Comparison of the i-test COVID-19 Rapid Antigen Test with Real-Time Reverse Transcriptase PCR.

Objective: Improvements in SARS-CoV-2 diagnosis with easy, rapid and cost-effective approaches are required to control the COVID-19 pandemic. Antigen tests result in 5 to 30 minutes, providing an advantage over polymerase chain reaction (PCR) in duration. We tested the performance of the i-test COVID-19 rapid antigen test to real-time reverse transcriptase PCR in 200 symptomatic COVID-19 suspected patients. The cycle threshold (Ct) values of the patients were found to be between 21.6 and 34.4. The Ct value of 10 patients who tested positive in the PCR test was >30. We found that the sensitivity and specificity of the antigen test were 80.6 % and 93.7 %, respectively, for samples with a Ct value of <30, and overall agreement between antigen and PCR test was 91.6 % for these samples. i-test COVID-19 rapid antigen test can be used for screening in schools, factories, nursing homes, and everywhere where PCR test is unavailable.

Teaching about ozone layer depletion in Turkey: pedagogical content knowledge of science teachers.

The purpose of this study was to investigate the pedagogical content knowledge of Prospective Science Teachers (PSTs) on the topic of "ozone layer depletion." In order to explore PSTs' subject matter knowledge on ozone layer depletion, they were given a form of multiple-choice test where they needed to write the reasons behind their answers. This test was completed by 140 PSTs in their final year at the College of Education. Individual interviews were carried out with 42 randomly selected PSTs to determine their pedagogical knowledge about ozone layer depletion. Data were obtained from the study which indicate that the PSTs did not have adequate subject matter and pedagogical knowledge to teach the topic of ozone layer depletion to middle school students. It was also evident that the PSTs held various misconceptions related to ozone layer depletion. PSTs' inadequate pedagogical knowledge was found in the areas of the curriculum, learning difficulties of students, and instructional strategies and activities. This study provides some pedagogical implications for the training of science teachers.