Yazar "Kol, Özge" seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • Küçük Resim Yok
    Öğe
    Distribution Analysis of Refraction Defects in Prescriptions in Terms of Opticians: the Case of Karaman Province
    (Van Yüzüncü Yıl Üniversitesi, 2022) Kol, Özge
    The aim of this study is to analyze and evaluate refraction errors in prescriptions written in foundation and state hospitals in Karaman province. 213 people who applied to an ophthalmologist in the province of Karaman and were given prescriptions were included in the study. Of the 213 people included in the study; 126 (59.15%) are women, 87 (40.85%) are men. Near and far eyeglasses data on prescriptions were divided into 7 groups as simple myopia, simple hyperopia, simple myopic astigmatism, simple hyperopia astigmatism, composite myopic astigmatism, compound hyperopia astigmatism, and mixed astigmatism. In the near-eyeglass right glass refraction defects analysis in the research; simple hypermetropia was the most common with 22.06%, while the least common simple myopic astigmatism was detected with 0.94%. In the near eyeglass left eyeglass refraction defects analysis; while mixed astigmatism was the most common with 22.53%, it was determined that it was the least seen simple myopic astigmatism with 0.47%. In the far eyeglass right glass refraction defects analysis; compound myopic astigmatism was the most common with 30.98%, and the least common was simple hypermetropic astigmatism with 2.35%. In the far eyeglass left eyeglass refraction defects analysis; compound myopic astigmatism was the most common with 29.11%, while the least common was simple hypermetropic astigmatism with 2.35%. The research is important due to it is the first study to examine the refractive error distribution in Karaman.
  • Küçük Resim
    Öğe
    The Effects of Studies in the Field of Science on Scientific Process Skills: A Meta-Analysis Study
    (Ozgen Korkmaz, 2022) Kol, Özge; Yaman, Süleyman
    In this research, a meta-analysis study was conducted to determine the effect of student and teacher-centered practices in science lessons on students' scientific process skills. To this end, the literature related to the studies conducted in Turkey and abroad was searched. For this purpose, articles, master's, and doctoral theses published between 1999-2020 in national and international databases were scanned. As a result of the literature review, it was deemed appropriate to include a total of 100 studies in the meta-analysis. In the meta-analysis study, subgroup analysis was performed in the fields of science, publication year, education levels, sample size, application period and publication types. As a result of the meta-analysis, it was determined that student-centered practices had a positive effect on students' SPS in science lessons compared to teacher-centered ones. It was also found out that 93 of the 100 studies included in the study had a positive effect size and 7 had a negative effect size value. Of the positive studies, 6 were at the level of weak effect, 23 at the level of small effect, 21 at the level of medium effect, and 43 at the level of large effect. In light of the findings obtained, student-centered practices in science education appear to have a stronger effect on developing students' scientific process skills than teacher centered practices.