Journal of Selçuk University Natural and Applied Science
Online ISSN: 2147-3781
www.josunas.org
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Ayşe YILMAZa* and Mehmet DEMIRb
a
Affiliation 1, Address, City and Postal Code, Country
Affiliation 2, Address, City and Postal Code, Country
b
Abstract
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Introduction
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headings and sentence case for subheadings. Please use no more than three levels of
displayed headings. Do not start sentences with an abbreviation or a numeral. This part
should define the background and significance of the problem by considering the
relevant literature, particularly the most recent publications. The reasons why the study
was conducted must be mentioned in this section, which will be tested and discussed in
the Discussion section.
Materials and Methods
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———
*
Corresponding author. Tel.: +0-000-000-0000 ; fax: +0-000-000-0000 ; e-mail: author@institute.xxx .
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A.YILMAZ and M.DEMIR
provide concise but complete information about the materials and the analytical and
statistical procedures used. This part should be as clear as possible to enable other
scientists to repeat the research presented.
Results
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Figure 1. Scree Plot for the factorial structure of the SETC for the pilot study
A.YILMAZ and M.DEMIR
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Table 4.2 The gain scores and effect sizes for the SMDT and SETC in terms of groups
Tests
Groups
Gain Scores
Effect Sizes (Gain
Score/SDpretest)
a
ST (posttestEG
6.92
1.88
pretest)
CG
7.59
2.43
ST (retentiontestpretest)
a

EG
CG
CG
4.32
9.59
3.86
2.49
5.18
0.38
This is the format for table footnotes.
 a 1x
2 y 

k
(1)
Discussion
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text. They should be typed on a separate line, without indentation. Use title case for
headings and sentence case for subheadings. Please use no more than three levels of
displayed headings. Do not start sentences with an abbreviation or a numeral. This part
must be written with reference to the tables and figures and by considering information
from the literature. Statements made in the Introduction and Results sections should not
be repeated here. References should be indicated at the end of the sentences in
parentheses (Adey et al., 1989; Adey & Shayer, 1994; Afflerbach, 2000).
Acknowledgments (Optional)
Acknowledgments of people, grants, funds, etc. may be placed in a separate
section before the reference list. The names of funding organizations should be written
in full.
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A.YILMAZ and M.DEMIR
References
Adey, P., & Shayer, M. (1993). An exploration of long-term far-transfer effects
following an extended intervention program in the high school science
curriculum. Cognition and Instruction, 11(1), 1-29.
Adey, P., & Shayer, M. (1994). Really raising standards: Cognitive intervention and
academic achievement. London: Routledge.
Adey, P., Shayer, M., & Yates, C. (1989). Cognitive acceleration: The effects of two
years of intervention in science classes. In P. Adey, J. Bliss, J. Head, & M.
Shayer (Eds.), Adolescent development and school science (pp. 240-247).
London: Falmer Press.
Afflerbach, P. (2000). Verbal reports and protocol analysis. In M. L. Kamil, P. B.
Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (pp.
163-179). Mahwah, New Jersey: Lawrence Erlbaum Associates.