The antinociceptive effects of ethanolic extracts of Pancratium maritimum L., Narcissus tazetta subspecies tazetta and Leucojum aestivum L. bulbs have been investigated in mice using the p-benzoquinone-induced abdominal constriction and hot-plate tests. In the p-benzoquinone-induced abdominal constriction test the ethanolic extracts of P. maritimum (300, 600 or 1200 mg kg-1, s.c.) and N. tazetta subsp. tazetta (5, 50, 100 or 200 mg kg-1, s.c.) caused dose-dependent inhibition of abdominal constrictions whereas a fluctuating response was obtained from ethanolic extracts of L aestivum (2.5-500 mg kg-1, s.c.). In the hot-plate test P. maritimum and L. aestivum caused a significant increase of latency only at the highest concentrations used (1200 mg kg-1 and 500 mg kg-1, i.p., respectively). However, at these concentrations they also caused significant toxic effects. In contrast with P. maritimum and L. aestivum, N. tazetta subsp. tazetta (5-500 mg kg-1, i.p.) extracts had no antinociceptive effect in this test. These findings indicate that the antinociceptive effect of Amaryllidaceae plants differs depending on the model of nociception investigated.

Teacher qualities play a key role in students’ achievement. In general, however, disadvantaged students may not have as much opportunity to benefit from teacher support as advantaged students. Therefore, this study aims to find out the relationship between the teacher qualities and the achievements of high and low socioeconomic level students in math and science literacy, and reading. Data were obtained from the Program for International Student Assessment (PISA) 2018 results. The study is a quantitative analysis using a relational model, with a sample consisting of 25% low socioeconomic level students and 25% high socioeconomic level students. The findings of this study indicate a more positive impact of adaptive instruction, teacher-directed instruction, and disciplinary climate on high socioeconomic students than on low socioeconomic students. However, the impact of teacher cognitive feedback on both student groups' achievement in all domains is negative.

Dünyanın yaşadığı son salgın ile birlikte tüm ülkelerin ve ekonomi, siyaset, sağlık ve eğitim gibi tüm sistemlerin birbiri ile ne kadar iç içe olduğunun tam manasıyla anlaşılmasıyla bütüncül yaklaşımı doğru anlamak daha da önem kazanmıştır. Eğitim programlarında her bir disiplinin ayrı ayrı ele alınması güncel problemlere çözüm üretmenin önünde bir engel oluşturmakta ve gereken zihin yapısı bir türlü sağlanamamaktadır. Gerçek yaşamda sorunlara çözümler üretebilmek için farklı disiplinlerin birbiri ile işbirliği yapması gerektiği görülmüştür. Bu nedenle, gerçek hayata hazırlık olan okullardaki programların yeniden düşünülmesi ve daha bütüncül anlayışın benimsenmesi gerektiği anlaşılmaktadır. Ancak disiplinlerin entegrasyonunun ne olduğuna dair kavram karmaşaları söz konusudur. Bu çalışmanın amacı da eğitimde entegrasyon örnekleri olan multidisipliner, disiplinlerarası ve transdisipliner kavramlarını açıklamak ve eğitime dair bazı uygulama örneklerine yer vermektir.

This study aims to evaluate the science achievements of Turkish students based on 2018 PISA data both according to Information and Communications Technology (ICT) variables of student and school levels. With a relational research model, regression analysis was used to measure the variance factors affecting science achievement. Also, two-level Hierarchical Linear Modelling (HLM) analysis was used to add school-level analysis. According to the results, it can be said that student-level ICT variables explain approximately 20% of the total variance in science success of students. The positive determinants are ICT resources, subjectrelated ICT use during lessons, and perceived ICT competence. The negative determinants are the use of ICT at school in general, ICT use as social interaction, and ICT use outside of school.

We can assert that teachers have a key role for the success of program implementations. Also, the compatibility of beliefs and pedagogical practices of the teachers is significant. Analyzing the perceptions of teachers on programs in different countries may provide us with comparative lenses to comprehend how primary English programs are applied in each country and teachers' beliefs about English teaching. Therefore, the aim of this study is to compare the perceptions of English teachers on primary school English programs in Turkey and the states of Germany (North Rhine-Westphalia, Baden Württemberg and Berlin). This is a qualitative case study based on data from the perspectives of teachers. Semi-structured interview form was used with the study group including primary school English teachers in Turkey and Germany. On the basis of data, it can be concluded that teachers in Turkey are not trained to teach children and do not get sufficient support for professional development whereas the teachers in Germany are class teachers with English degrees, because the teacher trainings in these countries are different. In addition, while the teachers in Turkey experience difficulties with various reasons, English teachers in Germany have no difficulty in implementing the English programs overall.