https://hdl.handle.net/20.500.12809/71 2026-07-03T19:27:41Z 2026-07-03T19:27:41Z Doğan, uğur Türkçapar, Ayşe Figen Örnek Büken, Nüket https://hdl.handle.net/20.500.12809/11229 2026-06-25T12:17:43Z 2026-01-01T00:00:00Z

Validity and reliability of the Oxford Utilitarianism Scale among obstetricians and gynecologists Doğan, uğur; Türkçapar, Ayşe Figen; Örnek Büken, Nüket Background Utilitarianism is a normative ethical theory that evaluates moral decisions based on their consequences, emphasizing the maximisation of overall well-being/outcomes for the greatest number. It serves as an important framework in clinical settings, where ethical dilemmas frequently arise. This study aimed to assess the validity and reliability of the Turkish version of the Oxford Utilitarianism Scale (OUS) among obstetricians and gynecologists (OB/GYNs). Methods A total of 194 obstetricians and gynecologists participated in this online study and completed the OUS alongside a brief sociodemographic questionnaire. Construct validity was assessed using confirmatory factor analysis (CFA). Reliability was evaluated via internal consistency coefficients (Cronbach's alpha) and corrected item-total correlations. Additionally, measurement invariance analyses by sex were performed. Results CFA confirmed a two-dimensional structure- impartial beneficence and instrumental harm-with good fit indices. High reliability was indicated by both internal consistency coefficients and corrected item-total correlations. The results of the measurement invariance analyses showed similar measurement properties across genders. Conclusions The Turkish OUS demonstrated adequate construct validity and acceptable internal consistency in this OB/GYN sample. It can be used as a reliable and valid tool to support research, ethics education, and structured ethical reflection in obstetric practice.

2026-01-01T00:00:00Z Ata, Rıdvan Alpaslan, Muhammet Mustafa https://hdl.handle.net/20.500.12809/11210 2026-06-23T07:53:02Z 2025-01-01T00:00:00Z

Examining Attitudes of Turkish Pre-Service Teachers Towards Artificial Intelligence Ata, Rıdvan; Alpaslan, Muhammet Mustafa The aim of this study was to examine attitudes of pre-service teachers toward Artificial Intelligence considering various demographic variables such as gender, internet use, and internet access location. The study was based on a cross-sectional survey. The Demographic Information Sheet and General Attitudes towards Artificial Intelligence Scale were used as data collection instruments. A total of 321 pre-service teachers (female:199, male:122) voluntarily participated in the study. Data were analysed by various statistical tests such as descriptive statistics, t-test and ANOVA. The findings indicate that pre-service teachers have moderate positive and negative attitude levels. Furthermore, as official use such as governmental services increases, positive attitudes towards AI develop. In addition, as the time spent on the internet increases, negative attitudes towards AI develop. Finally, male pre-service teachers had a higher positive attitude towards AI than females did. Some recommendations were given in light of findings considering relevant literature.

2025-01-01T00:00:00Z Acar, Sinem Doğan, Uğur Sarıcaoğlu, Halim Üzmez, Halil Dağılgan, Elif Betül https://hdl.handle.net/20.500.12809/11209 2026-06-23T07:40:46Z 2026-01-01T00:00:00Z

Simulating Test Anxiety with 360° VR: A Phenomenological Investigation of Presence and Emotional Intensity in High School Students Acar, Sinem; Doğan, Uğur; Sarıcaoğlu, Halim; Üzmez, Halil; Dağılgan, Elif Betül This study investigates students’ lived experiences of 360° exam videos designed to simulate test anxiety in high school students preparing for university entrance exams. Adopting a phenomenological design, individual interviews were conducted with nine students to explore their subjective experiences of immersion, realism, and emotional intensity. Data were analyzed through content analysis. The findings indicate that exposure to 360° videos was associated with students’ reports of a strong sense of realism and “being in an exam” in the mediated environment. Participants reported that the videos triggered anxiety symptoms similar to real exams and increased emotional engagement, particularly in students with higher baseline anxiety. Key limitations include the small sample size and the lack of interactivity in the video format. Reproducing high-stakes exam conditions for in vivo exposure is challenging. Our findings highlight 360° exam videos as an accessible alternative to elicit exam-related experiential responses under controlled conditions. Importantly, this qualitative phenomenological study does not test clinical efficacy or anxiety reduction; rather, it informs design considerations and motivates future quantitative efficacy research.

2026-01-01T00:00:00Z Özdem Yılmaz, Yasemin Şahin Kalyon, Demet https://hdl.handle.net/20.500.12809/11069 2023-10-31T13:09:22Z 2023-01-01T00:00:00Z

The Development of Pre-service Primary Teachers’ Understanding and Skills of Argumentation through Argument Driven Inquiry Özdem Yılmaz, Yasemin; Şahin Kalyon, Demet Argumentation is an indispensable part of scientific knowledge construction, and the inquiry laboratory is full of opportunities for argumentation. Yet, at primary schools, students learn science without any inducement to argumentation or inquiry. To fill this need, this study was aimed to develop pre-service primary teachers’ understanding of and skills in relation to scientific argumentation. In the study, we applied the principles of argument-driven inquiry (ADI) laboratory in the Science and Technology Laboratory Applications course. The participants were 57 pre-service primary teachers (PPTs). The research design was an embedded mixed method design, in which qualitative data was embedded in the quantitative design. The quantitative design was pre-test, post-test one group experimental design. The main sources of data were the Argumentation Test (AT) and PPTs’ written arguments. The PPTs actively participated in 5 ADI laboratory works after they were introduced to inquiry and argumentation in 4 preparatory laboratory sessions. The results showed statistically significant development of PPTs’ understanding of argumentation based on the analysis of AT responses. The analysis of written arguments supported these results by indicating improvement in PPTs’ arguments from weak to strong arguments. Implications of these findings highlight first, the efficacy of ADI laboratory work in engaging pre-service primary teachers in argument and inquiry-based instructional practices, and second, in supporting understanding of and skills regarding argumentation given the significance of their role in promoting scientific literacy.

2023-01-01T00:00:00Z