Kırşehir Ahi Evran Üniversitesi Kurumsal Akademik Arşivi
DSpace@Kırşehir, Kırşehir Ahi Evran Üniversitesi tarafından doğrudan ve dolaylı olarak yayınlanan; kitap, makale, tez, bildiri, rapor, araştırma verisi gibi tüm akademik kaynakları uluslararası standartlarda dijital ortamda depolar, Üniversitenin akademik performansını izlemeye aracılık eder, kaynakları uzun süreli saklar ve yayınların etkisimi artırmak için telif haklarına uygun olarak Açık Erişime sunar.
Güncel Gönderiler
Electrocardiographic P-Wave Peak Time Predicts Significant İschemia in INOCA Patients: A Pilot Study
(Elsevier B.V., 2025) Ateş, Muhammet Salih; Sökmen, Erdoğan
[Not Abstract Available]
News İntensity and Volatility Dynamics in Large- and Small-Cap Stocks: A Non-Gaussian SVAR Approach
(Elsevier Ltd, 2025) Mugaloglu, Erhan; Kocak, Emrah; Bulut, Ümit
This study examines the impact of news intensity on stock market volatility in the US, focusing on large-cap, mid-cap and small-cap firms. A structural vector autoregression model (SVAR) with non-Gaussian disturbances is employed to capture extreme events and sudden jumps. Results indicate a significant negative relationship between news intensity and volatility, which strengthens over longer horizons. The implied volatility index (VIX), as well as mid-cap and small-cap stock volatilities, exhibit stronger and more persistent responses to news shocks compared to large-cap stock volatility. These findings suggest that greater news flow can reduce uncertainty and speculative behavior, especially among smaller firms more sensitive to information shocks.
Real-Time Turkish Video Text Detection and Recognition
(Institute of Electrical and Electronics Engineers Inc., 2025) Uykun, Doğukan; Ilgın, Hakkı Alparslan; Köse, Memduh
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Gamifying Mobile-Based Science Education: Enhancing Self-Regulated Learning Skills in Middle School Students
(Springer, 2025) Ateş, Hüseyin; Kölemen, Cansu Şahin
Gamification has emerged as a promising educational strategy, offering dynamic solutions to address challenges in fostering self-regulated learning (SRL) skills in middle school students, particularly within the context of science education. These skills, including goal-setting, progress monitoring, and reflective practices, are critical for navigating complex scientific concepts. Despite its potential, gaps remain in understanding how gamified mobile learning impacts key educational outcomes. This study investigates the effects of a gamified mobile-based SRL approach on middle school students’ academic achievement, motivation, enjoyment, and engagement in science education. Using an experimental design, 64 students were divided into a gamified mobile-based SRL group and a non-gamified control group. The results demonstrated significantly higher outcomes for the gamified group across all measures, highlighting the approach’s effectiveness in enhancing interactive, student-centered learning. This study contributes valuable insights into integrating gamification with mobile technologies to support SRL and improve science education outcomes.
Metaphorical Perceptions of Pre-Service Teachers About İnclusive Education and The Effects of an İnclusive Education Course on Perspectives About the Teaching Profession in Türkiye
(Routledge, 2025) Kula, Sultan Selen
This study aims to determine teacher candidates’ perceptions of inclusive education (IE) and to investigate the reflections of IE courses on their perspectives on the teaching profession. The research was designed using a phenomenological approach. The study group for the research consisted of 130 pre-service teachers studying at a state university in the Central Anatolian region of Türkiye. Results of the research show that pre-service teachers had positive perceptions about IE. Pre-service teachers stated that they learned the meaning and scope of the concept of IE better due to the IE course, and their awareness of the importance of inclusive schools increased after taking this course. They stated that the IE course improved their teaching skills suitable for individual differences, and increased their positive attitudes towards teaching; they realized the importance of teachers in accepting the differences between individuals, developed their classroom management skills suitable for individual differences, increased their awareness of the characteristics of inclusive schools, and increased their level of knowledge about contemporary teaching practices. In line with the results, it is deemed necessary and beneficial to update teacher training programs to develop an inclusive perspective among pre-service teachers with both theoretical and applied courses.
