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data-work-id="98779648"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779648/The_effects_of_closeness_to_nature_connectedness_to_nature_and_eco_friendly_behaviours_on_environmental_identity_a_study_of_public_university_students_in_Southeastern_Turkey"><img alt="Research paper thumbnail of The effects of closeness to nature, connectedness to nature and eco-friendly behaviours on environmental identity: a study of public university students in Southeastern Turkey" class="work-thumbnail" src="https://attachments.academia-assets.com/100038177/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779648/The_effects_of_closeness_to_nature_connectedness_to_nature_and_eco_friendly_behaviours_on_environmental_identity_a_study_of_public_university_students_in_Southeastern_Turkey">The effects of closeness to nature, connectedness to nature and eco-friendly behaviours on environmental identity: a study of public university students in Southeastern Turkey</a></div><div class="wp-workCard_item"><span>Australian Journal of Environmental Education</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The assessment of environmental identity (EID) in terms of connectedness to nature, eco-friendly ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The assessment of environmental identity (EID) in terms of connectedness to nature, eco-friendly behaviour (EFB) and closeness to nature variables is the central focus of this study. The elaborated conceptual model recommends that closeness to nature, connectedness to nature and EFBs related to education, economy and recycling are potential predictors of EID. The sample consists of 518 college students studying in different teacher education programmes. Confirmatory factor analysis was used to evaluate the constructive validity of the scales for each of the measurement models. The theoretical path analysis model was created by considering existing literature. In the present study, the EFBs of the participants had a significant and moderate effect on their EID. Findings confirmed that environmental education behaviours and recycling behaviours had a positive and low effect on EFBs. The results showed that connectedness to nature and closeness to nature had a positive and medium effect on EFB. Promotion of EID sense in pre-service teachers will increase their students' EID. Finally, advanced degree curricula in environmental protection and nature can be designed and implemented based on target group information.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bd78da9f25c1530eae40c2648c8c07e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038177,"asset_id":98779648,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038177/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779648"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779648"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779648; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779584"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/98779584/Mentor_Teachers_Mentoring_Practices_in_Science_Teaching_Views_of_Pre_service_Early_Childhood_Teachers"><img alt="Research paper thumbnail of Mentor Teachers' Mentoring Practices in Science Teaching: Views of Pre-service Early Childhood Teachers" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/98779584/Mentor_Teachers_Mentoring_Practices_in_Science_Teaching_Views_of_Pre_service_Early_Childhood_Teachers">Mentor Teachers' Mentoring Practices in Science Teaching: Views of Pre-service Early Childhood Teachers</a></div><div class="wp-workCard_item"><span>Educational Policy Analysis and Strategic Research</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Practical experiences in teaching settings are an important component of pre-service teacher educ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Practical experiences in teaching settings are an important component of pre-service teacher education programs. Pre-service teachers advance what they learn and improve their science teaching (ST) skills as well as other subjects in early childhood education for the period of teaching practices. In addition, teaching science in early childhood education requires more practices for improving teaching skills. Mentor teacher (classroom teacher) is valuable as well as professors in teacher education programs to pre-service teachers while teaching science. The purpose of this study is to reveal mentor teachers’ mentoring practices in ST according to pre-service early childhood teachers’ views. The method employed method was descriptive study. The sample is composed of 96 pre-service early childhood teachers and their mentors (N=41). Data were collecting within MEST survey. The results showed that most of the pre-service teachers reported their mentor teachers demonstrated less mentoring practices on the system requirement about ST. The pre-service teachers also pointed out that their mentor teachers mostly showed mentoring practices on personal attributes, pedagogical knowledge, modeling, and feedback factors. Knowing and 7understanding the mentoring skills of early childhood teachers in system requirement, pedagogical knowledge, modeling, giving feedback, and personal attributes would have an important growing on preservice early childhood teachers science teaching skills. That will be helpful for shaping new teaching practices and field experiences in different majors for improving teachers teaching skills.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779584"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779584"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779584; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779584]").text(description); $(".js-view-count[data-work-id=98779584]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779584; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779584']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=98779584]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779584,"title":"Mentor Teachers' Mentoring Practices in Science Teaching: Views of Pre-service Early Childhood Teachers","internal_url":"https://www.academia.edu/98779584/Mentor_Teachers_Mentoring_Practices_in_Science_Teaching_Views_of_Pre_service_Early_Childhood_Teachers","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779583"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779583/Suriyeli_%C3%96%C4%9Frencilerin_Fen_Bilimleri_Dersine_Y%C3%B6nelik_Motivasyonlar%C4%B1n%C4%B1n_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Suriyeli Öğrencilerin Fen Bilimleri Dersine Yönelik Motivasyonlarının İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/100038146/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779583/Suriyeli_%C3%96%C4%9Frencilerin_Fen_Bilimleri_Dersine_Y%C3%B6nelik_Motivasyonlar%C4%B1n%C4%B1n_%C4%B0ncelenmesi">Suriyeli Öğrencilerin Fen Bilimleri Dersine Yönelik Motivasyonlarının İncelenmesi</a></div><div class="wp-workCard_item"><span>Muallim Rıfat Eğitim Fakültesi Dergisi</span><span>, Jul 30, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu çalışmada, Suriyeli öğrencilerin fen bilimleri dersine yönelik motivasyonlarının farklı değişk...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu çalışmada, Suriyeli öğrencilerin fen bilimleri dersine yönelik motivasyonlarının farklı değişkenler açısından incelenmesi amaçlanmıştır. Çalışma betimsel tarama modeli ile yürütülmüştür. Çalışmanın verilerini toplamak için 23 maddeden oluşan 5'li likert tipi "Fen Öğrenmeye Yönelik Motivasyon Ölçeği" kullanılmıştır. Veriler, 2018-2019 eğitim öğretim yılında Kilis il merkezinde bulunan devlet ortaokullarının 5, 6 ve 7. sınıflarında öğrenim gören toplam 250 Suriyeli öğrenciden toplanmıştır. Verilerin analizinde betimsel istatistikler, Mann-Whitney U Testi ve Kruskal Wallis Testi kullanılmıştır. Çalışma sonucunda cinsiyet değişkeni açısından kız öğrenciler lehine, kampta kalıp kalmama değişkeni açısından kampta kalmayanlar lehine Suriyeli öğrencilerin motivasyonlarında anlamlı farklılık tespit edilmiştir. Fakat sınıf düzeyi, yaşantılarını en uzun süre geçirdikleri yer, baba eğitim düzeyi ve anne eğitim düzeyi değişkenlerine göre öğrencilerin motivasyon düzeylerinde istatistiki olarak anlamlı bir farklılık bulunmamıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7cc48748727822a0832bdaf96cdd6b13" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038146,"asset_id":98779583,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038146/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779583"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779583"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779583; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779582"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/98779582/Ortaokul_%C3%96%C4%9Frencilerinin_%C3%87evre_Kavram%C4%B1na_%C4%B0li%C5%9Fkin_Sezgisel_Alg%C4%B1lar%C4%B1_Bir_Metafor_Analizi"><img alt="Research paper thumbnail of Ortaokul Öğrencilerinin Çevre Kavramına İlişkin Sezgisel Algıları: Bir Metafor Analizi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/98779582/Ortaokul_%C3%96%C4%9Frencilerinin_%C3%87evre_Kavram%C4%B1na_%C4%B0li%C5%9Fkin_Sezgisel_Alg%C4%B1lar%C4%B1_Bir_Metafor_Analizi">Ortaokul Öğrencilerinin Çevre Kavramına İlişkin Sezgisel Algıları: Bir Metafor Analizi</a></div><div class="wp-workCard_item"><span>Ahi evran üniversitesi kırşehir eğitim fakültesi dergisi</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ÖZ: Bu çalışmanın amacı, ortaokul öğrencilerinin çevre kavramına ilişkin sahip oldukları algıları...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ÖZ: Bu çalışmanın amacı, ortaokul öğrencilerinin çevre kavramına ilişkin sahip oldukları algıları ve bu algılara kazandırdığı anlamı metaforlar aracılığıyla ortaya çıkarmaktır. Çalışmaya, Kilis şehir merkezinde bulunan bir ortaokulda 5., 6., 7. ve 8. sınıflarında öğrenim gören 54 öğrenci katılmıştır. Çalışma, nitel araştırma desenlerinden olgubilimi (fenomenoloji) desenine göre yürütülmüştür. Öğrencilerin &amp;quot; Çevre … gibidir/benzer; çünkü … &amp;quot; cümlesini tamamlaması ile araştırmanın verileri elde edilmiştir. Bu formda yer alan ilk boşlukta &amp;quot; çevre &amp;quot; kavramı ile ilgili bir benzetim yapmaları, ikinci boşlukta ise bu benzetmenin nedenini açıklamaları istenmiştir. Verilerin analizinde içerik analizi tekniği kullanılmıştır. Araştırmanın sonuçlarına göre, öğrencilerin çevre kavramına ilişkin olarak toplam 25 metafor ortaya koyduğu belirlenmiştir. Bu metaforlara göre öğrencilerin &amp;quot; çevre &amp;quot; kavramına ilişkin sahip oldukları algıları sekiz farklı kategori altında gruplandırılmıştır. Öğrencilerin az sayıda metafor üretmeleri öğrencilerin çevreye yönelik sezgisel algılarının zayıf ve yetersiz olduğunu göstermektedir. Anahtar kelimeler: Çevre, metafor, ortaokul öğrencileri, çevre algısı, fen eğitimi ABSTRACT: The purpose of this study is to reveal the perceptions of middle school students related to concept of the environment by using metaphors. This study was performed with 54 5th-8th grade students at a middle school in Kilis city center. Phenomenological design was used in this study. Students were asked to complete sentences like &amp;quot; Environment is like … because … &amp;quot; in order to reveal their comprehension about environment. They were asked to fill the first blank with a metaphor related to &amp;quot; environment &amp;quot; and explain the reason of this metaphor in the second blank. Data were analyzed by content analysis technique. According to the results, students created 25 metaphors related to environment. According to these metaphors, perceptions of middle school students related to &amp;quot; environment &amp;quot; were grouped under eight categories. Also a small number of metaphors show that students&amp;#39; intuitive perceptions related to concept of the environment are weak and inadequate.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779582"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779582"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779582; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779582]").text(description); $(".js-view-count[data-work-id=98779582]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779582; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779582']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=98779582]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779582,"title":"Ortaokul Öğrencilerinin Çevre Kavramına İlişkin Sezgisel Algıları: Bir Metafor Analizi","internal_url":"https://www.academia.edu/98779582/Ortaokul_%C3%96%C4%9Frencilerinin_%C3%87evre_Kavram%C4%B1na_%C4%B0li%C5%9Fkin_Sezgisel_Alg%C4%B1lar%C4%B1_Bir_Metafor_Analizi","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779581"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779581/Ortaokul_%C3%96%C4%9Frencilerinin_%C3%87evre_Sorunlar%C4%B1_Nedenleri_ve_%C3%87%C3%B6z%C3%BCmlerine_Y%C3%B6nelik_Alg%C4%B1lar%C4%B1"><img alt="Research paper thumbnail of Ortaokul Öğrencilerinin Çevre Sorunları, Nedenleri ve Çözümlerine Yönelik Algıları" class="work-thumbnail" src="https://attachments.academia-assets.com/100038095/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779581/Ortaokul_%C3%96%C4%9Frencilerinin_%C3%87evre_Sorunlar%C4%B1_Nedenleri_ve_%C3%87%C3%B6z%C3%BCmlerine_Y%C3%B6nelik_Alg%C4%B1lar%C4%B1">Ortaokul Öğrencilerinin Çevre Sorunları, Nedenleri ve Çözümlerine Yönelik Algıları</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study has aimed to reveal the perceptions of middle school students about environmental prob...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study has aimed to reveal the perceptions of middle school students about environmental problems, and their causes and solutions. Qualitative research design has been adopted in the research, in which the study group consists of 61 students studying at 5th, 6th, 7th and 8th grade in a state middle school. The research data were obtained from the &quot;Environmental Problems Interview Form&quot; prepared by the researchers, and analyzed by the qualitative descriptive analysis technique. The codes obtained from the answers given by the students to the interview questions were gathered and presented under five themes, which had all been previously determined: &quot;environmental problems&quot;, &quot;reasons for environmental problems&quot;, &quot;places where environmental problems are observed&quot;, &quot;problem solvers for environmental problems&quot;, &quot;suggestions for the prevention of environmental problems&quot;. The results of the research have revealed that the perc...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c2fa1d74a4b4d8bc15e6a191a7c5c0f2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038095,"asset_id":98779581,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038095/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779581"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779581"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779581; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779580"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/98779580/Fen_ve_Teknoloji_Dersinde_%C3%96%C4%9Fretim_Teknolojilerinin_Kullan%C4%B1m%C4%B1_ve_%C4%B0lgili_Fakt%C3%B6rlerin_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Fen ve Teknoloji Dersinde Öğretim Teknolojilerinin Kullanımı ve İlgili Faktörlerin İncelenmesi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/98779580/Fen_ve_Teknoloji_Dersinde_%C3%96%C4%9Fretim_Teknolojilerinin_Kullan%C4%B1m%C4%B1_ve_%C4%B0lgili_Fakt%C3%B6rlerin_%C4%B0ncelenmesi">Fen ve Teknoloji Dersinde Öğretim Teknolojilerinin Kullanımı ve İlgili Faktörlerin İncelenmesi</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Yeni ilkogretim programinda, Fen ve Teknoloji dersinin teknoloji boyutuna buyuk onem verilmis, ay...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Yeni ilkogretim programinda, Fen ve Teknoloji dersinin teknoloji boyutuna buyuk onem verilmis, ayrica dersin icerigi etkinlikler ve deneylerle zenginlestirilmistir. Dersin islenisinde ogrenme ve ogretme surecinde mumkun oldugu kadar bilgi ve iletisim teknolojilerinden faydalanilmasi gerektigi vurgulanmistir. Bu calismanin amaci, ogretmenlerin Fen ve Teknoloji derslerinde ogretim teknolojilerini kullanma durumlarini ortaya cikarmaktir. Arastirmaya, 14 degisik il merkezindeki 70 ilkogretim okulunda gorev yapan 429 sinif ogretmeni (212 tane 4. sinif ve 217 tane 5. sinif) katilmistir. Arastirmada veriler, acik uclu sorulardan olusan bir soru formu kullanilarak toplanmistir. Nitel verilerin icerik analizi yapilmistir. Arastirma sonuclari, ogretmenlerin buyuk cogunlugunun derslerinde bilgisayar ve iliskili uygulamalari yeterince kullanamadiklarini ancak gorsel isitsel ve sunum araclarini kullandiklarini gostermistir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779580"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779580"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779580; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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</script> <div class="js-work-strip profile--work_container" data-work-id="98779579"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779579/Fen_Bilgisi_%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Is%C4%B1_ve_S%C4%B1cakl%C4%B1k_Konusundaki_Kavram_Yan%C4%B1lg%C4%B1lar%C4%B1n%C4%B1n_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Fen Bilgisi Öğretmen Adaylarının Isı ve Sıcaklık Konusundaki Kavram Yanılgılarının İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/100038147/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779579/Fen_Bilgisi_%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Is%C4%B1_ve_S%C4%B1cakl%C4%B1k_Konusundaki_Kavram_Yan%C4%B1lg%C4%B1lar%C4%B1n%C4%B1n_%C4%B0ncelenmesi">Fen Bilgisi Öğretmen Adaylarının Isı ve Sıcaklık Konusundaki Kavram Yanılgılarının İncelenmesi</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Ogrencilerin ogrenme surecinde onemli etkiye sahip olan ogretmenlerin kavram yanilgilarinin olup ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Ogrencilerin ogrenme surecinde onemli etkiye sahip olan ogretmenlerin kavram yanilgilarinin olup olmadiginin bilinmesi ve bu yanilgilarin nasil giderilebileceginin bilinmesi buyuk onem tasimaktadir. Ogretmen adaylari bazi kavramlara iliskin kavram yanilgilarina sahip olurlarsa ogretmen olduklarinda da bu kavramlari ogrencilerine yanlis bir sekilde ogretebilir veya bilimsel anlamda dogru olarak ogretemeyebilirler. Bunun icin bu arastirmada, Fen Bilgisi ogretmen adaylarinin isi ve sicaklik konusunda kavram yanilgilarinin olup olmadiginin tespit edilmesi amaclanmistir. Bu amacla arastirmacilar tarafindan hazirlanan, kapali ve acik uclu sorularin bulundugu bir soru formu Turkiye’nin Guneydogu Anadolu bolgesinde bulunan bir devlet universitesinde ogrenim goren 44 Fen Bilgisi ogretmen adayina uygulanmistir. Elde edilen verilerin betimsel istatistikleri ve icerik analizleri yapilmistir. Arastirma sonucunda ogretmen adaylarinin isi ve sicaklik kavramlari konusunda kavram yanilgilarina sahip...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7cc83afc6fe5acc9e4c93c0abc1a146d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038147,"asset_id":98779579,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038147/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779579"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779579"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779579; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779578"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779578/Investigation_of_Ecological_Footprint_of_Academicians_According_to_Different_Variables"><img alt="Research paper thumbnail of Investigation of Ecological Footprint of Academicians According to Different Variables" class="work-thumbnail" src="https://attachments.academia-assets.com/100038092/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779578/Investigation_of_Ecological_Footprint_of_Academicians_According_to_Different_Variables">Investigation of Ecological Footprint of Academicians According to Different Variables</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study is to calculate and evaluate the ecological footprints of the academici...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study is to calculate and evaluate the ecological footprints of the academicians in terms of various variables. The survey method was used in the study. Data were collected from academicians (149 males, 57 female) working at a state university in the South-eastern Anatolia of Turkey during the 2017-2018 academic year. The web-based “Ecological Footprint Calculation Tool” with four sub-dimensions (food, travel, housing, other) was used as data collection tool in the research. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to analyse the data. In paired comparisons, t-test was used for independent groups and ANOVA was used for the comparison of more than two groups. The average ecological footprint value of the participants was calculated in terms of global hectares and the carbon footprint was calculated in tons. According to the results, it was determined that most of the academicians were not knowledgeable about the ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ff1bc9b514a08e2a8451e6d0612dc842" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038092,"asset_id":98779578,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038092/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779578"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779578"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779578; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779578]").text(description); $(".js-view-count[data-work-id=98779578]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779578; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779578']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779577"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779577/Suriyeli_%C3%96%C4%9Frencilerin_Bulundu%C4%9Fu_S%C4%B1n%C4%B1flarda_Fen_Bilimleri_%C3%96%C4%9Fretiminde_Kar%C5%9F%C4%B1la%C5%9F%C4%B1lan_Sorunlar_Nitel_Bir_%C3%87al%C4%B1%C5%9Fma"><img alt="Research paper thumbnail of Suriyeli Öğrencilerin Bulunduğu Sınıflarda Fen Bilimleri Öğretiminde Karşılaşılan Sorunlar: Nitel Bir Çalışma" class="work-thumbnail" src="https://attachments.academia-assets.com/100038142/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779577/Suriyeli_%C3%96%C4%9Frencilerin_Bulundu%C4%9Fu_S%C4%B1n%C4%B1flarda_Fen_Bilimleri_%C3%96%C4%9Fretiminde_Kar%C5%9F%C4%B1la%C5%9F%C4%B1lan_Sorunlar_Nitel_Bir_%C3%87al%C4%B1%C5%9Fma">Suriyeli Öğrencilerin Bulunduğu Sınıflarda Fen Bilimleri Öğretiminde Karşılaşılan Sorunlar: Nitel Bir Çalışma</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu arastirmanin amaci, Turkiye’ye goc etmis Suriyeli ogrencilerin bulundugu siniflarda Fen Biliml...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu arastirmanin amaci, Turkiye’ye goc etmis Suriyeli ogrencilerin bulundugu siniflarda Fen Bilimleri ogretiminde karsilasilan sorunlari ogretmen goruslerine gore ortaya koymaktir. Calisma, nitel arastirma kapsaminda durum calismasi deseni ile yurutulmustur. Veri toplama araci olarak yari yapilandirilmis gorusme formu kullanilmistir. Calisma, 2017-2018 egitim ogretim yili bahar doneminde Kilis il merkezindeki ve kamplardaki ortaokullarda yurutulmustur. Calisma grubu, Suriyeli ogrencilerin egitim gordugu ortaokullarda gorev yapan 15 Fen Bilimleri ogretmeni ile yurutulmustur. Elde edilen veriler, arastirmacilar tarafindan icerik analizi yoluyla incelenerek frekans ve yuzdeleri bulunmustur. Arastirma sonucunda, Suriyeli ogrencilerin bulundugu siniflarda Fen Bilimleri dersinin ogretimi surecinde karsilasilan sorunlarin basinda bu ogrencilerin Turkce dil problemi, kulturel farklilik ve uyum sorunu ile materyal eksikliginden dolayi farkli materyallerden yararlanamama gibi problemlerin oldu...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7c86a647fa2726a2d803767c10541c7a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038142,"asset_id":98779577,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038142/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779577"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779577"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779577; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779576"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/98779576/The_ecocentric_and_anthropocentric_attitudes_towards_different_environmental_phenomena_A_sample_of_Syrian_refugee_children"><img alt="Research paper thumbnail of The ecocentric and anthropocentric attitudes towards different environmental phenomena: A sample of Syrian refugee children" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/98779576/The_ecocentric_and_anthropocentric_attitudes_towards_different_environmental_phenomena_A_sample_of_Syrian_refugee_children">The ecocentric and anthropocentric attitudes towards different environmental phenomena: A sample of Syrian refugee children</a></div><div class="wp-workCard_item"><span>Studies in Educational Evaluation</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims to examine the preschool Syrian children’s attitudes towards some environmental i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims to examine the preschool Syrian children’s attitudes towards some environmental issues (consumption patterns, environmental protection, recycling-reuse, and life habits) based on the ecocentric and anthropocentric approach. Content analysis research was carried out as the aimed to reveal how children make sense of some environmental phenomena. The sample group consists of 74 Syrian children in early childhood age, attending a kindergarten. Data were collected through face-to-face interviews through the illustrated Turkish version of the &amp;quot;The Children’s Attitudes towards the Environment Scale-Preschool Version (CATES-PV)&amp;quot; interview form. The content analysis technique was used in the analysis of qualitative data. The current research results show that most of the children’s responses to consumption patterns and daily life habits are anthropocentric, while they are ecocentric towards environmental protection, recycling, and reuse. In line with these results, important recommendations have been presented for teachers, parents, and researchers who work with Syrian children. Keywords: Anthropocentric attitude Ecocentric attitude Environmental phenomena Preschool Syrian refugee children</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779576"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779576"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779576; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779576]").text(description); $(".js-view-count[data-work-id=98779576]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779576; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779576']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=98779576]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779576,"title":"The ecocentric and anthropocentric attitudes towards different environmental phenomena: A sample of Syrian refugee children","internal_url":"https://www.academia.edu/98779576/The_ecocentric_and_anthropocentric_attitudes_towards_different_environmental_phenomena_A_sample_of_Syrian_refugee_children","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779575"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/98779575/4_S%C4%B1n%C4%B1f_Fen_Bilimleri_Dersi_Kazan%C4%B1mlar%C4%B1n%C4%B1n_Revize_Edilmi%C5%9F_Bloom_Taksonomisine_G%C3%B6re_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of 4. Sınıf Fen Bilimleri Dersi Kazanımlarının Revize Edilmiş Bloom Taksonomisine Göre İncelenmesi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/98779575/4_S%C4%B1n%C4%B1f_Fen_Bilimleri_Dersi_Kazan%C4%B1mlar%C4%B1n%C4%B1n_Revize_Edilmi%C5%9F_Bloom_Taksonomisine_G%C3%B6re_%C4%B0ncelenmesi">4. Sınıf Fen Bilimleri Dersi Kazanımlarının Revize Edilmiş Bloom Taksonomisine Göre İncelenmesi</a></div><div class="wp-workCard_item"><span>Mediterranean Journal of Educational Research</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu calismanin amaci, Milli Egitim Bakanligi (MEB) tarafindan yayinlanan Ilkogretim 3-8. Siniflar ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu calismanin amaci, Milli Egitim Bakanligi (MEB) tarafindan yayinlanan Ilkogretim 3-8. Siniflar Fen Bilimleri Dersi Ogretim Programi’nda belirtilen 4. siniflar duzeyindeki kazanimlarin Revize Edilmis Bloom Taksonomisi’ne gore incelenip analiz edilmesidir. Bu dogrultuda kazanimlari analiz etmek icin dokuman incelemesi teknigi kullanilmistir. Kazanimlarin analizinde ogrencilerin “ne bildigini” ve “nasil bildigini” gosteren analiz anahtari olarak Anderson ve Krathwohl (2002) tarafindan gelistirilmis iki boyutlu bir matris (Revize Edilmis Bloom Taksonomisi Tablosu) kullanilmistir. Kazanimlar iki arastirmaci tarafindan ayri ayri analiz edilerek belirtilen matrise yerlestirilmistir. Calisma elde edilen bulgulara gore programda bulunan 46 kazanimin 45’i bilissel alanda bulunmaktadir. Bir kazanim ise devinissel alandadir. Duyussal alanda hicbir kazanim bulunmamaktadir. Bilissel Surec boyutunda analiz edilen kazanimlarin %6.7’si hatirla kategorisinde, %44.4’u anla kategorisinde, %20’si uygula kategorisinde, %4.4’u cozumle kategorisinde, %13.3’u degerlendir kategorisinde, %11.1’i olustur kategorisinde bulunmaktadir. Bilgi boyutunda ise kazanimlarin %24.5’i olgular bilgisi kategorisinde, %48.8’i kavramlar bilgisi kategorisinde, %26.7’si islemler bilgisi kategorisinde bulunmaktadir. Bilisotesi bilgi kategorisinde hicbir kazanim yer almamaktadir. Genel olarak programda ust duzey bilissel becerilerin desteklenmesi icin bilissel surec boyutunda ust duzey kategorilere yeteri kadar yer verilmedigi sonucuna ulasilmistir. Ayrica bilgi boyutunda kazanimlar sinif seviyesi acisindan yeterli gorulmustur. Ancak programlarda bilisotesi bilgi duzeyinde ve duyussal boyutta kazanimlara yer verilmesi onerilmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779575"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779575"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779575; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779575]").text(description); $(".js-view-count[data-work-id=98779575]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779575; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779575']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=98779575]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779575,"title":"4. Sınıf Fen Bilimleri Dersi Kazanımlarının Revize Edilmiş Bloom Taksonomisine Göre İncelenmesi","internal_url":"https://www.academia.edu/98779575/4_S%C4%B1n%C4%B1f_Fen_Bilimleri_Dersi_Kazan%C4%B1mlar%C4%B1n%C4%B1n_Revize_Edilmi%C5%9F_Bloom_Taksonomisine_G%C3%B6re_%C4%B0ncelenmesi","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779574"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779574/Fen_Bilgisi_%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Sa%C4%9Fl%C4%B1kl%C4%B1_Beslenme_Konusuna_Y%C3%B6nelik_Bilgi_Durumlar%C4%B1n%C4%B1n_Farkl%C4%B1_De%C4%9Fi%C5%9Fkenler_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Fen Bilgisi Öğretmen Adaylarının Sağlıklı Beslenme Konusuna Yönelik Bilgi Durumlarının Farklı Değişkenler Açısından İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/100038155/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779574/Fen_Bilgisi_%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Sa%C4%9Fl%C4%B1kl%C4%B1_Beslenme_Konusuna_Y%C3%B6nelik_Bilgi_Durumlar%C4%B1n%C4%B1n_Farkl%C4%B1_De%C4%9Fi%C5%9Fkenler_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi">Fen Bilgisi Öğretmen Adaylarının Sağlıklı Beslenme Konusuna Yönelik Bilgi Durumlarının Farklı Değişkenler Açısından İncelenmesi</a></div><div class="wp-workCard_item"><span>Mediterranean Journal of Educational Research</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu araştırmada, Fen Bilgisi öğretmen adaylarının sağlıklı beslenme konusuna yönelik bilgi durumla...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu araştırmada, Fen Bilgisi öğretmen adaylarının sağlıklı beslenme konusuna yönelik bilgi durumlarının farklı değişkenler açısından incelenmesi amaçlanmıştır. Bu amaç doğrultusunda araştırmacı tarafından geliştirilen 28 soruluk "Temel Bilgi Testi (TBT)" 2017-2018 eğitim öğretim yılında yedi coğrafi bölgedeki farklı devlet üniversitelerinin Fen Bilgisi öğretmenliği programında öğrenim gören 813 öğretmen adayına uygulanmıştır. Verilerin analizi sürecinde Excel, Test Analysis Program (TAP) ve SPSS programlarından yararlanılmıştır. Bilgi testinin uygulanmasından elde edilen verilerin analizinde betimsel istatistikler, t testi ve ANOVA testi kullanılmıştır. Araştırmada elde edilen sonuçlara göre cinsiyet, kronik rahatsızlığın olup olmaması, sağlıklı beslenmeye dikkat edip etmeme, ikamet edilen yer, ailelerinin aylık gelir düzeyi, aylık beslenme için ayırdıkları bütçe, öğrenim gördükleri üniversitelerin bulundukları coğrafi bölge değişkenlerine göre öğretmen adaylarının bilgi testinden aldıkları puan ortalamaları arasında anlamlı farklılıklar bulunmuştur. Ancak vücut kitle indeksi, yaşantıların en uzun süre geçirildiği yer, sağlıklı beslenme üzerine eğitim alıp almama değişkenlerine göre öğretmen adaylarının bilgi testinden aldıkları puan ortalamaları arasında anlamlı farklılık bulunamamıştır. Bu doğrultuda konunun önemini vurgulamak amacıyla sağlıklı beslenme davranışlarının bireye erken yaşlarda kazandırılması, konuyla ilgili non-formal etkinliklerin düzenlenmesi önerilmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="11cd7a0034ce4adc8deba99b2858a1c0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038155,"asset_id":98779574,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038155/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779574"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779574"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779574; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779573"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/98779573/The_Investigation_of_Pre_Service_Elementary_Teachers_Experimental_Self_Efficacy"><img alt="Research paper thumbnail of The Investigation of Pre-Service Elementary Teachers' Experimental Self-Efficacy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/98779573/The_Investigation_of_Pre_Service_Elementary_Teachers_Experimental_Self_Efficacy">The Investigation of Pre-Service Elementary Teachers' Experimental Self-Efficacy</a></div><div class="wp-workCard_item"><span>International Journal of Education Technology and Scientific Researches</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779573"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779573"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779573; 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Bu amaç doğrultusunda çalışmada, betimsel alan çalışmalarından tarama modeli kullanılmıştır. Bu çalışma modelinde hem nitel veriler hem de nicel veriler kullanılmıştır. Araştırmanın çalışma grubunu Kilis ilindeki devlet üniversitesinde okul öncesi öğretmenliği bölümün 1., 2., 3. ve 4. sınıfta öğrenim görmekte olan 86 (75 kız, 11 erkek) öğretmen adayı oluşturmaktadır. Araştırmanın çalışma grubu kolay ulaşılabilir örneklem metoduyla belirlenmiştir. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen "Demografik Bilgi Formu" ve "Geri Dönüşüm Farkındalık Anketi" kullanılmıştır. Çalışma 2018-2019 eğitim-öğretim yıllının güz döneminde gönüllü olarak çalışmaya katılan okul öncesi öğretmen adaylarının bir ders surecinde toplanılmıştır. Veriler Nvivo ve SPSS programları kullanılarak betimsel ve içerik analizleri yapılmış ve frekans ve yüzde dağılımları hesaplanmıştır. Araştırma sonucunda öğretmen adayları kendilerini geri dönüşüm konusunda duyarlı ve istekli oldukları belirlenmiştir. Ayrıca öğretmen adaylarının okul ortamında geri dönüşüme daha fazla dikkat ederken evde biraz daha az dikkat ettikleri belirlenmiştir. Çalışmada, televizyon ve internet gibi 21. yüzyılda yaygın olarak kullanılan teknolojik aletlerin geri donuşum kavramına yönelik farkındalık kazanılmasına en fazla yer verildiği belirtilmiştir. Çalışmada öğretmen adayları geri donuşumun temel amacının çevreyi temiz tutmak olarak belirtmişlerdir. Bununla birlikte geri dönüşümün önündeki en büyük engelin bilinçsizlik olduğu tespit edilmiştir. Çalışmaya yönelik diğer nitel ve nicel verilerin analizleri sonucunda ortaya çıkan bulgular tartışılarak sonuç ve öneriler verilmiştir. Geri dönüşüm, çevre farkındalığı, geri dönüşüm farkındalığı, erken çocukluk, okul öncesi öğretmen adayı.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="91e7cfdedfcc4862ebd6881ca73017c1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038140,"asset_id":98779572,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038140/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779572"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779572"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779572; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779571"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779571/%C4%B0lk_Ve_Ortaokul_%C3%96%C4%9Fretmenleri_ni_n_K%C3%BClt%C3%BCrlerarasi_Anlayi%C5%9F_%C3%96l%C3%A7e%C4%9Fi_Uyarlama_Ve_Uygulama_%C3%87ali%C5%9Fmasi"><img alt="Research paper thumbnail of İlk Ve Ortaokul Öğretmenleri̇ni̇n Kültürlerarasi Anlayiş Ölçeği̇: Uyarlama Ve Uygulama Çalişmasi" class="work-thumbnail" src="https://attachments.academia-assets.com/100038137/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779571/%C4%B0lk_Ve_Ortaokul_%C3%96%C4%9Fretmenleri_ni_n_K%C3%BClt%C3%BCrlerarasi_Anlayi%C5%9F_%C3%96l%C3%A7e%C4%9Fi_Uyarlama_Ve_Uygulama_%C3%87ali%C5%9Fmasi">İlk Ve Ortaokul Öğretmenleri̇ni̇n Kültürlerarasi Anlayiş Ölçeği̇: Uyarlama Ve Uygulama Çalişmasi</a></div><div class="wp-workCard_item"><span>International Journal Of Turkish Literature Culture Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu çalışmanın amacı ilk ve ortaokul öğretmenlerinin kültürlerarası anlayışlarını ölçebilecek bir ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu çalışmanın amacı ilk ve ortaokul öğretmenlerinin kültürlerarası anlayışlarını ölçebilecek bir aracın Türkçeye ve Türk kültürüne uyarlanması ve öğretmenlerin kültürlerarası anlayışlarının incelenmesidir. Bu amaçla çalışma, çok yöntemli nicel araştırma olarak desenlenmiş ve sıralı iki aşamada yürütülmüştür. İlk aşamada Denson, Ovenden, Wright, Pradies ve Priest (2017) tarafından Avustralya'da geliştirilen ölçeğin çevirisi yapılmış ve geçerlik ile güvenirlik analizleri için ilk ve ortaokul öğretmenlerinden veriler toplanıp analizler yapılmıştır. Sonuçlara göre geçerli ve güvenilir bir ölçme aracı elde edilmiştir. İkinci aşamada ölçek kullanılarak Kilis'teki 391 ilk ve ortaokul öğretmeninden veriler toplanıp analiz edilmiştir. Bu aşamadaki bulgulara göre öğretmenlerin yüksek düzeyde kültürlerarası anlayışa sahip olduğu, yurt dışı deneyimi olan veya yabancı arkadaşı olan öğretmenlerin daha olumlu kültürlerarası anlayış sergiledikleri sonucuna ulaşılmıştır. Öğretmenlerin farklı kültürleri deneyimlemelerinin ve farklı kültürlerden insanlarla etkileşimde bulunmalarının farklı kültürlere bakış açısında olumlu katkılar sağladığı belirlenmiştir. Çalışmanın, değişik örneklemlerle de yapılıp mevcut çalışmanın bulgu ve sonuçlarıyla bütünleştirilmesi önerilmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e6087ea27d517376693b7c30572a9082" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038137,"asset_id":98779571,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038137/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779571"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779571"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779571; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779571]").text(description); $(".js-view-count[data-work-id=98779571]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779571; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779571']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e6087ea27d517376693b7c30572a9082" } } $('.js-work-strip[data-work-id=98779571]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779571,"title":"İlk Ve Ortaokul Öğretmenleri̇ni̇n Kültürlerarasi Anlayiş Ölçeği̇: Uyarlama Ve Uygulama Çalişmasi","internal_url":"https://www.academia.edu/98779571/%C4%B0lk_Ve_Ortaokul_%C3%96%C4%9Fretmenleri_ni_n_K%C3%BClt%C3%BCrlerarasi_Anlayi%C5%9F_%C3%96l%C3%A7e%C4%9Fi_Uyarlama_Ve_Uygulama_%C3%87ali%C5%9Fmasi","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[{"id":100038137,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100038137/thumbnails/1.jpg","file_name":"1025456.pdf","download_url":"https://www.academia.edu/attachments/100038137/download_file","bulk_download_file_name":"Ilk_Ve_Ortaokul_Ogretmenleri_ni_n_Kultur.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100038137/1025456-libre.pdf?1679242052=\u0026response-content-disposition=attachment%3B+filename%3DIlk_Ve_Ortaokul_Ogretmenleri_ni_n_Kultur.pdf\u0026Expires=1739812870\u0026Signature=If5B5utBLh~fuDcePfEwGPEeQCAZB96PBnTtVHnLx~pcslyBlF49iSRojJj7CG~Z9yy4QffgVYhgrRB~kflBTDuwM6JVJolKN73~sEDlAEaOymIaTdPVz4L4ErZXFoG4RnSqEPjiWqJ3TzOV7dmE8dvoQ-283WVx6r0A5ZJRoexqLdNvgZHeZB5AV16g-qPW7BuR-uTN15Nqg5MUnvBWxHJQee06qw5vw7Vr7XIFsGt~MPZNl3~5ecYYbJcfGY7NAsmZCJXYSXtuFRuBfxVwY5-adwfDxjKbAyWrJx5~nzWvjbJlB0dN47hL1fPUSxHrBKuncGk8pk5KEcnkEkzSMg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779570"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779570/The_Effect_of_Educational_Comics_on_Teaching_Environmental_Issues_and_Environmental_Organizations_Topics_in_7th_Grade_Social_Studies_Course_A_Mixed_Research"><img alt="Research paper thumbnail of The Effect of Educational Comics on Teaching Environmental Issues and Environmental Organizations Topics in 7th Grade Social Studies Course: A Mixed Research" class="work-thumbnail" src="https://attachments.academia-assets.com/100038143/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779570/The_Effect_of_Educational_Comics_on_Teaching_Environmental_Issues_and_Environmental_Organizations_Topics_in_7th_Grade_Social_Studies_Course_A_Mixed_Research">The Effect of Educational Comics on Teaching Environmental Issues and Environmental Organizations Topics in 7th Grade Social Studies Course: A Mixed Research</a></div><div class="wp-workCard_item"><span>TED EĞİTİM VE BİLİM</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu çalışmanın amacı, 7. sınıf Sosyal Bilgiler dersinde yer alan çevre sorunları ve çevreyle ilgil...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu çalışmanın amacı, 7. sınıf Sosyal Bilgiler dersinde yer alan çevre sorunları ve çevreyle ilgili örgütler konularının öğretilmesinde eğitici çizgi romanların etkisini ortaya çıkarmaktır. Çalışma, karma araştırma yöntemi ile yürütülmüştür. Çalışma, Türkiye'nin Akdeniz bölgesindeki bir ilde bulunan kamuya ait bir ortaokulda öğrenimlerini sürdüren 83 7. sınıf öğrencisi üzerinde gerçekleştirilmiştir. Deney grubunda 41, kontrol grubunda ise 42 öğrenci yer almıştır. Araştırma sonucunda, hem eğitici çizgi roman uygulamaları ile öğretim yapılan deney grubundaki hem de kontrol grubundaki öğrencilerin akademik başarı ve çevreye yönelik tutum ön-test ve son-test puan ortalamaları arasında istatistiksel olarak son testler lehine anlamlı farklılık çıkmıştır. Akademik başarı ön-test puanlarının etkisi kontrol edildiğinde, deney ve kontrol gruplarındaki öğrencilerin akademik başarı sontest puanlarının anlamlı düzeyde farklılaştığı ve bu farklılığın deney grubu lehine olduğu bulunmuştur. Çevreye yönelik tutum ön-test puanlarının etkisi kontrol edildiğinde, deney ve kontrol gruplardaki öğrencilerin çevreye yönelik tutum son-test puanlarının anlamlı düzeyde farklılaştığı ve bu farklılığın deney grubu lehine olduğu bulunmuştur. Öğrencilerin eğitici çizgi romanlara yönelik hem bilişsel hem de duyuşsal yönde olumlu bir bakış açısına sahip oldukları belirlenmiştir. Eğitici çizgi romanlar Çevre sorunları Çevre örgütleri Çevreye yönelik tutum Akademik başarı Ortaokul öğrencileri</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="058804d3040698aca6c6f85010665401" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038143,"asset_id":98779570,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038143/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779570"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779570"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779570; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779570]").text(description); $(".js-view-count[data-work-id=98779570]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779570; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779570']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "058804d3040698aca6c6f85010665401" } } $('.js-work-strip[data-work-id=98779570]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779570,"title":"The Effect of Educational Comics on Teaching Environmental Issues and Environmental Organizations Topics in 7th Grade Social Studies Course: A Mixed Research","internal_url":"https://www.academia.edu/98779570/The_Effect_of_Educational_Comics_on_Teaching_Environmental_Issues_and_Environmental_Organizations_Topics_in_7th_Grade_Social_Studies_Course_A_Mixed_Research","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[{"id":100038143,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100038143/thumbnails/1.jpg","file_name":"3007.pdf","download_url":"https://www.academia.edu/attachments/100038143/download_file","bulk_download_file_name":"The_Effect_of_Educational_Comics_on_Teac.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100038143/3007-libre.pdf?1679242078=\u0026response-content-disposition=attachment%3B+filename%3DThe_Effect_of_Educational_Comics_on_Teac.pdf\u0026Expires=1739812870\u0026Signature=O79vSr9Yw94FBzs0Vtm~iNpSZogEZsKlMek6qH~7EBQAXEAobKfpV9Dvm2Q27FkMq-N0la7-oIuExBPyww4AGRoyQy6~zFzWt6oDyvyg10rlq04Ll9lHXWFMtvX7OtH8ojqfdEi0xlonoYnVpEARsDCUKZIVkGp~Yrh-VFcrQuAgOUUaiSiPArJO90DAgSP0E2QJcprv2O5KzJcvSRDpNXnUI4qjsRsJN0gHVouHUaTlvbCzAV-GOj8jLYehiwEfjVEMuMBvBwcuv53LHh0NDb-y2ReYKtZkcKskBQlS17dA-W8V49aXgzfyPZnWpnQcLlw64r6KF5HdXkaxcxlpvg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779569"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/98779569/Preschool_Teachers_Views_on_Science_Education_the_Methods_They_Use_Science_Activities_and_the_Problems_They_Face"><img alt="Research paper thumbnail of Preschool Teachers' Views on Science Education, the Methods They Use, Science Activities, and the Problems They Face" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/98779569/Preschool_Teachers_Views_on_Science_Education_the_Methods_They_Use_Science_Activities_and_the_Problems_They_Face">Preschool Teachers' Views on Science Education, the Methods They Use, Science Activities, and the Problems They Face</a></div><div class="wp-workCard_item"><span>International Journal of Progressive Education</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this study is to reveal preschool teachers&#39; views on science education, science ac...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of this study is to reveal preschool teachers&#39; views on science education, science activities they carry out, methods and techniques they use as well as problems they encounter while performing science activities. This study was carried out according to the case study which frequently used in qualitative research methodology. The study group was identified using the convenience sampling method. The study group constitutes 32 preschool teachers working in preschools in Kilis province. A written interview form prepared by field experts was used to collect data. Content analysis procedure was used to analyse the data. According to the results obtained in the study, it has been determined that the vast majority of preschool teachers consider themselves competent in teaching science, and state that the science education environment should be equipped and rich in teaching materials, and that science concepts can be better taught to children through hands-on activities as well as supporting them with visual materials. Additionally, it has been determined that teachers try to develop scientific process skills in children through science activities. It has also been identified that teachers use common science materials while performing science activities that they mostly use spontaneous/nature-related activities, prefer group activities, and carry out science activities at least once a week. It has further been determined that teachers especially use such methods as experiment, observation, demonstration more than other methods when performing science activities. Besides, it has been specified that the experiment method is children’s most favourite method, which is also easy to apply. The main problem faced by the teachers during science activities was determined to be the lack of teaching materials, crowded classrooms, physical inadequacy of classrooms and uninterested parents. It has also been found that the problems encountered are mostly depend on schools, classrooms, parents and lack of materials.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779569"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779569"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779569; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779569]").text(description); $(".js-view-count[data-work-id=98779569]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779569; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779569']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=98779569]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779569,"title":"Preschool Teachers' Views on Science Education, the Methods They Use, Science Activities, and the Problems They Face","internal_url":"https://www.academia.edu/98779569/Preschool_Teachers_Views_on_Science_Education_the_Methods_They_Use_Science_Activities_and_the_Problems_They_Face","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779568"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779568/Okul_%C3%96ncesi_%C3%96%C4%9Fretmenlerinin_Fen_E%C4%9Fitimi_S%C3%BCre%C3%A7leri_%C3%9Czerine_G%C3%B6r%C3%BC%C5%9Flerinin_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Okul Öncesi Öğretmenlerinin Fen Eğitimi Süreçleri Üzerine Görüşlerinin İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/100038141/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779568/Okul_%C3%96ncesi_%C3%96%C4%9Fretmenlerinin_Fen_E%C4%9Fitimi_S%C3%BCre%C3%A7leri_%C3%9Czerine_G%C3%B6r%C3%BC%C5%9Flerinin_%C4%B0ncelenmesi">Okul Öncesi Öğretmenlerinin Fen Eğitimi Süreçleri Üzerine Görüşlerinin İncelenmesi</a></div><div class="wp-workCard_item"><span>e-Kafkas Eğitim Araştırmaları Dergisi</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu çalışmada, okul öncesi öğretmenlerinin fen eğitimi olgusuna ilişkin görüşlerinin derinlemesine...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu çalışmada, okul öncesi öğretmenlerinin fen eğitimi olgusuna ilişkin görüşlerinin derinlemesine incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu Kilis il merkezinde bulunan Milli Eğitim Bakanlığına bağlı anaokullarında ve ana sınıflarında görev yapmakta olan 70 okul öncesi öğretmeni oluşturmaktadır. Araştırmanın verileri, nitel metodolojide sıklıkla kullanılan görüşme tekniği kullanılarak toplanmıştır. Görüşmeler sırasında öğretmenlerin verdikleri cevaplar yazılı olarak kaydedilmiş, daha sonra bilgisayar ortamına aktarılarak nitel bir veri seti oluşturulmuştur. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Okul öncesi öğretmenlerin fen eğitimi ile ilgili görüşlerinin tanımlanmasında elde edilen kodlara ilişkin frekans ve yüzdelik dağılımları hesaplanarak tablolar şeklinde verilmiştir. Araştırma sonucunda, öğretmenlerin görüşlerine göre fen eğitiminin okul öncesi dönemde başlaması gerektiği, üniversitede verilen Fen Eğitimi dersinin yetersiz olduğu, fen eğitimine ilişkin kaynak kitapların yetersiz olduğu, öğretmenlerin fen etkinliklerini planlama ve uygulamada kendilerini yeterli olarak tanımladıkları belirlenmiştir. Öğretmenlerin çoğunluğunun sınıfta düzenli olarak fen etkinlikleri yaptıkları, ancak fen merkezlerinde bulunan materyallerin yetersiz olduğu, öğretmenlerin ihtiyaç duydukları fen materyallerini geliştirebildikleri, fen etkinlikleri için en fazla deney, soru cevap, grup çalışmaları, drama, gezi gözlem ve proje gibi yöntem ve teknikleri kullandıkları belirlenmiştir. Öğretmenlerin fen etkinlikleri değerlendirme sürecinde daha çok çocukların öğrenmesine, sonuç çıkartabilmelerine, aktif katılımlarına dikkat ettikleri bulunmuştur.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5b62ac17e254faf38d3d79fc2cbc5c6d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038141,"asset_id":98779568,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038141/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779568"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779568"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779568; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779567"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779567/Antibiyotik_Kullan%C4%B1m_%C3%96l%C3%A7e%C4%9Fi_%C3%96l%C3%A7ek_Geli%C5%9Ftirme_%C3%87al%C4%B1%C5%9Fmas%C4%B1"><img alt="Research paper thumbnail of Antibiyotik Kullanım Ölçeği: Ölçek Geliştirme Çalışması" class="work-thumbnail" src="https://attachments.academia-assets.com/100038136/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779567/Antibiyotik_Kullan%C4%B1m_%C3%96l%C3%A7e%C4%9Fi_%C3%96l%C3%A7ek_Geli%C5%9Ftirme_%C3%87al%C4%B1%C5%9Fmas%C4%B1">Antibiyotik Kullanım Ölçeği: Ölçek Geliştirme Çalışması</a></div><div class="wp-workCard_item"><span>Yuzunci Yil Universitesi Egitim Fakultesi Dergisi</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Öz: Bu araştırmanın amacı, bireylerin antibiyotik kullanımını etkileyen bazı faktörleri belirleme...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Öz: Bu araştırmanın amacı, bireylerin antibiyotik kullanımını etkileyen bazı faktörleri belirlemek için antibiyotik kullanım ölçeği geliştirmektir. Araştırmaya, 2018/2019 akademik yılında 424 eğitim fakültesi öğrencisi katılmıştır. Bu veri Açıklayıcı Faktör Analizi (AFA) için toplanmıştır. AFA' dan sonra, Doğrulayıcı Faktör Analizi (DFA) için 212 diğer fakülte öğrencisinden veri toplanmıştır. Ölçek geliştirme sürecinde şu adımlar izlenmiştir: (1) Madde havuzunun oluşturulması. (2) İçerik geçerliliğinin belirlenmesi. (3) Ölçme aracının ön uygulaması. (4) Veri toplama. (5) Yapı geçerliliğinin belirlenmesi (AFA ve DFA). (6) Güvenirliğin belirlenmesi. AFA sonucu ölçeğin üç alt boyuttan oluştuğu belirlenmiştir. Bunlar: tutum, öznel norm ve niyet. Çalışmada, Cronbach Alfa ve madde toplam test skoru sonuçları ölçeğin güvenilir olduğunu göstermektedir. Birinci ve ikinci düzey DFA analizinden elde edilen uyumluluk endeksi değerlerine dayanarak, bu modelin ölçek tarafından önerilen modelle uyumlu olduğu söylenebilir. Analizler, üniversite öğrencileri için geliştirilen ölçeğin istatistiksel olarak güvenilir olduğunu ve kullanılmasının amacı için geçerli olduğunu göstermiştir. Geçerlilik ve güvenirlik analizleri ile test edilen Antibiyotik Kullanım Ölçeği, antibiyotik kullanım davranışlarını, antibiyotik kullanımına yönelik tutumu, öznel normları ve üniversite öğrencilerinin niyetlerini belirleme çalışmalarında kullanılabilir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="19aa74bd49ae25af41bc75bcb5e7d135" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038136,"asset_id":98779567,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038136/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779567"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779567"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779567; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779566"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779566/Lise_%C3%96%C4%9Frencilerinin_K%C3%BCresel_%C4%B0klim_De%C4%9Fi%C5%9Fikli%C4%9Fi_Hakk%C4%B1ndaki_G%C3%B6r%C3%BC%C5%9Fleri"><img alt="Research paper thumbnail of Lise Öğrencilerinin Küresel İklim Değişikliği Hakkındaki Görüşleri" class="work-thumbnail" src="https://attachments.academia-assets.com/100038138/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779566/Lise_%C3%96%C4%9Frencilerinin_K%C3%BCresel_%C4%B0klim_De%C4%9Fi%C5%9Fikli%C4%9Fi_Hakk%C4%B1ndaki_G%C3%B6r%C3%BC%C5%9Fleri">Lise Öğrencilerinin Küresel İklim Değişikliği Hakkındaki Görüşleri</a></div><div class="wp-workCard_item"><span>Academy Journal of Educational Sciences</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu çalışmanın amacı, lise öğrencilerin küresel iklim değişikliğinin sebepleri, etkileri ve iklim ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu çalışmanın amacı, lise öğrencilerin küresel iklim değişikliğinin sebepleri, etkileri ve iklim değişikliği ile mücadele ve halkın adaptasyonu konusundaki bilgi düzeylerini ve iklim değişikliği hakkındaki görüşlerini belirlemektir. İklim değişikliği yüzyılın en önemli küresel çevre problemlerinden biridir. Küresel iklim değişikliği önlenemezse gelecekte geri dönüşü mümkün olmayan sonuçlar doğuracaktır. Bu nedenle bireylerin bu konudaki bilgi ve farkındalık düzeylerinin belirlenmesi problemin çözümüne katkı sağlayacaktır. Araştırmada tarama modeli kullanılmıştır. Araştırmaya 9. ve 10. sınıftan 249 öğrenci katılmıştır. Bireylerden bilgi toplamak için kapalı uçlu ve açık uçlu sorular içeren "Küresel İklim Değişikliği Anketi" kullanılmıştır. Katılımcılara iklim değişikliğinin tanımı, sebepleri, etkileri, endişe düzeyleri ve iklim değişikliğini önleme ve mücadele soruları sorulmuştur. Elde edilen nicel verilerin analizinde basit betimsel istatistik (yüzde ve frekans) ve nitel verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Katılımcıların, iklim değişikliğinin nedenleri, etkileri ve iklim değişikliğine karşı nasıl mücadele edileceği hakkında yeterli bilgiye sahip olmadıkları belirlenmiştir. Katılımcıların yarıya yakını küresel ikilim değişikliğini tanımlayamamış (bilgim yok şeklinde ifade etmişlerdir) ve tanımlar incelendiğinde tanımların genel olarak yüzeysel ve bilimsel olmadığı görülmüştür. Katılımcıların iklim değişikliği hakkında kavram yanılgıları olduğu belirlenmiştir. Katılımcılara göre, küresel iklim değişikliğinin en önemli sebepleri çevre kirliliği ve insanların bilinçsiz davranışlarıdır. Katılımcıların çok büyük bir kısmı küresel iklim değişikliğinin neden olabileceği olumsuzluklardan endişe duymaktadır. Genel olarak katılımcılar, küresel iklim değişiminin etkilerini arttırmada atık uygulamalarının enerji ile ilgili uygulamalardan daha etkili olduğunu düşünmektedir. Sonuç olarak; öğrencilere iklim değişikliği ile mücadele edebilmek için bireylerin üzerine düşen görev ve sorumluluklar erken yaşlarda öğretilmelidir. Öğrencilere iklim değişikliği ile mücadele edilebileceği vurgulanmalıdır. İklim değişikliğinin etkilerini azaltmak için ülke genelinde geri dönüşüm uygulamaları arttırılmalıdır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f0d16179c83abf55ac3498419d7c7fef" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038138,"asset_id":98779566,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038138/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779566"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779566"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779566; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2596504" id="papers"><div class="js-work-strip profile--work_container" data-work-id="98779648"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779648/The_effects_of_closeness_to_nature_connectedness_to_nature_and_eco_friendly_behaviours_on_environmental_identity_a_study_of_public_university_students_in_Southeastern_Turkey"><img alt="Research paper thumbnail of The effects of closeness to nature, connectedness to nature and eco-friendly behaviours on environmental identity: a study of public university students in Southeastern Turkey" class="work-thumbnail" src="https://attachments.academia-assets.com/100038177/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779648/The_effects_of_closeness_to_nature_connectedness_to_nature_and_eco_friendly_behaviours_on_environmental_identity_a_study_of_public_university_students_in_Southeastern_Turkey">The effects of closeness to nature, connectedness to nature and eco-friendly behaviours on environmental identity: a study of public university students in Southeastern Turkey</a></div><div class="wp-workCard_item"><span>Australian Journal of Environmental Education</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The assessment of environmental identity (EID) in terms of connectedness to nature, eco-friendly ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The assessment of environmental identity (EID) in terms of connectedness to nature, eco-friendly behaviour (EFB) and closeness to nature variables is the central focus of this study. The elaborated conceptual model recommends that closeness to nature, connectedness to nature and EFBs related to education, economy and recycling are potential predictors of EID. The sample consists of 518 college students studying in different teacher education programmes. Confirmatory factor analysis was used to evaluate the constructive validity of the scales for each of the measurement models. The theoretical path analysis model was created by considering existing literature. In the present study, the EFBs of the participants had a significant and moderate effect on their EID. Findings confirmed that environmental education behaviours and recycling behaviours had a positive and low effect on EFBs. The results showed that connectedness to nature and closeness to nature had a positive and medium effect on EFB. Promotion of EID sense in pre-service teachers will increase their students' EID. Finally, advanced degree curricula in environmental protection and nature can be designed and implemented based on target group information.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bd78da9f25c1530eae40c2648c8c07e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038177,"asset_id":98779648,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038177/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779648"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779648"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779648; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779648]").text(description); $(".js-view-count[data-work-id=98779648]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779648; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779648']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bd78da9f25c1530eae40c2648c8c07e6" } } $('.js-work-strip[data-work-id=98779648]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779648,"title":"The effects of closeness to nature, connectedness to nature and eco-friendly behaviours on environmental identity: a study of public university students in Southeastern Turkey","internal_url":"https://www.academia.edu/98779648/The_effects_of_closeness_to_nature_connectedness_to_nature_and_eco_friendly_behaviours_on_environmental_identity_a_study_of_public_university_students_in_Southeastern_Turkey","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[{"id":100038177,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100038177/thumbnails/1.jpg","file_name":"The_effects_of_closeness_to_nature_connectedness_to_nature_and_eco_friendly_behaviours.pdf","download_url":"https://www.academia.edu/attachments/100038177/download_file","bulk_download_file_name":"The_effects_of_closeness_to_nature_conne.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100038177/The_effects_of_closeness_to_nature_connectedness_to_nature_and_eco_friendly_behaviours-libre.pdf?1679242036=\u0026response-content-disposition=attachment%3B+filename%3DThe_effects_of_closeness_to_nature_conne.pdf\u0026Expires=1739812869\u0026Signature=CmNSFkCfJEroWdDlQNt9yRXngGU1IjGUyFHMqDomlplIDBsue23f1l37cbyghwQ8NlK0B3Dm9Yet1lz0~0FVTavGhu~HxRQeLIt3MaTM~zxiu2cucjd-LBK1xQJ1gPRAYcxGXJ1WAYRsrjgb-KF0f2dubg9C-EmWt8QG~Pnl6B2WftaNZxeR0ZTx6xwi6pwNBf5BTE5ZvDtBLiBZ0b8LkTsXKGmlJkXQ~Oc47NnV9OGCaKdtcJ2vyziatv7GlnGlKTBLaiQeBwE8GzdfzxNHsLwhgkYQiYTL7aIrN7WwfaLqC9pqoKWwf7uyvwfgikAoeUGMseWbIWTomF3nK86knQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779584"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/98779584/Mentor_Teachers_Mentoring_Practices_in_Science_Teaching_Views_of_Pre_service_Early_Childhood_Teachers"><img alt="Research paper thumbnail of Mentor Teachers' Mentoring Practices in Science Teaching: Views of Pre-service Early Childhood Teachers" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/98779584/Mentor_Teachers_Mentoring_Practices_in_Science_Teaching_Views_of_Pre_service_Early_Childhood_Teachers">Mentor Teachers' Mentoring Practices in Science Teaching: Views of Pre-service Early Childhood Teachers</a></div><div class="wp-workCard_item"><span>Educational Policy Analysis and Strategic Research</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Practical experiences in teaching settings are an important component of pre-service teacher educ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Practical experiences in teaching settings are an important component of pre-service teacher education programs. Pre-service teachers advance what they learn and improve their science teaching (ST) skills as well as other subjects in early childhood education for the period of teaching practices. In addition, teaching science in early childhood education requires more practices for improving teaching skills. Mentor teacher (classroom teacher) is valuable as well as professors in teacher education programs to pre-service teachers while teaching science. The purpose of this study is to reveal mentor teachers’ mentoring practices in ST according to pre-service early childhood teachers’ views. The method employed method was descriptive study. The sample is composed of 96 pre-service early childhood teachers and their mentors (N=41). Data were collecting within MEST survey. The results showed that most of the pre-service teachers reported their mentor teachers demonstrated less mentoring practices on the system requirement about ST. The pre-service teachers also pointed out that their mentor teachers mostly showed mentoring practices on personal attributes, pedagogical knowledge, modeling, and feedback factors. Knowing and 7understanding the mentoring skills of early childhood teachers in system requirement, pedagogical knowledge, modeling, giving feedback, and personal attributes would have an important growing on preservice early childhood teachers science teaching skills. That will be helpful for shaping new teaching practices and field experiences in different majors for improving teachers teaching skills.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779584"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779584"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779584; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779584]").text(description); $(".js-view-count[data-work-id=98779584]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779584; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779584']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=98779584]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779584,"title":"Mentor Teachers' Mentoring Practices in Science Teaching: Views of Pre-service Early Childhood Teachers","internal_url":"https://www.academia.edu/98779584/Mentor_Teachers_Mentoring_Practices_in_Science_Teaching_Views_of_Pre_service_Early_Childhood_Teachers","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779583"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779583/Suriyeli_%C3%96%C4%9Frencilerin_Fen_Bilimleri_Dersine_Y%C3%B6nelik_Motivasyonlar%C4%B1n%C4%B1n_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Suriyeli Öğrencilerin Fen Bilimleri Dersine Yönelik Motivasyonlarının İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/100038146/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779583/Suriyeli_%C3%96%C4%9Frencilerin_Fen_Bilimleri_Dersine_Y%C3%B6nelik_Motivasyonlar%C4%B1n%C4%B1n_%C4%B0ncelenmesi">Suriyeli Öğrencilerin Fen Bilimleri Dersine Yönelik Motivasyonlarının İncelenmesi</a></div><div class="wp-workCard_item"><span>Muallim Rıfat Eğitim Fakültesi Dergisi</span><span>, Jul 30, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu çalışmada, Suriyeli öğrencilerin fen bilimleri dersine yönelik motivasyonlarının farklı değişk...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu çalışmada, Suriyeli öğrencilerin fen bilimleri dersine yönelik motivasyonlarının farklı değişkenler açısından incelenmesi amaçlanmıştır. Çalışma betimsel tarama modeli ile yürütülmüştür. Çalışmanın verilerini toplamak için 23 maddeden oluşan 5'li likert tipi "Fen Öğrenmeye Yönelik Motivasyon Ölçeği" kullanılmıştır. Veriler, 2018-2019 eğitim öğretim yılında Kilis il merkezinde bulunan devlet ortaokullarının 5, 6 ve 7. sınıflarında öğrenim gören toplam 250 Suriyeli öğrenciden toplanmıştır. Verilerin analizinde betimsel istatistikler, Mann-Whitney U Testi ve Kruskal Wallis Testi kullanılmıştır. Çalışma sonucunda cinsiyet değişkeni açısından kız öğrenciler lehine, kampta kalıp kalmama değişkeni açısından kampta kalmayanlar lehine Suriyeli öğrencilerin motivasyonlarında anlamlı farklılık tespit edilmiştir. Fakat sınıf düzeyi, yaşantılarını en uzun süre geçirdikleri yer, baba eğitim düzeyi ve anne eğitim düzeyi değişkenlerine göre öğrencilerin motivasyon düzeylerinde istatistiki olarak anlamlı bir farklılık bulunmamıştır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7cc48748727822a0832bdaf96cdd6b13" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038146,"asset_id":98779583,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038146/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779583"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779583"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779583; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779583]").text(description); $(".js-view-count[data-work-id=98779583]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779583; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779583']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7cc48748727822a0832bdaf96cdd6b13" } } $('.js-work-strip[data-work-id=98779583]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779583,"title":"Suriyeli Öğrencilerin Fen Bilimleri Dersine Yönelik Motivasyonlarının İncelenmesi","internal_url":"https://www.academia.edu/98779583/Suriyeli_%C3%96%C4%9Frencilerin_Fen_Bilimleri_Dersine_Y%C3%B6nelik_Motivasyonlar%C4%B1n%C4%B1n_%C4%B0ncelenmesi","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[{"id":100038146,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100038146/thumbnails/1.jpg","file_name":"1810747.pdf","download_url":"https://www.academia.edu/attachments/100038146/download_file","bulk_download_file_name":"Suriyeli_Ogrencilerin_Fen_Bilimleri_Ders.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100038146/1810747-libre.pdf?1679242052=\u0026response-content-disposition=attachment%3B+filename%3DSuriyeli_Ogrencilerin_Fen_Bilimleri_Ders.pdf\u0026Expires=1739812870\u0026Signature=F8Xgpo18O-VhECwNPb~Ia5LjLfB7IMYzDRjvANIYYLHPQGwztGfSeHu5tCr6MNESD-KbN0fvVH8bRjAsU5WOdoeAi4T3enS-zsprfbRb2zkJcVCOOglL-U0imayp1CLO2nvGVvlj~UqNswK1apPerb~9jRqknPWVrDgsH3ynzzk6t2w9aGN8KRg3QBuiRsL80pUqPBxCXK0utQSdRhUTDNOkBwwcVMsKdBrVPdrgqVulBGQ5wPzUvwcArofYQ~VlWikHI9hncFS~k3DJfbFrJGFY8DGAoiKsDf8CC~c7S5kaPpFY18V76Dh-pEidjUaEZP5mcWSUSZxk6mVXjylanQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779582"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/98779582/Ortaokul_%C3%96%C4%9Frencilerinin_%C3%87evre_Kavram%C4%B1na_%C4%B0li%C5%9Fkin_Sezgisel_Alg%C4%B1lar%C4%B1_Bir_Metafor_Analizi"><img alt="Research paper thumbnail of Ortaokul Öğrencilerinin Çevre Kavramına İlişkin Sezgisel Algıları: Bir Metafor Analizi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/98779582/Ortaokul_%C3%96%C4%9Frencilerinin_%C3%87evre_Kavram%C4%B1na_%C4%B0li%C5%9Fkin_Sezgisel_Alg%C4%B1lar%C4%B1_Bir_Metafor_Analizi">Ortaokul Öğrencilerinin Çevre Kavramına İlişkin Sezgisel Algıları: Bir Metafor Analizi</a></div><div class="wp-workCard_item"><span>Ahi evran üniversitesi kırşehir eğitim fakültesi dergisi</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ÖZ: Bu çalışmanın amacı, ortaokul öğrencilerinin çevre kavramına ilişkin sahip oldukları algıları...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ÖZ: Bu çalışmanın amacı, ortaokul öğrencilerinin çevre kavramına ilişkin sahip oldukları algıları ve bu algılara kazandırdığı anlamı metaforlar aracılığıyla ortaya çıkarmaktır. Çalışmaya, Kilis şehir merkezinde bulunan bir ortaokulda 5., 6., 7. ve 8. sınıflarında öğrenim gören 54 öğrenci katılmıştır. Çalışma, nitel araştırma desenlerinden olgubilimi (fenomenoloji) desenine göre yürütülmüştür. Öğrencilerin &amp;quot; Çevre … gibidir/benzer; çünkü … &amp;quot; cümlesini tamamlaması ile araştırmanın verileri elde edilmiştir. Bu formda yer alan ilk boşlukta &amp;quot; çevre &amp;quot; kavramı ile ilgili bir benzetim yapmaları, ikinci boşlukta ise bu benzetmenin nedenini açıklamaları istenmiştir. Verilerin analizinde içerik analizi tekniği kullanılmıştır. Araştırmanın sonuçlarına göre, öğrencilerin çevre kavramına ilişkin olarak toplam 25 metafor ortaya koyduğu belirlenmiştir. Bu metaforlara göre öğrencilerin &amp;quot; çevre &amp;quot; kavramına ilişkin sahip oldukları algıları sekiz farklı kategori altında gruplandırılmıştır. Öğrencilerin az sayıda metafor üretmeleri öğrencilerin çevreye yönelik sezgisel algılarının zayıf ve yetersiz olduğunu göstermektedir. Anahtar kelimeler: Çevre, metafor, ortaokul öğrencileri, çevre algısı, fen eğitimi ABSTRACT: The purpose of this study is to reveal the perceptions of middle school students related to concept of the environment by using metaphors. This study was performed with 54 5th-8th grade students at a middle school in Kilis city center. Phenomenological design was used in this study. Students were asked to complete sentences like &amp;quot; Environment is like … because … &amp;quot; in order to reveal their comprehension about environment. They were asked to fill the first blank with a metaphor related to &amp;quot; environment &amp;quot; and explain the reason of this metaphor in the second blank. Data were analyzed by content analysis technique. According to the results, students created 25 metaphors related to environment. According to these metaphors, perceptions of middle school students related to &amp;quot; environment &amp;quot; were grouped under eight categories. Also a small number of metaphors show that students&amp;#39; intuitive perceptions related to concept of the environment are weak and inadequate.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779582"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779582"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779582; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779582]").text(description); $(".js-view-count[data-work-id=98779582]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779582; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779582']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=98779582]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779582,"title":"Ortaokul Öğrencilerinin Çevre Kavramına İlişkin Sezgisel Algıları: Bir Metafor Analizi","internal_url":"https://www.academia.edu/98779582/Ortaokul_%C3%96%C4%9Frencilerinin_%C3%87evre_Kavram%C4%B1na_%C4%B0li%C5%9Fkin_Sezgisel_Alg%C4%B1lar%C4%B1_Bir_Metafor_Analizi","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779581"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779581/Ortaokul_%C3%96%C4%9Frencilerinin_%C3%87evre_Sorunlar%C4%B1_Nedenleri_ve_%C3%87%C3%B6z%C3%BCmlerine_Y%C3%B6nelik_Alg%C4%B1lar%C4%B1"><img alt="Research paper thumbnail of Ortaokul Öğrencilerinin Çevre Sorunları, Nedenleri ve Çözümlerine Yönelik Algıları" class="work-thumbnail" src="https://attachments.academia-assets.com/100038095/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779581/Ortaokul_%C3%96%C4%9Frencilerinin_%C3%87evre_Sorunlar%C4%B1_Nedenleri_ve_%C3%87%C3%B6z%C3%BCmlerine_Y%C3%B6nelik_Alg%C4%B1lar%C4%B1">Ortaokul Öğrencilerinin Çevre Sorunları, Nedenleri ve Çözümlerine Yönelik Algıları</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study has aimed to reveal the perceptions of middle school students about environmental prob...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study has aimed to reveal the perceptions of middle school students about environmental problems, and their causes and solutions. Qualitative research design has been adopted in the research, in which the study group consists of 61 students studying at 5th, 6th, 7th and 8th grade in a state middle school. The research data were obtained from the &quot;Environmental Problems Interview Form&quot; prepared by the researchers, and analyzed by the qualitative descriptive analysis technique. The codes obtained from the answers given by the students to the interview questions were gathered and presented under five themes, which had all been previously determined: &quot;environmental problems&quot;, &quot;reasons for environmental problems&quot;, &quot;places where environmental problems are observed&quot;, &quot;problem solvers for environmental problems&quot;, &quot;suggestions for the prevention of environmental problems&quot;. The results of the research have revealed that the perc...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c2fa1d74a4b4d8bc15e6a191a7c5c0f2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038095,"asset_id":98779581,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038095/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779581"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779581"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779581; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c2fa1d74a4b4d8bc15e6a191a7c5c0f2" } } $('.js-work-strip[data-work-id=98779581]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779581,"title":"Ortaokul Öğrencilerinin Çevre Sorunları, Nedenleri ve Çözümlerine Yönelik Algıları","internal_url":"https://www.academia.edu/98779581/Ortaokul_%C3%96%C4%9Frencilerinin_%C3%87evre_Sorunlar%C4%B1_Nedenleri_ve_%C3%87%C3%B6z%C3%BCmlerine_Y%C3%B6nelik_Alg%C4%B1lar%C4%B1","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[{"id":100038095,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100038095/thumbnails/1.jpg","file_name":"624114268_1-_20787-804_20yakup_20do_C4_9Fan.pdf","download_url":"https://www.academia.edu/attachments/100038095/download_file","bulk_download_file_name":"Ortaokul_Ogrencilerinin_Cevre_Sorunlari.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100038095/624114268_1-_20787-804_20yakup_20do_C4_9Fan-libre.pdf?1679242069=\u0026response-content-disposition=attachment%3B+filename%3DOrtaokul_Ogrencilerinin_Cevre_Sorunlari.pdf\u0026Expires=1739812870\u0026Signature=HcnKJbSlllLkpimktSB8YzNMxyX~Ufh0wnLjTouxm0urFC1ZXOq9rn9-ZUxodUFblOi~EowIXM0XmJzg4Wt0q9A8vSVC9FyijBaPUZzb-VGPKcOSrbEeRLWVLRxj43Pv5TBz8wE90DhsszpW7iNB87rfzj4W05WwqvLHh4W0aTmubxvbk3Ni9oBZNcjdvcWUBGw6EVO5LXuUJ2s2rVNPzvKKHuJhCPBrerfMBqX01tQ0P6YgV23WATk506D~DVGWyVzQJKG8AEWywpLS1ygOSP2duruzoJ2KHo~a-1T5UCX4orIJ8E-hs6QTrHyczFudKP9X-K9j7SaO3nSz4N0RqQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":100038094,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100038094/thumbnails/1.jpg","file_name":"624114268_1-_20787-804_20yakup_20do_C4_9Fan.pdf","download_url":"https://www.academia.edu/attachments/100038094/download_file","bulk_download_file_name":"Ortaokul_Ogrencilerinin_Cevre_Sorunlari.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100038094/624114268_1-_20787-804_20yakup_20do_C4_9Fan-libre.pdf?1679242066=\u0026response-content-disposition=attachment%3B+filename%3DOrtaokul_Ogrencilerinin_Cevre_Sorunlari.pdf\u0026Expires=1739812870\u0026Signature=S4dXXkbNs-lk6vFo1Me1gPz443PCZohOLDQCn-xNvw-juE~R~AL7FoQWLmCYBo~3DZtRFCWsQMPS3Jt1hYADUe8q5xwBq8zX4TrkKQORx~hZRrWQwuKlu7f1KOpdXfnSBbmapiX6Kn09gvlLsLSqOYblLtKtRR1WI3dA0eIjAtTcGMnJnSENEOMDP0EDDRTInBx23yntXjscAsmVS0uEkqCMgkTuj7noWghUq42x39JC5KVZmfhGyC0V-JsB4lVOrQzblFd-CQHq6v5h1opHASdC5C1UObOBNsoxNDHNJbKYV9Etlz4avMs9zlKRjpLYJC1Y3o0j~CtBo~wE5SnYbw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779580"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/98779580/Fen_ve_Teknoloji_Dersinde_%C3%96%C4%9Fretim_Teknolojilerinin_Kullan%C4%B1m%C4%B1_ve_%C4%B0lgili_Fakt%C3%B6rlerin_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Fen ve Teknoloji Dersinde Öğretim Teknolojilerinin Kullanımı ve İlgili Faktörlerin İncelenmesi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/98779580/Fen_ve_Teknoloji_Dersinde_%C3%96%C4%9Fretim_Teknolojilerinin_Kullan%C4%B1m%C4%B1_ve_%C4%B0lgili_Fakt%C3%B6rlerin_%C4%B0ncelenmesi">Fen ve Teknoloji Dersinde Öğretim Teknolojilerinin Kullanımı ve İlgili Faktörlerin İncelenmesi</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Yeni ilkogretim programinda, Fen ve Teknoloji dersinin teknoloji boyutuna buyuk onem verilmis, ay...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Yeni ilkogretim programinda, Fen ve Teknoloji dersinin teknoloji boyutuna buyuk onem verilmis, ayrica dersin icerigi etkinlikler ve deneylerle zenginlestirilmistir. Dersin islenisinde ogrenme ve ogretme surecinde mumkun oldugu kadar bilgi ve iletisim teknolojilerinden faydalanilmasi gerektigi vurgulanmistir. Bu calismanin amaci, ogretmenlerin Fen ve Teknoloji derslerinde ogretim teknolojilerini kullanma durumlarini ortaya cikarmaktir. Arastirmaya, 14 degisik il merkezindeki 70 ilkogretim okulunda gorev yapan 429 sinif ogretmeni (212 tane 4. sinif ve 217 tane 5. sinif) katilmistir. Arastirmada veriler, acik uclu sorulardan olusan bir soru formu kullanilarak toplanmistir. Nitel verilerin icerik analizi yapilmistir. Arastirma sonuclari, ogretmenlerin buyuk cogunlugunun derslerinde bilgisayar ve iliskili uygulamalari yeterince kullanamadiklarini ancak gorsel isitsel ve sunum araclarini kullandiklarini gostermistir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779580"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779580"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779580; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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</script> <div class="js-work-strip profile--work_container" data-work-id="98779579"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779579/Fen_Bilgisi_%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Is%C4%B1_ve_S%C4%B1cakl%C4%B1k_Konusundaki_Kavram_Yan%C4%B1lg%C4%B1lar%C4%B1n%C4%B1n_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Fen Bilgisi Öğretmen Adaylarının Isı ve Sıcaklık Konusundaki Kavram Yanılgılarının İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/100038147/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779579/Fen_Bilgisi_%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Is%C4%B1_ve_S%C4%B1cakl%C4%B1k_Konusundaki_Kavram_Yan%C4%B1lg%C4%B1lar%C4%B1n%C4%B1n_%C4%B0ncelenmesi">Fen Bilgisi Öğretmen Adaylarının Isı ve Sıcaklık Konusundaki Kavram Yanılgılarının İncelenmesi</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Ogrencilerin ogrenme surecinde onemli etkiye sahip olan ogretmenlerin kavram yanilgilarinin olup ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Ogrencilerin ogrenme surecinde onemli etkiye sahip olan ogretmenlerin kavram yanilgilarinin olup olmadiginin bilinmesi ve bu yanilgilarin nasil giderilebileceginin bilinmesi buyuk onem tasimaktadir. Ogretmen adaylari bazi kavramlara iliskin kavram yanilgilarina sahip olurlarsa ogretmen olduklarinda da bu kavramlari ogrencilerine yanlis bir sekilde ogretebilir veya bilimsel anlamda dogru olarak ogretemeyebilirler. Bunun icin bu arastirmada, Fen Bilgisi ogretmen adaylarinin isi ve sicaklik konusunda kavram yanilgilarinin olup olmadiginin tespit edilmesi amaclanmistir. Bu amacla arastirmacilar tarafindan hazirlanan, kapali ve acik uclu sorularin bulundugu bir soru formu Turkiye’nin Guneydogu Anadolu bolgesinde bulunan bir devlet universitesinde ogrenim goren 44 Fen Bilgisi ogretmen adayina uygulanmistir. Elde edilen verilerin betimsel istatistikleri ve icerik analizleri yapilmistir. Arastirma sonucunda ogretmen adaylarinin isi ve sicaklik kavramlari konusunda kavram yanilgilarina sahip...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7cc83afc6fe5acc9e4c93c0abc1a146d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038147,"asset_id":98779579,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038147/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779579"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779579"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779579; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779578"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779578/Investigation_of_Ecological_Footprint_of_Academicians_According_to_Different_Variables"><img alt="Research paper thumbnail of Investigation of Ecological Footprint of Academicians According to Different Variables" class="work-thumbnail" src="https://attachments.academia-assets.com/100038092/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779578/Investigation_of_Ecological_Footprint_of_Academicians_According_to_Different_Variables">Investigation of Ecological Footprint of Academicians According to Different Variables</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this study is to calculate and evaluate the ecological footprints of the academici...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this study is to calculate and evaluate the ecological footprints of the academicians in terms of various variables. The survey method was used in the study. Data were collected from academicians (149 males, 57 female) working at a state university in the South-eastern Anatolia of Turkey during the 2017-2018 academic year. The web-based “Ecological Footprint Calculation Tool” with four sub-dimensions (food, travel, housing, other) was used as data collection tool in the research. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to analyse the data. In paired comparisons, t-test was used for independent groups and ANOVA was used for the comparison of more than two groups. The average ecological footprint value of the participants was calculated in terms of global hectares and the carbon footprint was calculated in tons. According to the results, it was determined that most of the academicians were not knowledgeable about the ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ff1bc9b514a08e2a8451e6d0612dc842" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038092,"asset_id":98779578,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038092/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779578"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779578"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779578; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779577"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779577/Suriyeli_%C3%96%C4%9Frencilerin_Bulundu%C4%9Fu_S%C4%B1n%C4%B1flarda_Fen_Bilimleri_%C3%96%C4%9Fretiminde_Kar%C5%9F%C4%B1la%C5%9F%C4%B1lan_Sorunlar_Nitel_Bir_%C3%87al%C4%B1%C5%9Fma"><img alt="Research paper thumbnail of Suriyeli Öğrencilerin Bulunduğu Sınıflarda Fen Bilimleri Öğretiminde Karşılaşılan Sorunlar: Nitel Bir Çalışma" class="work-thumbnail" src="https://attachments.academia-assets.com/100038142/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779577/Suriyeli_%C3%96%C4%9Frencilerin_Bulundu%C4%9Fu_S%C4%B1n%C4%B1flarda_Fen_Bilimleri_%C3%96%C4%9Fretiminde_Kar%C5%9F%C4%B1la%C5%9F%C4%B1lan_Sorunlar_Nitel_Bir_%C3%87al%C4%B1%C5%9Fma">Suriyeli Öğrencilerin Bulunduğu Sınıflarda Fen Bilimleri Öğretiminde Karşılaşılan Sorunlar: Nitel Bir Çalışma</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu arastirmanin amaci, Turkiye’ye goc etmis Suriyeli ogrencilerin bulundugu siniflarda Fen Biliml...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu arastirmanin amaci, Turkiye’ye goc etmis Suriyeli ogrencilerin bulundugu siniflarda Fen Bilimleri ogretiminde karsilasilan sorunlari ogretmen goruslerine gore ortaya koymaktir. Calisma, nitel arastirma kapsaminda durum calismasi deseni ile yurutulmustur. Veri toplama araci olarak yari yapilandirilmis gorusme formu kullanilmistir. Calisma, 2017-2018 egitim ogretim yili bahar doneminde Kilis il merkezindeki ve kamplardaki ortaokullarda yurutulmustur. Calisma grubu, Suriyeli ogrencilerin egitim gordugu ortaokullarda gorev yapan 15 Fen Bilimleri ogretmeni ile yurutulmustur. Elde edilen veriler, arastirmacilar tarafindan icerik analizi yoluyla incelenerek frekans ve yuzdeleri bulunmustur. Arastirma sonucunda, Suriyeli ogrencilerin bulundugu siniflarda Fen Bilimleri dersinin ogretimi surecinde karsilasilan sorunlarin basinda bu ogrencilerin Turkce dil problemi, kulturel farklilik ve uyum sorunu ile materyal eksikliginden dolayi farkli materyallerden yararlanamama gibi problemlerin oldu...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7c86a647fa2726a2d803767c10541c7a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038142,"asset_id":98779577,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038142/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779577"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779577"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779577; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779576"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/98779576/The_ecocentric_and_anthropocentric_attitudes_towards_different_environmental_phenomena_A_sample_of_Syrian_refugee_children"><img alt="Research paper thumbnail of The ecocentric and anthropocentric attitudes towards different environmental phenomena: A sample of Syrian refugee children" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/98779576/The_ecocentric_and_anthropocentric_attitudes_towards_different_environmental_phenomena_A_sample_of_Syrian_refugee_children">The ecocentric and anthropocentric attitudes towards different environmental phenomena: A sample of Syrian refugee children</a></div><div class="wp-workCard_item"><span>Studies in Educational Evaluation</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study aims to examine the preschool Syrian children’s attitudes towards some environmental i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study aims to examine the preschool Syrian children’s attitudes towards some environmental issues (consumption patterns, environmental protection, recycling-reuse, and life habits) based on the ecocentric and anthropocentric approach. Content analysis research was carried out as the aimed to reveal how children make sense of some environmental phenomena. The sample group consists of 74 Syrian children in early childhood age, attending a kindergarten. Data were collected through face-to-face interviews through the illustrated Turkish version of the &amp;quot;The Children’s Attitudes towards the Environment Scale-Preschool Version (CATES-PV)&amp;quot; interview form. The content analysis technique was used in the analysis of qualitative data. The current research results show that most of the children’s responses to consumption patterns and daily life habits are anthropocentric, while they are ecocentric towards environmental protection, recycling, and reuse. In line with these results, important recommendations have been presented for teachers, parents, and researchers who work with Syrian children. Keywords: Anthropocentric attitude Ecocentric attitude Environmental phenomena Preschool Syrian refugee children</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779576"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779576"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779576; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779576]").text(description); $(".js-view-count[data-work-id=98779576]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779576; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779576']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=98779576]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779576,"title":"The ecocentric and anthropocentric attitudes towards different environmental phenomena: A sample of Syrian refugee children","internal_url":"https://www.academia.edu/98779576/The_ecocentric_and_anthropocentric_attitudes_towards_different_environmental_phenomena_A_sample_of_Syrian_refugee_children","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779575"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/98779575/4_S%C4%B1n%C4%B1f_Fen_Bilimleri_Dersi_Kazan%C4%B1mlar%C4%B1n%C4%B1n_Revize_Edilmi%C5%9F_Bloom_Taksonomisine_G%C3%B6re_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of 4. Sınıf Fen Bilimleri Dersi Kazanımlarının Revize Edilmiş Bloom Taksonomisine Göre İncelenmesi" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/98779575/4_S%C4%B1n%C4%B1f_Fen_Bilimleri_Dersi_Kazan%C4%B1mlar%C4%B1n%C4%B1n_Revize_Edilmi%C5%9F_Bloom_Taksonomisine_G%C3%B6re_%C4%B0ncelenmesi">4. Sınıf Fen Bilimleri Dersi Kazanımlarının Revize Edilmiş Bloom Taksonomisine Göre İncelenmesi</a></div><div class="wp-workCard_item"><span>Mediterranean Journal of Educational Research</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu calismanin amaci, Milli Egitim Bakanligi (MEB) tarafindan yayinlanan Ilkogretim 3-8. Siniflar ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu calismanin amaci, Milli Egitim Bakanligi (MEB) tarafindan yayinlanan Ilkogretim 3-8. Siniflar Fen Bilimleri Dersi Ogretim Programi’nda belirtilen 4. siniflar duzeyindeki kazanimlarin Revize Edilmis Bloom Taksonomisi’ne gore incelenip analiz edilmesidir. Bu dogrultuda kazanimlari analiz etmek icin dokuman incelemesi teknigi kullanilmistir. Kazanimlarin analizinde ogrencilerin “ne bildigini” ve “nasil bildigini” gosteren analiz anahtari olarak Anderson ve Krathwohl (2002) tarafindan gelistirilmis iki boyutlu bir matris (Revize Edilmis Bloom Taksonomisi Tablosu) kullanilmistir. Kazanimlar iki arastirmaci tarafindan ayri ayri analiz edilerek belirtilen matrise yerlestirilmistir. Calisma elde edilen bulgulara gore programda bulunan 46 kazanimin 45’i bilissel alanda bulunmaktadir. Bir kazanim ise devinissel alandadir. Duyussal alanda hicbir kazanim bulunmamaktadir. Bilissel Surec boyutunda analiz edilen kazanimlarin %6.7’si hatirla kategorisinde, %44.4’u anla kategorisinde, %20’si uygula kategorisinde, %4.4’u cozumle kategorisinde, %13.3’u degerlendir kategorisinde, %11.1’i olustur kategorisinde bulunmaktadir. Bilgi boyutunda ise kazanimlarin %24.5’i olgular bilgisi kategorisinde, %48.8’i kavramlar bilgisi kategorisinde, %26.7’si islemler bilgisi kategorisinde bulunmaktadir. Bilisotesi bilgi kategorisinde hicbir kazanim yer almamaktadir. Genel olarak programda ust duzey bilissel becerilerin desteklenmesi icin bilissel surec boyutunda ust duzey kategorilere yeteri kadar yer verilmedigi sonucuna ulasilmistir. Ayrica bilgi boyutunda kazanimlar sinif seviyesi acisindan yeterli gorulmustur. Ancak programlarda bilisotesi bilgi duzeyinde ve duyussal boyutta kazanimlara yer verilmesi onerilmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779575"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779575"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779575; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779575]").text(description); $(".js-view-count[data-work-id=98779575]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779575; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779575']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=98779575]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779575,"title":"4. Sınıf Fen Bilimleri Dersi Kazanımlarının Revize Edilmiş Bloom Taksonomisine Göre İncelenmesi","internal_url":"https://www.academia.edu/98779575/4_S%C4%B1n%C4%B1f_Fen_Bilimleri_Dersi_Kazan%C4%B1mlar%C4%B1n%C4%B1n_Revize_Edilmi%C5%9F_Bloom_Taksonomisine_G%C3%B6re_%C4%B0ncelenmesi","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779574"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779574/Fen_Bilgisi_%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Sa%C4%9Fl%C4%B1kl%C4%B1_Beslenme_Konusuna_Y%C3%B6nelik_Bilgi_Durumlar%C4%B1n%C4%B1n_Farkl%C4%B1_De%C4%9Fi%C5%9Fkenler_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Fen Bilgisi Öğretmen Adaylarının Sağlıklı Beslenme Konusuna Yönelik Bilgi Durumlarının Farklı Değişkenler Açısından İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/100038155/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779574/Fen_Bilgisi_%C3%96%C4%9Fretmen_Adaylar%C4%B1n%C4%B1n_Sa%C4%9Fl%C4%B1kl%C4%B1_Beslenme_Konusuna_Y%C3%B6nelik_Bilgi_Durumlar%C4%B1n%C4%B1n_Farkl%C4%B1_De%C4%9Fi%C5%9Fkenler_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi">Fen Bilgisi Öğretmen Adaylarının Sağlıklı Beslenme Konusuna Yönelik Bilgi Durumlarının Farklı Değişkenler Açısından İncelenmesi</a></div><div class="wp-workCard_item"><span>Mediterranean Journal of Educational Research</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu araştırmada, Fen Bilgisi öğretmen adaylarının sağlıklı beslenme konusuna yönelik bilgi durumla...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu araştırmada, Fen Bilgisi öğretmen adaylarının sağlıklı beslenme konusuna yönelik bilgi durumlarının farklı değişkenler açısından incelenmesi amaçlanmıştır. Bu amaç doğrultusunda araştırmacı tarafından geliştirilen 28 soruluk "Temel Bilgi Testi (TBT)" 2017-2018 eğitim öğretim yılında yedi coğrafi bölgedeki farklı devlet üniversitelerinin Fen Bilgisi öğretmenliği programında öğrenim gören 813 öğretmen adayına uygulanmıştır. Verilerin analizi sürecinde Excel, Test Analysis Program (TAP) ve SPSS programlarından yararlanılmıştır. Bilgi testinin uygulanmasından elde edilen verilerin analizinde betimsel istatistikler, t testi ve ANOVA testi kullanılmıştır. Araştırmada elde edilen sonuçlara göre cinsiyet, kronik rahatsızlığın olup olmaması, sağlıklı beslenmeye dikkat edip etmeme, ikamet edilen yer, ailelerinin aylık gelir düzeyi, aylık beslenme için ayırdıkları bütçe, öğrenim gördükleri üniversitelerin bulundukları coğrafi bölge değişkenlerine göre öğretmen adaylarının bilgi testinden aldıkları puan ortalamaları arasında anlamlı farklılıklar bulunmuştur. Ancak vücut kitle indeksi, yaşantıların en uzun süre geçirildiği yer, sağlıklı beslenme üzerine eğitim alıp almama değişkenlerine göre öğretmen adaylarının bilgi testinden aldıkları puan ortalamaları arasında anlamlı farklılık bulunamamıştır. Bu doğrultuda konunun önemini vurgulamak amacıyla sağlıklı beslenme davranışlarının bireye erken yaşlarda kazandırılması, konuyla ilgili non-formal etkinliklerin düzenlenmesi önerilmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="11cd7a0034ce4adc8deba99b2858a1c0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038155,"asset_id":98779574,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038155/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779574"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779574"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779574; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779573"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/98779573/The_Investigation_of_Pre_Service_Elementary_Teachers_Experimental_Self_Efficacy"><img alt="Research paper thumbnail of The Investigation of Pre-Service Elementary Teachers' Experimental Self-Efficacy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/98779573/The_Investigation_of_Pre_Service_Elementary_Teachers_Experimental_Self_Efficacy">The Investigation of Pre-Service Elementary Teachers' Experimental Self-Efficacy</a></div><div class="wp-workCard_item"><span>International Journal of Education Technology and Scientific Researches</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779573"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779573"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779573; 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Bu amaç doğrultusunda çalışmada, betimsel alan çalışmalarından tarama modeli kullanılmıştır. Bu çalışma modelinde hem nitel veriler hem de nicel veriler kullanılmıştır. Araştırmanın çalışma grubunu Kilis ilindeki devlet üniversitesinde okul öncesi öğretmenliği bölümün 1., 2., 3. ve 4. sınıfta öğrenim görmekte olan 86 (75 kız, 11 erkek) öğretmen adayı oluşturmaktadır. Araştırmanın çalışma grubu kolay ulaşılabilir örneklem metoduyla belirlenmiştir. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen "Demografik Bilgi Formu" ve "Geri Dönüşüm Farkındalık Anketi" kullanılmıştır. Çalışma 2018-2019 eğitim-öğretim yıllının güz döneminde gönüllü olarak çalışmaya katılan okul öncesi öğretmen adaylarının bir ders surecinde toplanılmıştır. Veriler Nvivo ve SPSS programları kullanılarak betimsel ve içerik analizleri yapılmış ve frekans ve yüzde dağılımları hesaplanmıştır. Araştırma sonucunda öğretmen adayları kendilerini geri dönüşüm konusunda duyarlı ve istekli oldukları belirlenmiştir. Ayrıca öğretmen adaylarının okul ortamında geri dönüşüme daha fazla dikkat ederken evde biraz daha az dikkat ettikleri belirlenmiştir. Çalışmada, televizyon ve internet gibi 21. yüzyılda yaygın olarak kullanılan teknolojik aletlerin geri donuşum kavramına yönelik farkındalık kazanılmasına en fazla yer verildiği belirtilmiştir. Çalışmada öğretmen adayları geri donuşumun temel amacının çevreyi temiz tutmak olarak belirtmişlerdir. Bununla birlikte geri dönüşümün önündeki en büyük engelin bilinçsizlik olduğu tespit edilmiştir. Çalışmaya yönelik diğer nitel ve nicel verilerin analizleri sonucunda ortaya çıkan bulgular tartışılarak sonuç ve öneriler verilmiştir. Geri dönüşüm, çevre farkındalığı, geri dönüşüm farkındalığı, erken çocukluk, okul öncesi öğretmen adayı.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="91e7cfdedfcc4862ebd6881ca73017c1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038140,"asset_id":98779572,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038140/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779572"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779572"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779572; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779571"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779571/%C4%B0lk_Ve_Ortaokul_%C3%96%C4%9Fretmenleri_ni_n_K%C3%BClt%C3%BCrlerarasi_Anlayi%C5%9F_%C3%96l%C3%A7e%C4%9Fi_Uyarlama_Ve_Uygulama_%C3%87ali%C5%9Fmasi"><img alt="Research paper thumbnail of İlk Ve Ortaokul Öğretmenleri̇ni̇n Kültürlerarasi Anlayiş Ölçeği̇: Uyarlama Ve Uygulama Çalişmasi" class="work-thumbnail" src="https://attachments.academia-assets.com/100038137/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779571/%C4%B0lk_Ve_Ortaokul_%C3%96%C4%9Fretmenleri_ni_n_K%C3%BClt%C3%BCrlerarasi_Anlayi%C5%9F_%C3%96l%C3%A7e%C4%9Fi_Uyarlama_Ve_Uygulama_%C3%87ali%C5%9Fmasi">İlk Ve Ortaokul Öğretmenleri̇ni̇n Kültürlerarasi Anlayiş Ölçeği̇: Uyarlama Ve Uygulama Çalişmasi</a></div><div class="wp-workCard_item"><span>International Journal Of Turkish Literature Culture Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu çalışmanın amacı ilk ve ortaokul öğretmenlerinin kültürlerarası anlayışlarını ölçebilecek bir ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu çalışmanın amacı ilk ve ortaokul öğretmenlerinin kültürlerarası anlayışlarını ölçebilecek bir aracın Türkçeye ve Türk kültürüne uyarlanması ve öğretmenlerin kültürlerarası anlayışlarının incelenmesidir. Bu amaçla çalışma, çok yöntemli nicel araştırma olarak desenlenmiş ve sıralı iki aşamada yürütülmüştür. İlk aşamada Denson, Ovenden, Wright, Pradies ve Priest (2017) tarafından Avustralya'da geliştirilen ölçeğin çevirisi yapılmış ve geçerlik ile güvenirlik analizleri için ilk ve ortaokul öğretmenlerinden veriler toplanıp analizler yapılmıştır. Sonuçlara göre geçerli ve güvenilir bir ölçme aracı elde edilmiştir. İkinci aşamada ölçek kullanılarak Kilis'teki 391 ilk ve ortaokul öğretmeninden veriler toplanıp analiz edilmiştir. Bu aşamadaki bulgulara göre öğretmenlerin yüksek düzeyde kültürlerarası anlayışa sahip olduğu, yurt dışı deneyimi olan veya yabancı arkadaşı olan öğretmenlerin daha olumlu kültürlerarası anlayış sergiledikleri sonucuna ulaşılmıştır. Öğretmenlerin farklı kültürleri deneyimlemelerinin ve farklı kültürlerden insanlarla etkileşimde bulunmalarının farklı kültürlere bakış açısında olumlu katkılar sağladığı belirlenmiştir. Çalışmanın, değişik örneklemlerle de yapılıp mevcut çalışmanın bulgu ve sonuçlarıyla bütünleştirilmesi önerilmektedir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e6087ea27d517376693b7c30572a9082" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038137,"asset_id":98779571,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038137/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779571"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779571"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779571; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779571]").text(description); $(".js-view-count[data-work-id=98779571]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779571; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779571']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e6087ea27d517376693b7c30572a9082" } } $('.js-work-strip[data-work-id=98779571]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779571,"title":"İlk Ve Ortaokul Öğretmenleri̇ni̇n Kültürlerarasi Anlayiş Ölçeği̇: Uyarlama Ve Uygulama Çalişmasi","internal_url":"https://www.academia.edu/98779571/%C4%B0lk_Ve_Ortaokul_%C3%96%C4%9Fretmenleri_ni_n_K%C3%BClt%C3%BCrlerarasi_Anlayi%C5%9F_%C3%96l%C3%A7e%C4%9Fi_Uyarlama_Ve_Uygulama_%C3%87ali%C5%9Fmasi","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[{"id":100038137,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100038137/thumbnails/1.jpg","file_name":"1025456.pdf","download_url":"https://www.academia.edu/attachments/100038137/download_file","bulk_download_file_name":"Ilk_Ve_Ortaokul_Ogretmenleri_ni_n_Kultur.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100038137/1025456-libre.pdf?1679242052=\u0026response-content-disposition=attachment%3B+filename%3DIlk_Ve_Ortaokul_Ogretmenleri_ni_n_Kultur.pdf\u0026Expires=1739812870\u0026Signature=If5B5utBLh~fuDcePfEwGPEeQCAZB96PBnTtVHnLx~pcslyBlF49iSRojJj7CG~Z9yy4QffgVYhgrRB~kflBTDuwM6JVJolKN73~sEDlAEaOymIaTdPVz4L4ErZXFoG4RnSqEPjiWqJ3TzOV7dmE8dvoQ-283WVx6r0A5ZJRoexqLdNvgZHeZB5AV16g-qPW7BuR-uTN15Nqg5MUnvBWxHJQee06qw5vw7Vr7XIFsGt~MPZNl3~5ecYYbJcfGY7NAsmZCJXYSXtuFRuBfxVwY5-adwfDxjKbAyWrJx5~nzWvjbJlB0dN47hL1fPUSxHrBKuncGk8pk5KEcnkEkzSMg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779570"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779570/The_Effect_of_Educational_Comics_on_Teaching_Environmental_Issues_and_Environmental_Organizations_Topics_in_7th_Grade_Social_Studies_Course_A_Mixed_Research"><img alt="Research paper thumbnail of The Effect of Educational Comics on Teaching Environmental Issues and Environmental Organizations Topics in 7th Grade Social Studies Course: A Mixed Research" class="work-thumbnail" src="https://attachments.academia-assets.com/100038143/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779570/The_Effect_of_Educational_Comics_on_Teaching_Environmental_Issues_and_Environmental_Organizations_Topics_in_7th_Grade_Social_Studies_Course_A_Mixed_Research">The Effect of Educational Comics on Teaching Environmental Issues and Environmental Organizations Topics in 7th Grade Social Studies Course: A Mixed Research</a></div><div class="wp-workCard_item"><span>TED EĞİTİM VE BİLİM</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu çalışmanın amacı, 7. sınıf Sosyal Bilgiler dersinde yer alan çevre sorunları ve çevreyle ilgil...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu çalışmanın amacı, 7. sınıf Sosyal Bilgiler dersinde yer alan çevre sorunları ve çevreyle ilgili örgütler konularının öğretilmesinde eğitici çizgi romanların etkisini ortaya çıkarmaktır. Çalışma, karma araştırma yöntemi ile yürütülmüştür. Çalışma, Türkiye'nin Akdeniz bölgesindeki bir ilde bulunan kamuya ait bir ortaokulda öğrenimlerini sürdüren 83 7. sınıf öğrencisi üzerinde gerçekleştirilmiştir. Deney grubunda 41, kontrol grubunda ise 42 öğrenci yer almıştır. Araştırma sonucunda, hem eğitici çizgi roman uygulamaları ile öğretim yapılan deney grubundaki hem de kontrol grubundaki öğrencilerin akademik başarı ve çevreye yönelik tutum ön-test ve son-test puan ortalamaları arasında istatistiksel olarak son testler lehine anlamlı farklılık çıkmıştır. Akademik başarı ön-test puanlarının etkisi kontrol edildiğinde, deney ve kontrol gruplarındaki öğrencilerin akademik başarı sontest puanlarının anlamlı düzeyde farklılaştığı ve bu farklılığın deney grubu lehine olduğu bulunmuştur. Çevreye yönelik tutum ön-test puanlarının etkisi kontrol edildiğinde, deney ve kontrol gruplardaki öğrencilerin çevreye yönelik tutum son-test puanlarının anlamlı düzeyde farklılaştığı ve bu farklılığın deney grubu lehine olduğu bulunmuştur. Öğrencilerin eğitici çizgi romanlara yönelik hem bilişsel hem de duyuşsal yönde olumlu bir bakış açısına sahip oldukları belirlenmiştir. Eğitici çizgi romanlar Çevre sorunları Çevre örgütleri Çevreye yönelik tutum Akademik başarı Ortaokul öğrencileri</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="058804d3040698aca6c6f85010665401" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038143,"asset_id":98779570,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038143/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779570"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779570"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779570; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779570]").text(description); $(".js-view-count[data-work-id=98779570]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779570; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779570']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "058804d3040698aca6c6f85010665401" } } $('.js-work-strip[data-work-id=98779570]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779570,"title":"The Effect of Educational Comics on Teaching Environmental Issues and Environmental Organizations Topics in 7th Grade Social Studies Course: A Mixed Research","internal_url":"https://www.academia.edu/98779570/The_Effect_of_Educational_Comics_on_Teaching_Environmental_Issues_and_Environmental_Organizations_Topics_in_7th_Grade_Social_Studies_Course_A_Mixed_Research","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[{"id":100038143,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/100038143/thumbnails/1.jpg","file_name":"3007.pdf","download_url":"https://www.academia.edu/attachments/100038143/download_file","bulk_download_file_name":"The_Effect_of_Educational_Comics_on_Teac.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/100038143/3007-libre.pdf?1679242078=\u0026response-content-disposition=attachment%3B+filename%3DThe_Effect_of_Educational_Comics_on_Teac.pdf\u0026Expires=1739812870\u0026Signature=O79vSr9Yw94FBzs0Vtm~iNpSZogEZsKlMek6qH~7EBQAXEAobKfpV9Dvm2Q27FkMq-N0la7-oIuExBPyww4AGRoyQy6~zFzWt6oDyvyg10rlq04Ll9lHXWFMtvX7OtH8ojqfdEi0xlonoYnVpEARsDCUKZIVkGp~Yrh-VFcrQuAgOUUaiSiPArJO90DAgSP0E2QJcprv2O5KzJcvSRDpNXnUI4qjsRsJN0gHVouHUaTlvbCzAV-GOj8jLYehiwEfjVEMuMBvBwcuv53LHh0NDb-y2ReYKtZkcKskBQlS17dA-W8V49aXgzfyPZnWpnQcLlw64r6KF5HdXkaxcxlpvg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779569"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/98779569/Preschool_Teachers_Views_on_Science_Education_the_Methods_They_Use_Science_Activities_and_the_Problems_They_Face"><img alt="Research paper thumbnail of Preschool Teachers' Views on Science Education, the Methods They Use, Science Activities, and the Problems They Face" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/98779569/Preschool_Teachers_Views_on_Science_Education_the_Methods_They_Use_Science_Activities_and_the_Problems_They_Face">Preschool Teachers' Views on Science Education, the Methods They Use, Science Activities, and the Problems They Face</a></div><div class="wp-workCard_item"><span>International Journal of Progressive Education</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of this study is to reveal preschool teachers&#39; views on science education, science ac...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of this study is to reveal preschool teachers&#39; views on science education, science activities they carry out, methods and techniques they use as well as problems they encounter while performing science activities. This study was carried out according to the case study which frequently used in qualitative research methodology. The study group was identified using the convenience sampling method. The study group constitutes 32 preschool teachers working in preschools in Kilis province. A written interview form prepared by field experts was used to collect data. Content analysis procedure was used to analyse the data. According to the results obtained in the study, it has been determined that the vast majority of preschool teachers consider themselves competent in teaching science, and state that the science education environment should be equipped and rich in teaching materials, and that science concepts can be better taught to children through hands-on activities as well as supporting them with visual materials. Additionally, it has been determined that teachers try to develop scientific process skills in children through science activities. It has also been identified that teachers use common science materials while performing science activities that they mostly use spontaneous/nature-related activities, prefer group activities, and carry out science activities at least once a week. It has further been determined that teachers especially use such methods as experiment, observation, demonstration more than other methods when performing science activities. Besides, it has been specified that the experiment method is children’s most favourite method, which is also easy to apply. The main problem faced by the teachers during science activities was determined to be the lack of teaching materials, crowded classrooms, physical inadequacy of classrooms and uninterested parents. It has also been found that the problems encountered are mostly depend on schools, classrooms, parents and lack of materials.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779569"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779569"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779569; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=98779569]").text(description); $(".js-view-count[data-work-id=98779569]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 98779569; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='98779569']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=98779569]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":98779569,"title":"Preschool Teachers' Views on Science Education, the Methods They Use, Science Activities, and the Problems They Face","internal_url":"https://www.academia.edu/98779569/Preschool_Teachers_Views_on_Science_Education_the_Methods_They_Use_Science_Activities_and_the_Problems_They_Face","owner_id":26488745,"coauthors_can_edit":true,"owner":{"id":26488745,"first_name":"Yakup","middle_initials":null,"last_name":"Dogan","page_name":"YakupDogan","domain_name":"kilis","created_at":"2015-02-18T23:48:07.334-08:00","display_name":"Yakup Dogan","url":"https://kilis.academia.edu/YakupDogan"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779568"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779568/Okul_%C3%96ncesi_%C3%96%C4%9Fretmenlerinin_Fen_E%C4%9Fitimi_S%C3%BCre%C3%A7leri_%C3%9Czerine_G%C3%B6r%C3%BC%C5%9Flerinin_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Okul Öncesi Öğretmenlerinin Fen Eğitimi Süreçleri Üzerine Görüşlerinin İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/100038141/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779568/Okul_%C3%96ncesi_%C3%96%C4%9Fretmenlerinin_Fen_E%C4%9Fitimi_S%C3%BCre%C3%A7leri_%C3%9Czerine_G%C3%B6r%C3%BC%C5%9Flerinin_%C4%B0ncelenmesi">Okul Öncesi Öğretmenlerinin Fen Eğitimi Süreçleri Üzerine Görüşlerinin İncelenmesi</a></div><div class="wp-workCard_item"><span>e-Kafkas Eğitim Araştırmaları Dergisi</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu çalışmada, okul öncesi öğretmenlerinin fen eğitimi olgusuna ilişkin görüşlerinin derinlemesine...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu çalışmada, okul öncesi öğretmenlerinin fen eğitimi olgusuna ilişkin görüşlerinin derinlemesine incelenmesi amaçlanmıştır. Araştırmanın çalışma grubunu Kilis il merkezinde bulunan Milli Eğitim Bakanlığına bağlı anaokullarında ve ana sınıflarında görev yapmakta olan 70 okul öncesi öğretmeni oluşturmaktadır. Araştırmanın verileri, nitel metodolojide sıklıkla kullanılan görüşme tekniği kullanılarak toplanmıştır. Görüşmeler sırasında öğretmenlerin verdikleri cevaplar yazılı olarak kaydedilmiş, daha sonra bilgisayar ortamına aktarılarak nitel bir veri seti oluşturulmuştur. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Okul öncesi öğretmenlerin fen eğitimi ile ilgili görüşlerinin tanımlanmasında elde edilen kodlara ilişkin frekans ve yüzdelik dağılımları hesaplanarak tablolar şeklinde verilmiştir. Araştırma sonucunda, öğretmenlerin görüşlerine göre fen eğitiminin okul öncesi dönemde başlaması gerektiği, üniversitede verilen Fen Eğitimi dersinin yetersiz olduğu, fen eğitimine ilişkin kaynak kitapların yetersiz olduğu, öğretmenlerin fen etkinliklerini planlama ve uygulamada kendilerini yeterli olarak tanımladıkları belirlenmiştir. Öğretmenlerin çoğunluğunun sınıfta düzenli olarak fen etkinlikleri yaptıkları, ancak fen merkezlerinde bulunan materyallerin yetersiz olduğu, öğretmenlerin ihtiyaç duydukları fen materyallerini geliştirebildikleri, fen etkinlikleri için en fazla deney, soru cevap, grup çalışmaları, drama, gezi gözlem ve proje gibi yöntem ve teknikleri kullandıkları belirlenmiştir. Öğretmenlerin fen etkinlikleri değerlendirme sürecinde daha çok çocukların öğrenmesine, sonuç çıkartabilmelerine, aktif katılımlarına dikkat ettikleri bulunmuştur.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5b62ac17e254faf38d3d79fc2cbc5c6d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038141,"asset_id":98779568,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038141/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779568"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779568"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779568; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779567"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779567/Antibiyotik_Kullan%C4%B1m_%C3%96l%C3%A7e%C4%9Fi_%C3%96l%C3%A7ek_Geli%C5%9Ftirme_%C3%87al%C4%B1%C5%9Fmas%C4%B1"><img alt="Research paper thumbnail of Antibiyotik Kullanım Ölçeği: Ölçek Geliştirme Çalışması" class="work-thumbnail" src="https://attachments.academia-assets.com/100038136/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779567/Antibiyotik_Kullan%C4%B1m_%C3%96l%C3%A7e%C4%9Fi_%C3%96l%C3%A7ek_Geli%C5%9Ftirme_%C3%87al%C4%B1%C5%9Fmas%C4%B1">Antibiyotik Kullanım Ölçeği: Ölçek Geliştirme Çalışması</a></div><div class="wp-workCard_item"><span>Yuzunci Yil Universitesi Egitim Fakultesi Dergisi</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Öz: Bu araştırmanın amacı, bireylerin antibiyotik kullanımını etkileyen bazı faktörleri belirleme...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Öz: Bu araştırmanın amacı, bireylerin antibiyotik kullanımını etkileyen bazı faktörleri belirlemek için antibiyotik kullanım ölçeği geliştirmektir. Araştırmaya, 2018/2019 akademik yılında 424 eğitim fakültesi öğrencisi katılmıştır. Bu veri Açıklayıcı Faktör Analizi (AFA) için toplanmıştır. AFA' dan sonra, Doğrulayıcı Faktör Analizi (DFA) için 212 diğer fakülte öğrencisinden veri toplanmıştır. Ölçek geliştirme sürecinde şu adımlar izlenmiştir: (1) Madde havuzunun oluşturulması. (2) İçerik geçerliliğinin belirlenmesi. (3) Ölçme aracının ön uygulaması. (4) Veri toplama. (5) Yapı geçerliliğinin belirlenmesi (AFA ve DFA). (6) Güvenirliğin belirlenmesi. AFA sonucu ölçeğin üç alt boyuttan oluştuğu belirlenmiştir. Bunlar: tutum, öznel norm ve niyet. Çalışmada, Cronbach Alfa ve madde toplam test skoru sonuçları ölçeğin güvenilir olduğunu göstermektedir. Birinci ve ikinci düzey DFA analizinden elde edilen uyumluluk endeksi değerlerine dayanarak, bu modelin ölçek tarafından önerilen modelle uyumlu olduğu söylenebilir. Analizler, üniversite öğrencileri için geliştirilen ölçeğin istatistiksel olarak güvenilir olduğunu ve kullanılmasının amacı için geçerli olduğunu göstermiştir. Geçerlilik ve güvenirlik analizleri ile test edilen Antibiyotik Kullanım Ölçeği, antibiyotik kullanım davranışlarını, antibiyotik kullanımına yönelik tutumu, öznel normları ve üniversite öğrencilerinin niyetlerini belirleme çalışmalarında kullanılabilir.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="19aa74bd49ae25af41bc75bcb5e7d135" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038136,"asset_id":98779567,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038136/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779567"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779567"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779567; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="98779566"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/98779566/Lise_%C3%96%C4%9Frencilerinin_K%C3%BCresel_%C4%B0klim_De%C4%9Fi%C5%9Fikli%C4%9Fi_Hakk%C4%B1ndaki_G%C3%B6r%C3%BC%C5%9Fleri"><img alt="Research paper thumbnail of Lise Öğrencilerinin Küresel İklim Değişikliği Hakkındaki Görüşleri" class="work-thumbnail" src="https://attachments.academia-assets.com/100038138/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/98779566/Lise_%C3%96%C4%9Frencilerinin_K%C3%BCresel_%C4%B0klim_De%C4%9Fi%C5%9Fikli%C4%9Fi_Hakk%C4%B1ndaki_G%C3%B6r%C3%BC%C5%9Fleri">Lise Öğrencilerinin Küresel İklim Değişikliği Hakkındaki Görüşleri</a></div><div class="wp-workCard_item"><span>Academy Journal of Educational Sciences</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Bu çalışmanın amacı, lise öğrencilerin küresel iklim değişikliğinin sebepleri, etkileri ve iklim ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bu çalışmanın amacı, lise öğrencilerin küresel iklim değişikliğinin sebepleri, etkileri ve iklim değişikliği ile mücadele ve halkın adaptasyonu konusundaki bilgi düzeylerini ve iklim değişikliği hakkındaki görüşlerini belirlemektir. İklim değişikliği yüzyılın en önemli küresel çevre problemlerinden biridir. Küresel iklim değişikliği önlenemezse gelecekte geri dönüşü mümkün olmayan sonuçlar doğuracaktır. Bu nedenle bireylerin bu konudaki bilgi ve farkındalık düzeylerinin belirlenmesi problemin çözümüne katkı sağlayacaktır. Araştırmada tarama modeli kullanılmıştır. Araştırmaya 9. ve 10. sınıftan 249 öğrenci katılmıştır. Bireylerden bilgi toplamak için kapalı uçlu ve açık uçlu sorular içeren "Küresel İklim Değişikliği Anketi" kullanılmıştır. Katılımcılara iklim değişikliğinin tanımı, sebepleri, etkileri, endişe düzeyleri ve iklim değişikliğini önleme ve mücadele soruları sorulmuştur. Elde edilen nicel verilerin analizinde basit betimsel istatistik (yüzde ve frekans) ve nitel verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Katılımcıların, iklim değişikliğinin nedenleri, etkileri ve iklim değişikliğine karşı nasıl mücadele edileceği hakkında yeterli bilgiye sahip olmadıkları belirlenmiştir. Katılımcıların yarıya yakını küresel ikilim değişikliğini tanımlayamamış (bilgim yok şeklinde ifade etmişlerdir) ve tanımlar incelendiğinde tanımların genel olarak yüzeysel ve bilimsel olmadığı görülmüştür. Katılımcıların iklim değişikliği hakkında kavram yanılgıları olduğu belirlenmiştir. Katılımcılara göre, küresel iklim değişikliğinin en önemli sebepleri çevre kirliliği ve insanların bilinçsiz davranışlarıdır. Katılımcıların çok büyük bir kısmı küresel iklim değişikliğinin neden olabileceği olumsuzluklardan endişe duymaktadır. Genel olarak katılımcılar, küresel iklim değişiminin etkilerini arttırmada atık uygulamalarının enerji ile ilgili uygulamalardan daha etkili olduğunu düşünmektedir. Sonuç olarak; öğrencilere iklim değişikliği ile mücadele edebilmek için bireylerin üzerine düşen görev ve sorumluluklar erken yaşlarda öğretilmelidir. Öğrencilere iklim değişikliği ile mücadele edilebileceği vurgulanmalıdır. İklim değişikliğinin etkilerini azaltmak için ülke genelinde geri dönüşüm uygulamaları arttırılmalıdır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f0d16179c83abf55ac3498419d7c7fef" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100038138,"asset_id":98779566,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100038138/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="98779566"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="98779566"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 98779566; 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