carcinogenic effects of parathion-methyl were examined by bacterial reverse mutation assay and a long-term experiment with wistar rats. The potential mutagenic effect of parathion-methyl in Salmonella typhimurium TA100 bacterial cells was observed without rat liver S9 metabolic activation. Parathion-methyl was further investigated for pathological changes in rat pancreas and liver. The long-term rat experiments showed that parathion-methyl exposure for 3 months can cause pathological changes in rat pancreases acinar cells and pancreatic hepatocytes. Atypical acinar cell focuses (AACF) were determined in the liver and pancreas of the rats. The results from short-term Ames test and long-term rat experiments suggested that parathion-methyl would be potential carcinogenic.