64 publications from this institution
This study aims to reveal the bibliometric characteristics of publications on educational research from diverse perspectives, including the level of national-international collaborations, the percentage change in open-access papers, and interactions with other disciplines. Through bibliometric analysis, the data were collected from Web of Science (WoS), “Education and Educational Research (E&ER),”“Psychology, Educational (PE),”“Education, Special (ES)” and “Education Scientific Disciplines (ESD)” categories, during 2011 to 2020. The findings suggest that the number of publications in each category and the percentage of open-access publications have increased regularly. However, it was observed that categories, especially the ES category, were partially falling behind, as compared to the growth in WoS; while the ES and the PE categories were the highest regarding national-international collaborations over time. Both collaboration levels were the highest in the E&ER category. It was concluded that the multi-authorship trend has rapidly increased, the number of references has regularly increased, and specifically, the PE category has been distinguished from others in terms of the references used. Meanwhile, the change over time in the aggregate impact factor, calculated for each category as a measure of the widespread impact of the studies, pointed to inflation. The results show that educational research is becoming more organized and international, while less fragmented. Moreover, the findings support that educational research is interdisciplinary in essence and diverse in content.
Participatory Educational Research journal is one of the journals that contributes to the field of education and indexed in major international databases such as ERIC and Scopus.This study provides the bibliometric characteristic of the total 347 articles published in PER during the period of 2014-2021 using bibliometric analysis. Publish or Perish software to collect citation data from Google Scholar was used as an analysis instrument for the impact of the articles.
The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country’s h-index. Through a bibliometric analysis, the data were collected in the Web of ScienceCore Collection category “Education, Special” in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers.This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.
Geometry has an important place in mathematics education because it forms the basis of mathematical thinking and allows us to see the emergence of logical theory. As in all fields, academic journals, which are among the official communication languages of science, play an important role in the construction, dissemination and use of scientific knowledge in the field of geometry teaching. With reference to this fact, the aim of the study was to examine articles published in the field of geometry teaching and indexed in SSCI (1975-2020) and ESCI (2015-2020) in the Web of Science Core Collection database by bibliometric analysis method. 109 articles related to geometry teaching (72 within the scope of SSCI and 37 within the scope of ESCI) were reached for the given periods. According to the findings of the research, while there has been a recent interest in geometry education within the scope of SSCI and ESCI, the number of articles still published is limited. Therefore, in mathematics teaching, geometry teaching lags behind areas such as arithmetic and algebra. Especially in recent years, it is noted that the keyword “Van Hiele Levels” and the keywords of innovations that technology brings to geometry education such as “Dynamic Geometry”, “Virtual Reality”, “Geogebra” and “Geometry Thinking” are frequently used in articles in the field of geometry teaching. It is observed that, while quantitative research methods are widely preferred in studies within the scope of SSCI in the field of geometry teaching, qualitative research methods are preferred within the scope of ESCI.
The comment of Guseinov is irrelevant and also unjust. In contrast to his comment, we show that the obtained electric multipole moment values for some first-row diatomic molecules are original and better than his values (I.I. Guseinov, E. Akin, and A.M. Rzaeva, J. Mol. Struct. (Theochem) 453 (1998) 163) with respect to Hartree–Fock values. Moreover, it must be noted that all the formulas are cited in our paper (M. Orbay and T. Özdoǧan, Commun. Theor. Phys. (Beijing, China) 35 (2001) 585) and corrigendum (M. Orbay and T. Özdoğan, Commun. Theor. Phys. (Beijing, China) 37 (2002) 768).
Using translation formulas for Slater-type orbitals the infinite series through the overlap integrals are derived for the electric multipole moment integrals. By the use of the derived expressions the electric multipole moment integrals, and therefore, the electric properties of molecules can be evaluated most efficiently and accurately. The convergence of the series is tested by calculating concrete cases. An accuracy of for the computer results is obtained for , and for the arbitrary values of internuclear distances and screening constants of atomic orbitals.
The comment of Guseinov is irrelevant and also unjust. In contrast to his comment, we show that the obtained electric multipole moment values for some first-row diatomic molecules are original and better than his values (I.I. Guseinov, E. Akin, and A.M. Rzaeva, J. Mol. Struct. (Theochem) 453 (1998) 163) with respect to Hartree-Fock values. Moreover, it must be noted that all the formulas are cited in our paper (M. Orbay and T. Ozdogan, Commun. Theor. Phys. (Beijing, China) 35 (2001) 585) and corrigendum (M. Orbay and T. Ozdogan, Commun. Theor. Phys. (Beijing, China) 37 (2002) 768).
This study analyzes the journal impact factor and related bibliometric indicators in Education and Educational Research (E&ER) category, highlighting the main differences among journal quartiles, using Web of Science (Social Sciences Citation Index, SSCI) as the data source. High impact journals (Q1) publish only slightly more papers than expected, which is different to other areas. The papers published in Q1 journal have greater average citations and lower uncitedness rates compared to other quartiles, although the differences among quartiles are lower than in other areas. The impact factor is only weakly negative correlated (r=-0.184) with the journal self-citation but strongly correlated with the citedness of the median journal paper (r= 0.864). Although this strong correlation exists, the impact factor is still far to be the perfect indicator for expected citations of a paper due to the high skewness of the citations distribution. This skewness was moderately correlated with the citations received by the most cited paper of the journal (r= 0.649) and the number of papers published by the journal (r= 0.484), but no important differences by journal quartiles were observed. In the period 2013–2018, the average journal impact factor in the E&ER has increased largely from 0.908 to 1.638, which is justified by the field growth but also by the increase in international collaboration and the share of papers published in open access. Despite their inherent limitations, the use of impact factors and related indicators is a starting point for introducing the use of bibliometric tools for objective and consistent assessment of researcher.
ABSTRACT The product operator technique is used for analytical description of multipulse NMR experiments. DEPTQ NMR spectroscopy is the combination of basic DEPT and SEMUT-90 NMR spectroscopy. This study presents the analytical description of DEPTQ NMR spectroscopy for a weakly coupled spin system I n S (I=1/2, S=1/2, n=1,2,3). The obtained analytical results were found to be in good agreement with the experimental and theoretical ones.
Egitim politikalari; toplumlarin siyasal, kulturel, sosyal ve ekonomik kalkinmalarinda onemli bir etkiye sahiptir. Osmanli Devletinin jeopolitik ve jeostratejik onemini iyi bilen misyonerler Osmanli cografyasina ilk girdikleri gunden itibaren kurduklari egitim kurumlarini amaclarina goturen bir arac olarak kullanmislardir. Osmanli cografyasinda kurulan misyoner egitim kurumlari Turkiye Cumhuriyeti’nin Osmanli’dan devraldigi onemli meselelerden biridir. Cumhuriyetin ilk yillarinda misyoner egitim kurumlarina yonelik onemli yasal duzenlemeler yapilmis ve denetim mekanizmalari artirilmistir. Bu calismada, 1928-1929 egitim-ogretim doneminde Amasya ili Merzifon ve Gumushacikoy Milli Egitim bolgesinde ilkogretim mufettisi olarak gorev yapan Remzi Bey’in hazirlamis oldugu teftis raporunda onemli bir yer tutan “Merzifon Amerikan Okulu” uzerine yaptigi tespitlere yer verilmistir. Remzi Bey soz konusu donemde ilkogretim mufettisinin gorev, yetki ve sorumluluklarina bagli kalarak, mevcut yasa ve yonetmeliklerden hareketle teftis islemini gerceklestirmistir. Raporlama islemini; teftis, sorusturma ve yol gosterme esaslarina bagli kalarak hazirlamistir. Raporunda bazi kotu uygulamalara son verdirdigi, yapilan bazi yanlis uygulamalar icin ise yol gosterici olarak gerekli duzeltmeleri ve bilgilendirmeleri yaptigi gorulmustur. Diger taraftan okulun misyoner okulu olmasindan duydugu endiseyi acikca dile getirerek merkez teskilatina bu konuda bazi kritik onerilerde bulunmustur.
