Aksaray Üniversitesi Kurumsal Akademik Arşivi
DSpace@Aksaray, Aksaray Üniversitesi tarafından doğrudan ve dolaylı olarak yayınlanan; kitap, makale, tez, bildiri, rapor, araştırma verisi gibi tüm akademik kaynakları uluslararası standartlarda dijital ortamda depolar, Üniversitenin akademik performansını izlemeye aracılık eder, kaynakları uzun süreli saklar ve telif haklarına uygun olarak Açık Erişime sunar.
Güncel Gönderiler
Comprehensive assessment of heavy metal contamination in forested and agricultural soils: Distribution patterns, source apportionment, environmental and human health risks
(Elsevier B.V., 2025) Demirela, Gökhan; Terzi, Mustafa Haydar; Durgun, Mehmet Barış
Soil contamination by heavy metals (HMs) is a growing concern in Sakarya Province, where migration and land-use changes increasingly threaten forested and agricultural areas. To overcome to limitations of conventional surface-only studies, this study introduces a novel dual sampling strategy that integrates 1317 surface soil and 745 drill core samples, to assess HM contamination and associated ecological and human health risks in the Kamışlı (Geyve) region, an important agricultural zone in northwestern Türkiye. This combined approach allows a more accurate distinction between geogenic versus anthropogenic sources, improving source apportionment and pollution characterization. Maximum HMs concentrations in the soils reached 70 ppm (As), 56 ppm (Co), 175 ppm (Cu), 896 ppm (Ni), 41 ppm (Pb), and 156 ppm (Zn). Some soils exceeded not only local rock concentrations but also geological reference values. Litho-geochemical correlations between soils and rocks highlight geogenic contributions, while multivariate statistics reveal overlapping anthropogenic influences. Geoaccumulation and pollution load indexes indicate variable contamination levels, and ecological risk assessment emphasizes Ni and As as the most critical pollutants. Human health risk analysis shows that both adults and children may face carcinogenic and non-carcinogenic risks primarily from Ni, while As and Pb pose tolerable and low cancer risks. By integrating geological and environmental data, our sampling framework provides clearer evidence of contamination pathways, improves the accuracy of source apportionment, and suggests a stronger basis for sustainable land-use planning. Effective control requires identifying pollution sources and integrating soil contamination assessments into early-stage environmental planning, especially in rapidly transforming rural areas.
Achieving accessibility on a budget: Aksaray University's strategy for supporting students with disabilities
(Springer, 2024) İşlek, Önder; Uyanık, Hatice
Much emphasis has been put on the inclusivity of educational opportunities in international agreements, conventions, and declarations, with the valuable work that continues to be done globally. However, one area needs more attention for disability-inclusive international development, that is, higher education, which is still limited and not fully inclusive or accessible for individuals with disabilities globally (Covas & de Luna, 2019). This chapter presents a case study of the Aksaray University in the Republic of Türkiye. This chapter aims to deconstruct the Turkish social system with emphasis on education and employment first and show an example of how the current system is disrupted to ensure the proper application of international agendas that Türkiye is officially and legally a part of. For this chapter an eclectic approach is used combining a wicked problem frame with disability studies in education from a reconceptualist perspective. This chapter is arranged into four sections, including (a) background on education and employment in the Turkish legal and social system to understand the foundation of current systems that is a gateway or product of higher education for individuals with disabilities; (b) recent understanding of the inclusive, accessible, and nondiscriminatory higher education and where the Turkish higher education system stands in it for individuals with disabilities; (c) a case example of Aksaray University for how to disrupt the system by provision of the disability support services within the university; and (d) conclusion with future implications for policy, research, and practice.
Artificial intelligence experiences of pre- service preschool teachers
(IGI Global, 2024) Aydın Bölükbaş, Feyza; Budak, Kadriye Selin; Polat, Emine Bozkurt; Engin, Kübra; Ulutaş, İlkay
This section covers artificial intelligence integration in education, artificial intelligence literacy, artificial intelligence in early childhood, and the role of teachers in utilising artificial intelligence, as discussed in the literature. Within this framework, the use of artificial intelligence tools by pre- service teachers has been analyzed based on interviews. Advice on how to effectively utilize artificial intelligence and how to employ artificial intelligence tools and applications ethically is provided. The experiences of pre- service teachers who use artificial intelligence tools whilst organising educational activities are intended to offer guidance at this juncture.
Generative artificial intelligence and the 4C learning skills for the 21st century
(IGI Global, 2024) Mıhcı Türker, Pınar; Öztürk, Mücahit
This chapter explores the relationship between generative artificial intelligence (AI) and the 21st-century 4C learning skills: critical thinking, creativity, collaboration, and communication. This chapter provides an overview of the core characteristics of these skills and examines research on how generative AI influences their development. Generative AI presents significant opportunities to foster 4C learning skills by stimulating students' thought processes, encouraging critical perspectives on problems, and enabling innovative solutions. Additionally, generative AI-supported platforms can enhance student communication and facilitate collaborative work. While generative AI offers transformative potential, a balanced and cautious approach is recommended to ensure it best serves students' educational interests.
Using artificial intelligence to evaluate the nature of science myths: a comparison of pre- esrvice science teachers and ChatGPT
(IGI Global, 2024) Tekin, Nurcan
This chapter aims to compare the performances of pre- service science teachers (PSTs) and generative artificial intelligence (AI) application (ChatGPT) in answering nature of science (NoS) myths. In this study, which was designed according to a qualitative descriptive research design, the 15 most frequently encountered NoS myths were addressed to 104 PSTs and the ChatGPT. The data were analyzed using content analysis. As a result of the research, when the items related to all myths were analyzed, approximately 48% of the PSTs had myths about the NoS, while 66% of the ChatGPT answers included correct information. Therefore, ChatGPT can be effective in seeking answers to NoS myths. However, since the resources used by ChatGPT are limited to certain books, contents, or resources of certain countries, it may not be efficient enough in terms of providing information diversity. According to these results, comparison of PSTs and ChatGPT’s answers are discussed.
