Journal of Selçuk University Natural and Applied Science Online ISSN: 2147-3781 www.josunas.org Click and type the title of your paper, only capitalize first word Ayşe YILMAZa* and Mehmet DEMIRb a Affiliation 1, Address, City and Postal Code, Country Affiliation 2, Address, City and Postal Code, Country b Abstract Click here and insert your abstract text. "Key words: Type your maximum 6 key words in alphabetical order here, separated by semicolons;" Introduction In typing the manuscript, headings and subheadings should not be run within the 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 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 In typing the manuscript, headings and subheadings should not be run within the 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. Please ——— * Corresponding author. Tel.: +0-000-000-0000 ; fax: +0-000-000-0000 ; e-mail: author@institute.xxx . 2 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 In typing the manuscript, headings and subheadings should not be run within the 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. In this part, the same data/information given in a table must not be repeated in a figure, or vice versa. It is not acceptable to repeat extensively the numbers from Tables in the text and give long explanations of the Tables and Figures. Tables, Figures and Displayed equations should be numbered sequentially, with the number set flush right and enclosed in parentheses. Captions are to be centralized above the tables and below the figures. Figure 1. Scree Plot for the factorial structure of the SETC for the pilot study A.YILMAZ and M.DEMIR 3 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 In typing the manuscript, headings and subheadings should not be run within the 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. 4 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.