土耳其医学院校的第一门医学人文学科课程     

Melih Elein  申逸彬 《复旦教育论坛》2006,4(4):86-88

自2004年9月开始,土耳其哈西德佩大学（Hacettepe University）医学院在本科生医学教育中增设了医学人文学科课程。这是土耳其医学院校开设的第一门医学人文学科课程,其目的是帮助医学生获得作为一名优秀医生必须具备的技能和态度。本文作者介绍了该课程的计划、实施和评价,并对进一步完善课程计划提出了建议。  相似文献   

Examining technology acceptance of pre-service mathematics teachers in Turkey: A structural equation modeling approach     

Gurer  Melih Derya 《Education and Information Technologies》2021,26(4):4709-4729

Education and Information Technologies - Among teacher beliefs, technology acceptance has a crucial role in effective technology integration into teaching. There is a need to examine the factors...  相似文献   

Limiting GPR in a two-layer soil model via genetic algorithms     

Baris Gursu Author Vitae  Melih Cevdet Ince Author Vitae 《Journal of The Franklin Institute》2009,346(8):768-783

In this paper, an optimum grounding grid that provides the conditions of GPR<E_touch and minimum cost in the structures of two-layer soil model is designed and the length of total conductor and the quantity of ground rod are calculated via Genetic Algorithms (GA). A new approach is presented for the calculation of total conductor length. At the same time, the subject regarding in which layer the ground conductors and rods that form the grounding grid in a substation are to be placed in two-layer soil is analysed using GA. With this as the goal, the depth of optimum grid burial is determined. Our study is compared with the design study for a two-layer soil model in the literature. As a result, the high performance of optimum grid design that is achieved using GA is emphasized by varied applications.  相似文献   

The influence of pedagogical beliefs on technology acceptance: a structural equation modeling study of pre-service mathematics teachers     

Gurer  Melih Derya  Akkaya  Recai 《Journal of Mathematics Teacher Education》2022,25(4):479-495

Pedagogical beliefs are a critical factor in terms of integrating technology into teaching, but very few technology acceptance models (TAMs) have considered them. Hence, this study aims to extend the TAM by incorporating pre-service teachers’ conception of teaching and learning. The revised model examined the influence of pre-service mathematics teachers’ constructivist and traditional pedagogical beliefs on their technology acceptance through perceived ease of use, perceived usefulness, attitude toward technology, and behavioral intention to use. Survey data were collected from 714 pre-service mathematics teachers in Turkey and analyzed through path analysis. The results showed that pre-service mathematics teachers’ pedagogical beliefs were more constructivist-oriented than traditional-oriented, and constructivist beliefs had a significant influence on the components of the TAM. On the other hand, pre-service teachers’ traditional-oriented beliefs did not influence their perceived usefulness of and attitudes toward technology but had positive effects on perceived ease of use. Implications for pre-service mathematics teacher education were discussed.

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