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    Algorithmic thinking development through physical computing activities with Arduino in STEM education
    (Springer, 2022) Sari, Ugur; Pektas, Huseyin Mirac; Sen, Omer Faruk; Celik, Harun
    The need to benefit from information technologies in the twenty-first century digital age is increasing in all economies to overcome problems and difficulties and to have desired solutions. So, developing algorithmic thinking has been important as a skill that requires the application of knowledge from different disciplines, especially science, technology, engineering and mathematics, and improves solving real life problems. Therefore, there is a need for practical studies on how to develop algorithmic thinking and what kind of activities and learning content can be used in classrooms. The effect of STEM-focused physical computing activities with Arduino on algorithmic thinking skills and STEM awareness of teacher candidates was investigated by mixed-method research. In addition, student-teacher roles in the activities and the advantages-disadvantages of the activities were discussed by considering the views of the teacher candidates. The study group of the research consists of twenty-four volunteer students. They were selected by purposive sampling method, and they are studying in the last year of science teaching undergraduate program at twelve different universities in Turkey. The findings showed that STEM-focused physical computing activities developed teacher candidates' algorithmic thinking skills. Therefore, it can be said that the activities increased the awareness of teacher candidates about STEM. The effect size (Cohen d) of the STEM awareness scale was calculated as 0.98 according to the pre-test and post-test averages.
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    Effects of STEM-focused Arduino practical activities on problem-solving and entrepreneurship skills
    (Australasian Soc Computers Learning Tertiary Education-Ascilite, 2022) Sari, Ugur; Celik, Harun; Pektas, Huseyin Mirac; Yalcin, Selinay
    In this study, the effects of science, technology, engineering and mathematics (STEM) focused Arduino practical activities on problem-solving and entrepreneurship skills were analysed using qualitative and quantitative methods. Also, the contribution of these activities to teacher candidates and their effects on the learning-teaching process were discussed by evaluating their views. The study group consisted of 31 final-year teacher candidates studying in the science teaching department of a university in Turkey. The quantitative findings reveal that STEM-focused Arduino practical activities have a positive effect on improving the problem-solving and entrepreneurship skills of teacher candidates. Their opinions also support these results. The teacher candidates stated that the practical activities contribute to their professional development, support the development of 21st-century skills such as problem-solving and creativity and positively affect the learning-teaching process. As a result, STEM-focused Arduino practical activities are of significance in terms of adopting an interdisciplinary approach to education following the requirements of the century and developing problem-solving, entrepreneurial and productive individuals. Implications for practice or policy: STEM educators should integrate Arduino into STEM education to increase STEM learning outcomes. STEM educators should attach importance to STEM-focused Arduino activities to develop students' reflective thinking and entrepreneurial skills. Educators and researchers who want to use coding in STEM education may need to consider this article for example activities and implementation steps.
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    Effects of thermal and deformation on martensitic transformation and magnetic properties in Fe-17%Mn-4.5%X (X = Co and Mo) alloys
    (Pergamon-Elsevier Science Ltd, 2017) Armagan, Osman; Sari, Ugur; Yucel, Cagri; Kirindi, Talip
    In this study, the Co and Mo addition to Fe-Mn based alloys was investigated to observe its effect on martensitic phase transformation. Two types of martensite structure occurred from the surface observations made by SEM for Co-added and Mo-added alloys morphologically in austenite grain. With the help of TEM studies, it was understood that these martensite structures are epsilon (h.c.p.) and alpha' (b.c.c.). TEM investigations showed that the orientation relationship between gamma (f.c.c.) and epsilon phases corresponds to Shoji-Nishiyama type and between gamma and alpha' phases corresponds to Kurdjumov-Sachs (K-S) type. In the SEM observations, the amount of these two types of martensite structure has been varied depending on the amount of deformation and the heat treatment temperature. In addition, Co and Mo effects were revealed in microstructure analyzes. By comparing the values of the lattice parameters obtained from the TEM and X-Ray observations with the values of those in the literature, it is shown how Co and Mo affect the lattice parameters of structure. The lattice parameter in Co-added alloy is a(alpha') = 2.8695 A degrees while Mo-added alloy is calculated as a(alpha') = 2.8567 A degrees. The type of martensitic transformation and the change of magnetic properties of alloys related to transformation rate were demonstrated by the analysis of the Mossbauer Spectrometer data. In particular, the change in the amount of alpha' martensite changes the antiferromagnetism or ferromagnetism and the internal magnetic field values of the alloys.
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    Entrepreneurship, STEM attitude, and career interest development through 6E learning byDeSIGN™ model based STEM education
    (Springer, 2023) Yazici, Yasin Yasar; Hacioglu, Yasemin; Sari, Ugur
    It is important to raise enterprising individuals in STEM fields so that countries have individuals, who will play a role in global competition, and this is possible with effective STEM education. This research aims to reveal the impact of STEM activities, which were designed using the 6E learning byDeSIGN (TM) model, in terms of developing middle school students' entrepreneurial skills, STEM attitude, and career interests. The STEM activities were applied for seven weeks / twenty-eight hours with 50 (26 female, 24 male) students in the research which was carried out by the mixed-method methodology. Before and after the application, the quantitative data collection tools (STEM Attitude Scale, Interest towards STEM Professions Scale, and Entrepreneurship Scale) were applied and statistically analyzed. The qualitative data were collected by semi-structured interviews and evaluated with content analysis at the end of the application to interpret and support the findings obtained from these quantitative data. As a result of the research, it was concluded that the attitude and interests of the students towards STEM increased, their entrepreneurship skills improved and the effect of 6E teaching strategy was great in these positive developments. Student opinions were also got and discussed for supporting these results.
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    Influences of 2.5wt% Mn addition on the microstructure and mechanical properties of Cu-Al-Ni shape memory alloys
    (Springer, 2010) Sari, Ugur
    The influences of 2.5wt% Mn addition on the microstructure and mechanical properties of the Cu-11.9wt%Al-3.8wt%Ni shape memory alloy (SMA) were studied by means of scanning electron microscopy (SEM), transmission electron microscopy (TEM), and differential scanning calorimeter (DSC). The experimental results show that Mn addition influences considerably the austenite-martensite transformation temperatures and the kind of martensite in the Cu-Al-Ni alloy. The martensitic transformation changes from a mixed beta(1) -> beta(1)'+gamma(1)' transformation to a single beta(1) -> beta(1)' martensite transformation together with a decrease in transformation temperatures. In addition, the observations reveal that the grain size of the Cu-Al-Ni alloy can be controlled with the addition of 2.5wt% Mn and thus its mechanical properties can be enhanced. The Cu-Al-Ni-Mn alloy exhibits better mechanical properties with the high ultimate compression strength and ductility of 952 MPa and 15%, respectively. These improvements are attributed to a decrease in grain size. However, the hardness decreases from Hv 230 to Hv 140 with the Mn addition.
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    Micro-structural analysis of self-accommodating martensites in Cu-11.92 wt%Al-3.78 wt%Ni shape memory alloy
    (Elsevier Science Sa, 2008) Sari, Ugur; Aksoy, Ilhan
    Morphologies and configurations of the self-accommodating martensites in Cu-11.92 wt%Al-3.78wt%Ni shape memory alloy were studied by means of scanning electron microscopy (SEM) and transmission electron microscopy (TEM). From microstructural observations, it is clearly observed that the self- accommodating martensites have typical plate group configuration. Each martensite plate group consists of four variants A, B, C, and D. Usually, variants A and C (or B and D) form characteristic spear morphology and variants A and D (or B and C) form fork morphology. Variants A and C are twin-related with respect to the ((1) over bar (2) over bar 1)(2H) mirror plane of the 2H martensite. Additionally, TEM observations reveal that two kinds of close-packed martensite structures, 2H (gamma(')(1)) and 18R (beta(')(1)) martensites, coexist in the quenched alloy. These structures occur by the localized formation of four variants of a plate group in a self-accommodating manner to minimize the total shape change. (c) 2007 Elsevier B.V. All rights reserved.
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    STEM professional development program for gifted education teachers: STEM lesson plan design competence, self-efficacy, computational thinking and entrepreneurial skills
    (Elsevier Sci Ltd, 2024) Sahin, Erhan; Sari, Ugur; Sen, Omer Faruk
    This study examined the impact of a 10-month STEM professional development (PD) program on 25 teachers working with gifted students. The program aimed to enhance pedagogical knowledge and competencies. Findings indicated significant positive improvements in teachers' STEM selfefficacy, computational thinking, and entrepreneurship skills. The PD program also had a direct positive influence on the quality of lesson plans. The study suggests that effective PD design should incorporate scientific inquiry, engineering design processes, computational thinking, entrepreneurship skills, and the development of teachers' self-efficacy for successful implementation of PD outcomes in STEM education.