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u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Over the last decade and a half, classrooms have become swamped with a range of electronic devices. Technology will continue to be more efficient, more versatile and indeed more abundant in schools and in classrooms. This study explores... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30983897" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Over the last decade and a half, classrooms have become swamped with a range of electronic devices. Technology will continue to be more efficient, more versatile and indeed more abundant in schools and in classrooms. This study explores the views of students and teachers on the effectiveness of ICT in science teaching in terms of (i) levels of enjoyment derived by students, and (ii) usefulness of ICTs to teachers for their teaching. A questionnaire was used to elicit the views of students and teachers in respect of a range of ICT-based classroom activities. Qualitative and quantitative data collected through the questionnaires from 12 teachers and 100 students involved in science teaching and learning at a selected secondary school in Trinidad were analyzed. The results show that students enjoy ICT interventions in their lessons and teachers rank it high in many respects but, both students and teachers agree that ICT loses its appeal when its use is arbitrary and ill-planned.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30983897" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="565a806d0fa4fd21c7fc1698da486077" rel="nofollow" data-download="{"attachment_id":51500087,"asset_id":30983897,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51500087/download_file?st=MTczMjQxMDYyMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=58097","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_30983897 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30983897"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30983897, container: ".js-paper-rank-work_30983897", }); 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Bilimleri","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim_Bilimleri?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35698766 coauthored" data-work_id="35698766" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35698766/T%C3%BCrkiyede_Tarih_E%C4%9Fitimi">Türkiye'de Tarih Eğitimi</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Türkiye’de Tarih Eğitimi başlıklı bu kitapta, Osmanlı klasik dö- nemindeki tarih eğitimine katkı sağlayan unsurlardan başlayarak günümüze kadar tarih eğitimi çerçevesinde formal ve informal anlamda tarihin bir anlamda toplumsal “büyük... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35698766" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Türkiye’de Tarih Eğitimi başlıklı bu kitapta, Osmanlı klasik dö-<br />nemindeki tarih eğitimine katkı sağlayan unsurlardan başlayarak günümüze kadar tarih eğitimi çerçevesinde formal ve informal anlamda tarihin bir anlamda toplumsal “büyük hikâyesi” ortaya çıkarılmaya<br />çalışılmıştır. Yaklaşık 150 yıllık uzun bir süreçte Türkiye’deki tarih<br />eğitimini çeşitli bileşenleriyle incelenen bu çalışma, Osmanlı Klasik<br />Dönemini takiben modern anlamda Tanzimat Dönemi, Meşrutiyet<br />Dönemi, Erken Cumhuriyet Dönemi, İnönü Dönemi, DP Dönemi,<br />1960-70’ler, 1980’ler, 1990’lar ve 2000’ler (günümüze kadar) olmak<br />üzere 10 ana zamansal kategoride yapılandırılmıştır. Dönemlendirme<br />yapılırken daha önceki tarih ders kitapları üzerine yapılan incelemeler<br />ve Türk siyasî tarihindeki kırılmalar /değişimler /dönüşümler<br />dikkate alınmıştır. Bu dönemlendirme yaklaşımı içinde, Türkiye’deki<br />tarih derslerinin izini sürebildiğimiz ders kitapları yanında dönemin<br />genel kültür ve tarih algısını biçimlendiren popüler tarih eserleri ve<br />1990’lerda ortaya çıkan akademik tarih eğitimi çalışmaları da incelenmiştir.<br />Tarih derslerinin dönemin siyasal ve kültürel havasından,<br />zihniyetinden nasıl etkilendiği, dönemde okutulan ders kitapları ve<br />ders kitaplarını yazanlar üzerinden işlenmiştir. Kamuoyunun genel<br />kültür ve tarih algısını biçimlendiren popüler tarih eserleri ise<br />1940’lardan başlatılmak üzere; tarih dergisi, tarihsel roman, gazetelerdeki<br />tarih tefrikaları, tarihsel sinema, tarihsel TV programlarının<br />vs. ön plana çıkanları bağlamında günümüze kadar getirilmiştir. Tarih<br />eğitimi üzerine akademik çalışmalara ise 1990’larda Türkiye’deki<br />üniversitelerde tarih eğitimi yüksek lisans ve doktora programlarının ortaya çıkmasıyla yer verilmiştir.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35698766" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d1dcea82670c539006d06fa9619f4b60" rel="nofollow" data-download="{"attachment_id":55570300,"asset_id":35698766,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55570300/download_file?st=MTczMjQxMDYyMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1034151" href="https://istanbul.academia.edu/Ahmet%C5%9Eim%C5%9Fek">Ahmet Şimşek</a><script data-card-contents-for-user="1034151" type="text/json">{"id":1034151,"first_name":"Ahmet","last_name":"Şimşek","domain_name":"istanbul","page_name":"AhmetŞimşek","display_name":"Ahmet Şimşek","profile_url":"https://istanbul.academia.edu/Ahmet%C5%9Eim%C5%9Fek?f_ri=58097","photo":"https://0.academia-photos.com/1034151/2583839/19629407/s65_ahmet._im_ek.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-35698766">+2</span><div class="hidden js-additional-users-35698766"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://gop.academia.edu/FatihYaz%C4%B1c%C4%B1">Fatih Yazıcı</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://sbu-tr.academia.edu/%C4%B0remPamuk">İrem Pamuk</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-35698766'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-35698766').html(); 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Yaklaşık 150 yıllık uzun bir süreçte Türkiye’deki tarih\neğitimini çeşitli bileşenleriyle incelenen bu çalışma, Osmanlı Klasik\nDönemini takiben modern anlamda Tanzimat Dönemi, Meşrutiyet\nDönemi, Erken Cumhuriyet Dönemi, İnönü Dönemi, DP Dönemi,\n1960-70’ler, 1980’ler, 1990’lar ve 2000’ler (günümüze kadar) olmak\nüzere 10 ana zamansal kategoride yapılandırılmıştır. Dönemlendirme\nyapılırken daha önceki tarih ders kitapları üzerine yapılan incelemeler\nve Türk siyasî tarihindeki kırılmalar /değişimler /dönüşümler\ndikkate alınmıştır. Bu dönemlendirme yaklaşımı içinde, Türkiye’deki\ntarih derslerinin izini sürebildiğimiz ders kitapları yanında dönemin\ngenel kültür ve tarih algısını biçimlendiren popüler tarih eserleri ve\n1990’lerda ortaya çıkan akademik tarih eğitimi çalışmaları da incelenmiştir.\nTarih derslerinin dönemin siyasal ve kültürel havasından,\nzihniyetinden nasıl etkilendiği, dönemde okutulan ders kitapları ve\nders kitaplarını yazanlar üzerinden işlenmiştir. Kamuoyunun genel\nkültür ve tarih algısını biçimlendiren popüler tarih eserleri ise\n1940’lardan başlatılmak üzere; tarih dergisi, tarihsel roman, gazetelerdeki\ntarih tefrikaları, tarihsel sinema, tarihsel TV programlarının\nvs. ön plana çıkanları bağlamında günümüze kadar getirilmiştir. Tarih\neğitimi üzerine akademik çalışmalara ise 1990’larda Türkiye’deki\nüniversitelerde tarih eğitimi yüksek lisans ve doktora programlarının ortaya çıkmasıyla yer verilmiştir. 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Batı modeline göre yapılandırılmış eğitim... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41757848" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Osmanlı Devleti’nin askeri ve idari düzlemde başlayan modernleşme serüveni, toplumsal yaşamda yeni anlayışlar şekillendirdiği gibi yeni alışkanlıkların ve beğenilerin gelişmesine de yol açmıştır. Batı modeline göre yapılandırılmış eğitim kurumlarının birbiri ardına açıldığı bu süreçte, özellikle Tanzimat Fermanı’nın ilanıyla beraber, eğitimi topluma yayma fikri öne çıkmıştır. Batı sanatı ise yapılan ıslahatların getirdiği kültürel açılımla yayılım göstermiş, önce Saray’da ardından da İstanbul’un sosyal yaşamında görünürlük kazanmıştır. Sempozyumda sunulacak olan bildiri, 18. yüzyıl sonunda eğitim programlarına girmeye başlayan resim derslerini ve II. Abdülhamid devrinde (1876-1909) resim eğitiminin kurumsallaşması adına büyük bir atılım olan Sanayi-i Nefise Mektebi’ni konu almaktadır. III. Selim’in (1761-1808) başlattığı Batılılaşma programının kapsamını genişleten II. Mahmud’dan (1785-1839) sonra, bilhassa Tanzimat Fermanı’nın ilanıyla beraber Avrupalıların ülkedeki tesiri artmıştır. Kültür ve fikir ortamı da bu izlekte bir dönüşüm geçirmektedir. Mühendishâne-i Bahrî-i Hümâyun, Mühendishâne-i Berrî-i Hümâyun, Mekteb-i Harbiye, Mekteb-i Tıbbiyye, Dârüşşafaka Mektebi, Mekteb-i Sultani ve Mekteb-i Osmani’nin eğitim programlarına resim derslerini dahil etmeleri, bu okullardan yetişen kişilerin resim sanatıyla bağlantı kurmalarını sağlamıştır. Keza bahsi geçen okullardan yetişen bir kesim, “Asker Ressamlar” olarak Türk Resim Tarihi’ne geçeceklerdir. Abdülaziz döneminde (1861-1876) Pierre-Désiré Guillemet’nin (1827-1878) öncü olduğu sanat odaklı eğitim veren bir akademi kurma girişimi, II. Abdülhamid döneminde hayata geçirilebilmiş ve 1883 yılında Sanayi-i Nefise Mektebi açılmıştır. Osmanlı toplumundan yerli ressamların yetişmesinde büyük bir adım olan bu hadiseden sonra resim sergilerinin sayısı çoğalmış ve yerli ressamların görünürlüğü artmıştır. Neticede resim derslerinin müfredata girmesi ve sanat eğitiminin Sanayi-i Nefise Mektebi aracılığıyla kurumsallaştırılması, sanatla uygulayıcı olarak ilgilenen bir kesimin yetişmesine sebep olduğu gibi toplum nezdinde de resim sanatının tanınırlığını arttırmıştır.<br />Yukarıda değinilen hususlar, bildiride detaylandırılarak incelenecek; Osmanlı Devleti’nin Batılılaşma sürecinde açılan eğitim kurumlarındaki resim derslerine ve söz konusu eğitimden geçerek resimle uygulayıcı olarak ilgilenme imkânı bulan önemli figürlere dair genel bir bakış geliştirilmeye çalışılacaktır.<br /><br />Anahtar Kelimeler: Osmanlı Devleti, Resim Eğitimi, Sanayi-i Nefise Mektebi, Batılılaşma.<br /><br />The modernization adventure of the Ottoman Empire, which started at the military and administrative level, shaped new approaches in social life and developed new habits and tastes in society. The idea of spreading the education to the people became prominent especially with the declaration of the Tanzimat Edict. Thus, the educational institutions were opened one after another and structured according to the Western model. Western art has spread with the cultural developments caused by the reforms and became visible first in the Palace and then in the social life of Istanbul. This paper, which will be presented at the symposium, focuses on the painting lessons that included in the curriculums by the end of the 18th century and Sanayi-i Nefise Mektebi which was a great breakthrough in the institutionalization of painting education during the reign of Abdulhamid II (1876-1909). The European influence in the Ottoman Empire increased especially with the declaration of Tanzimat Edict after Mahmud II (1785-1839), who expanded the scope of the Westernization program initiated by Selim III (1761-1808). The cultural and intellectual environment was also transforming in the same path. The students interacted with art when Mühendishâne-i Bahrî-i Hümâyun, Mühendishâne-i Berrî-i Hümâyun, Mekteb-i Harbiye, Mekteb-i Tıbbiyye, Dârüşşafaka Mektebi, Mekteb-i Sultani and Mekteb-i Osmani were included the art courses in their academic programs. Likewise, a group of people educated in these schools will be referred as “Soldier Painters” in the Turkish Painting History. During the reign of Abdulaziz (1861-1876) Pierre-Désiré Guillemet (1827-1878) attempted to establish an art academy. It was implemented during the Abdulhamid II’s reign when Sanayi-i Nefise Mektebi was opened in 1883. After this big step that raised the local painters from Ottoman society, number of the painting exhibitions have increased and local painters became more visible. Eventually, the inclusion of painting courses into the curriculums and the institutionalization of art education through Sanayi-i Nefise Mektebi has increased the recognition of the painting and raised the local painters.<br />The issues mentioned above will be examined in detail in the paper; a general outlook on painting lessons in the schools opened during the Westernization process of the Ottoman Empire and the important figures that have had the opportunity to be interested in painting as a practitioner will be revealed.<br /><br />Keywords: Osmanlı Empire, Art Education, Sanayi-i Nefise Mektebi, Westernization.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41757848" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ef094c1d29e944afe170daf4a7b0a173" rel="nofollow" data-download="{"attachment_id":61916081,"asset_id":41757848,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61916081/download_file?st=MTczMjQxMDYyMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="54639228" href="https://temple.academia.edu/MerveK%C3%B6ksal">Merve Köksal</a><script data-card-contents-for-user="54639228" type="text/json">{"id":54639228,"first_name":"Merve","last_name":"Köksal","domain_name":"temple","page_name":"MerveKöksal","display_name":"Merve Köksal","profile_url":"https://temple.academia.edu/MerveK%C3%B6ksal?f_ri=58097","photo":"https://0.academia-photos.com/54639228/19807054/161153787/s65_merve.k_ksal.jpeg"}</script></span></span></li><li class="js-paper-rank-work_41757848 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41757848"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41757848, container: ".js-paper-rank-work_41757848", }); 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$(".js-view-count[data-work-id=41757848]").text(description); $(".js-view-count-work_41757848").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41757848").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41757848"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="915" href="https://www.academia.edu/Documents/in/Art_History">Art History</a>, <script data-card-contents-for-ri="915" type="text/json">{"id":915,"name":"Art History","url":"https://www.academia.edu/Documents/in/Art_History?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1187" href="https://www.academia.edu/Documents/in/Ottoman_History">Ottoman History</a>, <script data-card-contents-for-ri="1187" type="text/json">{"id":1187,"name":"Ottoman History","url":"https://www.academia.edu/Documents/in/Ottoman_History?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5081" href="https://www.academia.edu/Documents/in/Painting">Painting</a>, <script data-card-contents-for-ri="5081" type="text/json">{"id":5081,"name":"Painting","url":"https://www.academia.edu/Documents/in/Painting?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="11208" href="https://www.academia.edu/Documents/in/Ottoman_Empire">Ottoman Empire</a><script data-card-contents-for-ri="11208" type="text/json">{"id":11208,"name":"Ottoman Empire","url":"https://www.academia.edu/Documents/in/Ottoman_Empire?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41757848]'), work: {"id":41757848,"title":"Batılılaşma Dönemi Osmanlı Eğitim Kurumlarında Resim Dersleri ve Sanayi-i Nefise Mektebi Örneği","created_at":"2020-01-28T00:51:35.685-08:00","url":"https://www.academia.edu/41757848/Bat%C4%B1l%C4%B1la%C5%9Fma_D%C3%B6nemi_Osmanl%C4%B1_E%C4%9Fitim_Kurumlar%C4%B1nda_Resim_Dersleri_ve_Sanayi_i_Nefise_Mektebi_%C3%96rne%C4%9Fi?f_ri=58097","dom_id":"work_41757848","summary":"Osmanlı Devleti’nin askeri ve idari düzlemde başlayan modernleşme serüveni, toplumsal yaşamda yeni anlayışlar şekillendirdiği gibi yeni alışkanlıkların ve beğenilerin gelişmesine de yol açmıştır. Batı modeline göre yapılandırılmış eğitim kurumlarının birbiri ardına açıldığı bu süreçte, özellikle Tanzimat Fermanı’nın ilanıyla beraber, eğitimi topluma yayma fikri öne çıkmıştır. Batı sanatı ise yapılan ıslahatların getirdiği kültürel açılımla yayılım göstermiş, önce Saray’da ardından da İstanbul’un sosyal yaşamında görünürlük kazanmıştır. Sempozyumda sunulacak olan bildiri, 18. yüzyıl sonunda eğitim programlarına girmeye başlayan resim derslerini ve II. Abdülhamid devrinde (1876-1909) resim eğitiminin kurumsallaşması adına büyük bir atılım olan Sanayi-i Nefise Mektebi’ni konu almaktadır. III. Selim’in (1761-1808) başlattığı Batılılaşma programının kapsamını genişleten II. Mahmud’dan (1785-1839) sonra, bilhassa Tanzimat Fermanı’nın ilanıyla beraber Avrupalıların ülkedeki tesiri artmıştır. Kültür ve fikir ortamı da bu izlekte bir dönüşüm geçirmektedir. Mühendishâne-i Bahrî-i Hümâyun, Mühendishâne-i Berrî-i Hümâyun, Mekteb-i Harbiye, Mekteb-i Tıbbiyye, Dârüşşafaka Mektebi, Mekteb-i Sultani ve Mekteb-i Osmani’nin eğitim programlarına resim derslerini dahil etmeleri, bu okullardan yetişen kişilerin resim sanatıyla bağlantı kurmalarını sağlamıştır. Keza bahsi geçen okullardan yetişen bir kesim, “Asker Ressamlar” olarak Türk Resim Tarihi’ne geçeceklerdir. Abdülaziz döneminde (1861-1876) Pierre-Désiré Guillemet’nin (1827-1878) öncü olduğu sanat odaklı eğitim veren bir akademi kurma girişimi, II. Abdülhamid döneminde hayata geçirilebilmiş ve 1883 yılında Sanayi-i Nefise Mektebi açılmıştır. Osmanlı toplumundan yerli ressamların yetişmesinde büyük bir adım olan bu hadiseden sonra resim sergilerinin sayısı çoğalmış ve yerli ressamların görünürlüğü artmıştır. Neticede resim derslerinin müfredata girmesi ve sanat eğitiminin Sanayi-i Nefise Mektebi aracılığıyla kurumsallaştırılması, sanatla uygulayıcı olarak ilgilenen bir kesimin yetişmesine sebep olduğu gibi toplum nezdinde de resim sanatının tanınırlığını arttırmıştır.\nYukarıda değinilen hususlar, bildiride detaylandırılarak incelenecek; Osmanlı Devleti’nin Batılılaşma sürecinde açılan eğitim kurumlarındaki resim derslerine ve söz konusu eğitimden geçerek resimle uygulayıcı olarak ilgilenme imkânı bulan önemli figürlere dair genel bir bakış geliştirilmeye çalışılacaktır.\n\nAnahtar Kelimeler: Osmanlı Devleti, Resim Eğitimi, Sanayi-i Nefise Mektebi, Batılılaşma.\n\nThe modernization adventure of the Ottoman Empire, which started at the military and administrative level, shaped new approaches in social life and developed new habits and tastes in society. The idea of spreading the education to the people became prominent especially with the declaration of the Tanzimat Edict. Thus, the educational institutions were opened one after another and structured according to the Western model. Western art has spread with the cultural developments caused by the reforms and became visible first in the Palace and then in the social life of Istanbul. This paper, which will be presented at the symposium, focuses on the painting lessons that included in the curriculums by the end of the 18th century and Sanayi-i Nefise Mektebi which was a great breakthrough in the institutionalization of painting education during the reign of Abdulhamid II (1876-1909). The European influence in the Ottoman Empire increased especially with the declaration of Tanzimat Edict after Mahmud II (1785-1839), who expanded the scope of the Westernization program initiated by Selim III (1761-1808). The cultural and intellectual environment was also transforming in the same path. The students interacted with art when Mühendishâne-i Bahrî-i Hümâyun, Mühendishâne-i Berrî-i Hümâyun, Mekteb-i Harbiye, Mekteb-i Tıbbiyye, Dârüşşafaka Mektebi, Mekteb-i Sultani and Mekteb-i Osmani were included the art courses in their academic programs. Likewise, a group of people educated in these schools will be referred as “Soldier Painters” in the Turkish Painting History. During the reign of Abdulaziz (1861-1876) Pierre-Désiré Guillemet (1827-1878) attempted to establish an art academy. It was implemented during the Abdulhamid II’s reign when Sanayi-i Nefise Mektebi was opened in 1883. After this big step that raised the local painters from Ottoman society, number of the painting exhibitions have increased and local painters became more visible. Eventually, the inclusion of painting courses into the curriculums and the institutionalization of art education through Sanayi-i Nefise Mektebi has increased the recognition of the painting and raised the local painters.\nThe issues mentioned above will be examined in detail in the paper; a general outlook on painting lessons in the schools opened during the Westernization process of the Ottoman Empire and the important figures that have had the opportunity to be interested in painting as a practitioner will be revealed.\n\nKeywords: Osmanlı Empire, Art Education, Sanayi-i Nefise Mektebi, Westernization.","downloadable_attachments":[{"id":61916081,"asset_id":41757848,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":54639228,"first_name":"Merve","last_name":"Köksal","domain_name":"temple","page_name":"MerveKöksal","display_name":"Merve Köksal","profile_url":"https://temple.academia.edu/MerveK%C3%B6ksal?f_ri=58097","photo":"https://0.academia-photos.com/54639228/19807054/161153787/s65_merve.k_ksal.jpeg"}],"research_interests":[{"id":915,"name":"Art History","url":"https://www.academia.edu/Documents/in/Art_History?f_ri=58097","nofollow":false},{"id":1187,"name":"Ottoman History","url":"https://www.academia.edu/Documents/in/Ottoman_History?f_ri=58097","nofollow":false},{"id":5081,"name":"Painting","url":"https://www.academia.edu/Documents/in/Painting?f_ri=58097","nofollow":false},{"id":11208,"name":"Ottoman Empire","url":"https://www.academia.edu/Documents/in/Ottoman_Empire?f_ri=58097","nofollow":false},{"id":53325,"name":"Abdulhamid II","url":"https://www.academia.edu/Documents/in/Abdulhamid_II?f_ri=58097"},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097"},{"id":63044,"name":"Sanat Tarihi","url":"https://www.academia.edu/Documents/in/Sanat_Tarihi?f_ri=58097"},{"id":144221,"name":"Istanbul","url":"https://www.academia.edu/Documents/in/Istanbul?f_ri=58097"},{"id":282117,"name":"Osmanlı İmparatorluğu","url":"https://www.academia.edu/Documents/in/Osmanli_Imparatorlugu?f_ri=58097"},{"id":298348,"name":"Osmanlı Tarihi","url":"https://www.academia.edu/Documents/in/Osmanl%C4%B1_Tarihi?f_ri=58097"},{"id":411211,"name":"Osmanlı Devleti","url":"https://www.academia.edu/Documents/in/Osmanl%C4%B1_Devleti?f_ri=58097"},{"id":935717,"name":"Royal Academy of Arts","url":"https://www.academia.edu/Documents/in/Royal_Academy_of_Arts?f_ri=58097"},{"id":1035582,"name":"Sanayi î Nefise Mekteb î Âlisi","url":"https://www.academia.edu/Documents/in/Sanayi_i_Nefise_Mekteb_i_Alisi?f_ri=58097"},{"id":2775082,"name":"Painting Education","url":"https://www.academia.edu/Documents/in/Painting_Education?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36382951" data-work_id="36382951" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36382951/Y%C3%BCksek_Lisans_%C3%87ocukta_Benlik_Geli%C5%9Fiminde_Aile_%C4%B0%C3%A7i_%C4%B0leti%C5%9Fimin_Rol%C3%BC_%C4%B0slam_Dini_A%C3%A7%C4%B1s%C4%B1ndan_Bir_%C4%B0nceleme">Yüksek Lisans/Çocukta Benlik Gelişiminde Aile İçi İletişimin Rolü: İslam Dini Açısından Bir İnceleme</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Çocuğun benlik gelişiminde nasıl bir yol takip edilmesi gerektiği her zaman üzerinde tartışmalar bulunan bir konu olmuştur. Her şeyin kontrolün zorlaştığı iletişim çağında bu konu daha da önemli hale gelmiştir. Küreselleşen dünyada... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36382951" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Çocuğun benlik gelişiminde nasıl bir yol takip edilmesi gerektiği her zaman üzerinde tartışmalar bulunan bir konu olmuştur. Her şeyin kontrolün zorlaştığı iletişim çağında bu konu daha da önemli hale gelmiştir. Küreselleşen dünyada internet ve televizyon teknolojilerinin gelişmesiyle birlikte ebeveynin çocuk üzerindeki etkisi artık mutlak değildir. Pedagoji literatüründe iç disiplin ve otokontrol kavramlarına dair tartışmalar çoğalmaktadır.  <br />“Çocukta Benlik Gelişiminde Aile İçi İletişimin Rolü: İslam Dini Açısından Bir İnceleme” başlıklı bu çalışmada İslam’ın bakış açısından iç disiplin ve otokontrol kavramları çerçevesinde bir değerlendirme yapılmıştır. Birinci bölümde iletişimin ne olduğu ile ilgili konulara değinilmiştir. İkinci bölümde aile kavramı, aile içi iletişim ve ideal bir aile içi iletişim nasıl olması gerektiği gibi konular ele alınmıştır. Üçüncü bölümde çocuğun fiziksel, zihinsel ve ahlaki gelişimi, benlik kavramı ve benliğe etki eden faktörler irdelenmiştir. Daha çok batılı pedagog ve sosyal bilimcilerin teorileri ve düşünceleri etrafında bir çerçeve çizilmeye çalışılmıştır. Dördüncü ve son bölümde ise İslam Dini’nin aileye, benlik kavramına, çocuğa ve çocuk eğitimine nasıl yaklaştığı ortaya konmaya çalışılmıştır. Bu bağlamda Hz. Peygamber’in hadisleri referans olarak kabul edilmiş ve ilişkisellik-özerklik, benlik durumları, otorite ve iç disiplin-dış disiplin bağlamında irdelenmiştir.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36382951" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d4cd48a19b8637912dbb76441b0330d9" rel="nofollow" data-download="{"attachment_id":56293001,"asset_id":36382951,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56293001/download_file?st=MTczMjQxMDYyMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6038704" href="https://bandirma.academia.edu/AhmetG%C3%BCven">Ahmet Güven</a><script data-card-contents-for-user="6038704" type="text/json">{"id":6038704,"first_name":"Ahmet","last_name":"Güven","domain_name":"bandirma","page_name":"AhmetGüven","display_name":"Ahmet Güven","profile_url":"https://bandirma.academia.edu/AhmetG%C3%BCven?f_ri=58097","photo":"https://0.academia-photos.com/6038704/2543724/2952600/s65_ahmet.g_ven.jpg"}</script></span></span></li><li class="js-paper-rank-work_36382951 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36382951"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36382951, container: ".js-paper-rank-work_36382951", }); 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$(".js-view-count[data-work-id=36382951]").text(description); $(".js-view-count-work_36382951").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36382951").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36382951"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6544" href="https://www.academia.edu/Documents/in/Islamic_Education">Islamic Education</a>, <script data-card-contents-for-ri="6544" type="text/json">{"id":6544,"name":"Islamic Education","url":"https://www.academia.edu/Documents/in/Islamic_Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="350459" href="https://www.academia.edu/Documents/in/Aile_Ici_Iletisim">Aile Içi Iletişim</a>, <script data-card-contents-for-ri="350459" type="text/json">{"id":350459,"name":"Aile Içi Iletişim","url":"https://www.academia.edu/Documents/in/Aile_Ici_Iletisim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2598094" href="https://www.academia.edu/Documents/in/Benlik_Geli%C5%9Fimi">Benlik Gelişimi</a><script data-card-contents-for-ri="2598094" type="text/json">{"id":2598094,"name":"Benlik Gelişimi","url":"https://www.academia.edu/Documents/in/Benlik_Geli%C5%9Fimi?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36382951]'), work: {"id":36382951,"title":"Yüksek Lisans/Çocukta Benlik Gelişiminde Aile İçi İletişimin Rolü: İslam Dini Açısından Bir İnceleme","created_at":"2018-04-11T02:30:06.776-07:00","url":"https://www.academia.edu/36382951/Y%C3%BCksek_Lisans_%C3%87ocukta_Benlik_Geli%C5%9Fiminde_Aile_%C4%B0%C3%A7i_%C4%B0leti%C5%9Fimin_Rol%C3%BC_%C4%B0slam_Dini_A%C3%A7%C4%B1s%C4%B1ndan_Bir_%C4%B0nceleme?f_ri=58097","dom_id":"work_36382951","summary":"Çocuğun benlik gelişiminde nasıl bir yol takip edilmesi gerektiği her zaman üzerinde tartışmalar bulunan bir konu olmuştur. Her şeyin kontrolün zorlaştığı iletişim çağında bu konu daha da önemli hale gelmiştir. Küreselleşen dünyada internet ve televizyon teknolojilerinin gelişmesiyle birlikte ebeveynin çocuk üzerindeki etkisi artık mutlak değildir. Pedagoji literatüründe iç disiplin ve otokontrol kavramlarına dair tartışmalar çoğalmaktadır. \n“Çocukta Benlik Gelişiminde Aile İçi İletişimin Rolü: İslam Dini Açısından Bir İnceleme” başlıklı bu çalışmada İslam’ın bakış açısından iç disiplin ve otokontrol kavramları çerçevesinde bir değerlendirme yapılmıştır. Birinci bölümde iletişimin ne olduğu ile ilgili konulara değinilmiştir. İkinci bölümde aile kavramı, aile içi iletişim ve ideal bir aile içi iletişim nasıl olması gerektiği gibi konular ele alınmıştır. Üçüncü bölümde çocuğun fiziksel, zihinsel ve ahlaki gelişimi, benlik kavramı ve benliğe etki eden faktörler irdelenmiştir. Daha çok batılı pedagog ve sosyal bilimcilerin teorileri ve düşünceleri etrafında bir çerçeve çizilmeye çalışılmıştır. Dördüncü ve son bölümde ise İslam Dini’nin aileye, benlik kavramına, çocuğa ve çocuk eğitimine nasıl yaklaştığı ortaya konmaya çalışılmıştır. Bu bağlamda Hz. Peygamber’in hadisleri referans olarak kabul edilmiş ve ilişkisellik-özerklik, benlik durumları, otorite ve iç disiplin-dış disiplin bağlamında irdelenmiştir. ","downloadable_attachments":[{"id":56293001,"asset_id":36382951,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6038704,"first_name":"Ahmet","last_name":"Güven","domain_name":"bandirma","page_name":"AhmetGüven","display_name":"Ahmet Güven","profile_url":"https://bandirma.academia.edu/AhmetG%C3%BCven?f_ri=58097","photo":"https://0.academia-photos.com/6038704/2543724/2952600/s65_ahmet.g_ven.jpg"}],"research_interests":[{"id":6544,"name":"Islamic Education","url":"https://www.academia.edu/Documents/in/Islamic_Education?f_ri=58097","nofollow":false},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":350459,"name":"Aile Içi Iletişim","url":"https://www.academia.edu/Documents/in/Aile_Ici_Iletisim?f_ri=58097","nofollow":false},{"id":2598094,"name":"Benlik Gelişimi","url":"https://www.academia.edu/Documents/in/Benlik_Geli%C5%9Fimi?f_ri=58097","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41098080" data-work_id="41098080" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41098080/%C3%96l%C3%A7me_ve_De%C4%9Ferlendirme_Temel_Kavramlar_ve_%C4%B0lkeler">Ölçme ve Değerlendirme: Temel Kavramlar ve İlkeler</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bu sunum 27 Kasım 2019 tarihinde Kadıköy Lisesinde İstanbul Ölçme ve Değerlendirme Merkezi tarafından düzenlenen bir toplantıda yapılmıştır. Ölçme ve Değerlendirme Akademisi'nin ilk dersidir. Toplantıya gönüllüler arasından seçilmiş 50... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41098080" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bu sunum 27 Kasım 2019 tarihinde Kadıköy Lisesinde İstanbul Ölçme ve Değerlendirme Merkezi tarafından düzenlenen bir toplantıda yapılmıştır.<br />Ölçme ve Değerlendirme Akademisi'nin ilk dersidir. Toplantıya gönüllüler arasından seçilmiş 50 dolayında öğretmen ve Milli Eğitim yöneticileri katılmıştır. Akademi'nin dersleri Bahçeşehir, Boğaziçi ve Yıldız Teknik Üniversitesinden seçkin öğretim üyeleri ile devam edecektir.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41098080" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5b5023b20fe331c2d67c63e733e78f91" rel="nofollow" data-download="{"attachment_id":61357289,"asset_id":41098080,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61357289/download_file?st=MTczMjQxMDYyMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="391941" href="https://bahcesehir.academia.edu/AliBaykal">Ali Baykal</a><script data-card-contents-for-user="391941" type="text/json">{"id":391941,"first_name":"Ali","last_name":"Baykal","domain_name":"bahcesehir","page_name":"AliBaykal","display_name":"Ali Baykal","profile_url":"https://bahcesehir.academia.edu/AliBaykal?f_ri=58097","photo":"https://0.academia-photos.com/391941/122647/19634674/s65_ali.baykal.jpg"}</script></span></span></li><li class="js-paper-rank-work_41098080 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41098080"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41098080, container: ".js-paper-rank-work_41098080", }); 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$(".js-view-count[data-work-id=41098080]").text(description); $(".js-view-count-work_41098080").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41098080").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41098080"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1750" href="https://www.academia.edu/Documents/in/Assessment">Assessment</a>, <script data-card-contents-for-ri="1750" type="text/json">{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="25795" href="https://www.academia.edu/Documents/in/Testing">Testing</a>, <script data-card-contents-for-ri="25795" type="text/json">{"id":25795,"name":"Testing","url":"https://www.academia.edu/Documents/in/Testing?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a><script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41098080]'), work: {"id":41098080,"title":"Ölçme ve Değerlendirme: Temel Kavramlar ve İlkeler","created_at":"2019-11-27T12:31:01.578-08:00","url":"https://www.academia.edu/41098080/%C3%96l%C3%A7me_ve_De%C4%9Ferlendirme_Temel_Kavramlar_ve_%C4%B0lkeler?f_ri=58097","dom_id":"work_41098080","summary":"Bu sunum 27 Kasım 2019 tarihinde Kadıköy Lisesinde İstanbul Ölçme ve Değerlendirme Merkezi tarafından düzenlenen bir toplantıda yapılmıştır.\nÖlçme ve Değerlendirme Akademisi'nin ilk dersidir. Toplantıya gönüllüler arasından seçilmiş 50 dolayında öğretmen ve Milli Eğitim yöneticileri katılmıştır. Akademi'nin dersleri Bahçeşehir, Boğaziçi ve Yıldız Teknik Üniversitesinden seçkin öğretim üyeleri ile devam edecektir. ","downloadable_attachments":[{"id":61357289,"asset_id":41098080,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":391941,"first_name":"Ali","last_name":"Baykal","domain_name":"bahcesehir","page_name":"AliBaykal","display_name":"Ali Baykal","profile_url":"https://bahcesehir.academia.edu/AliBaykal?f_ri=58097","photo":"https://0.academia-photos.com/391941/122647/19634674/s65_ali.baykal.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false},{"id":1750,"name":"Assessment","url":"https://www.academia.edu/Documents/in/Assessment?f_ri=58097","nofollow":false},{"id":25795,"name":"Testing","url":"https://www.academia.edu/Documents/in/Testing?f_ri=58097","nofollow":false},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":435064,"name":"Ölçme ve Değerlendirme","url":"https://www.academia.edu/Documents/in/%C3%96l%C3%A7me_ve_De%C4%9Ferlendirme?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3349868" data-work_id="3349868" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3349868/Otizm_%C3%9Czerine_T%C3%BCrkiyeden_Bir_%C3%96rnek_VAKA_%C4%B0ncelemesi">Otizm Üzerine Türkiye'den Bir Örnek VAKA İncelemesi</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3349868" data-share-source="work_strip" 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itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3882126" href="https://fiu.academia.edu/SemaALPAYTAC">Sema ALPAYTAC</a><script data-card-contents-for-user="3882126" type="text/json">{"id":3882126,"first_name":"Sema","last_name":"ALPAYTAC","domain_name":"fiu","page_name":"SemaALPAYTAC","display_name":"Sema ALPAYTAC","profile_url":"https://fiu.academia.edu/SemaALPAYTAC?f_ri=58097","photo":"https://0.academia-photos.com/3882126/2741066/49595771/s65_sema.alpaytac.jpeg"}</script></span></span></li><li class="js-paper-rank-work_3349868 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3349868"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3349868, container: ".js-paper-rank-work_3349868", }); });</script></li><li 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class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/60401505" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="60754534d21fd6428b13ae6b21dd1a43" rel="nofollow" data-download="{"attachment_id":73864572,"asset_id":60401505,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/73864572/download_file?st=MTczMjQxMDYyMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span 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data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1563311" href="https://www.academia.edu/Documents/in/EMILE_DURKEIM">EMILE DURKEIM</a>, <script data-card-contents-for-ri="1563311" type="text/json">{"id":1563311,"name":"EMILE DURKEIM","url":"https://www.academia.edu/Documents/in/EMILE_DURKEIM?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2313998" href="https://www.academia.edu/Documents/in/Ters_Y%C3%BCz_S%C4%B1n%C4%B1f_Modeli">Ters Yüz Sınıf Modeli</a><script data-card-contents-for-ri="2313998" type="text/json">{"id":2313998,"name":"Ters Yüz Sınıf 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data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ebf1145297883097bcc425b5dcdab80f" rel="nofollow" data-download="{"attachment_id":32512030,"asset_id":5363285,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32512030/download_file?st=MTczMjQxMDYyMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" 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href="https://www.academia.edu/Documents/in/Ingilizce_ogrenme">Ingilizce öğrenme</a>, <script data-card-contents-for-ri="1213223" type="text/json">{"id":1213223,"name":"Ingilizce öğrenme","url":"https://www.academia.edu/Documents/in/Ingilizce_ogrenme?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1213224" href="https://www.academia.edu/Documents/in/Ingilizce_ogrenmek">Ingilizce öğrenmek</a>, <script data-card-contents-for-ri="1213224" type="text/json">{"id":1213224,"name":"Ingilizce öğrenmek","url":"https://www.academia.edu/Documents/in/Ingilizce_ogrenmek?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1213225" href="https://www.academia.edu/Documents/in/Ingilizce_Egitimi">Ingilizce Eğitimi</a><script data-card-contents-for-ri="1213225" type="text/json">{"id":1213225,"name":"Ingilizce Eğitimi","url":"https://www.academia.edu/Documents/in/Ingilizce_Egitimi?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5363285]'), work: {"id":5363285,"title":"Online İngilizce Öğrenme","created_at":"2013-12-09T01:42:24.191-08:00","url":"https://www.academia.edu/5363285/Online_%C4%B0ngilizce_%C3%96%C4%9Frenme?f_ri=58097","dom_id":"work_5363285","summary":null,"downloadable_attachments":[{"id":32512030,"asset_id":5363285,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7453424,"first_name":"Ucuz Otobüs","last_name":"Bileti","domain_name":"independent","page_name":"UcuzOtobüsBileti","display_name":"Ucuz Otobüs 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itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44424053/Gelece%C4%9Fin_E%C4%9Fitiminde_Yeni_%C3%96%C4%9Fretmen_Becerileri">Geleceğin Eğitiminde Yeni Öğretmen Becerileri</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Öğrenme ortamı, öğrenci, öğretim teknikleri, sosyal yaşam ve iş yaşamı gibi temel konularda yaşanan değişiklikler, öğretmen açısından kritiktir. Geleceğin eğitiminde öğretmenin bu önemli vazifeyi yerine getirebilmesi için liderlik, iş... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44424053" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Öğrenme ortamı, öğrenci, öğretim teknikleri, sosyal yaşam ve iş yaşamı gibi temel konularda yaşanan değişiklikler, öğretmen açısından kritiktir. Geleceğin eğitiminde öğretmenin bu önemli vazifeyi yerine getirebilmesi için liderlik, iş birliği, meslek etiği gibi sahip olması gereken bazı temel beceriler vardır. Bu çalışma, öğretmenlerin 21. yüzyıl standartları açısından sahip olması gereken temel becerilerin ne olduğunun belirlenmesini amaçlamaktadır.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44424053" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="eeee296ca071055f6b6b47b6f9669053" rel="nofollow" data-download="{"attachment_id":64839623,"asset_id":44424053,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64839623/download_file?st=MTczMjQxMDYyMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40497856" href="https://independent.academia.edu/%C4%B0lkevakfi">İLKE Vakfı</a><script data-card-contents-for-user="40497856" type="text/json">{"id":40497856,"first_name":"İLKE","last_name":"Vakfı","domain_name":"independent","page_name":"İlkevakfi","display_name":"İLKE Vakfı","profile_url":"https://independent.academia.edu/%C4%B0lkevakfi?f_ri=58097","photo":"https://0.academia-photos.com/40497856/11049085/36360208/s65_i_lke.i_lim_k_lt_r_e_itim_vakf_.png"}</script></span></span></li><li class="js-paper-rank-work_44424053 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44424053"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44424053, container: ".js-paper-rank-work_44424053", }); 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$(".js-view-count[data-work-id=44424053]").text(description); $(".js-view-count-work_44424053").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44424053").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44424053"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="74146" href="https://www.academia.edu/Documents/in/ogretmen_Yetistirme">öğretmen Yetiştirme</a>, <script data-card-contents-for-ri="74146" type="text/json">{"id":74146,"name":"öğretmen Yetiştirme","url":"https://www.academia.edu/Documents/in/ogretmen_Yetistirme?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="454429" href="https://www.academia.edu/Documents/in/%C3%96%C4%9Fretmen_E%C4%9Fitimi">Öğretmen Eğitimi</a>, <script data-card-contents-for-ri="454429" type="text/json">{"id":454429,"name":"Öğretmen Eğitimi","url":"https://www.academia.edu/Documents/in/%C3%96%C4%9Fretmen_E%C4%9Fitimi?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1118733" href="https://www.academia.edu/Documents/in/OGRETMEN_YETISTIRMEDE_SORUNLAR_VE_FARKLI_YAKLASIMLARIN_ONEMI">ÖĞRETMEN YETİŞTİRMEDE SORUNLAR VE FARKLI YAKLAŞIMLARIN ÖNEMİ</a><script data-card-contents-for-ri="1118733" type="text/json">{"id":1118733,"name":"ÖĞRETMEN YETİŞTİRMEDE SORUNLAR VE FARKLI YAKLAŞIMLARIN ÖNEMİ","url":"https://www.academia.edu/Documents/in/OGRETMEN_YETISTIRMEDE_SORUNLAR_VE_FARKLI_YAKLASIMLARIN_ONEMI?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44424053]'), work: {"id":44424053,"title":"Geleceğin Eğitiminde Yeni Öğretmen Becerileri","created_at":"2020-11-03T00:37:35.610-08:00","url":"https://www.academia.edu/44424053/Gelece%C4%9Fin_E%C4%9Fitiminde_Yeni_%C3%96%C4%9Fretmen_Becerileri?f_ri=58097","dom_id":"work_44424053","summary":"Öğrenme ortamı, öğrenci, öğretim teknikleri, sosyal yaşam ve iş yaşamı gibi temel konularda yaşanan değişiklikler, öğretmen açısından kritiktir. Geleceğin eğitiminde öğretmenin bu önemli vazifeyi yerine getirebilmesi için liderlik, iş birliği, meslek etiği gibi sahip olması gereken bazı temel beceriler vardır. Bu çalışma, öğretmenlerin 21. yüzyıl standartları açısından sahip olması gereken temel becerilerin ne olduğunun belirlenmesini amaçlamaktadır. ","downloadable_attachments":[{"id":64839623,"asset_id":44424053,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40497856,"first_name":"İLKE","last_name":"Vakfı","domain_name":"independent","page_name":"İlkevakfi","display_name":"İLKE Vakfı","profile_url":"https://independent.academia.edu/%C4%B0lkevakfi?f_ri=58097","photo":"https://0.academia-photos.com/40497856/11049085/36360208/s65_i_lke.i_lim_k_lt_r_e_itim_vakf_.png"}],"research_interests":[{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":74146,"name":"öğretmen Yetiştirme","url":"https://www.academia.edu/Documents/in/ogretmen_Yetistirme?f_ri=58097","nofollow":false},{"id":454429,"name":"Öğretmen Eğitimi","url":"https://www.academia.edu/Documents/in/%C3%96%C4%9Fretmen_E%C4%9Fitimi?f_ri=58097","nofollow":false},{"id":1118733,"name":"ÖĞRETMEN YETİŞTİRMEDE SORUNLAR VE FARKLI YAKLAŞIMLARIN ÖNEMİ","url":"https://www.academia.edu/Documents/in/OGRETMEN_YETISTIRMEDE_SORUNLAR_VE_FARKLI_YAKLASIMLARIN_ONEMI?f_ri=58097","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38022665" data-work_id="38022665" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38022665/Malatya_Milli_E%C4%9Fitim_M%C3%BCd%C3%BCrl%C3%BC%C4%9F%C3%BC_Tarih%C3%A7esi_by_%C4%B0ngilizce_Sefa_Sezer">Malatya Milli Eğitim Müdürlüğü Tarihçesi by İngilizce Sefa Sezer</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Malatya Milli Eğitim Müdürlüğü Tarihçesi by İngilizce Sefa Sezer</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div 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data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="67601075" href="https://xn--frat-lza.academia.edu/SefaSezer">Sefa Sezer</a><script data-card-contents-for-user="67601075" type="text/json">{"id":67601075,"first_name":"Sefa","last_name":"Sezer","domain_name":"xn--frat-lza","page_name":"SefaSezer","display_name":"Sefa Sezer","profile_url":"https://xn--frat-lza.academia.edu/SefaSezer?f_ri=58097","photo":"https://0.academia-photos.com/67601075/17580765/19797353/s65_sefa.sezer.png"}</script></span></span></li><li class="js-paper-rank-work_38022665 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38022665"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38022665, container: ".js-paper-rank-work_38022665", }); });</script></li><li class="js-percentile-work_38022665 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38022665; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38022665"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38022665 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38022665"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38022665; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38022665]").text(description); $(".js-view-count-work_38022665").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38022665").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38022665"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="252159" href="https://www.academia.edu/Documents/in/Milli_Egitim_Sertifikasi">Milli Eğitim Sertifikası</a>, <script data-card-contents-for-ri="252159" type="text/json">{"id":252159,"name":"Milli Eğitim Sertifikası","url":"https://www.academia.edu/Documents/in/Milli_Egitim_Sertifikasi?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="327582" href="https://www.academia.edu/Documents/in/E%C4%9Fitim_Bilimleri">Eğitim Bilimleri</a>, <script data-card-contents-for-ri="327582" type="text/json">{"id":327582,"name":"Eğitim Bilimleri","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim_Bilimleri?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="602196" href="https://www.academia.edu/Documents/in/Milli_Egitim_Bakanligi">Milli Eğitim Bakanlığı</a><script data-card-contents-for-ri="602196" type="text/json">{"id":602196,"name":"Milli Eğitim Bakanlığı","url":"https://www.academia.edu/Documents/in/Milli_Egitim_Bakanligi?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38022665]'), work: {"id":38022665,"title":"Malatya Milli Eğitim Müdürlüğü Tarihçesi by İngilizce Sefa Sezer","created_at":"2018-12-21T12:46:45.968-08:00","url":"https://www.academia.edu/38022665/Malatya_Milli_E%C4%9Fitim_M%C3%BCd%C3%BCrl%C3%BC%C4%9F%C3%BC_Tarih%C3%A7esi_by_%C4%B0ngilizce_Sefa_Sezer?f_ri=58097","dom_id":"work_38022665","summary":"Malatya Milli Eğitim Müdürlüğü Tarihçesi by İngilizce 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js-work-card work_81521715" data-work_id="81521715" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/81521715/End%C3%BCstriyel_tekstillerde_kullan%C4%B1lan_poli%C3%BCretan_ve_polivinilklor%C3%BCr_esasl%C4%B1_kaplama_y%C3%BCzeylerin_performans_%C3%B6zelliklerinin_incelenmesi">Endüstriyel tekstillerde kullanılan poliüretan ve polivinilklorür esaslı kaplama yüzeylerin performans özelliklerinin incelenmesi</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Endüstriyel Tekstillerde Kullanılan Poliüretan ve Polivinilklorür Esaslı Kaplama Yüzeylerin Performans Özelliklerinin İncelenmesi Sürekli gelişen teknoloji ile birlikte, tüketicilerin ihtiyaçları ve beklentileri artmakta, değişmekte ve... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_81521715" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Endüstriyel Tekstillerde Kullanılan Poliüretan ve Polivinilklorür Esaslı Kaplama Yüzeylerin Performans Özelliklerinin İncelenmesi Sürekli gelişen teknoloji ile birlikte, tüketicilerin ihtiyaçları ve beklentileri artmakta, değişmekte ve gelişmektedir. Endüstride kullanılacak koruyucu giysiden beklenen performans, kullanıldıkları alanın ihtiyaç ve beklentilerine göre değişir. Kaplama ve laminasyon teknikleri yardımı ile özellikleri ve etkileri geliştirilmiş tekstil yüzeylerinin ziraat, medikal, inşaat, mimari, ambalaj, otomotiv vb alanlarına kadar pek çok kullanım alanı vardır. Kaplama yapılmış kumaşların temel özelliklerindeki en belirleyici etken; kaplama maddesi, kaplama yöntemi ve zemin kumaştır. Çalışmanın amacı, günümüzde yaygın bir kullanım alanına sahip olan endüstriyel tekstillerde kullanılan kaplama kumaşların performans özeliklerini araştırmaktır. Bu konu çok kapsamlı olduğu için, kaplama maddesi olarak sadece poliviniklorür ve poliüretan kullanılarak sınırlandırılmaya gidi...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/81521715" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a2416e23b02574602554b0a4747a3745" rel="nofollow" data-download="{"attachment_id":87536984,"asset_id":81521715,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/87536984/download_file?st=MTczMjQxMDYyMyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="39610717" href="https://independent.academia.edu/Tu%C4%9F%C3%A7eGENCER">Tuğçe GENCER</a><script data-card-contents-for-user="39610717" type="text/json">{"id":39610717,"first_name":"Tuğçe","last_name":"GENCER","domain_name":"independent","page_name":"TuğçeGENCER","display_name":"Tuğçe GENCER","profile_url":"https://independent.academia.edu/Tu%C4%9F%C3%A7eGENCER?f_ri=58097","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_81521715 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="81521715"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 81521715, container: ".js-paper-rank-work_81521715", }); 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Endüstride kullanılacak koruyucu giysiden beklenen performans, kullanıldıkları alanın ihtiyaç ve beklentilerine göre değişir. Kaplama ve laminasyon teknikleri yardımı ile özellikleri ve etkileri geliştirilmiş tekstil yüzeylerinin ziraat, medikal, inşaat, mimari, ambalaj, otomotiv vb alanlarına kadar pek çok kullanım alanı vardır. Kaplama yapılmış kumaşların temel özelliklerindeki en belirleyici etken; kaplama maddesi, kaplama yöntemi ve zemin kumaştır. Çalışmanın amacı, günümüzde yaygın bir kullanım alanına sahip olan endüstriyel tekstillerde kullanılan kaplama kumaşların performans özeliklerini araştırmaktır. Bu konu çok kapsamlı olduğu için, kaplama maddesi olarak sadece poliviniklorür ve poliüretan kullanılarak sınırlandırılmaya gidi...","downloadable_attachments":[{"id":87536984,"asset_id":81521715,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":39610717,"first_name":"Tuğçe","last_name":"GENCER","domain_name":"independent","page_name":"TuğçeGENCER","display_name":"Tuğçe GENCER","profile_url":"https://independent.academia.edu/Tu%C4%9F%C3%A7eGENCER?f_ri=58097","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":131512,"name":"Türkiye","url":"https://www.academia.edu/Documents/in/T%C3%BCrkiye?f_ri=58097","nofollow":false},{"id":313228,"name":"TEKSTİL","url":"https://www.academia.edu/Documents/in/TEKSTIL?f_ri=58097","nofollow":false},{"id":504861,"name":"Kimia 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itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="195544418" href="https://eskisehir.academia.edu/NurayGedik">Nuray Gedik</a><script data-card-contents-for-user="195544418" type="text/json">{"id":195544418,"first_name":"Nuray","last_name":"Gedik","domain_name":"eskisehir","page_name":"NurayGedik","display_name":"Nuray Gedik","profile_url":"https://eskisehir.academia.edu/NurayGedik?f_ri=58097","photo":"https://0.academia-photos.com/195544418/57910893/46135099/s65_nuray.gedik.jpeg"}</script></span></span></li><li class="js-paper-rank-work_67985232 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="67985232"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 67985232, container: ".js-paper-rank-work_67985232", }); });</script></li><li 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work_22051850" data-work_id="22051850" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22051850/Education_Monitoring_Report_2014_15_Execut%C4%B1ve_Summary">Education Monitoring Report 2014-15 Executıve Summary</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22051850" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9f83caddfa77e6ea6f3b4a0fcb4b46c4" rel="nofollow" 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Characteristics</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper provides a critical appraisal of influence of teachers’ characteristics on learning achievement in primary schools in Kenya. The main objective of the study is to analyze the influence of teachers’ characteristics on quality... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_75264439" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper provides a critical appraisal of influence of teachers’ characteristics on learning achievement in primary schools in Kenya. The main objective of the study is to analyze the influence of teachers’ characteristics on quality education in primary schools. The paper examined the role played by pedagogy in influencing learning achievement. The paper also assessed the role played staff development in promotion of quality primary education. The paper further investigated the influence of class size in promotion of quality primary education. .Particular attention is given to the crises in inputs and processes that affect the output of quality primary education. This study uses the systems theory. Systems theory was advanced by Ludwig von Bertalnffy (1968). He emphasized that systems are open and interact with their environments to acquire qualitatively properties. Systems theory focuses on the arrangement of relations between the parts which connect them into a whole. It furthe...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/75264439" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7addd07e3e8664fbd29baf53812d8778" rel="nofollow" data-download="{"attachment_id":83103221,"asset_id":75264439,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83103221/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="206368181" href="https://independent.academia.edu/CalebMackatianiImbova">Caleb Mackatiani Imbova</a><script data-card-contents-for-user="206368181" type="text/json">{"id":206368181,"first_name":"Caleb Mackatiani","last_name":"Imbova","domain_name":"independent","page_name":"CalebMackatianiImbova","display_name":"Caleb Mackatiani Imbova","profile_url":"https://independent.academia.edu/CalebMackatianiImbova?f_ri=58097","photo":"https://0.academia-photos.com/206368181/66784175/55141456/s65_caleb_mackatiani.imbova.png"}</script></span></span></li><li class="js-paper-rank-work_75264439 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="75264439"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 75264439, container: ".js-paper-rank-work_75264439", }); 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$(".js-view-count[data-work-id=75264439]").text(description); $(".js-view-count-work_75264439").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_75264439").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="75264439"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a>, <script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18892" href="https://www.academia.edu/Documents/in/Kenya">Kenya</a><script data-card-contents-for-ri="18892" type="text/json">{"id":18892,"name":"Kenya","url":"https://www.academia.edu/Documents/in/Kenya?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=75264439]'), work: {"id":75264439,"title":"Quality Primary Education in Kenya: Implications of Teachers’ Characteristics","created_at":"2022-04-02T16:30:45.870-07:00","url":"https://www.academia.edu/75264439/Quality_Primary_Education_in_Kenya_Implications_of_Teachers_Characteristics?f_ri=58097","dom_id":"work_75264439","summary":"This paper provides a critical appraisal of influence of teachers’ characteristics on learning achievement in primary schools in Kenya. The main objective of the study is to analyze the influence of teachers’ characteristics on quality education in primary schools. The paper examined the role played by pedagogy in influencing learning achievement. The paper also assessed the role played staff development in promotion of quality primary education. The paper further investigated the influence of class size in promotion of quality primary education. .Particular attention is given to the crises in inputs and processes that affect the output of quality primary education. This study uses the systems theory. Systems theory was advanced by Ludwig von Bertalnffy (1968). He emphasized that systems are open and interact with their environments to acquire qualitatively properties. Systems theory focuses on the arrangement of relations between the parts which connect them into a whole. It furthe...","downloadable_attachments":[{"id":83103221,"asset_id":75264439,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":206368181,"first_name":"Caleb Mackatiani","last_name":"Imbova","domain_name":"independent","page_name":"CalebMackatianiImbova","display_name":"Caleb Mackatiani Imbova","profile_url":"https://independent.academia.edu/CalebMackatianiImbova?f_ri=58097","photo":"https://0.academia-photos.com/206368181/66784175/55141456/s65_caleb_mackatiani.imbova.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=58097","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=58097","nofollow":false},{"id":18892,"name":"Kenya","url":"https://www.academia.edu/Documents/in/Kenya?f_ri=58097","nofollow":false},{"id":22632,"name":"Education Policy Studies","url":"https://www.academia.edu/Documents/in/Education_Policy_Studies?f_ri=58097"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=58097"},{"id":51694,"name":"Pedagogía","url":"https://www.academia.edu/Documents/in/Pedagog%C3%ADa?f_ri=58097"},{"id":54727,"name":"Educational Sciences","url":"https://www.academia.edu/Documents/in/Educational_Sciences?f_ri=58097"},{"id":54819,"name":"Educational science","url":"https://www.academia.edu/Documents/in/Educational_science?f_ri=58097"},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational?f_ri=58097"},{"id":93811,"name":"Educação","url":"https://www.academia.edu/Documents/in/Educa%C3%A7%C3%A3o?f_ri=58097"},{"id":105850,"name":"Class Size","url":"https://www.academia.edu/Documents/in/Class_Size?f_ri=58097"},{"id":130005,"name":"Educazione","url":"https://www.academia.edu/Documents/in/Educazione?f_ri=58097"},{"id":147412,"name":"Pedagogia","url":"https://www.academia.edu/Documents/in/Pedagogia?f_ri=58097"},{"id":172264,"name":"Educational studies","url":"https://www.academia.edu/Documents/in/Educational_studies?f_ri=58097"},{"id":211072,"name":"Pedagogie","url":"https://www.academia.edu/Documents/in/Pedagogie?f_ri=58097"},{"id":387704,"name":"Characteristics of Teachers","url":"https://www.academia.edu/Documents/in/Characteristics_of_Teachers?f_ri=58097"},{"id":412893,"name":"Pedagogical Practices","url":"https://www.academia.edu/Documents/in/Pedagogical_Practices?f_ri=58097"},{"id":1410290,"name":"Learning Achievement","url":"https://www.academia.edu/Documents/in/Learning_Achievement?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41691601" data-work_id="41691601" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41691601/S%C4%B1n%C4%B1fta_Teknoloji_Entegrasyonu_%C3%96%C4%9Frenci_Merkezli_%C3%96%C4%9Fretim_Tasar%C4%B1m%C4%B1">Sınıfta Teknoloji Entegrasyonu: Öğrenci Merkezli Öğretim Tasarımı</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bu araştırmada, mevcut öğretim tasarım modelleri (ARCS, ADDIE, ASSURE, Dick ve Carey, Seels ve Glasgow, Smith ve Ragan vb.) göz önüne alınarak, teknoloji temelli eğitimin doğasına uygun bir öğretim tasarım modelinin sunulması ve; tasarım,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41691601" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bu araştırmada, mevcut öğretim tasarım modelleri (ARCS, ADDIE, ASSURE, Dick ve Carey, Seels ve Glasgow, Smith ve Ragan vb.) göz önüne alınarak, teknoloji temelli eğitimin doğasına uygun bir öğretim tasarım modelinin sunulması ve; tasarım, geliştirme, uygulama, değerlendirme ve revize adımlarına uygun olarak temel düzeyde bir model önerisinin derse entegrasyonun nasıl yapılacağının ortaya konulması amaçlanmıştır. ASSURE modeli öğrenici merkezli bir model olarak görülebilir. Pek çok tasarım modelinin aksine, ASSURE modeli öğrenmenin bilişsel kuramlarını temele alarak ortaya konulmuştur. ASSURE modelinin süreçlerinin tasarımında; öğrencilerin karakteristik özellikleri, belirtilen hedefler ve öğretim programında kullanılacak medya ve materyalleri seçme durumu dikkate alınmaktadır. Bu araştırmada, doküman analizi yöntemi kullanılmıştır. Araştırmada sonuç olarak verilen iki örnek ders planı tüm sınıf ve derslere göre güncellenebilir. Bu örnek planların kullanılması ile daha etkili öğrenme imkânı bulması beklenmektedir. Anahtar Kelimeler: Teknoloji, Entegrasyon, Öğretim tasarımı Integrating Technology into Classroom: The Learner-Centered Instructional Design In this study, to present an instructional model by considering the existing models of instructional design (ARCS, ADDIE, ASSURE, Dick and Carey, Seels and Glasgow, Smith and Ragan etc.) with the nature of technology-based education and to reveal analysis, design, development, implementation, evaluation, and to revise levels with lower levels of the instructional design model were aimed. The ASSURE model is extremely learner centered. Unlike many design models, it was created using cognitive theories of learning as its foundation. The directions of Assure Model are characteristic features of learners, getting stated objectives and selecting the best media and materials for the instruction program. In this study, document analysis method were used. As a result, two example lesson plans given can be updated according to all grades and lessons. With the use of these example plans are expected toperform more effective learning.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41691601" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="98015f7582365bf5f0363bcfe7c8445f" rel="nofollow" data-download="{"attachment_id":61849104,"asset_id":41691601,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61849104/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="63857509" href="https://bartin.academia.edu/ramazanyilmaz">Ramazan Yılmaz</a><script data-card-contents-for-user="63857509" type="text/json">{"id":63857509,"first_name":"Ramazan","last_name":"Yılmaz","domain_name":"bartin","page_name":"ramazanyilmaz","display_name":"Ramazan Yılmaz","profile_url":"https://bartin.academia.edu/ramazanyilmaz?f_ri=58097","photo":"https://0.academia-photos.com/63857509/18012841/18020330/s65_ramazan.y_lmaz.jpg"}</script></span></span></li><li class="js-paper-rank-work_41691601 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41691601"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41691601, container: ".js-paper-rank-work_41691601", }); });</script></li><li class="js-percentile-work_41691601 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41691601; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41691601"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41691601 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41691601"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41691601; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41691601]").text(description); $(".js-view-count-work_41691601").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41691601").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41691601"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="74146" href="https://www.academia.edu/Documents/in/ogretmen_Yetistirme">öğretmen Yetiştirme</a>, <script data-card-contents-for-ri="74146" type="text/json">{"id":74146,"name":"öğretmen Yetiştirme","url":"https://www.academia.edu/Documents/in/ogretmen_Yetistirme?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="152094" href="https://www.academia.edu/Documents/in/Teknoloji_Entegrasyonu">Teknoloji Entegrasyonu</a>, <script data-card-contents-for-ri="152094" type="text/json">{"id":152094,"name":"Teknoloji Entegrasyonu","url":"https://www.academia.edu/Documents/in/Teknoloji_Entegrasyonu?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="327582" href="https://www.academia.edu/Documents/in/E%C4%9Fitim_Bilimleri">Eğitim Bilimleri</a><script data-card-contents-for-ri="327582" type="text/json">{"id":327582,"name":"Eğitim Bilimleri","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim_Bilimleri?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41691601]'), work: {"id":41691601,"title":"Sınıfta Teknoloji Entegrasyonu: Öğrenci Merkezli Öğretim Tasarımı","created_at":"2020-01-21T05:43:58.182-08:00","url":"https://www.academia.edu/41691601/S%C4%B1n%C4%B1fta_Teknoloji_Entegrasyonu_%C3%96%C4%9Frenci_Merkezli_%C3%96%C4%9Fretim_Tasar%C4%B1m%C4%B1?f_ri=58097","dom_id":"work_41691601","summary":"Bu araştırmada, mevcut öğretim tasarım modelleri (ARCS, ADDIE, ASSURE, Dick ve Carey, Seels ve Glasgow, Smith ve Ragan vb.) göz önüne alınarak, teknoloji temelli eğitimin doğasına uygun bir öğretim tasarım modelinin sunulması ve; tasarım, geliştirme, uygulama, değerlendirme ve revize adımlarına uygun olarak temel düzeyde bir model önerisinin derse entegrasyonun nasıl yapılacağının ortaya konulması amaçlanmıştır. ASSURE modeli öğrenici merkezli bir model olarak görülebilir. Pek çok tasarım modelinin aksine, ASSURE modeli öğrenmenin bilişsel kuramlarını temele alarak ortaya konulmuştur. ASSURE modelinin süreçlerinin tasarımında; öğrencilerin karakteristik özellikleri, belirtilen hedefler ve öğretim programında kullanılacak medya ve materyalleri seçme durumu dikkate alınmaktadır. Bu araştırmada, doküman analizi yöntemi kullanılmıştır. Araştırmada sonuç olarak verilen iki örnek ders planı tüm sınıf ve derslere göre güncellenebilir. Bu örnek planların kullanılması ile daha etkili öğrenme imkânı bulması beklenmektedir. Anahtar Kelimeler: Teknoloji, Entegrasyon, Öğretim tasarımı Integrating Technology into Classroom: The Learner-Centered Instructional Design In this study, to present an instructional model by considering the existing models of instructional design (ARCS, ADDIE, ASSURE, Dick and Carey, Seels and Glasgow, Smith and Ragan etc.) with the nature of technology-based education and to reveal analysis, design, development, implementation, evaluation, and to revise levels with lower levels of the instructional design model were aimed. The ASSURE model is extremely learner centered. Unlike many design models, it was created using cognitive theories of learning as its foundation. The directions of Assure Model are characteristic features of learners, getting stated objectives and selecting the best media and materials for the instruction program. In this study, document analysis method were used. As a result, two example lesson plans given can be updated according to all grades and lessons. With the use of these example plans are expected toperform more effective learning.","downloadable_attachments":[{"id":61849104,"asset_id":41691601,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":63857509,"first_name":"Ramazan","last_name":"Yılmaz","domain_name":"bartin","page_name":"ramazanyilmaz","display_name":"Ramazan Yılmaz","profile_url":"https://bartin.academia.edu/ramazanyilmaz?f_ri=58097","photo":"https://0.academia-photos.com/63857509/18012841/18020330/s65_ramazan.y_lmaz.jpg"}],"research_interests":[{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":74146,"name":"öğretmen Yetiştirme","url":"https://www.academia.edu/Documents/in/ogretmen_Yetistirme?f_ri=58097","nofollow":false},{"id":152094,"name":"Teknoloji Entegrasyonu","url":"https://www.academia.edu/Documents/in/Teknoloji_Entegrasyonu?f_ri=58097","nofollow":false},{"id":327582,"name":"Eğitim Bilimleri","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim_Bilimleri?f_ri=58097","nofollow":false},{"id":356077,"name":"Eğitim Teknolojileri","url":"https://www.academia.edu/Documents/in/Egitim_Teknolojileri?f_ri=58097"},{"id":454429,"name":"Öğretmen Eğitimi","url":"https://www.academia.edu/Documents/in/%C3%96%C4%9Fretmen_E%C4%9Fitimi?f_ri=58097"},{"id":830849,"name":"Bilgisayar Ve öğRetim Teknolojileri öğRetmenliği","url":"https://www.academia.edu/Documents/in/Bilgisayar_Ve_ogRetim_Teknolojileri_ogRetmenligi?f_ri=58097"},{"id":840999,"name":"Eğitim Fakültesi","url":"https://www.academia.edu/Documents/in/Egitim_Fakultesi?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34663193" data-work_id="34663193" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34663193/UNDERSTANDING_THE_ROLE_OF_SES_ETHNICITY_AND_DISCIPLINE_INFRACTIONS_IN_STUDENTS_STANDARDIZED_TEST_SCORES">UNDERSTANDING THE ROLE OF SES, ETHNICITY, AND DISCIPLINE INFRACTIONS IN STUDENTS’ STANDARDIZED TEST SCORES</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The goal of the current study is to examine the impact of students’ social economic status, ethnicity, and discipline infractions on their standardized test scores in Indiana, the USA. Data from this study extracted from Indiana... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34663193" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The goal of the current study is to examine the impact of students’ social economic status, ethnicity, and discipline infractions on their standardized test scores in Indiana, the USA. Data from this study extracted from Indiana Department of Education. ISTEP is a criterion-referenced standardized test. It consists of items that assess a student’s performance with respect to particular criteria that was established by the Indiana State Board of Education. Criterion-referenced test scores help us to understand where a student stands in relation to the cut scores based Indiana Academic Standards in English/Language Arts and Mathematics. In fact, the application of ISTEP might be helpful for schools to identify their students’ strengths and weaknesses in these content areas. By doing so, they take necessary steps to plan appropriate instruction for students’ academic development. However, the Indiana Department of Education’s statistical data show that there was a statistically significant achievement gap between students. Accordingly, the current study findings point out that the effects of SES and Race varied among groups. Specifically, African-American students with low SES status had lower scores on ISTEP than their white peers did. In addition, a chi-square analysis showed that disproportionality among African American students appeared to be striking. Findings and educational implications are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34663193" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0d0ec7791e8b5e04f466c825a8510c8a" rel="nofollow" data-download="{"attachment_id":54523181,"asset_id":34663193,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54523181/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=58097","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_34663193 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34663193"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34663193, container: ".js-paper-rank-work_34663193", }); });</script></li><li class="js-percentile-work_34663193 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34663193; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_34663193"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34663193 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34663193"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34663193; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34663193]").text(description); $(".js-view-count-work_34663193").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34663193").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34663193"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3481" href="https://www.academia.edu/Documents/in/Student_Achievement_Motivation">Student Achievement Motivation</a>, <script data-card-contents-for-ri="3481" type="text/json">{"id":3481,"name":"Student Achievement Motivation","url":"https://www.academia.edu/Documents/in/Student_Achievement_Motivation?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5453" href="https://www.academia.edu/Documents/in/Race_and_Ethnicity">Race and Ethnicity</a>, <script data-card-contents-for-ri="5453" type="text/json">{"id":5453,"name":"Race and Ethnicity","url":"https://www.academia.edu/Documents/in/Race_and_Ethnicity?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="24748" href="https://www.academia.edu/Documents/in/Ethnicity">Ethnicity</a><script data-card-contents-for-ri="24748" type="text/json">{"id":24748,"name":"Ethnicity","url":"https://www.academia.edu/Documents/in/Ethnicity?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34663193]'), work: {"id":34663193,"title":"UNDERSTANDING THE ROLE OF SES, ETHNICITY, AND DISCIPLINE INFRACTIONS IN STUDENTS’ STANDARDIZED TEST SCORES","created_at":"2017-09-24T11:08:56.550-07:00","url":"https://www.academia.edu/34663193/UNDERSTANDING_THE_ROLE_OF_SES_ETHNICITY_AND_DISCIPLINE_INFRACTIONS_IN_STUDENTS_STANDARDIZED_TEST_SCORES?f_ri=58097","dom_id":"work_34663193","summary":"The goal of the current study is to examine the impact of students’ social economic status, ethnicity, and discipline infractions on their standardized test scores in Indiana, the USA. Data from this study extracted from Indiana Department of Education. ISTEP is a criterion-referenced standardized test. It consists of items that assess a student’s performance with respect to particular criteria that was established by the Indiana State Board of Education. Criterion-referenced test scores help us to understand where a student stands in relation to the cut scores based Indiana Academic Standards in English/Language Arts and Mathematics. In fact, the application of ISTEP might be helpful for schools to identify their students’ strengths and weaknesses in these content areas. By doing so, they take necessary steps to plan appropriate instruction for students’ academic development. However, the Indiana Department of Education’s statistical data show that there was a statistically significant achievement gap between students. Accordingly, the current study findings point out that the effects of SES and Race varied among groups. Specifically, African-American students with low SES status had lower scores on ISTEP than their white peers did. In addition, a chi-square analysis showed that disproportionality among African American students appeared to be striking. Findings and educational implications are discussed. ","downloadable_attachments":[{"id":54523181,"asset_id":34663193,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=58097","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false},{"id":3481,"name":"Student Achievement Motivation","url":"https://www.academia.edu/Documents/in/Student_Achievement_Motivation?f_ri=58097","nofollow":false},{"id":5453,"name":"Race and Ethnicity","url":"https://www.academia.edu/Documents/in/Race_and_Ethnicity?f_ri=58097","nofollow":false},{"id":24748,"name":"Ethnicity","url":"https://www.academia.edu/Documents/in/Ethnicity?f_ri=58097","nofollow":false},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=58097"},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097"},{"id":89287,"name":"Student Achievement","url":"https://www.academia.edu/Documents/in/Student_Achievement?f_ri=58097"},{"id":90732,"name":"Pendidikan","url":"https://www.academia.edu/Documents/in/Pendidikan?f_ri=58097"},{"id":93811,"name":"Educação","url":"https://www.academia.edu/Documents/in/Educa%C3%A7%C3%A3o?f_ri=58097"},{"id":753034,"name":"Ses","url":"https://www.academia.edu/Documents/in/Ses?f_ri=58097"},{"id":780980,"name":"Ethnicity and Developmnet","url":"https://www.academia.edu/Documents/in/Ethnicity_and_Developmnet?f_ri=58097"},{"id":951126,"name":"Ethnicity and Identity Politics","url":"https://www.academia.edu/Documents/in/Ethnicity_and_Identity_Politics?f_ri=58097"},{"id":1019276,"name":"Ethnicity and Nationality","url":"https://www.academia.edu/Documents/in/Ethnicity_and_Nationality?f_ri=58097"},{"id":1031715,"name":"Educacion","url":"https://www.academia.edu/Documents/in/Educacion-2?f_ri=58097"},{"id":2790493,"name":"Standardized Test Scores","url":"https://www.academia.edu/Documents/in/Standardized_Test_Scores?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34119041" data-work_id="34119041" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34119041/THE_STYLES_OF_COPING_WITH_STRESS_AMONG_THE_STUDENTS_STUDYING_AT_THE_SCHOOLS_WHICH_ADMIT_THE_STUDENTS_WITH_A_SPECIAL_TALENT_EXAM">THE STYLES OF COPING WITH STRESS AMONG THE STUDENTS STUDYING AT THE SCHOOLS WHICH ADMIT THE STUDENTS WITH A SPECIAL TALENT EXAM</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of the research was to determine the styles of coping with stress among the students studying at the schools which admit the students with a special talent exam. The scope of the research involved the schools which admit the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34119041" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of the research was to determine the styles of coping with stress among the students studying at the schools which admit the students with a special talent exam. The scope of the research involved the schools which admit the students with a special talent exam, the sample group included total 413 students; 226 males, 187 females, having education at the Faculty of Sport Sciences (SBF), the Dilek Sabancı Conservatory (DSK) and the Faculty of Fine Arts (GSF) in Selçuk University. Firstly, a personal information form and the Ways of Coping Questionnaire (WCQ) developed by Folkman and Lazarus (1980) and created as a short form by Şahin and Durak (1995) were used. By testing the homogenity and variance of data, the Independent Sample t-test for the gender factor, the One Way Anova for multiple comparisons,  the Tukey test for the resources of differences were applied. The Cronbach alpha value was determined to be 0,76 for the Coping Questionnaire. Depending on the gender factor; statistically significant differences were observed in all of sub-dimensions to cope with stress among the SBF, DSK and GSF students (P<0.05). Given the school types, there was a lower point in the SBF student averages concerning the desperation dimension rather than the other two schools as there was a higher average in the Conservatory students’ optimism dimension rather than the other two schools, a lower average in their social support points, these differences were regarded to be statistically significant (P<0.05). In accordance with the school type, differences between active and passive coping strategies did not have stable changes and any specific situation was not observed in the school type. This situation can result from the specific exam criteria and the ability and measurement techniques of the schools which admit the students with a special talent exam.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34119041" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2cc18579f0f63b0a57ee80410846e952" rel="nofollow" data-download="{"attachment_id":54048947,"asset_id":34119041,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54048947/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=58097","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_34119041 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34119041"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34119041, container: ".js-paper-rank-work_34119041", }); 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The scope of the research involved the schools which admit the students with a special talent exam, the sample group included total 413 students; 226 males, 187 females, having education at the Faculty of Sport Sciences (SBF), the Dilek Sabancı Conservatory (DSK) and the Faculty of Fine Arts (GSF) in Selçuk University. Firstly, a personal information form and the Ways of Coping Questionnaire (WCQ) developed by Folkman and Lazarus (1980) and created as a short form by Şahin and Durak (1995) were used. By testing the homogenity and variance of data, the Independent Sample t-test for the gender factor, the One Way Anova for multiple comparisons, the Tukey test for the resources of differences were applied. The Cronbach alpha value was determined to be 0,76 for the Coping Questionnaire. Depending on the gender factor; statistically significant differences were observed in all of sub-dimensions to cope with stress among the SBF, DSK and GSF students (P\u003c0.05). Given the school types, there was a lower point in the SBF student averages concerning the desperation dimension rather than the other two schools as there was a higher average in the Conservatory students’ optimism dimension rather than the other two schools, a lower average in their social support points, these differences were regarded to be statistically significant (P\u003c0.05). In accordance with the school type, differences between active and passive coping strategies did not have stable changes and any specific situation was not observed in the school type. This situation can result from the specific exam criteria and the ability and measurement techniques of the schools which admit the students with a special talent exam.","downloadable_attachments":[{"id":54048947,"asset_id":34119041,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=58097","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}],"research_interests":[{"id":887,"name":"Teaching and 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class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33525455" data-work_id="33525455" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33525455/History_of_Anatolia_Through_Readings_For_Tour_Guiding_Students_Detay_Yay%C4%B1nc%C4%B1l%C4%B1k_2017">History of Anatolia Through Readings: For Tour Guiding Students, Detay Yayıncılık, 2017.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The knowledge which the students of Tourist Guiding Program have acquired on the archaeology and art history of Anatolia through the formal education process focuses basically Classical Antiquity including Hellenistic and Roman period,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33525455" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The knowledge which the students of Tourist Guiding Program have acquired on the archaeology and art history of Anatolia through the formal education process focuses basically Classical Antiquity including Hellenistic and Roman period, Eastern Roman Empire widely known as the Byzantine Empire, and Turkish and Islamic Art which centers on Anatolian Seljuks, Principalities and the Ottoman Empire. Apart from this wide range of topics, the students also learn the prehistory of Anatolia stretching from the Paleolithic period to the Middle Bronze Age, and Iron Age states after the Late Bronze Age (the collapse of the Hittite Empire) at the lesson given under different names such as ‘Prehistory of Anatolia’, ‘Anatolian Archaeology’, and ‘Anatolian Civilizations’ depending on the duration and the curriculum of the program. Besides, it is aimed with the lesson of Vocational English to give the students the knowledge that they will need in their business life and the vocabulary they will use at the tours. Lack of any books for tour guiding through readings provided strong initial prodding to prepare this book. This book was prepared to live up to such expectation by combining the professional knowledge with the language knowledge.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33525455" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="eec5b868fa42285c0770cba5a4e3f221" rel="nofollow" data-download="{"attachment_id":53577569,"asset_id":33525455,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53577569/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="49211567" href="https://ikc.academia.edu/AytugArslan">Aytuğ Arslan</a><script data-card-contents-for-user="49211567" type="text/json">{"id":49211567,"first_name":"Aytuğ","last_name":"Arslan","domain_name":"ikc","page_name":"AytugArslan","display_name":"Aytuğ Arslan","profile_url":"https://ikc.academia.edu/AytugArslan?f_ri=58097","photo":"https://0.academia-photos.com/49211567/12945150/131888889/s65_aytu_.arslan.jpg"}</script></span></span></li><li class="js-paper-rank-work_33525455 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33525455"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33525455, container: ".js-paper-rank-work_33525455", }); 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Apart from this wide range of topics, the students also learn the prehistory of Anatolia stretching from the Paleolithic period to the Middle Bronze Age, and Iron Age states after the Late Bronze Age (the collapse of the Hittite Empire) at the lesson given under different names such as ‘Prehistory of Anatolia’, ‘Anatolian Archaeology’, and ‘Anatolian Civilizations’ depending on the duration and the curriculum of the program. Besides, it is aimed with the lesson of Vocational English to give the students the knowledge that they will need in their business life and the vocabulary they will use at the tours. Lack of any books for tour guiding through readings provided strong initial prodding to prepare this book. This book was prepared to live up to such expectation by combining the professional knowledge with the language knowledge.","downloadable_attachments":[{"id":53577569,"asset_id":33525455,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":49211567,"first_name":"Aytuğ","last_name":"Arslan","domain_name":"ikc","page_name":"AytugArslan","display_name":"Aytuğ Arslan","profile_url":"https://ikc.academia.edu/AytugArslan?f_ri=58097","photo":"https://0.academia-photos.com/49211567/12945150/131888889/s65_aytu_.arslan.jpg"}],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=58097","nofollow":false},{"id":909,"name":"Tourism Studies","url":"https://www.academia.edu/Documents/in/Tourism_Studies?f_ri=58097","nofollow":false},{"id":2132,"name":"Cultural Heritage","url":"https://www.academia.edu/Documents/in/Cultural_Heritage?f_ri=58097","nofollow":false},{"id":2527,"name":"Heritage 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turizm","url":"https://www.academia.edu/Documents/in/Kulturel_turizm?f_ri=58097"},{"id":893968,"name":"Kültürel Miras","url":"https://www.academia.edu/Documents/in/Kulturel_Miras?f_ri=58097"},{"id":1254432,"name":"Tourist Guide Books","url":"https://www.academia.edu/Documents/in/Tourist_Guide_Books?f_ri=58097"},{"id":1263394,"name":"Tourist Guide","url":"https://www.academia.edu/Documents/in/Tourist_Guide?f_ri=58097"},{"id":1331042,"name":"Turizm Eğitimi","url":"https://www.academia.edu/Documents/in/Turizm_Egitimi?f_ri=58097"},{"id":1361728,"name":"Turist Rehberliği","url":"https://www.academia.edu/Documents/in/Turist_Rehberligi?f_ri=58097"},{"id":1361730,"name":"Turizm Rehberliği","url":"https://www.academia.edu/Documents/in/Turizm_Rehberligi?f_ri=58097"},{"id":1753966,"name":"Teaching Vocational English","url":"https://www.academia.edu/Documents/in/Teaching_Vocational_English?f_ri=58097"},{"id":2732825,"name":"Mesleki İngilizce","url":"https://www.academia.edu/Documents/in/Mesleki_%C4%B0ngilizce?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40675293" data-work_id="40675293" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40675293/Examination_of_Critical_Thinking_Standards_and_Academic_Self_Efficacy_of_Teacher_Candidates_as_a_Predictor_of_Metacognitive_Thinking_Skills_through_Structural_Equation_Modelling">Examination of Critical Thinking Standards and Academic Self-Efficacy of Teacher Candidates as a Predictor of Metacognitive Thinking Skills through Structural Equation Modelling</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of this research is to examine the structural relationships between metacognitive thinking skills, critical thinking standards and academic self-efficacy of teacher candidates. The research was carried out according to the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40675293" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of this research is to examine the structural relationships between metacognitive thinking skills, critical thinking standards and academic self-efficacy of teacher candidates. The research was carried out according to the relational survey method and structural equation modelling was done in the analysis of the data. The data of the study were obtained from 244 teacher candidates. Personal information form, Critical Thinking Standards Scale, Metacognitive Thinking Scale and Academic Self-Efficacy Scale were used as data collection tools in the study. The findings of the research show that the teacher candidates have a positive moderate relationship between critical thinking standards and metacognitive thinking skills. There appears to be a positive low level of relationship between critical thinking standards and academic self-efficacy. There appears to be a positive moderate relationship between metacognitive thinking skills and academic self-efficacy. Various suggestions have been made to investigators and researchers in the findings obtained from the research. <br /><br /><br />ÖZ: Bu araştırmanın amacı; öğretmen adaylarının üstbilişsel düşünme becerileri ile eleştirel düşünme becerileri ve akademik öz-yeterlikleri arasındaki yapısal ilişkileri incelemektir. Araştırma ilişkisel tarama yöntemine göre yürütülmüş olup, verilerin analizinde yapısal eşitlik modellemesi yapılmıştır. Araştırmanın verileri 244 öğretmen adayından elde edilmiştir. Araştırmada veri toplama aracı olarak; kişisel bilgi formu, Eleştirel Düşünme Standartları Ölçeği, Üstbilişsel Düşünme Ölçeği ve Akademik Öz-Yeterlik Ölçeği kullanılmıştır. Araştırma bulguları, öğretmen adaylarının eleştirel düşünme becerileri ile üstbilişsel düşünme becerileri arasında pozitif yönlü orta düzeyde, eleştirel düşünme becerileri ile akademik öz-yeterlikleri arasında pozitif yönlü düşük düzeyde, üstbilişsel düşünme becerileri ile akademik öz-yeterlikleri arasında pozitif yönlü orta düzeyde bir ilişkinin olduğunu göstermektedir. Araştırmadan elde edilen bulgular ışığında uygulayıcılara ve araştırmacılara yönelik çeşitli önerilerde bulunulmuştur. Anahtar kelimeler: öğretmen adayları, eleştirel düşünme, üstbilişsel düşünme, akademik öz-yeterlik</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40675293" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3f0c4d6dd0d3e7a13bb4a35c9089aa9d" rel="nofollow" data-download="{"attachment_id":60958004,"asset_id":40675293,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60958004/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="63857509" href="https://bartin.academia.edu/ramazanyilmaz">Ramazan Yılmaz</a><script data-card-contents-for-user="63857509" type="text/json">{"id":63857509,"first_name":"Ramazan","last_name":"Yılmaz","domain_name":"bartin","page_name":"ramazanyilmaz","display_name":"Ramazan Yılmaz","profile_url":"https://bartin.academia.edu/ramazanyilmaz?f_ri=58097","photo":"https://0.academia-photos.com/63857509/18012841/18020330/s65_ramazan.y_lmaz.jpg"}</script></span></span></li><li class="js-paper-rank-work_40675293 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40675293"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40675293, container: ".js-paper-rank-work_40675293", }); 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$(".js-view-count[data-work-id=40675293]").text(description); $(".js-view-count-work_40675293").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40675293").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40675293"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a><script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40675293]'), work: {"id":40675293,"title":"Examination of Critical Thinking Standards and Academic Self-Efficacy of Teacher Candidates as a Predictor of Metacognitive Thinking Skills through Structural Equation Modelling","created_at":"2019-10-20T02:45:06.064-07:00","url":"https://www.academia.edu/40675293/Examination_of_Critical_Thinking_Standards_and_Academic_Self_Efficacy_of_Teacher_Candidates_as_a_Predictor_of_Metacognitive_Thinking_Skills_through_Structural_Equation_Modelling?f_ri=58097","dom_id":"work_40675293","summary":"The aim of this research is to examine the structural relationships between metacognitive thinking skills, critical thinking standards and academic self-efficacy of teacher candidates. The research was carried out according to the relational survey method and structural equation modelling was done in the analysis of the data. The data of the study were obtained from 244 teacher candidates. Personal information form, Critical Thinking Standards Scale, Metacognitive Thinking Scale and Academic Self-Efficacy Scale were used as data collection tools in the study. The findings of the research show that the teacher candidates have a positive moderate relationship between critical thinking standards and metacognitive thinking skills. There appears to be a positive low level of relationship between critical thinking standards and academic self-efficacy. There appears to be a positive moderate relationship between metacognitive thinking skills and academic self-efficacy. Various suggestions have been made to investigators and researchers in the findings obtained from the research. \n\n\nÖZ: Bu araştırmanın amacı; öğretmen adaylarının üstbilişsel düşünme becerileri ile eleştirel düşünme becerileri ve akademik öz-yeterlikleri arasındaki yapısal ilişkileri incelemektir. Araştırma ilişkisel tarama yöntemine göre yürütülmüş olup, verilerin analizinde yapısal eşitlik modellemesi yapılmıştır. Araştırmanın verileri 244 öğretmen adayından elde edilmiştir. Araştırmada veri toplama aracı olarak; kişisel bilgi formu, Eleştirel Düşünme Standartları Ölçeği, Üstbilişsel Düşünme Ölçeği ve Akademik Öz-Yeterlik Ölçeği kullanılmıştır. Araştırma bulguları, öğretmen adaylarının eleştirel düşünme becerileri ile üstbilişsel düşünme becerileri arasında pozitif yönlü orta düzeyde, eleştirel düşünme becerileri ile akademik öz-yeterlikleri arasında pozitif yönlü düşük düzeyde, üstbilişsel düşünme becerileri ile akademik öz-yeterlikleri arasında pozitif yönlü orta düzeyde bir ilişkinin olduğunu göstermektedir. Araştırmadan elde edilen bulgular ışığında uygulayıcılara ve araştırmacılara yönelik çeşitli önerilerde bulunulmuştur. Anahtar kelimeler: öğretmen adayları, eleştirel düşünme, üstbilişsel düşünme, akademik öz-yeterlik","downloadable_attachments":[{"id":60958004,"asset_id":40675293,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":63857509,"first_name":"Ramazan","last_name":"Yılmaz","domain_name":"bartin","page_name":"ramazanyilmaz","display_name":"Ramazan Yılmaz","profile_url":"https://bartin.academia.edu/ramazanyilmaz?f_ri=58097","photo":"https://0.academia-photos.com/63857509/18012841/18020330/s65_ramazan.y_lmaz.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=58097","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=58097","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=58097","nofollow":false},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=58097"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=58097"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=58097"},{"id":4474,"name":"Critical Thinking","url":"https://www.academia.edu/Documents/in/Critical_Thinking?f_ri=58097"},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=58097"},{"id":8667,"name":"Metacognition","url":"https://www.academia.edu/Documents/in/Metacognition?f_ri=58097"},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097"},{"id":74146,"name":"öğretmen Yetiştirme","url":"https://www.academia.edu/Documents/in/ogretmen_Yetistirme?f_ri=58097"},{"id":252718,"name":"Bilişim Teknolojileri","url":"https://www.academia.edu/Documents/in/Bili%C5%9Fim_Teknolojileri?f_ri=58097"},{"id":327582,"name":"Eğitim Bilimleri","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim_Bilimleri?f_ri=58097"},{"id":356077,"name":"Eğitim Teknolojileri","url":"https://www.academia.edu/Documents/in/Egitim_Teknolojileri?f_ri=58097"},{"id":454429,"name":"Öğretmen Eğitimi","url":"https://www.academia.edu/Documents/in/%C3%96%C4%9Fretmen_E%C4%9Fitimi?f_ri=58097"},{"id":509206,"name":"Açık ve Uzaktan Öğrenme","url":"https://www.academia.edu/Documents/in/Acik_ve_Uzaktan_Ogrenme?f_ri=58097"},{"id":537110,"name":"üstbiliş","url":"https://www.academia.edu/Documents/in/ustbilis?f_ri=58097"},{"id":669282,"name":"ELEŞTİREL DÜŞÜNME","url":"https://www.academia.edu/Documents/in/ELESTIREL_DUSUNME?f_ri=58097"},{"id":840999,"name":"Eğitim Fakültesi","url":"https://www.academia.edu/Documents/in/Egitim_Fakultesi?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35174696" data-work_id="35174696" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35174696/Peyzaj_Mimarl%C4%B1%C4%9F%C4%B1_E%C4%9Fitiminde_OpenSimulator_Yaz%C4%B1l%C4%B1m%C4%B1n%C4%B1n_%C3%96%C4%9Frenmeyi_Kolayla%C5%9Ft%C4%B1r%C4%B1c%C4%B1_ve_Te%C5%9Fvik_Edici_Bir_E%C4%9Fitim_Arac%C4%B1_Olarak_Kullan%C4%B1lmas%C4%B1na_%C4%B0li%C5%9Fkin_Model_%C3%96nerisi">Peyzaj Mimarlığı Eğitiminde OpenSimulator Yazılımının Öğrenmeyi Kolaylaştırıcı ve Teşvik Edici Bir Eğitim Aracı Olarak Kullanılmasına İlişkin Model Önerisi</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Abstract In Digital Game-Based Learning (2007), Marc Prensky defines the generation as " digital natives " , who spent time using computers and smart-devices and grew up mostly in a human-computer interaction. In addition, Prensky claims... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35174696" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Abstract<br /><br />In Digital Game-Based Learning (2007), Marc Prensky defines the generation as " digital natives " , who spent time using computers and smart-devices and grew up mostly in a human-computer interaction. In addition, Prensky claims that that interaction changed the way of cognition and learning of digital natives by presenting information in a visual-based information network, allowing students to gather data by hyperlinking this information, and rewarding them as a response to their performance. On the contrary, the conventional education system presents a stable, text-dominant information stream which disregards the needs of pupils.Consequently, Prensky suggests that the conventional education system should be adapted to the evolution of digital natives as recent learners. Moreover, he states that the digital game-based learning approach and video games are significant opportunities for this adaptation process and recent research and experimental studies approve the idea of using video game for educational purposes. This research aims to develop a virtual learning environment to facilitate and motivate the learning of landscape construction and grading topics by performing tasks in a video game-like environment. For that purpose, a three-dimensional virtual environment was set up using the OpenSimulator software. Afterwards, a learning scenario was created in accordance with the curriculum of these topics and simulated in this virtual environment by using 2D and 3D visual representations of tex-tual information. The learning scenario was based on a series of tasks beginning with introductory missions and progressively getting more difficult and requiring more specific information to assist students in developing their knowledge and skills. Moreover, a feedback module was programmed for simulating the effects of their decisions and providing essential information and guidance to students for producing and optimizing solutions in encountered problems. In conclusion, an experimental study was conducted to measure the instructional and motivational effects of the proposed virtual learning environment with 16 undergraduate students as part of " Landscape Construction 1 " course in Istanbul Technical University. The findings showed that the proposed virtual learning environment increased the learning motivation of subjects and raised the learning rate of subjects by 53.14 percent. <br /><br />Özet <br />Marc Prensky, Digital Game-Based Learning (2007) kitabında bilgisayar teknolojileri ve akıllı ci-hazları kullanarak ve yoğun olarak bilgisayar-insan etkileşimi içerisinde büyüyen nesli " sayısal yerliler " (digital natives) olarak tanımlamaktadır. Prensky, bu neslin bilgisayar arayüzü ile kur-dukları etkileşimin beyin ve algı yapısının yanı sıra, bireylerin öğrenme yollarını tümüyle değiş-tirdiğini belirtmiştir. Bu değişimin neticesinde, bu neslin yazılı bilgiden ziyade görselleştirilmiş bilgiyi okuyarak, bilgi ağları arasında köprüler yardımıyla seçimler doğrultusunda ilerleyerek ve öğrenme sürecinde ödüllendirilerek öğrenmeye yatkın olduklarını belirtmiştir. Ayrıca, yazı odaklı bilginin baskın olduğu, durağan ve öğrencinin pasif rol aldığı mevcut eğitim sisteminin bu neslin ihtiyaçlarına cevap veremediğini ve bu değişime uyum sağlamasının gerekliliğini savunmuştur. Bu araştırmanın amacı, peyzaj mimarlığı eğitim müfredatında yer alan peyzaj konstrüksiyonu ve tesviye konularının öğrenimini teşvik eden ve kolaylaştıran işbirlikçi çalışmaya elverişli bir sanal öğrenme ortamı oluşturmaktır. Bu amaçla, OpenSimulator yazılımı kullanılarak bir üç boyutlu sanal ortam kurulmuştur. Sanal ortam içerisinde, peyzaj mimarlığı eğitiminde önemli role sa-hip peyzaj konstrüksiyonu ve tesviye konularının öğrenilmesini kolaylaştırmak amacıyla eğitim müfredatı bilgilerinin iki ve üç boyutlu görsel temsilleri oluşturulmuştur. Ardından, öğrencile-rin öğrenme sürecindeki hakimiyetinin arttırılması ve öğrenime teşvik edilmesi amacıyla eğitim müfredatı basit ve göreceli tanımlamalardan başlayarak kademeli olarak zorlaşan oyun-tabanlı görevlere dönüştürülmüştür. Bu sayede öğrencilerin karmaşık kavram ve problemleri algılamak için yeterli bilgi ve beceri birikimini kazanmaları amaçlanmaktadır. Araştırmanın diğer bir amacı da, öğrencileri konu hakkında bilgilendirip, ardından bilgi düzeyini ölçmekten ziyade, öğrenci-lere gerekli uzmanlık alanı hakkında sağlam bir bilgi yapısı oluşturmaktır. Bu amaçla, öğrenciler sanal ortamda verilen görevleri tamamlarken, verdikleri kararlara ilişkin geribildirimler aracı-lığıyla hem bilgilendirilmekte hem de çözüm önerisi geliştirme veya iyileştirme sürecinde öğ-rencilere rehberlik eden bir modül programlanmıştır. Son olarak, araştırma kapsamında geliş-tirilen model önerisinin güdüsel ve öğretici etkilerini değerlendirmek amacıyla İstanbul Teknik Üniversitesi'nde peyzaj konstrüksiyonu 1 dersi kapsamında lisans düzeyindeki 16 öğrencinin gönüllü katılımı ile bir deneysel çalışma yürütülmüştür. Bulgular doğrultusunda, tez kapsamın-da geliştirilen model önerisi katılımcıların sorularını doğru yanıtlama ortalamasını 53,14% art-tırmıştır. Anahtar Kelimeler: Peyzaj mimarlığı eğitimi, bilgisayar destekli eğitim, sanal öğrenme ortamları, oyun-tabanlı öğrenme.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35174696" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6ac0cb53baa140cd2b37dfbdcbf8b7e8" rel="nofollow" data-download="{"attachment_id":55036112,"asset_id":35174696,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55036112/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10181854" href="https://istanbultek.academia.edu/MuhammedAli%C3%96RNEK">Muhammed Ali ÖRNEK</a><script data-card-contents-for-user="10181854" type="text/json">{"id":10181854,"first_name":"Muhammed Ali","last_name":"ÖRNEK","domain_name":"istanbultek","page_name":"MuhammedAliÖRNEK","display_name":"Muhammed Ali ÖRNEK","profile_url":"https://istanbultek.academia.edu/MuhammedAli%C3%96RNEK?f_ri=58097","photo":"https://0.academia-photos.com/10181854/3230499/38652275/s65_muhammed_ali._rnek.jpg"}</script></span></span></li><li class="js-paper-rank-work_35174696 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35174696"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35174696, container: ".js-paper-rank-work_35174696", }); 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$(".js-view-count[data-work-id=35174696]").text(description); $(".js-view-count-work_35174696").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35174696").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35174696"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2605" href="https://www.academia.edu/Documents/in/Serious_Games">Serious Games</a>, <script data-card-contents-for-ri="2605" type="text/json">{"id":2605,"name":"Serious Games","url":"https://www.academia.edu/Documents/in/Serious_Games?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3183" href="https://www.academia.edu/Documents/in/Landscape_Architecture">Landscape Architecture</a>, <script data-card-contents-for-ri="3183" type="text/json">{"id":3183,"name":"Landscape Architecture","url":"https://www.academia.edu/Documents/in/Landscape_Architecture?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10641" href="https://www.academia.edu/Documents/in/Game_Based_Learning">Game Based Learning</a>, <script data-card-contents-for-ri="10641" type="text/json">{"id":10641,"name":"Game Based Learning","url":"https://www.academia.edu/Documents/in/Game_Based_Learning?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="16184" href="https://www.academia.edu/Documents/in/Serious_Gaming">Serious Gaming</a><script data-card-contents-for-ri="16184" type="text/json">{"id":16184,"name":"Serious Gaming","url":"https://www.academia.edu/Documents/in/Serious_Gaming?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35174696]'), work: {"id":35174696,"title":"Peyzaj Mimarlığı Eğitiminde OpenSimulator Yazılımının Öğrenmeyi Kolaylaştırıcı ve Teşvik Edici Bir Eğitim Aracı Olarak Kullanılmasına İlişkin Model Önerisi","created_at":"2017-11-17T11:07:39.953-08:00","url":"https://www.academia.edu/35174696/Peyzaj_Mimarl%C4%B1%C4%9F%C4%B1_E%C4%9Fitiminde_OpenSimulator_Yaz%C4%B1l%C4%B1m%C4%B1n%C4%B1n_%C3%96%C4%9Frenmeyi_Kolayla%C5%9Ft%C4%B1r%C4%B1c%C4%B1_ve_Te%C5%9Fvik_Edici_Bir_E%C4%9Fitim_Arac%C4%B1_Olarak_Kullan%C4%B1lmas%C4%B1na_%C4%B0li%C5%9Fkin_Model_%C3%96nerisi?f_ri=58097","dom_id":"work_35174696","summary":"Abstract\n\nIn Digital Game-Based Learning (2007), Marc Prensky defines the generation as \" digital natives \" , who spent time using computers and smart-devices and grew up mostly in a human-computer interaction. In addition, Prensky claims that that interaction changed the way of cognition and learning of digital natives by presenting information in a visual-based information network, allowing students to gather data by hyperlinking this information, and rewarding them as a response to their performance. On the contrary, the conventional education system presents a stable, text-dominant information stream which disregards the needs of pupils.Consequently, Prensky suggests that the conventional education system should be adapted to the evolution of digital natives as recent learners. Moreover, he states that the digital game-based learning approach and video games are significant opportunities for this adaptation process and recent research and experimental studies approve the idea of using video game for educational purposes. This research aims to develop a virtual learning environment to facilitate and motivate the learning of landscape construction and grading topics by performing tasks in a video game-like environment. For that purpose, a three-dimensional virtual environment was set up using the OpenSimulator software. Afterwards, a learning scenario was created in accordance with the curriculum of these topics and simulated in this virtual environment by using 2D and 3D visual representations of tex-tual information. The learning scenario was based on a series of tasks beginning with introductory missions and progressively getting more difficult and requiring more specific information to assist students in developing their knowledge and skills. Moreover, a feedback module was programmed for simulating the effects of their decisions and providing essential information and guidance to students for producing and optimizing solutions in encountered problems. In conclusion, an experimental study was conducted to measure the instructional and motivational effects of the proposed virtual learning environment with 16 undergraduate students as part of \" Landscape Construction 1 \" course in Istanbul Technical University. The findings showed that the proposed virtual learning environment increased the learning motivation of subjects and raised the learning rate of subjects by 53.14 percent. \n\nÖzet \nMarc Prensky, Digital Game-Based Learning (2007) kitabında bilgisayar teknolojileri ve akıllı ci-hazları kullanarak ve yoğun olarak bilgisayar-insan etkileşimi içerisinde büyüyen nesli \" sayısal yerliler \" (digital natives) olarak tanımlamaktadır. Prensky, bu neslin bilgisayar arayüzü ile kur-dukları etkileşimin beyin ve algı yapısının yanı sıra, bireylerin öğrenme yollarını tümüyle değiş-tirdiğini belirtmiştir. Bu değişimin neticesinde, bu neslin yazılı bilgiden ziyade görselleştirilmiş bilgiyi okuyarak, bilgi ağları arasında köprüler yardımıyla seçimler doğrultusunda ilerleyerek ve öğrenme sürecinde ödüllendirilerek öğrenmeye yatkın olduklarını belirtmiştir. Ayrıca, yazı odaklı bilginin baskın olduğu, durağan ve öğrencinin pasif rol aldığı mevcut eğitim sisteminin bu neslin ihtiyaçlarına cevap veremediğini ve bu değişime uyum sağlamasının gerekliliğini savunmuştur. Bu araştırmanın amacı, peyzaj mimarlığı eğitim müfredatında yer alan peyzaj konstrüksiyonu ve tesviye konularının öğrenimini teşvik eden ve kolaylaştıran işbirlikçi çalışmaya elverişli bir sanal öğrenme ortamı oluşturmaktır. Bu amaçla, OpenSimulator yazılımı kullanılarak bir üç boyutlu sanal ortam kurulmuştur. Sanal ortam içerisinde, peyzaj mimarlığı eğitiminde önemli role sa-hip peyzaj konstrüksiyonu ve tesviye konularının öğrenilmesini kolaylaştırmak amacıyla eğitim müfredatı bilgilerinin iki ve üç boyutlu görsel temsilleri oluşturulmuştur. Ardından, öğrencile-rin öğrenme sürecindeki hakimiyetinin arttırılması ve öğrenime teşvik edilmesi amacıyla eğitim müfredatı basit ve göreceli tanımlamalardan başlayarak kademeli olarak zorlaşan oyun-tabanlı görevlere dönüştürülmüştür. Bu sayede öğrencilerin karmaşık kavram ve problemleri algılamak için yeterli bilgi ve beceri birikimini kazanmaları amaçlanmaktadır. Araştırmanın diğer bir amacı da, öğrencileri konu hakkında bilgilendirip, ardından bilgi düzeyini ölçmekten ziyade, öğrenci-lere gerekli uzmanlık alanı hakkında sağlam bir bilgi yapısı oluşturmaktır. Bu amaçla, öğrenciler sanal ortamda verilen görevleri tamamlarken, verdikleri kararlara ilişkin geribildirimler aracı-lığıyla hem bilgilendirilmekte hem de çözüm önerisi geliştirme veya iyileştirme sürecinde öğ-rencilere rehberlik eden bir modül programlanmıştır. Son olarak, araştırma kapsamında geliş-tirilen model önerisinin güdüsel ve öğretici etkilerini değerlendirmek amacıyla İstanbul Teknik Üniversitesi'nde peyzaj konstrüksiyonu 1 dersi kapsamında lisans düzeyindeki 16 öğrencinin gönüllü katılımı ile bir deneysel çalışma yürütülmüştür. Bulgular doğrultusunda, tez kapsamın-da geliştirilen model önerisi katılımcıların sorularını doğru yanıtlama ortalamasını 53,14% art-tırmıştır. Anahtar Kelimeler: Peyzaj mimarlığı eğitimi, bilgisayar destekli eğitim, sanal öğrenme ortamları, oyun-tabanlı öğrenme.","downloadable_attachments":[{"id":55036112,"asset_id":35174696,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":10181854,"first_name":"Muhammed Ali","last_name":"ÖRNEK","domain_name":"istanbultek","page_name":"MuhammedAliÖRNEK","display_name":"Muhammed Ali ÖRNEK","profile_url":"https://istanbultek.academia.edu/MuhammedAli%C3%96RNEK?f_ri=58097","photo":"https://0.academia-photos.com/10181854/3230499/38652275/s65_muhammed_ali._rnek.jpg"}],"research_interests":[{"id":2605,"name":"Serious Games","url":"https://www.academia.edu/Documents/in/Serious_Games?f_ri=58097","nofollow":false},{"id":3183,"name":"Landscape Architecture","url":"https://www.academia.edu/Documents/in/Landscape_Architecture?f_ri=58097","nofollow":false},{"id":10641,"name":"Game Based Learning","url":"https://www.academia.edu/Documents/in/Game_Based_Learning?f_ri=58097","nofollow":false},{"id":16184,"name":"Serious Gaming","url":"https://www.academia.edu/Documents/in/Serious_Gaming?f_ri=58097","nofollow":false},{"id":28994,"name":"Landscape Architectural Education","url":"https://www.academia.edu/Documents/in/Landscape_Architectural_Education?f_ri=58097"},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097"},{"id":85419,"name":"Game-based Learning","url":"https://www.academia.edu/Documents/in/Game-based_Learning?f_ri=58097"},{"id":108819,"name":"Digital Game Based Learning","url":"https://www.academia.edu/Documents/in/Digital_Game_Based_Learning?f_ri=58097"},{"id":152141,"name":"Bilgisayar Destekli Eğitim","url":"https://www.academia.edu/Documents/in/Bilgisayar_Destekli_Egitim?f_ri=58097"},{"id":282538,"name":"OpenSimulator","url":"https://www.academia.edu/Documents/in/OpenSimulator?f_ri=58097"},{"id":476964,"name":"Sanal Öğrenme Ortamlarında Sosyal Model Olarak Eğitsel Arayüz Ajanları","url":"https://www.academia.edu/Documents/in/Sanal_Ogrenme_Ortamlarinda_Sosyal_Model_Olarak_Egitsel_Arayuz_Ajanlari?f_ri=58097"},{"id":1001459,"name":"Peyzaj Mimarlığı","url":"https://www.academia.edu/Documents/in/Peyzaj_Mimarligi?f_ri=58097"},{"id":1253516,"name":"Oyun Ve öğRenme","url":"https://www.academia.edu/Documents/in/Oyun_Ve_ogRenme?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72183777" data-work_id="72183777" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72183777/Students_Difficulties_in_Written_Expression_in_the_Departments_of_English_and_Arabic_at_Al_Quds_University">Students’ Difficulties in Written Expression in the Departments of English and Arabic at Al-Quds University</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study aims to identify the nature of students’ difficulties in written expression in the Departments of English and Arabic at Al-Quds University. It also aims to identify the impact of each of the variables gender, level, department... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72183777" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study aims to identify the nature of students’ difficulties in written expression in the Departments of English and Arabic at Al-Quds University. It also aims to identify the impact of each of the variables gender, level, department and achievement on the degree of students’ writing difficulties in both departments. To achieve the objective of the study, a questionnaire was designed comprising 32 items applied to the study sample which consisted of 128 students from the Departments of Arabic and English at Al-Quds University in Palestine. The results of the study showed that students’ difficulties in written expression were fain in degree; they also revealed statistically significant differences in the averages of students’ difficulties in written expression due to gender in favor of females, and the presence of statistically significant differences in the averages of the difficulties in written expression due to level, and in favor of third and fourth year students; there were...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72183777" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ad0fd65b604b7d40b6057d32bc8d6dbc" rel="nofollow" data-download="{"attachment_id":81214043,"asset_id":72183777,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81214043/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="96716966" href="https://alquds.academia.edu/InasNaser">Inas Naser</a><script data-card-contents-for-user="96716966" type="text/json">{"id":96716966,"first_name":"Inas","last_name":"Naser","domain_name":"alquds","page_name":"InasNaser","display_name":"Inas Naser","profile_url":"https://alquds.academia.edu/InasNaser?f_ri=58097","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_72183777 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72183777"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72183777, container: ".js-paper-rank-work_72183777", }); 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It also aims to identify the impact of each of the variables gender, level, department and achievement on the degree of students’ writing difficulties in both departments. To achieve the objective of the study, a questionnaire was designed comprising 32 items applied to the study sample which consisted of 128 students from the Departments of Arabic and English at Al-Quds University in Palestine. The results of the study showed that students’ difficulties in written expression were fain in degree; they also revealed statistically significant differences in the averages of students’ difficulties in written expression due to gender in favor of females, and the presence of statistically significant differences in the averages of the difficulties in written expression due to level, and in favor of third and fourth year students; there were...","downloadable_attachments":[{"id":81214043,"asset_id":72183777,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":96716966,"first_name":"Inas","last_name":"Naser","domain_name":"alquds","page_name":"InasNaser","display_name":"Inas Naser","profile_url":"https://alquds.academia.edu/InasNaser?f_ri=58097","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=58097","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=58097","nofollow":false},{"id":2936,"name":"Didactics","url":"https://www.academia.edu/Documents/in/Didactics?f_ri=58097","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=58097"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=58097"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=58097"},{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=58097"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=58097"},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=58097"},{"id":19060,"name":"Arabic English Translation","url":"https://www.academia.edu/Documents/in/Arabic_English_Translation?f_ri=58097"},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=58097"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=58097"},{"id":51694,"name":"Pedagogía","url":"https://www.academia.edu/Documents/in/Pedagog%C3%ADa?f_ri=58097"},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097"},{"id":147412,"name":"Pedagogia","url":"https://www.academia.edu/Documents/in/Pedagogia?f_ri=58097"},{"id":211072,"name":"Pedagogie","url":"https://www.academia.edu/Documents/in/Pedagogie?f_ri=58097"},{"id":419091,"name":"Difficulties Encountered by Students in Learning English Grammar","url":"https://www.academia.edu/Documents/in/Difficulties_Encountered_by_Students_in_Learning_English_Grammar?f_ri=58097"},{"id":620077,"name":"English Language Teaching","url":"https://www.academia.edu/Documents/in/English_Language_Teaching-1?f_ri=58097"},{"id":624707,"name":"English Language","url":"https://www.academia.edu/Documents/in/English_Language-2?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30807004 coauthored" data-work_id="30807004" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30807004/COGNITIVE_DISPOSITIONAL_EMPATHY_ON_MATHEMATICAL_ENGAGEMENT_AND_PERFORMANCE">COGNITIVE DISPOSITIONAL EMPATHY ON MATHEMATICAL ENGAGEMENT AND PERFORMANCE</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The study used a cross-sectional quantitative survey design to study the influence of Dispositional Empathy on Mathematical Engagement (mathematical performance) among Techiman North Senior High School (SHS) students in Ghana, West... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30807004" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The study used a cross-sectional quantitative survey design to study the influence of Dispositional Empathy on Mathematical Engagement (mathematical performance) among Techiman North Senior High School (SHS) students in Ghana, West Africa. Participants across SHS 1, 2 and 3 were selected from the three SHS to take part in the study. The methodology used for the study was the descriptive research design professed to investigate the research questions along the scale of qualitative analyses using the Pearson independent chi-square test statistics. The study’s inferential statistics was done under the assumption of the qualitative test using chi-square estimator supported with Cramer’s V and under rare cases, the use of simple percentages. This helped in analyzing the existing collinearity among the study variables and defining a best fitted hypothetical test for the study variables considered to be associated. It was concluded however that, dispositional empathy on student Academic Performance (AP) is independent of students' response on cognition in mathematical engagement. Again, the fact that a student see mathematics as difficult to understand cognitively or not doesn’t mean he or she can’t pass mathematics evaluated lesson. That is, a student noticing mathematics as intuitively difficult or easy doesn’t guarantee passing with excellent, very good, good, credit, pass or fail etc. After careful analyses of the study variables, we recommend that teachers should try as much as possible to satisfy students’ affective domain when considering lesson objectives, methodology and evaluation of mathematical lessons. Students should take their mathematics lessons serious and must have positive cognition with confidence in Mathematical lesson.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30807004" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="683afb8b85763f111939aa107a63de46" rel="nofollow" data-download="{"attachment_id":51253761,"asset_id":30807004,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51253761/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=58097","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-30807004">+1</span><div class="hidden js-additional-users-30807004"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/isaacowusudarko">isaac owusu-darko</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-30807004'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-30807004').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_30807004 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="30807004"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30807004; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30807004]").text(description); $(".js-view-count-work_30807004").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30807004").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30807004"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">27</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="300" href="https://www.academia.edu/Documents/in/Mathematics">Mathematics</a>, <script data-card-contents-for-ri="300" type="text/json">{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2731" href="https://www.academia.edu/Documents/in/Mathematics_Education">Mathematics Education</a><script data-card-contents-for-ri="2731" type="text/json">{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30807004]'), work: {"id":30807004,"title":"COGNITIVE DISPOSITIONAL EMPATHY ON MATHEMATICAL ENGAGEMENT AND PERFORMANCE","created_at":"2017-01-07T14:48:35.463-08:00","url":"https://www.academia.edu/30807004/COGNITIVE_DISPOSITIONAL_EMPATHY_ON_MATHEMATICAL_ENGAGEMENT_AND_PERFORMANCE?f_ri=58097","dom_id":"work_30807004","summary":"The study used a cross-sectional quantitative survey design to study the influence of Dispositional Empathy on Mathematical Engagement (mathematical performance) among Techiman North Senior High School (SHS) students in Ghana, West Africa. Participants across SHS 1, 2 and 3 were selected from the three SHS to take part in the study. The methodology used for the study was the descriptive research design professed to investigate the research questions along the scale of qualitative analyses using the Pearson independent chi-square test statistics. The study’s inferential statistics was done under the assumption of the qualitative test using chi-square estimator supported with Cramer’s V and under rare cases, the use of simple percentages. This helped in analyzing the existing collinearity among the study variables and defining a best fitted hypothetical test for the study variables considered to be associated. It was concluded however that, dispositional empathy on student Academic Performance (AP) is independent of students' response on cognition in mathematical engagement. Again, the fact that a student see mathematics as difficult to understand cognitively or not doesn’t mean he or she can’t pass mathematics evaluated lesson. That is, a student noticing mathematics as intuitively difficult or easy doesn’t guarantee passing with excellent, very good, good, credit, pass or fail etc. After careful analyses of the study variables, we recommend that teachers should try as much as possible to satisfy students’ affective domain when considering lesson objectives, methodology and evaluation of mathematical lessons. Students should take their mathematics lessons serious and must have positive cognition with confidence in Mathematical lesson.","downloadable_attachments":[{"id":51253761,"asset_id":30807004,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=58097","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"},{"id":42193021,"first_name":"isaac","last_name":"owusu-darko","domain_name":"independent","page_name":"isaacowusudarko","display_name":"isaac owusu-darko","profile_url":"https://independent.academia.edu/isaacowusudarko?f_ri=58097","photo":"https://0.academia-photos.com/42193021/15486406/16097092/s65_isaac.owusu-darko.jpg"}],"research_interests":[{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics?f_ri=58097","nofollow":false},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=58097","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false},{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=58097","nofollow":false},{"id":2936,"name":"Didactics","url":"https://www.academia.edu/Documents/in/Didactics?f_ri=58097"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=58097"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=58097"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=58097"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=58097"},{"id":18338,"name":"Attitudes (Social Psychology)","url":"https://www.academia.edu/Documents/in/Attitudes_Social_Psychology_?f_ri=58097"},{"id":27801,"name":"Mathematics Teacher Education","url":"https://www.academia.edu/Documents/in/Mathematics_Teacher_Education?f_ri=58097"},{"id":40639,"name":"Student Attitudes and Perceptions","url":"https://www.academia.edu/Documents/in/Student_Attitudes_and_Perceptions?f_ri=58097"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=58097"},{"id":51694,"name":"Pedagogía","url":"https://www.academia.edu/Documents/in/Pedagog%C3%ADa?f_ri=58097"},{"id":57305,"name":"Teaching Mathematics","url":"https://www.academia.edu/Documents/in/Teaching_Mathematics?f_ri=58097"},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097"},{"id":76424,"name":"Academic Performance","url":"https://www.academia.edu/Documents/in/Academic_Performance?f_ri=58097"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational?f_ri=58097"},{"id":90732,"name":"Pendidikan","url":"https://www.academia.edu/Documents/in/Pendidikan?f_ri=58097"},{"id":129913,"name":"Attitudes","url":"https://www.academia.edu/Documents/in/Attitudes?f_ri=58097"},{"id":144049,"name":"Attitude","url":"https://www.academia.edu/Documents/in/Attitude?f_ri=58097"},{"id":147412,"name":"Pedagogia","url":"https://www.academia.edu/Documents/in/Pedagogia?f_ri=58097"},{"id":172264,"name":"Educational studies","url":"https://www.academia.edu/Documents/in/Educational_studies?f_ri=58097"},{"id":196383,"name":"Students Attitudes","url":"https://www.academia.edu/Documents/in/Students_Attitudes?f_ri=58097"},{"id":211072,"name":"Pedagogie","url":"https://www.academia.edu/Documents/in/Pedagogie?f_ri=58097"},{"id":263040,"name":"Pendidikan Matematika","url":"https://www.academia.edu/Documents/in/Pendidikan_Matematika?f_ri=58097"},{"id":1917692,"name":"Dispositional Empathy","url":"https://www.academia.edu/Documents/in/Dispositional_Empathy?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30652461" data-work_id="30652461" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30652461/THE_EFFECTS_OF_MATHEMATICAL_MODELLING_ACTIVITIES_ON_THE_DIFFICULTY_PERCEPTION_OF_NUMBERS_SENSE_AND_ACHIEVEMENT_AMONG_4_TH_GRADERS">THE EFFECTS OF MATHEMATICAL MODELLING ACTIVITIES ON THE DIFFICULTY PERCEPTION OF NUMBERS SENSE AND ACHIEVEMENT AMONG 4 TH GRADERS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of the present research is investigating the effects of mathematical modelling activities on the difficulty perception of numbers sense, which is perceived as difficult by primary school 4th grade students, and achievement.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30652461" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of the present research is investigating the effects of mathematical modelling activities on the difficulty perception of numbers sense, which is perceived as difficult by primary school 4th grade students, and achievement. The problem statement of the present research was formed as “Does mathematical modelling strategy has any effects on 4th grade students’ levels of difficulty perceptions and their achievement related number sense learning field?” The present research was conducted in accordance with quantitative research methods in two steps. The first step was conducted in accordance with survey model on 207 students, who studied in Selcuklu district of the province of Konya in the spring semester of 2013-2014 School Year. The second step was also conducted on 61 students from two equal classes of Esrefoglu Primary School in accordance with experiment model with pre-test-post-test and control group. In order to collect data for the present research, “Numbers Learning Domain Achievement and Difficulty Perception Scale (NLDADPS) Form A and Form B” were employed as pre-test and post-test on experiment and control groups, “Observation Form for the Evaluation of the Experimental Procedure” was employed to evaluate the implementation on the experiment group, and “Observation Form for the Evaluation of the Problem Solving Activities Conducted in Control Group” was employed to evaluate the teaching conducted on control group. All of the scales were developed by the researcher. It was found that mathematical modelling activities were more effective on procedural knowledge and concept-procedure connections dimensions of the topics than traditional problem solving activities, and enabled developing positive attitudes towards mathematics and contributed to the development of metacognitive skills required for establishing concept-procedure connections.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30652461" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="91cfd9d007dbab4806c741a2e72f4846" rel="nofollow" data-download="{"attachment_id":51096729,"asset_id":30652461,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51096729/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=58097","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_30652461 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30652461"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30652461, container: ".js-paper-rank-work_30652461", }); });</script></li><li class="js-percentile-work_30652461 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 30652461; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_30652461"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_30652461 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="30652461"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30652461; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30652461]").text(description); $(".js-view-count-work_30652461").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30652461").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30652461"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2731" href="https://www.academia.edu/Documents/in/Mathematics_Education">Mathematics Education</a>, <script data-card-contents-for-ri="2731" type="text/json">{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2936" href="https://www.academia.edu/Documents/in/Didactics">Didactics</a><script data-card-contents-for-ri="2936" type="text/json">{"id":2936,"name":"Didactics","url":"https://www.academia.edu/Documents/in/Didactics?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30652461]'), work: {"id":30652461,"title":"THE EFFECTS OF MATHEMATICAL MODELLING ACTIVITIES ON THE DIFFICULTY PERCEPTION OF NUMBERS SENSE AND ACHIEVEMENT AMONG 4 TH GRADERS","created_at":"2016-12-28T13:31:49.665-08:00","url":"https://www.academia.edu/30652461/THE_EFFECTS_OF_MATHEMATICAL_MODELLING_ACTIVITIES_ON_THE_DIFFICULTY_PERCEPTION_OF_NUMBERS_SENSE_AND_ACHIEVEMENT_AMONG_4_TH_GRADERS?f_ri=58097","dom_id":"work_30652461","summary":"The purpose of the present research is investigating the effects of mathematical modelling activities on the difficulty perception of numbers sense, which is perceived as difficult by primary school 4th grade students, and achievement. The problem statement of the present research was formed as “Does mathematical modelling strategy has any effects on 4th grade students’ levels of difficulty perceptions and their achievement related number sense learning field?” The present research was conducted in accordance with quantitative research methods in two steps. The first step was conducted in accordance with survey model on 207 students, who studied in Selcuklu district of the province of Konya in the spring semester of 2013-2014 School Year. The second step was also conducted on 61 students from two equal classes of Esrefoglu Primary School in accordance with experiment model with pre-test-post-test and control group. In order to collect data for the present research, “Numbers Learning Domain Achievement and Difficulty Perception Scale (NLDADPS) Form A and Form B” were employed as pre-test and post-test on experiment and control groups, “Observation Form for the Evaluation of the Experimental Procedure” was employed to evaluate the implementation on the experiment group, and “Observation Form for the Evaluation of the Problem Solving Activities Conducted in Control Group” was employed to evaluate the teaching conducted on control group. All of the scales were developed by the researcher. It was found that mathematical modelling activities were more effective on procedural knowledge and concept-procedure connections dimensions of the topics than traditional problem solving activities, and enabled developing positive attitudes towards mathematics and contributed to the development of metacognitive skills required for establishing concept-procedure connections. 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Furkan Şen","profile_url":"https://pa.academia.edu/YusufFurkanSen?f_ri=58097","photo":"https://0.academia-photos.com/44626125/12062284/36086375/s65_y._furkan.sen.jpg"}],"research_interests":[{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":278044,"name":"Yetişkin Eğitimi","url":"https://www.academia.edu/Documents/in/Yeti%C5%9Fkin_E%C4%9Fitimi?f_ri=58097","nofollow":false},{"id":315779,"name":"Kültürel çalışmalar","url":"https://www.academia.edu/Documents/in/Kulturel_calismalar?f_ri=58097","nofollow":false},{"id":518967,"name":"üniversite","url":"https://www.academia.edu/Documents/in/%C3%BCniversite?f_ri=58097","nofollow":false},{"id":705033,"name":"Polonya","url":"https://www.academia.edu/Documents/in/Polonya?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30750715 coauthored" data-work_id="30750715" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30750715/T%C3%9CRK%C4%B0YE_DE_S%C4%B0BER_G%C3%9CVENL%C4%B0K_E%C4%9E%C4%B0T%C4%B0M%C4%B0N%C4%B0N_DURUMU_CYBER_SECURITY_EDUCATION_IN_TURKEY_">TÜRKİYE’ DE SİBER GÜVENLİK EĞİTİMİNİN DURUMU (CYBER SECURITY EDUCATION IN TURKEY)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Widespread use of technology have made information security and more specifically the security of critical infrastructure indispensable for countries. Thus, it is important to have well-trained cyber security experts and national software... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30750715" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Widespread use of technology have made information security and more specifically the security of critical infrastructure indispensable for countries. Thus, it is important to have well-trained cyber security experts and national software and systems that provide security for computer technologies. The importance of cyber security education becomes evident considering global and more recently local cyber attacks. Developed countries value the importance of cyber security and use different methods in educating their own security experts. With a newly developed consciousness for cyber security in Turkey, it is predicted that 20.000 experts are needed to work in this field. In Turkey, education of cyber security is generally provided by private sector. The most appropriate institutions for training qualified staff and enough experts to meet the country's needs are the universities. Although some universities in Turkey began education on cyber security in the last years, it is not sufficient. This paper examines the importance of cyber security education, Turkey's condition in cyber security education and developed countries' policies and methods for cyber security education.<br /><br />ÖZET: Teknolojinin yaygın kullanımı, ülkeler açısından bilgi güvenliğini ve daha özelde kritik altyapı güvenliğini vazgeçilemez unsurlar haline getirmiştir. Bu bakımdan iyi yetişmiş siber güvenlik uzmanlarına sahip olmak, bilgisayar teknolojilerinin güvenliğini sağlayan yazılım ve sistemlerin milli olması önem arz etmektedir. Dünyadaki siber saldırılar ve son yıllarda ülkemizde yaşanan siber saldırılar göz önüne alındığında, siber güvenlik eğitiminin önemi ortaya çıkmaktadır. Gelişmiş ülkeler siber güvenlik konusuna gereken önemi göstermekte ve güvenlik uzmanlarının eğitiminde farklı metotlar kullanmaktadır. Ülkemizde siber güvenlik bilinci yeni oluşmaya başlamış olmakla birlikte bu alanda çalışacak 20.000 uzmana ihtiyaç duyulduğu öngörülmektedir. Türkiye’de siber güvenlik alanındaki eğitimler genelde özel firmalar tarafından verilmektedir. Nitelikli eleman ve ülke ihtiyacını karşılayacak sayıda uzman yetiştirilmesi işini yapabilecek en uygun kurum üniversitelerdir. Ülkemizde son yıllarda, bazı üniversiteler siber güvenlik konusunda eğitim vermeye başlamış olmakla birlikte, ihtiyaçları karşılama hususunda yeterli düzeye ulaşılamamıştır. Bu çalışmada siber güvenlik eğitiminin önemi, Türkiye’nin siber güvenlik eğitimindeki durumu ve gelişmiş ülkelerin siber güvenlik eğitiminde izledikleri politikalar ve yöntemler incelenmiştir.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30750715" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6b5ee29480b0e555e4373419c154c0e6" rel="nofollow" data-download="{"attachment_id":51191264,"asset_id":30750715,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51191264/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7254106" href="https://gazi.academia.edu/MehmetSEVR%C4%B0">Mehmet SEVRİ</a><script data-card-contents-for-user="7254106" type="text/json">{"id":7254106,"first_name":"Mehmet","last_name":"SEVRİ","domain_name":"gazi","page_name":"MehmetSEVRİ","display_name":"Mehmet SEVRİ","profile_url":"https://gazi.academia.edu/MehmetSEVR%C4%B0?f_ri=58097","photo":"https://0.academia-photos.com/7254106/2697469/3140217/s65_mehmet.sevr_.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-30750715">+1</span><div class="hidden js-additional-users-30750715"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://gazi.academia.edu/NurettinTopaloglu">Nurettin Topaloglu</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-30750715'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-30750715').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_30750715 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="30750715"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30750715; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30750715]").text(description); $(".js-view-count-work_30750715").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30750715").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30750715"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="115676" href="https://www.academia.edu/Documents/in/Cyber_Security">Cyber Security</a>, <script data-card-contents-for-ri="115676" type="text/json">{"id":115676,"name":"Cyber Security","url":"https://www.academia.edu/Documents/in/Cyber_Security?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1144590" href="https://www.academia.edu/Documents/in/Siber_Guvenlik">Siber Güvenlik</a><script data-card-contents-for-ri="1144590" type="text/json">{"id":1144590,"name":"Siber Güvenlik","url":"https://www.academia.edu/Documents/in/Siber_Guvenlik?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30750715]'), work: {"id":30750715,"title":"TÜRKİYE’ DE SİBER GÜVENLİK EĞİTİMİNİN DURUMU (CYBER SECURITY EDUCATION IN TURKEY)","created_at":"2017-01-04T16:17:34.743-08:00","url":"https://www.academia.edu/30750715/T%C3%9CRK%C4%B0YE_DE_S%C4%B0BER_G%C3%9CVENL%C4%B0K_E%C4%9E%C4%B0T%C4%B0M%C4%B0N%C4%B0N_DURUMU_CYBER_SECURITY_EDUCATION_IN_TURKEY_?f_ri=58097","dom_id":"work_30750715","summary":"Widespread use of technology have made information security and more specifically the security of critical infrastructure indispensable for countries. Thus, it is important to have well-trained cyber security experts and national software and systems that provide security for computer technologies. The importance of cyber security education becomes evident considering global and more recently local cyber attacks. Developed countries value the importance of cyber security and use different methods in educating their own security experts. With a newly developed consciousness for cyber security in Turkey, it is predicted that 20.000 experts are needed to work in this field. In Turkey, education of cyber security is generally provided by private sector. The most appropriate institutions for training qualified staff and enough experts to meet the country's needs are the universities. Although some universities in Turkey began education on cyber security in the last years, it is not sufficient. This paper examines the importance of cyber security education, Turkey's condition in cyber security education and developed countries' policies and methods for cyber security education.\n\nÖZET: Teknolojinin yaygın kullanımı, ülkeler açısından bilgi güvenliğini ve daha özelde kritik altyapı güvenliğini vazgeçilemez unsurlar haline getirmiştir. Bu bakımdan iyi yetişmiş siber güvenlik uzmanlarına sahip olmak, bilgisayar teknolojilerinin güvenliğini sağlayan yazılım ve sistemlerin milli olması önem arz etmektedir. Dünyadaki siber saldırılar ve son yıllarda ülkemizde yaşanan siber saldırılar göz önüne alındığında, siber güvenlik eğitiminin önemi ortaya çıkmaktadır. Gelişmiş ülkeler siber güvenlik konusuna gereken önemi göstermekte ve güvenlik uzmanlarının eğitiminde farklı metotlar kullanmaktadır. Ülkemizde siber güvenlik bilinci yeni oluşmaya başlamış olmakla birlikte bu alanda çalışacak 20.000 uzmana ihtiyaç duyulduğu öngörülmektedir. Türkiye’de siber güvenlik alanındaki eğitimler genelde özel firmalar tarafından verilmektedir. Nitelikli eleman ve ülke ihtiyacını karşılayacak sayıda uzman yetiştirilmesi işini yapabilecek en uygun kurum üniversitelerdir. Ülkemizde son yıllarda, bazı üniversiteler siber güvenlik konusunda eğitim vermeye başlamış olmakla birlikte, ihtiyaçları karşılama hususunda yeterli düzeye ulaşılamamıştır. Bu çalışmada siber güvenlik eğitiminin önemi, Türkiye’nin siber güvenlik eğitimindeki durumu ve gelişmiş ülkelerin siber güvenlik eğitiminde izledikleri politikalar ve yöntemler incelenmiştir.","downloadable_attachments":[{"id":51191264,"asset_id":30750715,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7254106,"first_name":"Mehmet","last_name":"SEVRİ","domain_name":"gazi","page_name":"MehmetSEVRİ","display_name":"Mehmet SEVRİ","profile_url":"https://gazi.academia.edu/MehmetSEVR%C4%B0?f_ri=58097","photo":"https://0.academia-photos.com/7254106/2697469/3140217/s65_mehmet.sevr_.jpg"},{"id":58560982,"first_name":"Nurettin","last_name":"Topaloglu","domain_name":"gazi","page_name":"NurettinTopaloglu","display_name":"Nurettin Topaloglu","profile_url":"https://gazi.academia.edu/NurettinTopaloglu?f_ri=58097","photo":"https://0.academia-photos.com/58560982/15439009/18734492/s65_nurettin.topaloglu.png"}],"research_interests":[{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":115676,"name":"Cyber Security","url":"https://www.academia.edu/Documents/in/Cyber_Security?f_ri=58097","nofollow":false},{"id":1144590,"name":"Siber Güvenlik","url":"https://www.academia.edu/Documents/in/Siber_Guvenlik?f_ri=58097","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_65274873" data-work_id="65274873" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/65274873/English_Language_as_a_Foreign_Language_and_the_Impact_of_Novel_Reading_and_Movie_Watching_in_English_Among_High_School_Students">English Language as a Foreign Language and the Impact of Novel Reading and Movie Watching in English Among High School Students</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">English language learning is considered as a language that must be learned as it is needed in everyday life in local and global context. In response to students need to learn English, it is obvious that modern technology, i.e. modern... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_65274873" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">English language learning is considered as a language that must be learned as it is needed in everyday life in local and global context. In response to students need to learn English, it is obvious that modern technology, i.e. modern environment is ‘ the ’ environment suitable for students’ prosperity nowadays. However, the longer and more complex things are to learn, the more the need to emphasise the importance of evolution in teaching English. This is because our society may be characterised by its diversity, complexity and interconnectedness. The educational systems must embrace this fact and adjust the 21 st century societal needs by using all teaching tools. Young Adults (YA) nowadays are keen on speaking and understanding English, which is spontaneously connected with reading and writing, such as texting, using social media, but when it comes to book/novel reading, there is a believe that they do not prefer real, hard copy books. Of course, they substitute books with technolo...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65274873" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b284bbb0c16552d343ce95e78f97837f" rel="nofollow" data-download="{"attachment_id":76947201,"asset_id":65274873,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76947201/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="54098709" href="https://independent.academia.edu/EBekteshi">Edita Bekteshi</a><script data-card-contents-for-user="54098709" type="text/json">{"id":54098709,"first_name":"Edita","last_name":"Bekteshi","domain_name":"independent","page_name":"EBekteshi","display_name":"Edita Bekteshi","profile_url":"https://independent.academia.edu/EBekteshi?f_ri=58097","photo":"https://0.academia-photos.com/54098709/23654593/22691185/s65_edita.bekteshi.jpg"}</script></span></span></li><li class="js-paper-rank-work_65274873 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="65274873"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 65274873, container: ".js-paper-rank-work_65274873", }); 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Bu yönü ile eğitim teknolojilerinin kullanımı ortaya çıkan... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41477494" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Eğitim teknolojisi, eğitim ortamında yaşanan sorunların çözümüne ek olarak, güncel teknolojilerin eğitim ortamlarındaki verimi artırma amaçlı kullanımını da kapsamaktadır. Bu yönü ile eğitim teknolojilerinin kullanımı ortaya çıkan yeniliklere göre de hızlı bir şekilde güncellenmektedir. Özellikle son yıllarda Bilgi ve İletişim Teknolojilerindeki hızlı gelişim, eğitim ortamlarında teknolojilerinin kullanımı konusunda da bireylere çok hızlı değişim gerekliliği getirmiştir. Eğitim ortamlarındaki teknoloji kullanımına yön veren bireyler olarak öğretmenlerin bu konuda sorumlulukları önemlidir. Bu konuda uluslararası standart belirleyen ISTE (International Society for Technology in Education) önemli bir kuruluştur. ISTE öğretmenlere ek olarak, yönetici, öğrenci gibi diğer paydaşlara da standartlar belirlemektedir. Öğretmenlerin eğitim teknolojilerini nasıl kullanmalarının gerektiği eğitim teknolojisi standartları ile ISTE tarafından 1993 yılından itibaren ortaya konulmuştur. Ancak teknolojide yaşanan gelişmelere göre, öğretmenlere yönelik standartlarda dönem dönem güncellemeler yapmıştır. NETS-T, ISTE-T ve son olarak ISTE-E şeklinde yayınlanan bu standartlarda, son olarak öğretmen yerine eğitimci kavramı tercih edilmiştir. Kuramsal olan bu çalışmada ISTE tarafından öğretmenlere yönelik 1993 yılından itibaren birkaç kez yenilenen ve son olarak ISTE-E olarak yayımlanan standartlar tanıtılmıştır.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41477494" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fa3f0dc4a7d9dc85c5da2be69fd35467" rel="nofollow" data-download="{"attachment_id":65314560,"asset_id":41477494,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65314560/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23137802" href="https://istanbul.academia.edu/ASSYLBEKMAKHABBAT">ASİLBEK MAKHABBAT</a><script data-card-contents-for-user="23137802" type="text/json">{"id":23137802,"first_name":"ASİLBEK","last_name":"MAKHABBAT","domain_name":"istanbul","page_name":"ASSYLBEKMAKHABBAT","display_name":"ASİLBEK MAKHABBAT","profile_url":"https://istanbul.academia.edu/ASSYLBEKMAKHABBAT?f_ri=58097","photo":"https://0.academia-photos.com/23137802/11321927/20485228/s65_assylbek.makhabbat.jpg"}</script></span></span></li><li class="js-paper-rank-work_41477494 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41477494"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41477494, container: ".js-paper-rank-work_41477494", }); 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$(".js-view-count[data-work-id=41477494]").text(description); $(".js-view-count-work_41477494").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41477494").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41477494"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a><script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41477494]'), work: {"id":41477494,"title":"ÖĞRETMENDEN EĞİTİMCİYE ISTE-E BAĞLAMINDA EĞİTİM TEKNOLOJİSİ STANDARTLARINDA GÜNCEL EĞİLİMLER","created_at":"2019-12-31T21:12:11.040-08:00","url":"https://www.academia.edu/41477494/%C3%96%C4%9ERETMENDEN_E%C4%9E%C4%B0T%C4%B0MC%C4%B0YE_ISTE_E_BA%C4%9ELAMINDA_E%C4%9E%C4%B0T%C4%B0M_TEKNOLOJ%C4%B0S%C4%B0_STANDARTLARINDA_G%C3%9CNCEL_E%C4%9E%C4%B0L%C4%B0MLER?f_ri=58097","dom_id":"work_41477494","summary":"Eğitim teknolojisi, eğitim ortamında yaşanan sorunların çözümüne ek olarak, güncel teknolojilerin eğitim ortamlarındaki verimi artırma amaçlı kullanımını da kapsamaktadır. Bu yönü ile eğitim teknolojilerinin kullanımı ortaya çıkan yeniliklere göre de hızlı bir şekilde güncellenmektedir. Özellikle son yıllarda Bilgi ve İletişim Teknolojilerindeki hızlı gelişim, eğitim ortamlarında teknolojilerinin kullanımı konusunda da bireylere çok hızlı değişim gerekliliği getirmiştir. Eğitim ortamlarındaki teknoloji kullanımına yön veren bireyler olarak öğretmenlerin bu konuda sorumlulukları önemlidir. Bu konuda uluslararası standart belirleyen ISTE (International Society for Technology in Education) önemli bir kuruluştur. ISTE öğretmenlere ek olarak, yönetici, öğrenci gibi diğer paydaşlara da standartlar belirlemektedir. Öğretmenlerin eğitim teknolojilerini nasıl kullanmalarının gerektiği eğitim teknolojisi standartları ile ISTE tarafından 1993 yılından itibaren ortaya konulmuştur. Ancak teknolojide yaşanan gelişmelere göre, öğretmenlere yönelik standartlarda dönem dönem güncellemeler yapmıştır. NETS-T, ISTE-T ve son olarak ISTE-E şeklinde yayınlanan bu standartlarda, son olarak öğretmen yerine eğitimci kavramı tercih edilmiştir. Kuramsal olan bu çalışmada ISTE tarafından öğretmenlere yönelik 1993 yılından itibaren birkaç kez yenilenen ve son olarak ISTE-E olarak yayımlanan standartlar tanıtılmıştır.","downloadable_attachments":[{"id":65314560,"asset_id":41477494,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":23137802,"first_name":"ASİLBEK","last_name":"MAKHABBAT","domain_name":"istanbul","page_name":"ASSYLBEKMAKHABBAT","display_name":"ASİLBEK MAKHABBAT","profile_url":"https://istanbul.academia.edu/ASSYLBEKMAKHABBAT?f_ri=58097","photo":"https://0.academia-photos.com/23137802/11321927/20485228/s65_assylbek.makhabbat.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=58097","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=58097","nofollow":false},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":356077,"name":"Eğitim Teknolojileri","url":"https://www.academia.edu/Documents/in/Egitim_Teknolojileri?f_ri=58097"},{"id":830849,"name":"Bilgisayar Ve öğRetim Teknolojileri öğRetmenliği","url":"https://www.academia.edu/Documents/in/Bilgisayar_Ve_ogRetim_Teknolojileri_ogRetmenligi?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38509140 coauthored" data-work_id="38509140" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38509140/Pathways_from_Personal_towards_Professional_Values_Structured_Small_Group_Work_with_Social_Work_Students">Pathways from Personal towards Professional Values: Structured Small-Group Work with Social Work Students</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This qualitative research was based on structured small-group work conducted with 34 undergraduate social work students. It aimed to reveal students’ understandings of their personal values and modes of evaluation, their views regarding... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38509140" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This qualitative research was based on structured small-group work conducted with 34 undergraduate social work students. It aimed to reveal students’ understandings of their personal values and modes of evaluation, their views regarding the value base of social work, and the possible influence of their personal values on professional practice. The data was collected through a semi-structured questionnaire, self-reflective diaries and a semi-structured focus-group discussion. During the study, it was seen that the students had difficulties when talking about their personal values. Yet, whenever they did talk about them, they saw that their values were actually not their own, but were socially constructed by the dominant cultural and moral norms. Prejudices based on the hegemonic cultural codes and norms, hidden in the form of personal values, are the biggest handicaps in the development of a professional identity. Thus, the values of social work are extremely important because they allow social workers to work professionally with all people without exception or discrimination and to promote human rights. This study showed that educational settings must be transformed so that students may express their own values without being judged. Arts-based techniques like creative drama have a great potential to achieve this goal. Therefore, social work education should benefit from creative and critical ways to prepare students for the profession, which aims to protect the value of humans.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38509140" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="be2f98ec9051a6bfb4ca187221ff88d4" rel="nofollow" data-download="{"attachment_id":65471455,"asset_id":38509140,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65471455/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4205501" href="https://hacettepe.academia.edu/BurcuHatibogluEren">Burcu Hatiboglu</a><script data-card-contents-for-user="4205501" type="text/json">{"id":4205501,"first_name":"Burcu","last_name":"Hatiboglu","domain_name":"hacettepe","page_name":"BurcuHatibogluEren","display_name":"Burcu Hatiboglu","profile_url":"https://hacettepe.academia.edu/BurcuHatibogluEren?f_ri=58097","photo":"https://0.academia-photos.com/4205501/1652917/18220265/s65_burcu.hatiboglu.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-38509140">+1</span><div class="hidden js-additional-users-38509140"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://hacettepe.academia.edu/CagilOngen">Cagil Ongen</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-38509140'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-38509140').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_38509140 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38509140"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38509140, container: ".js-paper-rank-work_38509140", }); });</script></li><li class="js-percentile-work_38509140 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38509140; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38509140"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38509140 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38509140"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38509140; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38509140]").text(description); $(".js-view-count-work_38509140").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38509140").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38509140"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="940" href="https://www.academia.edu/Documents/in/Social_Work">Social Work</a>, <script data-card-contents-for-ri="940" type="text/json">{"id":940,"name":"Social Work","url":"https://www.academia.edu/Documents/in/Social_Work?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="11141" href="https://www.academia.edu/Documents/in/Group_Dynamics">Group Dynamics</a>, <script data-card-contents-for-ri="11141" type="text/json">{"id":11141,"name":"Group Dynamics","url":"https://www.academia.edu/Documents/in/Group_Dynamics?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a><script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38509140]'), work: {"id":38509140,"title":"Pathways from Personal towards Professional Values: Structured Small-Group Work with Social Work Students","created_at":"2019-03-07T11:47:01.878-08:00","url":"https://www.academia.edu/38509140/Pathways_from_Personal_towards_Professional_Values_Structured_Small_Group_Work_with_Social_Work_Students?f_ri=58097","dom_id":"work_38509140","summary":"This qualitative research was based on structured small-group work conducted with 34 undergraduate social work students. It aimed to reveal students’ understandings of their personal values and modes of evaluation, their views regarding the value base of social work, and the possible influence of their personal values on professional practice. The data was collected through a semi-structured questionnaire, self-reflective diaries and a semi-structured focus-group discussion. During the study, it was seen that the students had difficulties when talking about their personal values. Yet, whenever they did talk about them, they saw that their values were actually not their own, but were socially constructed by the dominant cultural and moral norms. Prejudices based on the hegemonic cultural codes and norms, hidden in the form of personal values, are the biggest handicaps in the development of a professional identity. Thus, the values of social work are extremely important because they allow social workers to work professionally with all people without exception or discrimination and to promote human rights. This study showed that educational settings must be transformed so that students may express their own values without being judged. Arts-based techniques like creative drama have a great potential to achieve this goal. Therefore, social work education should benefit from creative and critical ways to prepare students for the profession, which aims to protect the value of humans.","downloadable_attachments":[{"id":65471455,"asset_id":38509140,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4205501,"first_name":"Burcu","last_name":"Hatiboglu","domain_name":"hacettepe","page_name":"BurcuHatibogluEren","display_name":"Burcu Hatiboglu","profile_url":"https://hacettepe.academia.edu/BurcuHatibogluEren?f_ri=58097","photo":"https://0.academia-photos.com/4205501/1652917/18220265/s65_burcu.hatiboglu.jpg"},{"id":23960503,"first_name":"Cagil","last_name":"Ongen","domain_name":"hacettepe","page_name":"CagilOngen","display_name":"Cagil Ongen","profile_url":"https://hacettepe.academia.edu/CagilOngen?f_ri=58097","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false},{"id":940,"name":"Social Work","url":"https://www.academia.edu/Documents/in/Social_Work?f_ri=58097","nofollow":false},{"id":11141,"name":"Group Dynamics","url":"https://www.academia.edu/Documents/in/Group_Dynamics?f_ri=58097","nofollow":false},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":85784,"name":"Group work","url":"https://www.academia.edu/Documents/in/Group_work?f_ri=58097"},{"id":187070,"name":"Değerler","url":"https://www.academia.edu/Documents/in/Degerler?f_ri=58097"},{"id":306918,"name":"Sosyal Hizmet","url":"https://www.academia.edu/Documents/in/Sosyal_Hizmet?f_ri=58097"},{"id":948846,"name":"Social Work Ethics and Values","url":"https://www.academia.edu/Documents/in/Social_Work_Ethics_and_Values?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35228536" data-work_id="35228536" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35228536/%C3%96l%C3%A7meye_Sistem_Bak%C4%B1%C5%9F%C4%B1">Ölçmeye Sistem Bakışı</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bütün sistemlerde sistem davranışının yön, tür ve genliğini düzenleyen bir ölçme alt-sistemi vardır. Canlı organizmaların kaçınım ve erişim güdülerini belirleyen, yaşamsal denge (homeostasis) noktasını değiştirme ve yeniden kurmasını... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35228536" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bütün sistemlerde sistem davranışının yön, tür ve genliğini düzenleyen bir ölçme alt-sistemi vardır. Canlı organizmaların kaçınım ve erişim güdülerini belirleyen, yaşamsal denge (homeostasis) noktasını değiştirme ve yeniden kurmasını sağlayan anatomik ve fizyolojik süreçleri bu kapsamda kabul ediyorum. Posta güvercinlerinin minik kafalarındaki pusula, göçmen kuşların iklim değişimi algıları, bukalemunun dilinin uzunluğunu ve hızını daldaki böceğin konumuna göre ayarlaması, balarılarının altıgen petekleri, ağaçlardaki fraktallerin matematiği,  bitkilerdeki simetri ve sarmallardaki Fibonacci sayılarıyla betimlenebilen örüntüler, ayçiçeğinin güne bakması ölçümsüz değildir. İnsan beyninde de gizil niceleyici düzenekleri olduğu söylenebilir. İnsanlar her gün mesafe tahmini, yön tayini, güzel-çirkin ayrımı, sıcak, ılık, serin, soğuk sıralaması, zamanlama vb. pek çok ölçüm yapmaktadır. İnsan yapısı sistemlerde de tasarım, üretim ve işletim aşamalarının hepsinde ölçme araç ve süreçleri gözle görülür ve elle tutulur alt-sistemlerdir. Boynunda mezura asılı olmayan bir terzi, T cetveli ve gönyesi olmayan bir mimar, pusulaya bakmayan kaptan yoktur. Pilav tarifleri ne kadar yağ, ne kadar tuz ölçüleri ile başlar. Mesafe, hız, enerji hesapları yapılmadan uzay yolculuğu yapılmış mıdır? Tıpta tahlil olmadan ne teşhis olabilir ne tedavi. Bilimler sosyolojisinde bilimlerin yetkinlik sıradüzeni ölçme araç ve süreçlerindeki kapsam ve ölçmede eriştikleri duyarlık düzeylerine koşuttur. Ölçme konusunda en ileri, en yüksek, en çeşitli, en duyarlı aşamalara erişmiş Fizik 2017 Nobel ödülü yerçekimi dalgalarının ölçümünü başaran bir gruba verilmiştir. Yine 2017’nin Tıp ödülünü de insanların günlük biyoritmini denetleyen düzenekleri keşfedenler almıştır.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35228536" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="14eb405f13f2e8623f3bf1533073c078" rel="nofollow" data-download="{"attachment_id":55087723,"asset_id":35228536,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55087723/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="391941" href="https://bahcesehir.academia.edu/AliBaykal">Ali Baykal</a><script data-card-contents-for-user="391941" type="text/json">{"id":391941,"first_name":"Ali","last_name":"Baykal","domain_name":"bahcesehir","page_name":"AliBaykal","display_name":"Ali Baykal","profile_url":"https://bahcesehir.academia.edu/AliBaykal?f_ri=58097","photo":"https://0.academia-photos.com/391941/122647/19634674/s65_ali.baykal.jpg"}</script></span></span></li><li class="js-paper-rank-work_35228536 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35228536"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35228536, container: ".js-paper-rank-work_35228536", }); 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Canlı organizmaların kaçınım ve erişim güdülerini belirleyen, yaşamsal denge (homeostasis) noktasını değiştirme ve yeniden kurmasını sağlayan anatomik ve fizyolojik süreçleri bu kapsamda kabul ediyorum. Posta güvercinlerinin minik kafalarındaki pusula, göçmen kuşların iklim değişimi algıları, bukalemunun dilinin uzunluğunu ve hızını daldaki böceğin konumuna göre ayarlaması, balarılarının altıgen petekleri, ağaçlardaki fraktallerin matematiği, bitkilerdeki simetri ve sarmallardaki Fibonacci sayılarıyla betimlenebilen örüntüler, ayçiçeğinin güne bakması ölçümsüz değildir. İnsan beyninde de gizil niceleyici düzenekleri olduğu söylenebilir. İnsanlar her gün mesafe tahmini, yön tayini, güzel-çirkin ayrımı, sıcak, ılık, serin, soğuk sıralaması, zamanlama vb. pek çok ölçüm yapmaktadır. İnsan yapısı sistemlerde de tasarım, üretim ve işletim aşamalarının hepsinde ölçme araç ve süreçleri gözle görülür ve elle tutulur alt-sistemlerdir. Boynunda mezura asılı olmayan bir terzi, T cetveli ve gönyesi olmayan bir mimar, pusulaya bakmayan kaptan yoktur. Pilav tarifleri ne kadar yağ, ne kadar tuz ölçüleri ile başlar. Mesafe, hız, enerji hesapları yapılmadan uzay yolculuğu yapılmış mıdır? Tıpta tahlil olmadan ne teşhis olabilir ne tedavi. Bilimler sosyolojisinde bilimlerin yetkinlik sıradüzeni ölçme araç ve süreçlerindeki kapsam ve ölçmede eriştikleri duyarlık düzeylerine koşuttur. Ölçme konusunda en ileri, en yüksek, en çeşitli, en duyarlı aşamalara erişmiş Fizik 2017 Nobel ödülü yerçekimi dalgalarının ölçümünü başaran bir gruba verilmiştir. Yine 2017’nin Tıp ödülünü de insanların günlük biyoritmini denetleyen düzenekleri keşfedenler almıştır. ","downloadable_attachments":[{"id":55087723,"asset_id":35228536,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":391941,"first_name":"Ali","last_name":"Baykal","domain_name":"bahcesehir","page_name":"AliBaykal","display_name":"Ali Baykal","profile_url":"https://bahcesehir.academia.edu/AliBaykal?f_ri=58097","photo":"https://0.academia-photos.com/391941/122647/19634674/s65_ali.baykal.jpg"}],"research_interests":[{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":327582,"name":"Eğitim Bilimleri","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim_Bilimleri?f_ri=58097","nofollow":false},{"id":435064,"name":"Ölçme ve Değerlendirme","url":"https://www.academia.edu/Documents/in/%C3%96l%C3%A7me_ve_De%C4%9Ferlendirme?f_ri=58097","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33142888 coauthored" data-work_id="33142888" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33142888/D%C4%B0S%C4%B0PL%C4%B0N_ETME_HAKKI_NIN_YARGITAY_3_CEZA_DA%C4%B0RES%C4%B0_E_201528143_K_201610913_T_28_04_2016_SAYILI_%C4%B0LAMI_docx">DİSİPLİN ETME HAKKI NIN YARGITAY 3. CEZA DAİRESİ E 201528143, K 201610913 T. 28.04.2016 SAYILI İLAMI.docx</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Çalışmamızda inceleme konusu yapacağımız karar; sanık olarak davalı tarafta yer alan öğretmenin disiplin etme hakkının sınırının tartışılması ve terbiye etme hakkından kaynaklanan disiplin yetkisinin hangi hallerde aşılabileceği ve... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33142888" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Çalışmamızda inceleme konusu yapacağımız karar; sanık olarak davalı tarafta yer alan öğretmenin disiplin etme hakkının sınırının tartışılması ve terbiye etme hakkından kaynaklanan disiplin yetkisinin  hangi hallerde aşılabileceği ve kötüye kullanılabileceğine ilişkindir. Bu noktada özellikle Türk Ceza Kanunu'nun 232/2. fıkrası yol gösterici olup ayrıca Anayasamızın 17. maddesi ve bu düzenlemeye paralellik teşkil eden Avrupa İnsan Hakları Sözleşmesi 3. maddesi de özellikle kötü muamele sorununun sınırının belirlenmesi açısından önem arz etmektedir.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33142888" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dbb0cbc966aa068bcfd9aea29cfba3c6" rel="nofollow" data-download="{"attachment_id":53233169,"asset_id":33142888,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53233169/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="51780590" href="https://bilkent.academia.edu/KaanMahmutErdem">Kaan Mahmut Erdem</a><script data-card-contents-for-user="51780590" type="text/json">{"id":51780590,"first_name":"Kaan Mahmut","last_name":"Erdem","domain_name":"bilkent","page_name":"KaanMahmutErdem","display_name":"Kaan Mahmut Erdem","profile_url":"https://bilkent.academia.edu/KaanMahmutErdem?f_ri=58097","photo":"https://0.academia-photos.com/51780590/16796840/17052843/s65_kaan_mahmut.erdem.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-33142888">+1</span><div class="hidden js-additional-users-33142888"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://bilkent.academia.edu/DenizERDEM">Deniz ERDEM</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-33142888'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-33142888').html(); 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CEZA DAİRESİ E 201528143, K 201610913 T. 28.04.2016 SAYILI İLAMI.docx","created_at":"2017-05-22T08:38:04.361-07:00","url":"https://www.academia.edu/33142888/D%C4%B0S%C4%B0PL%C4%B0N_ETME_HAKKI_NIN_YARGITAY_3_CEZA_DA%C4%B0RES%C4%B0_E_201528143_K_201610913_T_28_04_2016_SAYILI_%C4%B0LAMI_docx?f_ri=58097","dom_id":"work_33142888","summary":"Çalışmamızda inceleme konusu yapacağımız karar; sanık olarak davalı tarafta yer alan öğretmenin disiplin etme hakkının sınırının tartışılması ve terbiye etme hakkından kaynaklanan disiplin yetkisinin hangi hallerde aşılabileceği ve kötüye kullanılabileceğine ilişkindir. Bu noktada özellikle Türk Ceza Kanunu'nun 232/2. fıkrası yol gösterici olup ayrıca Anayasamızın 17. maddesi ve bu düzenlemeye paralellik teşkil eden Avrupa İnsan Hakları Sözleşmesi 3. maddesi de özellikle kötü muamele sorununun sınırının belirlenmesi açısından önem arz etmektedir. ","downloadable_attachments":[{"id":53233169,"asset_id":33142888,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":51780590,"first_name":"Kaan Mahmut","last_name":"Erdem","domain_name":"bilkent","page_name":"KaanMahmutErdem","display_name":"Kaan Mahmut Erdem","profile_url":"https://bilkent.academia.edu/KaanMahmutErdem?f_ri=58097","photo":"https://0.academia-photos.com/51780590/16796840/17052843/s65_kaan_mahmut.erdem.jpg"},{"id":3014207,"first_name":"Deniz","last_name":"ERDEM","domain_name":"bilkent","page_name":"DenizERDEM","display_name":"Deniz ERDEM","profile_url":"https://bilkent.academia.edu/DenizERDEM?f_ri=58097","photo":"https://0.academia-photos.com/3014207/2525156/17052780/s65_deniz.erdem.jpg"}],"research_interests":[{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30234486" data-work_id="30234486" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30234486/Bilim_Ulemas%C4%B1nda_%C4%B0rfan_ve_Bat%C4%B1l_%C4%B0kilemi_Fala_%C4%B0nanma_Fals%C4%B1z_da_Kalma">Bilim Ulemasında İrfan ve Batıl İkilemi: Fala İnanma, Falsız da Kalma</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bu araştırmanın amacı, ülkemizde üniversitelerde görev yapan akademisyenlerin bilim ve bâtıl ikileminin birlikteliğini astroloji üzerinden ortaya koymaktır. Bu amaca istinaden araştırma soruları şu şekildedir: * Üniversitelerde görev... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30234486" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bu araştırmanın amacı, ülkemizde üniversitelerde görev yapan akademisyenlerin bilim ve bâtıl ikileminin birlikteliğini astroloji üzerinden ortaya koymaktır. Bu amaca istinaden araştırma soruları şu şekildedir:<br />* Üniversitelerde görev yapan akademisyenler burçlara/astrolojiye inanmakta mıdır? <br />* Üniversitelerde görev yapan akademisyenler fala inanmakta mıdır? <br />* Burçlara inanmadığını ifade eden akademisyenler fala inanmakta mıdırlar?<br />* Doğum tarihine göre belirlenen burçlardaki akademisyenlerin sıklıkları ile olumlu ve olumsuz kişilik özelliklerinin atfedildiği burçlardaki akademisyenlerin sıklıkları arasında bir tutarlılık var mıdır? <br />* Burcunun özelliklerini taşıdığını ifade eden akademisyenlerin doğum tarihine göre belirlenen burçlardaki sıklıkları ile beyan edilen kişilik özelliğinin atfedildiği burçlardaki sıklıkları arasında bir tutarlılık var mıdır?<br />* Bilimsel araştırma üretenlerin araştırmalara katılım istekliliği nasıldır?</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30234486" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="818857bb8b5ab97483776b0d62ce2d21" rel="nofollow" data-download="{"attachment_id":50696249,"asset_id":30234486,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50696249/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4113617" href="https://independentresearcher.academia.edu/T%C3%BClinOtbi%C3%A7erAcar">Tülin (Otbiçer) Acar</a><script data-card-contents-for-user="4113617" type="text/json">{"id":4113617,"first_name":"Tülin","last_name":"(Otbiçer) Acar","domain_name":"independentresearcher","page_name":"TülinOtbiçerAcar","display_name":"Tülin (Otbiçer) Acar","profile_url":"https://independentresearcher.academia.edu/T%C3%BClinOtbi%C3%A7erAcar?f_ri=58097","photo":"https://0.academia-photos.com/4113617/1591005/15458999/s65_t_lin._otbi_er_acar.jpg"}</script></span></span></li><li class="js-paper-rank-work_30234486 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30234486"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30234486, container: ".js-paper-rank-work_30234486", }); 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Bu amaca istinaden araştırma soruları şu şekildedir:\n* Üniversitelerde görev yapan akademisyenler burçlara/astrolojiye inanmakta mıdır? \n* Üniversitelerde görev yapan akademisyenler fala inanmakta mıdır? \n* Burçlara inanmadığını ifade eden akademisyenler fala inanmakta mıdırlar?\n* Doğum tarihine göre belirlenen burçlardaki akademisyenlerin sıklıkları ile olumlu ve olumsuz kişilik özelliklerinin atfedildiği burçlardaki akademisyenlerin sıklıkları arasında bir tutarlılık var mıdır? \n* Burcunun özelliklerini taşıdığını ifade eden akademisyenlerin doğum tarihine göre belirlenen burçlardaki sıklıkları ile beyan edilen kişilik özelliğinin atfedildiği burçlardaki sıklıkları arasında bir tutarlılık var mıdır?\n* Bilimsel araştırma üretenlerin araştırmalara katılım istekliliği nasıldır?\n","downloadable_attachments":[{"id":50696249,"asset_id":30234486,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4113617,"first_name":"Tülin","last_name":"(Otbiçer) 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type="text/json">{"id":4545,"name":"Parenting","url":"https://www.academia.edu/Documents/in/Parenting?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="16710" href="https://www.academia.edu/Documents/in/Parent_Involvement">Parent Involvement</a>, <script data-card-contents-for-ri="16710" type="text/json">{"id":16710,"name":"Parent Involvement","url":"https://www.academia.edu/Documents/in/Parent_Involvement?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a><script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5796320]'), work: {"id":5796320,"title":"Turkish parental involvement scale: 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Katılımı","url":"https://www.academia.edu/Documents/in/Aile_Kat%C4%B1l%C4%B1m%C4%B1?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35552543" data-work_id="35552543" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35552543/N%C3%BCfus_ve_E%C4%9Fitim_pptx">Nüfus ve Eğitim.pptx</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Cumhuriyet'ten Günümüze Eğitim Sunumu</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35552543" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a62b697970498ea2147c89ded53baeaa" rel="nofollow" data-download="{"attachment_id":55417981,"asset_id":35552543,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55417981/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="63205744" href="https://cukurova.academia.edu/FurkanBolat">Furkan Bolat</a><script data-card-contents-for-user="63205744" type="text/json">{"id":63205744,"first_name":"Furkan","last_name":"Bolat","domain_name":"cukurova","page_name":"FurkanBolat","display_name":"Furkan Bolat","profile_url":"https://cukurova.academia.edu/FurkanBolat?f_ri=58097","photo":"https://gravatar.com/avatar/64b7f44dbf39bdb7295761890ff62e59?s=65"}</script></span></span></li><li class="js-paper-rank-work_35552543 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35552543"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35552543, container: ".js-paper-rank-work_35552543", }); });</script></li><li class="js-percentile-work_35552543 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35552543; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_35552543"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35552543 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35552543"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35552543; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35552543]").text(description); $(".js-view-count-work_35552543").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35552543").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35552543"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="153740" href="https://www.academia.edu/Documents/in/Nufus">Nüfus</a><script data-card-contents-for-ri="153740" type="text/json">{"id":153740,"name":"Nüfus","url":"https://www.academia.edu/Documents/in/Nufus?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35552543]'), work: {"id":35552543,"title":"Nüfus ve Eğitim.pptx","created_at":"2018-01-01T11:30:48.785-08:00","url":"https://www.academia.edu/35552543/N%C3%BCfus_ve_E%C4%9Fitim_pptx?f_ri=58097","dom_id":"work_35552543","summary":"Cumhuriyet'ten Günümüze Eğitim Sunumu","downloadable_attachments":[{"id":55417981,"asset_id":35552543,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":63205744,"first_name":"Furkan","last_name":"Bolat","domain_name":"cukurova","page_name":"FurkanBolat","display_name":"Furkan Bolat","profile_url":"https://cukurova.academia.edu/FurkanBolat?f_ri=58097","photo":"https://gravatar.com/avatar/64b7f44dbf39bdb7295761890ff62e59?s=65"}],"research_interests":[{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":153740,"name":"Nüfus","url":"https://www.academia.edu/Documents/in/Nufus?f_ri=58097","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39925902" data-work_id="39925902" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39925902/_E%C4%9Fitim_Hakk%C4%B1nda_Kanununun_Getirdi%C4%9Fi_De%C4%9Fi%C5%9Fiklikler">"Eğitim Hakkında" Kanunu'nun Getirdiği Değişiklikler</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Sovyet Sosyalist Cumhuriyetler Birliği'nin (SSCB) dağılmasından sonra bağımsızlığını kazanan Azerbaycan, her alanda olduğu gibi eğitimde de Sovyet sisteminin etkilerini gidermeye yönelik adımlar atmaya başlamıştır. İlk olarak 30 Aralık... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39925902" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Sovyet Sosyalist Cumhuriyetler Birliği'nin (SSCB) dağılmasından sonra bağımsızlığını kazanan Azerbaycan, her alanda olduğu gibi eğitimde de Sovyet sisteminin etkilerini gidermeye yönelik adımlar atmaya başlamıştır. İlk olarak 30 Aralık 1992 tarihinde, Azerbaycan Cumhuriyeti Milli Meclisi tarafından "Tahsil Kanunu" kabul edilmiştir. Bu kanunla birlikte Azerbaycan kendine özgü kültür ve gelenekleri doğrultusunda bir eğitim sistemi yaratmaya yönelmiştir.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39925902" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1c8348a74c52f0c1f4ae400005e9fffc" rel="nofollow" data-download="{"attachment_id":60114471,"asset_id":39925902,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60114471/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27497512" href="https://istanbul.academia.edu/G%C3%B6ksalCanerMalatya">Göksal Caner Malatya</a><script data-card-contents-for-user="27497512" type="text/json">{"id":27497512,"first_name":"Göksal Caner","last_name":"Malatya","domain_name":"istanbul","page_name":"GöksalCanerMalatya","display_name":"Göksal Caner Malatya","profile_url":"https://istanbul.academia.edu/G%C3%B6ksalCanerMalatya?f_ri=58097","photo":"https://0.academia-photos.com/27497512/8689762/92389925/s65_g_ksal_caner.malatya.png"}</script></span></span></li><li class="js-paper-rank-work_39925902 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39925902"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39925902, container: ".js-paper-rank-work_39925902", }); });</script></li><li class="js-percentile-work_39925902 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39925902; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_39925902"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_39925902 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39925902"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39925902; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39925902]").text(description); $(".js-view-count-work_39925902").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39925902").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39925902"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="118784" href="https://www.academia.edu/Documents/in/Azerbaycan">Azerbaycan</a><script data-card-contents-for-ri="118784" type="text/json">{"id":118784,"name":"Azerbaycan","url":"https://www.academia.edu/Documents/in/Azerbaycan?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39925902]'), work: {"id":39925902,"title":"\"Eğitim Hakkında\" Kanunu'nun Getirdiği Değişiklikler","created_at":"2019-07-25T08:12:55.384-07:00","url":"https://www.academia.edu/39925902/_E%C4%9Fitim_Hakk%C4%B1nda_Kanununun_Getirdi%C4%9Fi_De%C4%9Fi%C5%9Fiklikler?f_ri=58097","dom_id":"work_39925902","summary":"Sovyet Sosyalist Cumhuriyetler Birliği'nin (SSCB) dağılmasından sonra bağımsızlığını kazanan Azerbaycan, her alanda olduğu gibi eğitimde de Sovyet sisteminin etkilerini gidermeye yönelik adımlar atmaya başlamıştır. İlk olarak 30 Aralık 1992 tarihinde, Azerbaycan Cumhuriyeti Milli Meclisi tarafından \"Tahsil Kanunu\" kabul edilmiştir. Bu kanunla birlikte Azerbaycan kendine özgü kültür ve gelenekleri doğrultusunda bir eğitim sistemi yaratmaya yönelmiştir.","downloadable_attachments":[{"id":60114471,"asset_id":39925902,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":27497512,"first_name":"Göksal Caner","last_name":"Malatya","domain_name":"istanbul","page_name":"GöksalCanerMalatya","display_name":"Göksal Caner Malatya","profile_url":"https://istanbul.academia.edu/G%C3%B6ksalCanerMalatya?f_ri=58097","photo":"https://0.academia-photos.com/27497512/8689762/92389925/s65_g_ksal_caner.malatya.png"}],"research_interests":[{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":118784,"name":"Azerbaycan","url":"https://www.academia.edu/Documents/in/Azerbaycan?f_ri=58097","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34807356" data-work_id="34807356" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34807356/ADAPTATION_OF_THE_TEACHER_EFFECTIVENESS_SCALE_IN_HIGHER_EDUCATION_INTO_TURKISH_LANGUAGE">ADAPTATION OF THE TEACHER EFFECTIVENESS SCALE IN HIGHER EDUCATION INTO TURKISH LANGUAGE</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this research is to adapt The Teacher Effectiveness Scale in Higher Education into Turkish language. The survey method was employed. Collected data were analyzed using confirmatory and exploratory factor analyses. The... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34807356" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this research is to adapt The Teacher Effectiveness Scale in Higher Education into Turkish language. The survey method was employed. Collected data were analyzed using confirmatory and exploratory factor analyses. The adapted scale had 32 items and 4 factors explaining 50.3% variance. Cronbach alpha reliability coefficients of the factors varied from α=0.70 to α=0.89 and factor loadings of the items ranged from 0.47 to 0.80. Statistically significant correlations among factors ranging from r=0.54 to r=0.58 were found. It is concluded that the adapted scale is a valid and reliable instrument to measure teaching-related behavior, subject matter expertise, relational expertise, and personality aspects of teacher effectiveness in higher education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34807356" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="08b87f7af656b72e3f5bd1eaaddd63bf" rel="nofollow" data-download="{"attachment_id":54666378,"asset_id":34807356,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54666378/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=58097","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_34807356 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34807356"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34807356, container: ".js-paper-rank-work_34807356", }); 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$(".js-view-count[data-work-id=34807356]").text(description); $(".js-view-count-work_34807356").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34807356").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34807356"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">24</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a><script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34807356]'), work: {"id":34807356,"title":"ADAPTATION OF THE TEACHER EFFECTIVENESS SCALE IN HIGHER EDUCATION INTO TURKISH LANGUAGE","created_at":"2017-10-09T06:09:36.744-07:00","url":"https://www.academia.edu/34807356/ADAPTATION_OF_THE_TEACHER_EFFECTIVENESS_SCALE_IN_HIGHER_EDUCATION_INTO_TURKISH_LANGUAGE?f_ri=58097","dom_id":"work_34807356","summary":"The purpose of this research is to adapt The Teacher Effectiveness Scale in Higher Education into Turkish language. The survey method was employed. Collected data were analyzed using confirmatory and exploratory factor analyses. The adapted scale had 32 items and 4 factors explaining 50.3% variance. Cronbach alpha reliability coefficients of the factors varied from α=0.70 to α=0.89 and factor loadings of the items ranged from 0.47 to 0.80. Statistically significant correlations among factors ranging from r=0.54 to r=0.58 were found. It is concluded that the adapted scale is a valid and reliable instrument to measure teaching-related behavior, subject matter expertise, relational expertise, and personality aspects of teacher effectiveness in higher education.","downloadable_attachments":[{"id":54666378,"asset_id":34807356,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=58097","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}],"research_interests":[{"id":887,"name":"Teaching and 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Effectiveness","url":"https://www.academia.edu/Documents/in/Teacher_Effectiveness?f_ri=58097"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=58097"},{"id":54727,"name":"Educational Sciences","url":"https://www.academia.edu/Documents/in/Educational_Sciences?f_ri=58097"},{"id":54819,"name":"Educational science","url":"https://www.academia.edu/Documents/in/Educational_science?f_ri=58097"},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097"},{"id":61583,"name":"Education System in Turkey","url":"https://www.academia.edu/Documents/in/Education_System_in_Turkey?f_ri=58097"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational?f_ri=58097"},{"id":90732,"name":"Pendidikan","url":"https://www.academia.edu/Documents/in/Pendidikan?f_ri=58097"},{"id":93811,"name":"Educação","url":"https://www.academia.edu/Documents/in/Educa%C3%A7%C3%A3o?f_ri=58097"},{"id":130005,"name":"Educazione","url":"https://www.academia.edu/Documents/in/Educazione?f_ri=58097"},{"id":172264,"name":"Educational studies","url":"https://www.academia.edu/Documents/in/Educational_studies?f_ri=58097"},{"id":342343,"name":"Scale Adaptation","url":"https://www.academia.edu/Documents/in/Scale_Adaptation?f_ri=58097"},{"id":469249,"name":"Education Studies","url":"https://www.academia.edu/Documents/in/Education_Studies?f_ri=58097"},{"id":585922,"name":"TURKEY LANGUAGE","url":"https://www.academia.edu/Documents/in/TURKEY_LANGUAGE?f_ri=58097"},{"id":1028747,"name":"Teacher Effectiveness and Teaching Effectiveness","url":"https://www.academia.edu/Documents/in/Teacher_Effectiveness_and_Teaching_Effectiveness?f_ri=58097"},{"id":1031715,"name":"Educacion","url":"https://www.academia.edu/Documents/in/Educacion-2?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37852623" data-work_id="37852623" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37852623/%C4%B0dadiden_Askeri_Lise_ye_%C4%B0skender_Pala">İdadi'den "Askeri Lise"ye/ İskender Pala</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm 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class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="96013201" href="https://independent.academia.edu/UskudarDergisi">Üsküdar Kültür, Sanat ve Medeniyet Dergisi</a><script data-card-contents-for-user="96013201" type="text/json">{"id":96013201,"first_name":"Üsküdar Kültür, Sanat ve Medeniyet","last_name":"Dergisi","domain_name":"independent","page_name":"UskudarDergisi","display_name":"Üsküdar Kültür, Sanat ve Medeniyet Dergisi","profile_url":"https://independent.academia.edu/UskudarDergisi?f_ri=58097","photo":"https://0.academia-photos.com/96013201/20974867/20482213/s65__sk_dar_k_lt_r_sanat_ve_medeniyet.dergisi.jpg"}</script></span></span></li><li class="js-paper-rank-work_37852623 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" 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InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37852623"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37852623; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37852623]").text(description); $(".js-view-count-work_37852623").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37852623").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37852623"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="128" href="https://www.academia.edu/Documents/in/History">History</a>, <script data-card-contents-for-ri="128" type="text/json">{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="63862" href="https://www.academia.edu/Documents/in/Tarih">Tarih</a><script data-card-contents-for-ri="63862" type="text/json">{"id":63862,"name":"Tarih","url":"https://www.academia.edu/Documents/in/Tarih?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37852623]'), work: {"id":37852623,"title":"İdadi'den \"Askeri Lise\"ye/ İskender Pala","created_at":"2018-11-26T05:24:17.659-08:00","url":"https://www.academia.edu/37852623/%C4%B0dadiden_Askeri_Lise_ye_%C4%B0skender_Pala?f_ri=58097","dom_id":"work_37852623","summary":null,"downloadable_attachments":[{"id":57856912,"asset_id":37852623,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":96013201,"first_name":"Üsküdar Kültür, Sanat ve Medeniyet","last_name":"Dergisi","domain_name":"independent","page_name":"UskudarDergisi","display_name":"Üsküdar Kültür, Sanat ve Medeniyet Dergisi","profile_url":"https://independent.academia.edu/UskudarDergisi?f_ri=58097","photo":"https://0.academia-photos.com/96013201/20974867/20482213/s65__sk_dar_k_lt_r_sanat_ve_medeniyet.dergisi.jpg"}],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=58097","nofollow":false},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":63862,"name":"Tarih","url":"https://www.academia.edu/Documents/in/Tarih?f_ri=58097","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35152381" data-work_id="35152381" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35152381/MESLEK%C4%B0_VE_TEKN%C4%B0K_L%C4%B0SELERDE_B%C4%B0L%C4%B0%C5%9E%C4%B0M_TEKNOLOJ%C4%B0LER%C4%B0_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N%C4%B0N_DAL_SE%C3%87%C4%B0M%C4%B0N%C4%B0_ETK%C4%B0LEYEN_FAKT%C3%96RLER_AMP%C4%B0R%C4%B0K_B%C4%B0R_%C4%B0NCELEME">MESLEKİ VE TEKNİK LİSELERDE BİLİŞİM TEKNOLOJİLERİ ÖĞRENCİLERİNİN DAL SEÇİMİNİ ETKİLEYEN FAKTÖRLER: AMPİRİK BİR İNCELEME</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Öz: Nitelikli eleman ihtiyacını karşılamaya yönelik eğitim veren mesleki ve teknik liseler, hem öğrenciler hem de ülke ekonomisi için katma değer yaratan kurumlardır. Öte yandan, bireyler ve kurumların iş yükünü azaltma ve iş süreçlerinin... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35152381" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Öz: Nitelikli eleman ihtiyacını karşılamaya yönelik eğitim veren mesleki ve teknik liseler, hem öğrenciler hem de ülke ekonomisi için katma değer yaratan kurumlardır. Öte yandan, bireyler ve kurumların iş yükünü azaltma ve iş süreçlerinin geliştirilmesine katkı sağlama gibi pek çok özelliği itibariyle bilişim teknolojilerinin (BT) ülkeler açısından önemi giderek artmaktadır. Bu bağlamda, BT eğitimi alan bireylerin alanında uzmanlık eğitimine geçişlerinin başlangıcı niteliğinde olan dal seçimleri üzerinde hangi faktörlerin etkili olduğunun belirlenmesi önem arz etmektedir. Bu çalışma, Türkiye'de mesleki ve teknik liselerde BT öğrencilerinin dal seçi-mini etkileyen faktörlerin incelenmesini konu edinmektedir. Bulgular göstermektedir ki, BT öğrencilerinin dal tercihlerinde en önemli unsur kendileri ve bilgisayarlara duydukları ilgidir. Bu bağlamda, öğrencilerin dal seçimi öncesinde sağlıklı bir şekilde bilgilendirilmesi ve BT ürünlerini yeterince tanımasına imkan sağlanmasının öğrenciler açısından fayda sağlayacağı düşünülmektedir. <br />Abstract <br />Vocational and technical high schools, that provide training to meet the needs of <br />qualified personnal, are institutions creating added value for both pupils and national <br />economy. On the other hand, the importance of IT (information technology) for <br />countries is gradually increasing because of many reasons such as reducing <br />workload of individuals and institutions and contributing improvement of work <br />process. In this context, it is important to determine which factors are important for <br />individuals’ choice of branch which is the starting point of the transition to specialist <br />education in the field of IT training. This study examines the factors affecting <br />branch choice of IT students in vocational and technical high schools in Turkey. It <br />is evident that the most important elements in the branch preferences of IT students <br />are themselves and their interests in computer. In this context, it is considered that <br />students will be informed in a healthy way before the branch choice and it will be <br />beneficial for the students to get enough knowledge about IT products.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35152381" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="526e4f04ce8aeb767368a2d48ecca87f" rel="nofollow" data-download="{"attachment_id":55014214,"asset_id":35152381,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55014214/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40971018" href="https://uludag.academia.edu/FAT%C4%B0HG%C3%9CRSES">FATİH GÜRSES</a><script data-card-contents-for-user="40971018" type="text/json">{"id":40971018,"first_name":"FATİH","last_name":"GÜRSES","domain_name":"uludag","page_name":"FATİHGÜRSES","display_name":"FATİH GÜRSES","profile_url":"https://uludag.academia.edu/FAT%C4%B0HG%C3%9CRSES?f_ri=58097","photo":"https://0.academia-photos.com/40971018/15648606/18755997/s65_fati_h.g_rses.jpg"}</script></span></span></li><li class="js-paper-rank-work_35152381 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35152381"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35152381, container: ".js-paper-rank-work_35152381", }); });</script></li><li class="js-percentile-work_35152381 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35152381; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_35152381"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35152381 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35152381"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35152381; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35152381]").text(description); $(".js-view-count-work_35152381").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35152381").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35152381"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="377284" href="https://www.academia.edu/Documents/in/Bilgi_ve_Iletisim_Teknolojileri">Bilgi ve İletişim Teknolojileri</a><script data-card-contents-for-ri="377284" type="text/json">{"id":377284,"name":"Bilgi ve İletişim Teknolojileri","url":"https://www.academia.edu/Documents/in/Bilgi_ve_Iletisim_Teknolojileri?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35152381]'), work: {"id":35152381,"title":"MESLEKİ VE TEKNİK LİSELERDE BİLİŞİM TEKNOLOJİLERİ\r\nÖĞRENCİLERİNİN DAL SEÇİMİNİ ETKİLEYEN FAKTÖRLER:\r\nAMPİRİK BİR İNCELEME","created_at":"2017-11-15T04:57:46.679-08:00","url":"https://www.academia.edu/35152381/MESLEK%C4%B0_VE_TEKN%C4%B0K_L%C4%B0SELERDE_B%C4%B0L%C4%B0%C5%9E%C4%B0M_TEKNOLOJ%C4%B0LER%C4%B0_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N%C4%B0N_DAL_SE%C3%87%C4%B0M%C4%B0N%C4%B0_ETK%C4%B0LEYEN_FAKT%C3%96RLER_AMP%C4%B0R%C4%B0K_B%C4%B0R_%C4%B0NCELEME?f_ri=58097","dom_id":"work_35152381","summary":"Öz: Nitelikli eleman ihtiyacını karşılamaya yönelik eğitim veren mesleki ve teknik liseler, hem öğrenciler hem de ülke ekonomisi için katma değer yaratan kurumlardır. Öte yandan, bireyler ve kurumların iş yükünü azaltma ve iş süreçlerinin geliştirilmesine katkı sağlama gibi pek çok özelliği itibariyle bilişim teknolojilerinin (BT) ülkeler açısından önemi giderek artmaktadır. Bu bağlamda, BT eğitimi alan bireylerin alanında uzmanlık eğitimine geçişlerinin başlangıcı niteliğinde olan dal seçimleri üzerinde hangi faktörlerin etkili olduğunun belirlenmesi önem arz etmektedir. Bu çalışma, Türkiye'de mesleki ve teknik liselerde BT öğrencilerinin dal seçi-mini etkileyen faktörlerin incelenmesini konu edinmektedir. Bulgular göstermektedir ki, BT öğrencilerinin dal tercihlerinde en önemli unsur kendileri ve bilgisayarlara duydukları ilgidir. Bu bağlamda, öğrencilerin dal seçimi öncesinde sağlıklı bir şekilde bilgilendirilmesi ve BT ürünlerini yeterince tanımasına imkan sağlanmasının öğrenciler açısından fayda sağlayacağı düşünülmektedir.\r\nAbstract\r\nVocational and technical high schools, that provide training to meet the needs of\r\nqualified personnal, are institutions creating added value for both pupils and national\r\neconomy. On the other hand, the importance of IT (information technology) for\r\ncountries is gradually increasing because of many reasons such as reducing\r\nworkload of individuals and institutions and contributing improvement of work\r\nprocess. In this context, it is important to determine which factors are important for\r\nindividuals’ choice of branch which is the starting point of the transition to specialist\r\neducation in the field of IT training. This study examines the factors affecting\r\nbranch choice of IT students in vocational and technical high schools in Turkey. It\r\nis evident that the most important elements in the branch preferences of IT students\r\nare themselves and their interests in computer. In this context, it is considered that\r\nstudents will be informed in a healthy way before the branch choice and it will be\r\nbeneficial for the students to get enough knowledge about IT products.","downloadable_attachments":[{"id":55014214,"asset_id":35152381,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40971018,"first_name":"FATİH","last_name":"GÜRSES","domain_name":"uludag","page_name":"FATİHGÜRSES","display_name":"FATİH GÜRSES","profile_url":"https://uludag.academia.edu/FAT%C4%B0HG%C3%9CRSES?f_ri=58097","photo":"https://0.academia-photos.com/40971018/15648606/18755997/s65_fati_h.g_rses.jpg"}],"research_interests":[{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":377284,"name":"Bilgi ve İletişim Teknolojileri","url":"https://www.academia.edu/Documents/in/Bilgi_ve_Iletisim_Teknolojileri?f_ri=58097","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_61649080" data-work_id="61649080" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/61649080/T%C3%9CRK%C4%B0YE_DE_%C3%96ZEL_%C3%96%C4%9ERET%C4%B0M%C4%B0N_%C3%96NC%C3%9CS%C3%9C_OLARAK_T%C3%9CRK_E%C4%9E%C4%B0T%C4%B0M_DERNE%C4%9E%C4%B0">TÜRKİYE’DE ÖZEL ÖĞRETİMİN ÖNCÜSÜ OLARAK TÜRK EĞİTİM DERNEĞİ</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/61649080" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="476122573a9a331885799911451492f2" rel="nofollow" data-download="{"attachment_id":74622676,"asset_id":61649080,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/74622676/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="67114630" href="https://istanbul.academia.edu/DrO%C4%9FuzKalafat">Dr. Oğuz Kalafat</a><script data-card-contents-for-user="67114630" type="text/json">{"id":67114630,"first_name":"Dr. Oğuz","last_name":"Kalafat","domain_name":"istanbul","page_name":"DrOğuzKalafat","display_name":"Dr. Oğuz Kalafat","profile_url":"https://istanbul.academia.edu/DrO%C4%9FuzKalafat?f_ri=58097","photo":"https://0.academia-photos.com/67114630/47810375/58456517/s65_dr._o_uz.kalafat.png"}</script></span></span></li><li class="js-paper-rank-work_61649080 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="61649080"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 61649080, container: ".js-paper-rank-work_61649080", }); });</script></li><li class="js-percentile-work_61649080 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61649080; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_61649080"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_61649080 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="61649080"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61649080; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61649080]").text(description); $(".js-view-count-work_61649080").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_61649080").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="61649080"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="46787" href="https://www.academia.edu/Documents/in/Mustafa_Kemal_Ataturk">Mustafa Kemal Atatürk</a>, <script data-card-contents-for-ri="46787" type="text/json">{"id":46787,"name":"Mustafa Kemal Atatürk","url":"https://www.academia.edu/Documents/in/Mustafa_Kemal_Ataturk?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2469824" href="https://www.academia.edu/Documents/in/%C3%96zel_Okullar">Özel Okullar</a><script data-card-contents-for-ri="2469824" type="text/json">{"id":2469824,"name":"Özel Okullar","url":"https://www.academia.edu/Documents/in/%C3%96zel_Okullar?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=61649080]'), work: {"id":61649080,"title":"TÜRKİYE’DE ÖZEL ÖĞRETİMİN ÖNCÜSÜ OLARAK TÜRK EĞİTİM DERNEĞİ","created_at":"2021-11-13T12:14:27.066-08:00","url":"https://www.academia.edu/61649080/T%C3%9CRK%C4%B0YE_DE_%C3%96ZEL_%C3%96%C4%9ERET%C4%B0M%C4%B0N_%C3%96NC%C3%9CS%C3%9C_OLARAK_T%C3%9CRK_E%C4%9E%C4%B0T%C4%B0M_DERNE%C4%9E%C4%B0?f_ri=58097","dom_id":"work_61649080","summary":null,"downloadable_attachments":[{"id":74622676,"asset_id":61649080,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":67114630,"first_name":"Dr. Oğuz","last_name":"Kalafat","domain_name":"istanbul","page_name":"DrOğuzKalafat","display_name":"Dr. Oğuz Kalafat","profile_url":"https://istanbul.academia.edu/DrO%C4%9FuzKalafat?f_ri=58097","photo":"https://0.academia-photos.com/67114630/47810375/58456517/s65_dr._o_uz.kalafat.png"}],"research_interests":[{"id":46787,"name":"Mustafa Kemal Atatürk","url":"https://www.academia.edu/Documents/in/Mustafa_Kemal_Ataturk?f_ri=58097","nofollow":false},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":2469824,"name":"Özel Okullar","url":"https://www.academia.edu/Documents/in/%C3%96zel_Okullar?f_ri=58097","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35020374" data-work_id="35020374" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35020374/_34_KAVRAM_TEMELL%C4%B0_KONU_OLU%C5%9ETURMA_ve_GEL%C4%B0%C5%9ET%C4%B0RME_E%C4%9E%C4%B0T%C4%B0M%C4%B0_KOGE_%C3%96RNEK_MET%C4%B0NLER%C4%B0_eyup_tasoz">(34 ) KAVRAM TEMELLİ KONU OLUŞTURMA ve GELİŞTİRME EĞİTİMİ (KOGE) ÖRNEK METİNLERİ _ eyup tasoz</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">İnsanlık tarihinde kavramlar, kültürün hem sebep hem sonucudur. Aşağıda sayfalarda (K.O.G.E.) için örneklendirme yapılmıştır. Tez hazırlayan veya hazırlamak isteyenler için önemli olduğunu düşündüğümüz gibi genelde araştırmacılar için,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35020374" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">İnsanlık tarihinde kavramlar, kültürün hem sebep hem sonucudur. Aşağıda sayfalarda  (K.O.G.E.) için örneklendirme yapılmıştır. Tez hazırlayan veya hazırlamak isteyenler için önemli olduğunu düşündüğümüz gibi genelde araştırmacılar için, yazarlar için, müfredat çalışması yapmak isteyenler için, eğitim bilimleri çalışanlar için, bilgi sosyolojisi çalışmaları için, bilgi psikolojisi çalışmaları için, bilgi antropolojisinin pek çok alt kolunun her birindeki kognitif çalışmalar için vb. sistematik şekilde bilgi kültürüne dönük bir bilgilenme psikolojisi içinde olanlar için; konu analizi yapacak ilgililer için bir KOGE oluşturma düşüncemizin sonucu bu metinler ortaya çıkmıştır.  <br />Böylece diğer kavram ya da konularla ilişkilendirilmesinin yön, biçim ve derinliğinin analizine dair kanaatler de ilgiler tarafından geliştirilebilecektir.<br />Araştırmacının tezinde kavram veya konuya yaklaşımını, neyi aradığını ve ne bulduğunu, kavram temelli konu geliştirmeye uyguladığı konu - yöntem ilişkilendirmesi ve uygunluğunu, sınıflandırmasını ve çevresinde oluşturduğu bilgi evrenini tanıyabilme imkânı oluşacaktır.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35020374" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cd0bee003996c374d79f94fd196b8549" rel="nofollow" data-download="{"attachment_id":54883781,"asset_id":35020374,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54883781/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="192560" href="https://independent.academia.edu/eyuptasoz">eyup tasoz</a><script data-card-contents-for-user="192560" type="text/json">{"id":192560,"first_name":"eyup","last_name":"tasoz","domain_name":"independent","page_name":"eyuptasoz","display_name":"eyup tasoz","profile_url":"https://independent.academia.edu/eyuptasoz?f_ri=58097","photo":"https://0.academia-photos.com/192560/219165/3004149/s65_eyup.tasoz.jpg"}</script></span></span></li><li class="js-paper-rank-work_35020374 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35020374"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35020374, container: ".js-paper-rank-work_35020374", }); });</script></li><li class="js-percentile-work_35020374 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35020374; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_35020374"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35020374 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35020374"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35020374; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35020374]").text(description); $(".js-view-count-work_35020374").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35020374").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35020374"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="152079" href="https://www.academia.edu/Documents/in/Tez">Tez</a>, <script data-card-contents-for-ri="152079" type="text/json">{"id":152079,"name":"Tez","url":"https://www.academia.edu/Documents/in/Tez?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="387646" href="https://www.academia.edu/Documents/in/Ara%C5%9Ft%C4%B1rma">Araştırma</a>, <script data-card-contents-for-ri="387646" type="text/json">{"id":387646,"name":"Araştırma","url":"https://www.academia.edu/Documents/in/Ara%C5%9Ft%C4%B1rma?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="769719" href="https://www.academia.edu/Documents/in/Inceleme">Inceleme</a><script data-card-contents-for-ri="769719" type="text/json">{"id":769719,"name":"Inceleme","url":"https://www.academia.edu/Documents/in/Inceleme?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35020374]'), work: {"id":35020374,"title":"(34 ) KAVRAM TEMELLİ KONU OLUŞTURMA ve GELİŞTİRME EĞİTİMİ (KOGE) ÖRNEK METİNLERİ _ eyup tasoz","created_at":"2017-11-01T06:01:16.181-07:00","url":"https://www.academia.edu/35020374/_34_KAVRAM_TEMELL%C4%B0_KONU_OLU%C5%9ETURMA_ve_GEL%C4%B0%C5%9ET%C4%B0RME_E%C4%9E%C4%B0T%C4%B0M%C4%B0_KOGE_%C3%96RNEK_MET%C4%B0NLER%C4%B0_eyup_tasoz?f_ri=58097","dom_id":"work_35020374","summary":"İnsanlık tarihinde kavramlar, kültürün hem sebep hem sonucudur. Aşağıda sayfalarda (K.O.G.E.) için örneklendirme yapılmıştır. Tez hazırlayan veya hazırlamak isteyenler için önemli olduğunu düşündüğümüz gibi genelde araştırmacılar için, yazarlar için, müfredat çalışması yapmak isteyenler için, eğitim bilimleri çalışanlar için, bilgi sosyolojisi çalışmaları için, bilgi psikolojisi çalışmaları için, bilgi antropolojisinin pek çok alt kolunun her birindeki kognitif çalışmalar için vb. sistematik şekilde bilgi kültürüne dönük bir bilgilenme psikolojisi içinde olanlar için; konu analizi yapacak ilgililer için bir KOGE oluşturma düşüncemizin sonucu bu metinler ortaya çıkmıştır. \nBöylece diğer kavram ya da konularla ilişkilendirilmesinin yön, biçim ve derinliğinin analizine dair kanaatler de ilgiler tarafından geliştirilebilecektir.\nAraştırmacının tezinde kavram veya konuya yaklaşımını, neyi aradığını ve ne bulduğunu, kavram temelli konu geliştirmeye uyguladığı konu - yöntem ilişkilendirmesi ve uygunluğunu, sınıflandırmasını ve çevresinde oluşturduğu bilgi evrenini tanıyabilme imkânı oluşacaktır.\n ","downloadable_attachments":[{"id":54883781,"asset_id":35020374,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":192560,"first_name":"eyup","last_name":"tasoz","domain_name":"independent","page_name":"eyuptasoz","display_name":"eyup tasoz","profile_url":"https://independent.academia.edu/eyuptasoz?f_ri=58097","photo":"https://0.academia-photos.com/192560/219165/3004149/s65_eyup.tasoz.jpg"}],"research_interests":[{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":152079,"name":"Tez","url":"https://www.academia.edu/Documents/in/Tez?f_ri=58097","nofollow":false},{"id":387646,"name":"Araştırma","url":"https://www.academia.edu/Documents/in/Ara%C5%9Ft%C4%B1rma?f_ri=58097","nofollow":false},{"id":769719,"name":"Inceleme","url":"https://www.academia.edu/Documents/in/Inceleme?f_ri=58097","nofollow":false},{"id":1872031,"name":"Kavram","url":"https://www.academia.edu/Documents/in/Kavram?f_ri=58097"},{"id":2828841,"name":"konu","url":"https://www.academia.edu/Documents/in/konu?f_ri=58097"},{"id":2828845,"name":"içeriklendirme","url":"https://www.academia.edu/Documents/in/i%C3%A7eriklendirme?f_ri=58097"},{"id":2830140,"name":"bilgi psikolojsi","url":"https://www.academia.edu/Documents/in/bilgi_psikolojsi?f_ri=58097"},{"id":2830141,"name":"bilgi antropolojisi","url":"https://www.academia.edu/Documents/in/bilgi_antropolojisi?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_25075247" data-work_id="25075247" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/25075247/Kirsal_Kentsel_Kesimde_Egitim_ve_istihdam">Kirsal/Kentsel Kesimde Egitim ve istihdam</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">One of the important problems in Turkey has been the distribution and spread of the educational services in both rural and urban areas. Rural areas compared to urban areas have benefited from the educational opportunities and services in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_25075247" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">One of the important problems in Turkey has been the distribution and spread of the educational services in both rural and urban areas.  Rural areas compared to urban areas have benefited from the educational opportunities and services in a limited way, but sometimes they do not have benefited from them at all.  These differences in educational opportunies and service have influenced the various social areas but they have also played a role in the determination of economical conditions.  Residences of urban areas with relatively high educational status have high chance of getting high status jobs with good pay while residences of rural areas with low educational status have more likely to get low status jobs with less pay. <br />The goal of this paper is to point out the educational differences in rural /urban areas and to discuss the causes of them.  The level of education of rural and urban areas will be compared based on the date gathered from government statistics.  Finally, the relationship between education and employment and the effects of education on the employment in the rural and urban areas will be examined, and the paper will be completed with a section of conclusion.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25075247" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b32ed3c64ca8c79a680a2405346d4426" rel="nofollow" data-download="{"attachment_id":45397991,"asset_id":25075247,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45397991/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1758787" href="https://akdeniz.academia.edu/Nur%C5%9FenADAK">Nurşen ADAK</a><script data-card-contents-for-user="1758787" type="text/json">{"id":1758787,"first_name":"Nurşen","last_name":"ADAK","domain_name":"akdeniz","page_name":"NurşenADAK","display_name":"Nurşen ADAK","profile_url":"https://akdeniz.academia.edu/Nur%C5%9FenADAK?f_ri=58097","photo":"https://0.academia-photos.com/1758787/923172/20837306/s65_nur_en.adak.jpg"}</script></span></span></li><li class="js-paper-rank-work_25075247 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="25075247"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 25075247, container: ".js-paper-rank-work_25075247", }); });</script></li><li class="js-percentile-work_25075247 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 25075247; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_25075247"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_25075247 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="25075247"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 25075247; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=25075247]").text(description); $(".js-view-count-work_25075247").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_25075247").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="25075247"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="24625" href="https://www.academia.edu/Documents/in/Employment">Employment</a>, <script data-card-contents-for-ri="24625" type="text/json">{"id":24625,"name":"Employment","url":"https://www.academia.edu/Documents/in/Employment?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="407511" href="https://www.academia.edu/Documents/in/%C4%B0%C5%9Fsizlik">İşsizlik</a><script data-card-contents-for-ri="407511" type="text/json">{"id":407511,"name":"İşsizlik","url":"https://www.academia.edu/Documents/in/%C4%B0%C5%9Fsizlik?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=25075247]'), work: {"id":25075247,"title":"Kirsal/Kentsel Kesimde Egitim ve istihdam","created_at":"2016-05-06T00:09:51.325-07:00","url":"https://www.academia.edu/25075247/Kirsal_Kentsel_Kesimde_Egitim_ve_istihdam?f_ri=58097","dom_id":"work_25075247","summary":"One of the important problems in Turkey has been the distribution and spread of the educational services in both rural and urban areas. Rural areas compared to urban areas have benefited from the educational opportunities and services in a limited way, but sometimes they do not have benefited from them at all. These differences in educational opportunies and service have influenced the various social areas but they have also played a role in the determination of economical conditions. Residences of urban areas with relatively high educational status have high chance of getting high status jobs with good pay while residences of rural areas with low educational status have more likely to get low status jobs with less pay. \nThe goal of this paper is to point out the educational differences in rural /urban areas and to discuss the causes of them. The level of education of rural and urban areas will be compared based on the date gathered from government statistics. Finally, the relationship between education and employment and the effects of education on the employment in the rural and urban areas will be examined, and the paper will be completed with a section of conclusion.","downloadable_attachments":[{"id":45397991,"asset_id":25075247,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1758787,"first_name":"Nurşen","last_name":"ADAK","domain_name":"akdeniz","page_name":"NurşenADAK","display_name":"Nurşen ADAK","profile_url":"https://akdeniz.academia.edu/Nur%C5%9FenADAK?f_ri=58097","photo":"https://0.academia-photos.com/1758787/923172/20837306/s65_nur_en.adak.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false},{"id":24625,"name":"Employment","url":"https://www.academia.edu/Documents/in/Employment?f_ri=58097","nofollow":false},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":407511,"name":"İşsizlik","url":"https://www.academia.edu/Documents/in/%C4%B0%C5%9Fsizlik?f_ri=58097","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_80237146" data-work_id="80237146" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/80237146/Effect_of_the_Use_of_Instant_Messaging_Applications_on_Writing_of_English_as_a_Second_Language_in_Higher_Education">Effect of the Use of Instant Messaging Applications on Writing of English as a Second Language in Higher Education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The use of Instant Messaging (IM) applications on the mobile phones of the youth has become inextricably attached to their everyday lives. Students on university campuses cannot leave their mobile phones behind for a minute because of the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_80237146" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The use of Instant Messaging (IM) applications on the mobile phones of the youth has become inextricably attached to their everyday lives. Students on university campuses cannot leave their mobile phones behind for a minute because of the importance they attach to the use of IM applications. This paper investigated how the use of abbreviations in IM affects the writing of Standard English language of learners of English as a second language. A sample of 150 students in their 3 rd and 4 th years at Kenyatta University was used. The study also interviewed a lecturer on the problem. While students indicated that the IM usage does not do any harm to their formal English writing, a faculty member disagreed. It was recommended that awareness should be created through seminars and lectures to bring the issue to the fore for students. This would help students to be cautious of the use of IM. Article visualizations:</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/80237146" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="97092d177905799206145afdf06762d3" rel="nofollow" data-download="{"attachment_id":86686104,"asset_id":80237146,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86686104/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44357890" href="https://independent.academia.edu/necmiesgi">necmi esgi</a><script data-card-contents-for-user="44357890" type="text/json">{"id":44357890,"first_name":"necmi","last_name":"esgi","domain_name":"independent","page_name":"necmiesgi","display_name":"necmi esgi","profile_url":"https://independent.academia.edu/necmiesgi?f_ri=58097","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_80237146 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="80237146"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 80237146, container: ".js-paper-rank-work_80237146", }); 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$(".js-view-count[data-work-id=80237146]").text(description); $(".js-view-count-work_80237146").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_80237146").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="80237146"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2936" href="https://www.academia.edu/Documents/in/Didactics">Didactics</a>, <script data-card-contents-for-ri="2936" type="text/json">{"id":2936,"name":"Didactics","url":"https://www.academia.edu/Documents/in/Didactics?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a>, <script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9491" href="https://www.academia.edu/Documents/in/Pedagogy">Pedagogy</a><script data-card-contents-for-ri="9491" type="text/json">{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=80237146]'), work: {"id":80237146,"title":"Effect of the Use of Instant Messaging Applications on Writing of English as a Second Language in Higher Education","created_at":"2022-05-29T23:02:30.186-07:00","url":"https://www.academia.edu/80237146/Effect_of_the_Use_of_Instant_Messaging_Applications_on_Writing_of_English_as_a_Second_Language_in_Higher_Education?f_ri=58097","dom_id":"work_80237146","summary":"The use of Instant Messaging (IM) applications on the mobile phones of the youth has become inextricably attached to their everyday lives. Students on university campuses cannot leave their mobile phones behind for a minute because of the importance they attach to the use of IM applications. This paper investigated how the use of abbreviations in IM affects the writing of Standard English language of learners of English as a second language. A sample of 150 students in their 3 rd and 4 th years at Kenyatta University was used. The study also interviewed a lecturer on the problem. While students indicated that the IM usage does not do any harm to their formal English writing, a faculty member disagreed. It was recommended that awareness should be created through seminars and lectures to bring the issue to the fore for students. This would help students to be cautious of the use of IM. Article visualizations:","downloadable_attachments":[{"id":86686104,"asset_id":80237146,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44357890,"first_name":"necmi","last_name":"esgi","domain_name":"independent","page_name":"necmiesgi","display_name":"necmi esgi","profile_url":"https://independent.academia.edu/necmiesgi?f_ri=58097","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2936,"name":"Didactics","url":"https://www.academia.edu/Documents/in/Didactics?f_ri=58097","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=58097","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=58097","nofollow":false},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=58097","nofollow":false},{"id":11006,"name":"Computer Mediated Communication","url":"https://www.academia.edu/Documents/in/Computer_Mediated_Communication?f_ri=58097"},{"id":40541,"name":"Instant Messaging","url":"https://www.academia.edu/Documents/in/Instant_Messaging?f_ri=58097"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=58097"},{"id":51694,"name":"Pedagogía","url":"https://www.academia.edu/Documents/in/Pedagog%C3%ADa?f_ri=58097"},{"id":54727,"name":"Educational Sciences","url":"https://www.academia.edu/Documents/in/Educational_Sciences?f_ri=58097"},{"id":54819,"name":"Educational science","url":"https://www.academia.edu/Documents/in/Educational_science?f_ri=58097"},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational?f_ri=58097"},{"id":93811,"name":"Educação","url":"https://www.academia.edu/Documents/in/Educa%C3%A7%C3%A3o?f_ri=58097"},{"id":147412,"name":"Pedagogia","url":"https://www.academia.edu/Documents/in/Pedagogia?f_ri=58097"},{"id":172264,"name":"Educational studies","url":"https://www.academia.edu/Documents/in/Educational_studies?f_ri=58097"},{"id":211072,"name":"Pedagogie","url":"https://www.academia.edu/Documents/in/Pedagogie?f_ri=58097"},{"id":469249,"name":"Education Studies","url":"https://www.academia.edu/Documents/in/Education_Studies?f_ri=58097"},{"id":797528,"name":"High School Students","url":"https://www.academia.edu/Documents/in/High_School_Students?f_ri=58097"},{"id":974977,"name":"Kenyatta University","url":"https://www.academia.edu/Documents/in/Kenyatta_University?f_ri=58097"},{"id":1031715,"name":"Educacion","url":"https://www.academia.edu/Documents/in/Educacion-2?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38321488" data-work_id="38321488" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38321488/A_Research_on_the_Characteristics_of_the_Inspiring_Teacher">A Research on the Characteristics of the Inspiring Teacher</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this study, it was aimed to find out the characteristics of inspiring teachers who inspired teacher candidates to do teaching profession properly. In the study, “An Exploratory Sequential Design” a mixed method where qualitative and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38321488" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this study, it was aimed to find out the characteristics of inspiring teachers who inspired teacher candidates to do teaching profession properly. In the study, “An Exploratory Sequential Design” a mixed method where qualitative and quantitative approaches are used concomitantly, was employed to determine the inspiring teacher characteristics. In this design, the researcher respectively followed two steps. In the first step grounded theory research design as a qualitative research design was used and in the second step survey research model as a quantitative research design was used. Inspiring Teacher Scale (ITS) was developed by the researchers to collect the data. In the second phase, the study group was extended to continue the quantitative studies. Exploratory and confirmatory factor analyses were used first to analyze the data. The results of analysis have demonstrated that the items loaded on four factors, which reflect inspiring teacher characteristics as “teacher communication”, “personal characteristics”, “professional development” and “supporting students in different ways”. Findings suggest that ITS, which has four-factor structures with 36 items, can be suggested as a valid and reliable instrument to determine the characteristics of inspiring teacher. Therefore, in this study the characteristics inspiring teachers were specified according to opinions of teacher candidates and presented to be o model for teacher candidates.<br />Keywords: Education, teaching, inspiring teacher, teacher candidate, grounded theory.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38321488" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d70e33dffaf0ce9f0f07ef4eb0825975" rel="nofollow" data-download="{"attachment_id":58371313,"asset_id":38321488,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58371313/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5801666" href="https://fatihsultan.academia.edu/G%C3%B6k%C3%A7enG%C3%B6%C3%A7en">Gökçen Göçen</a><script data-card-contents-for-user="5801666" type="text/json">{"id":5801666,"first_name":"Gökçen","last_name":"Göçen","domain_name":"fatihsultan","page_name":"GökçenGöçen","display_name":"Gökçen Göçen","profile_url":"https://fatihsultan.academia.edu/G%C3%B6k%C3%A7enG%C3%B6%C3%A7en?f_ri=58097","photo":"https://0.academia-photos.com/5801666/3153610/26257706/s65_g_k_en.g_en.jpg"}</script></span></span></li><li class="js-paper-rank-work_38321488 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38321488"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38321488, container: ".js-paper-rank-work_38321488", }); });</script></li><li class="js-percentile-work_38321488 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38321488; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38321488"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38321488 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38321488"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38321488; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38321488]").text(description); $(".js-view-count-work_38321488").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38321488").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38321488"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7820" href="https://www.academia.edu/Documents/in/Teacher_Research">Teacher Research</a>, <script data-card-contents-for-ri="7820" type="text/json">{"id":7820,"name":"Teacher Research","url":"https://www.academia.edu/Documents/in/Teacher_Research?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="13545" href="https://www.academia.edu/Documents/in/Teacher_Training">Teacher Training</a>, <script data-card-contents-for-ri="13545" type="text/json">{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17773" href="https://www.academia.edu/Documents/in/Teachers_professional_development-1">Teachers' professional development</a><script data-card-contents-for-ri="17773" type="text/json">{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38321488]'), work: {"id":38321488,"title":"A Research on the Characteristics of the Inspiring Teacher","created_at":"2019-02-10T06:00:19.052-08:00","url":"https://www.academia.edu/38321488/A_Research_on_the_Characteristics_of_the_Inspiring_Teacher?f_ri=58097","dom_id":"work_38321488","summary":"In this study, it was aimed to find out the characteristics of inspiring teachers who inspired teacher candidates to do teaching profession properly. In the study, “An Exploratory Sequential Design” a mixed method where qualitative and quantitative approaches are used concomitantly, was employed to determine the inspiring teacher characteristics. In this design, the researcher respectively followed two steps. In the first step grounded theory research design as a qualitative research design was used and in the second step survey research model as a quantitative research design was used. Inspiring Teacher Scale (ITS) was developed by the researchers to collect the data. In the second phase, the study group was extended to continue the quantitative studies. Exploratory and confirmatory factor analyses were used first to analyze the data. The results of analysis have demonstrated that the items loaded on four factors, which reflect inspiring teacher characteristics as “teacher communication”, “personal characteristics”, “professional development” and “supporting students in different ways”. Findings suggest that ITS, which has four-factor structures with 36 items, can be suggested as a valid and reliable instrument to determine the characteristics of inspiring teacher. Therefore, in this study the characteristics inspiring teachers were specified according to opinions of teacher candidates and presented to be o model for teacher candidates.\nKeywords: Education, teaching, inspiring teacher, teacher candidate, grounded theory.","downloadable_attachments":[{"id":58371313,"asset_id":38321488,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5801666,"first_name":"Gökçen","last_name":"Göçen","domain_name":"fatihsultan","page_name":"GökçenGöçen","display_name":"Gökçen Göçen","profile_url":"https://fatihsultan.academia.edu/G%C3%B6k%C3%A7enG%C3%B6%C3%A7en?f_ri=58097","photo":"https://0.academia-photos.com/5801666/3153610/26257706/s65_g_k_en.g_en.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=58097","nofollow":false},{"id":7820,"name":"Teacher Research","url":"https://www.academia.edu/Documents/in/Teacher_Research?f_ri=58097","nofollow":false},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=58097","nofollow":false},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=58097","nofollow":false},{"id":40502,"name":"Teacher","url":"https://www.academia.edu/Documents/in/Teacher?f_ri=58097"},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097"},{"id":327582,"name":"Eğitim Bilimleri","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim_Bilimleri?f_ri=58097"},{"id":454429,"name":"Öğretmen Eğitimi","url":"https://www.academia.edu/Documents/in/%C3%96%C4%9Fretmen_E%C4%9Fitimi?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72809190" data-work_id="72809190" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72809190/Changeable_Designs_in_Preschool_Education_Environments_Supporting_Sensory_Development_and_Creativity">Changeable Designs in Preschool Education Environments: Supporting Sensory Development and Creativity</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Preschool education has special importance in the development processes of children at 3-6 age, which is the period when the foundations of individual development are established. In this period, the development of children is supported... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72809190" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Preschool education has special importance in the development processes of children at 3-6 age, which is the period when the foundations of individual development are established. In this period, the development of children is supported by education and appropriate environmental conditions, and in this context, the quality of the physical environment has great significance in education process. Today, the development of creative thinking of individuals is considered as one of the conditions which improve the standards of societies. Since creative thinking is significantly developed and formed in preschool period, the improvement of children&#39;s creativity is considered as one of the objectives of preschool education. In this context, proposes a design approach taking changeability as its basis to support creative thinking of children in preschool environments. This paper is based on the findings of a doctorate thesis, integrating preschool education and architecture, completed by ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72809190" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0eb252d97cd4d788b7daf44904e4f28c" rel="nofollow" data-download="{"attachment_id":81588242,"asset_id":72809190,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81588242/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26780477" href="https://independent.academia.edu/Ece%C5%9Fahin2">Ece şahin</a><script data-card-contents-for-user="26780477" type="text/json">{"id":26780477,"first_name":"Ece","last_name":"şahin","domain_name":"independent","page_name":"Eceşahin2","display_name":"Ece şahin","profile_url":"https://independent.academia.edu/Ece%C5%9Fahin2?f_ri=58097","photo":"https://0.academia-photos.com/26780477/7474737/8398155/s65_ece._ahin.jpg_oh_037268b1fdae562f0d6ffac4c2ff6a4f_oe_558d7743___gda___1435272916_4ea637aa9472ef1b836e07ae56a14737"}</script></span></span></li><li class="js-paper-rank-work_72809190 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72809190"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72809190, container: ".js-paper-rank-work_72809190", }); 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$(".js-view-count[data-work-id=72809190]").text(description); $(".js-view-count-work_72809190").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72809190").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="72809190"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3398" href="https://www.academia.edu/Documents/in/Educational_Psychology">Educational Psychology</a><script data-card-contents-for-ri="3398" type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72809190]'), work: {"id":72809190,"title":"Changeable Designs in Preschool Education Environments: Supporting Sensory Development and Creativity","created_at":"2022-03-02T08:52:53.593-08:00","url":"https://www.academia.edu/72809190/Changeable_Designs_in_Preschool_Education_Environments_Supporting_Sensory_Development_and_Creativity?f_ri=58097","dom_id":"work_72809190","summary":"Preschool education has special importance in the development processes of children at 3-6 age, which is the period when the foundations of individual development are established. In this period, the development of children is supported by education and appropriate environmental conditions, and in this context, the quality of the physical environment has great significance in education process. Today, the development of creative thinking of individuals is considered as one of the conditions which improve the standards of societies. Since creative thinking is significantly developed and formed in preschool period, the improvement of children\u0026#39;s creativity is considered as one of the objectives of preschool education. In this context, proposes a design approach taking changeability as its basis to support creative thinking of children in preschool environments. This paper is based on the findings of a doctorate thesis, integrating preschool education and architecture, completed by ...","downloadable_attachments":[{"id":81588242,"asset_id":72809190,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26780477,"first_name":"Ece","last_name":"şahin","domain_name":"independent","page_name":"Eceşahin2","display_name":"Ece şahin","profile_url":"https://independent.academia.edu/Ece%C5%9Fahin2?f_ri=58097","photo":"https://0.academia-photos.com/26780477/7474737/8398155/s65_ece._ahin.jpg_oh_037268b1fdae562f0d6ffac4c2ff6a4f_oe_558d7743___gda___1435272916_4ea637aa9472ef1b836e07ae56a14737"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=58097","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false},{"id":1601,"name":"Teacher 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Design","url":"https://www.academia.edu/Documents/in/Preschool_Educational_Materials_Design?f_ri=58097"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=58097"},{"id":51694,"name":"Pedagogía","url":"https://www.academia.edu/Documents/in/Pedagog%C3%ADa?f_ri=58097"},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097"},{"id":67453,"name":"Preschool Education","url":"https://www.academia.edu/Documents/in/Preschool_Education?f_ri=58097"},{"id":73596,"name":"Preschool Education Curriculum","url":"https://www.academia.edu/Documents/in/Preschool_Education_Curriculum?f_ri=58097"},{"id":90732,"name":"Pendidikan","url":"https://www.academia.edu/Documents/in/Pendidikan?f_ri=58097"},{"id":147412,"name":"Pedagogia","url":"https://www.academia.edu/Documents/in/Pedagogia?f_ri=58097"},{"id":211072,"name":"Pedagogie","url":"https://www.academia.edu/Documents/in/Pedagogie?f_ri=58097"},{"id":216818,"name":"Early Childhood Development","url":"https://www.academia.edu/Documents/in/Early_Childhood_Development?f_ri=58097"},{"id":257474,"name":"Preschool","url":"https://www.academia.edu/Documents/in/Preschool?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38048336" data-work_id="38048336" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38048336/MEB_E%C4%9Fitimde_%C3%96%C4%9Fretimsel_Liderlik_by_%C4%B0ngilizce_Sefa_Sezer">MEB Eğitimde Öğretimsel Liderlik by İngilizce Sefa Sezer</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">MEB Eğitimde Öğretimsel  Liderlik by İngilizce Sefa Sezer</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38048336" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8345742ffd3535359e4824704f6b6039" rel="nofollow" data-download="{"attachment_id":58072937,"asset_id":38048336,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58072937/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="59622227" href="https://inonu.academia.edu/SefaSezer">Sefa Sezer</a><script data-card-contents-for-user="59622227" type="text/json">{"id":59622227,"first_name":"Sefa","last_name":"Sezer","domain_name":"inonu","page_name":"SefaSezer","display_name":"Sefa Sezer","profile_url":"https://inonu.academia.edu/SefaSezer?f_ri=58097","photo":"https://0.academia-photos.com/59622227/15914326/21040639/s65_sefa.sezer.jpg"}</script></span></span></li><li class="js-paper-rank-work_38048336 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38048336"><i class="u-m1x 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view-count u-mr2x" data-work-id="38048336"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38048336; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38048336]").text(description); $(".js-view-count-work_38048336").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38048336").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38048336"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="67317" href="https://www.academia.edu/Documents/in/Liderlik">Liderlik</a>, <script data-card-contents-for-ri="67317" type="text/json">{"id":67317,"name":"Liderlik","url":"https://www.academia.edu/Documents/in/Liderlik?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="67318" href="https://www.academia.edu/Documents/in/Bilgi_Yonetimi_ve_Liderlik">Bilgi Yönetimi ve Liderlik</a>, <script data-card-contents-for-ri="67318" type="text/json">{"id":67318,"name":"Bilgi Yönetimi ve Liderlik","url":"https://www.academia.edu/Documents/in/Bilgi_Yonetimi_ve_Liderlik?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="183013" href="https://www.academia.edu/Documents/in/Donusumcu_Liderlik">Dönüşümcü Liderlik</a><script data-card-contents-for-ri="183013" type="text/json">{"id":183013,"name":"Dönüşümcü Liderlik","url":"https://www.academia.edu/Documents/in/Donusumcu_Liderlik?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38048336]'), work: {"id":38048336,"title":"MEB Eğitimde Öğretimsel Liderlik by İngilizce Sefa Sezer","created_at":"2018-12-27T12:56:07.294-08:00","url":"https://www.academia.edu/38048336/MEB_E%C4%9Fitimde_%C3%96%C4%9Fretimsel_Liderlik_by_%C4%B0ngilizce_Sefa_Sezer?f_ri=58097","dom_id":"work_38048336","summary":"MEB Eğitimde Öğretimsel Liderlik by İngilizce Sefa Sezer","downloadable_attachments":[{"id":58072937,"asset_id":38048336,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":59622227,"first_name":"Sefa","last_name":"Sezer","domain_name":"inonu","page_name":"SefaSezer","display_name":"Sefa Sezer","profile_url":"https://inonu.academia.edu/SefaSezer?f_ri=58097","photo":"https://0.academia-photos.com/59622227/15914326/21040639/s65_sefa.sezer.jpg"}],"research_interests":[{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":67317,"name":"Liderlik","url":"https://www.academia.edu/Documents/in/Liderlik?f_ri=58097","nofollow":false},{"id":67318,"name":"Bilgi Yönetimi ve Liderlik","url":"https://www.academia.edu/Documents/in/Bilgi_Yonetimi_ve_Liderlik?f_ri=58097","nofollow":false},{"id":183013,"name":"Dönüşümcü Liderlik","url":"https://www.academia.edu/Documents/in/Donusumcu_Liderlik?f_ri=58097","nofollow":false},{"id":188209,"name":"Yabancılara Türkçe Öğretimi","url":"https://www.academia.edu/Documents/in/Yabanc%C4%B1lara_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretimi?f_ri=58097"},{"id":323147,"name":"Liderlik Durumsal Okul Müdürlüğü","url":"https://www.academia.edu/Documents/in/Liderlik_Durumsal_Okul_Mudurlugu?f_ri=58097"},{"id":327582,"name":"Eğitim Bilimleri","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim_Bilimleri?f_ri=58097"},{"id":407572,"name":"Eğitim Yönetimi","url":"https://www.academia.edu/Documents/in/Egitim_Yonetimi?f_ri=58097"},{"id":706836,"name":"Ruhsal Liderlik","url":"https://www.academia.edu/Documents/in/Ruhsal_Liderlik?f_ri=58097"},{"id":720404,"name":"Liderlik Stilleri","url":"https://www.academia.edu/Documents/in/Liderlik_Stilleri?f_ri=58097"},{"id":720405,"name":"Liderlik Davranışları","url":"https://www.academia.edu/Documents/in/Liderlik_Davranislari?f_ri=58097"},{"id":840999,"name":"Eğitim Fakültesi","url":"https://www.academia.edu/Documents/in/Egitim_Fakultesi?f_ri=58097"},{"id":995747,"name":"liderlik özellikleri","url":"https://www.academia.edu/Documents/in/liderlik_ozellikleri?f_ri=58097"},{"id":1200311,"name":"Liderlik Ve Spor","url":"https://www.academia.edu/Documents/in/Liderlik_Ve_Spor?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33026468" data-work_id="33026468" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33026468/AN_INVESTIGATION_OF_THE_RELATIONSHIP_BETWEEN_DIGITAL_CITIZENSHIP_LEVELS_OF_PRE_SERVICE_PRIMARY_SCHOOL_TEACHERS_AND_THEIR_DEMOCRATIC_VALUES">AN INVESTIGATION OF THE RELATIONSHIP BETWEEN DIGITAL CITIZENSHIP LEVELS OF PRE-SERVICE PRIMARY SCHOOL TEACHERS AND THEIR DEMOCRATIC VALUES</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study seeks to investigate the relationship between digital citizenship levels of pre-service primary school teachers and their democratic values. The research was designed in descriptive survey model. The research was conducted with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33026468" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study seeks to investigate the relationship between digital citizenship levels of pre-service primary school teachers and their democratic values. The research was designed in descriptive survey model. The research was conducted with the participation of 346 pre-service primary school teachers (juniors and seniors) from Adnan Menderes University and Muğla Sıtkı Koçman University. “Digital Citizenship Scale” developed by İşman and Güngören (2014) and “Democratic Values Scale” developed by Çermik (2013) were used as the data collection tools. The data were analyzed through descriptive statistics and t-test while the unrelated samples were analyzed through one-way analysis of variance. Also, the relationship between the variables was analyzed by using correlation analysis. The results of the analyses reveal that there is a statistically insignificant difference among the pre-service primary school teachers’ digital citizenship scores in terms of the variables of gender and class. As for the democratic values scores, it is observed that there is a statistically significant difference among the pre-service primary school teachers’ scores in terms of gender, having access to the Internet connection, the duration of the Internet use experience, and the duration of daily Internet use.  There is also a statistically significant difference among the digital citizenship scores in terms of having the Internet connection, the duration of the Internet use experience, the duration of daily Internet use, and perceived level of the Internet using skills. Democratic values scores differ significantly in terms of class and perceived level of the Internet using skills. When the scores taken from the digital citizenship and democratic values scales are analyzed, it is observed that there is a weak positive correlation between these two variables.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33026468" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9d374011ca0f7ceda17de9b712181158" rel="nofollow" data-download="{"attachment_id":53156737,"asset_id":33026468,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53156737/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=58097","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_33026468 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33026468"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33026468, container: ".js-paper-rank-work_33026468", }); 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$(".js-view-count[data-work-id=33026468]").text(description); $(".js-view-count-work_33026468").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33026468").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33026468"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">31</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a><script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33026468]'), work: {"id":33026468,"title":"AN INVESTIGATION OF THE RELATIONSHIP BETWEEN DIGITAL CITIZENSHIP LEVELS OF PRE-SERVICE PRIMARY SCHOOL TEACHERS AND THEIR DEMOCRATIC VALUES","created_at":"2017-05-15T10:28:56.275-07:00","url":"https://www.academia.edu/33026468/AN_INVESTIGATION_OF_THE_RELATIONSHIP_BETWEEN_DIGITAL_CITIZENSHIP_LEVELS_OF_PRE_SERVICE_PRIMARY_SCHOOL_TEACHERS_AND_THEIR_DEMOCRATIC_VALUES?f_ri=58097","dom_id":"work_33026468","summary":"This study seeks to investigate the relationship between digital citizenship levels of pre-service primary school teachers and their democratic values. The research was designed in descriptive survey model. The research was conducted with the participation of 346 pre-service primary school teachers (juniors and seniors) from Adnan Menderes University and Muğla Sıtkı Koçman University. “Digital Citizenship Scale” developed by İşman and Güngören (2014) and “Democratic Values Scale” developed by Çermik (2013) were used as the data collection tools. The data were analyzed through descriptive statistics and t-test while the unrelated samples were analyzed through one-way analysis of variance. Also, the relationship between the variables was analyzed by using correlation analysis. The results of the analyses reveal that there is a statistically insignificant difference among the pre-service primary school teachers’ digital citizenship scores in terms of the variables of gender and class. As for the democratic values scores, it is observed that there is a statistically significant difference among the pre-service primary school teachers’ scores in terms of gender, having access to the Internet connection, the duration of the Internet use experience, and the duration of daily Internet use. There is also a statistically significant difference among the digital citizenship scores in terms of having the Internet connection, the duration of the Internet use experience, the duration of daily Internet use, and perceived level of the Internet using skills. Democratic values scores differ significantly in terms of class and perceived level of the Internet using skills. When the scores taken from the digital citizenship and democratic values scales are analyzed, it is observed that there is a weak positive correlation between these two variables.","downloadable_attachments":[{"id":53156737,"asset_id":33026468,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=58097","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=58097","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false},{"id":1601,"name":"Teacher 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class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2515876/Mobbing_At_Elementary_Schools_In_Turkey">Mobbing At Elementary Schools In Turkey </a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2515876" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2e777ea7a8a935dde061b661cf734e78" rel="nofollow" data-download="{"attachment_id":33790728,"asset_id":2515876,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" 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style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2515876"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="10966" href="https://www.academia.edu/Documents/in/Turkey">Turkey</a>, <script data-card-contents-for-ri="10966" type="text/json">{"id":10966,"name":"Turkey","url":"https://www.academia.edu/Documents/in/Turkey?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="75147" href="https://www.academia.edu/Documents/in/Mobbing">Mobbing</a>, <script data-card-contents-for-ri="75147" type="text/json">{"id":75147,"name":"Mobbing","url":"https://www.academia.edu/Documents/in/Mobbing?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="88878" href="https://www.academia.edu/Documents/in/Questionnaire">Questionnaire</a><script data-card-contents-for-ri="88878" type="text/json">{"id":88878,"name":"Questionnaire","url":"https://www.academia.edu/Documents/in/Questionnaire?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2515876]'), work: {"id":2515876,"title":"Mobbing At Elementary Schools In Turkey 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Mesleği","url":"https://www.academia.edu/Documents/in/ogretmenlik_Meslegi?f_ri=58097"},{"id":407572,"name":"Eğitim Yönetimi","url":"https://www.academia.edu/Documents/in/Egitim_Yonetimi?f_ri=58097"},{"id":720400,"name":"Okul Iklimi","url":"https://www.academia.edu/Documents/in/Okul_Iklimi?f_ri=58097"},{"id":731078,"name":"Yıldırma","url":"https://www.academia.edu/Documents/in/Yildirma?f_ri=58097"},{"id":774001,"name":"Okul Yöneticisi","url":"https://www.academia.edu/Documents/in/Okul_Yoneticisi?f_ri=58097"},{"id":1146632,"name":"Okul Ortamı","url":"https://www.academia.edu/Documents/in/Okul_Ortami?f_ri=58097"},{"id":1226561,"name":"Işyerinde Yıldırma","url":"https://www.academia.edu/Documents/in/Isyerinde_Yildirma?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36450073" data-work_id="36450073" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36450073/Atat%C3%BCrk%C3%BCn_E%C4%9Fitim_Politikas%C4%B1n%C4%B1n_Kaynaklar%C4%B1_ve_Temel_%C4%B0lkeleri_The_Sources_and_Basic_Principles_of_Atat%C3%BCrks_Policy_of_Education">Atatürk'ün Eğitim Politikasının Kaynakları ve Temel İlkeleri The Sources and Basic Principles of Atatürk's Policy of Education</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bu makalede, Atatürk'ün eğitim politikasının kaynaklan ve temel ilkeleri saptanmaya çalışılmıştır. Atatürk'ün eğitim politikasını, iki temel olgu biçimlendirmiştir. Birincisi, OsmanlIlardaki eğitimin dağınık, ulusal olmaktan uzak oluşu ve... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36450073" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bu makalede, Atatürk'ün eğitim politikasının kaynaklan ve temel ilkeleri saptanmaya çalışılmıştır. Atatürk'ün eğitim politikasını, iki temel olgu biçimlendirmiştir. Birincisi, OsmanlIlardaki eğitimin dağınık, ulusal olmaktan uzak oluşu ve bilime dayalı olmayışı; İkincisi, yeni Türkiye Cumhuriyeti'nin kökleşmesinde ve devri m lerin yaygınlaştırılmasında eğitime işlevsel yaklaşımıdır. Eğitim politikasının temel ilkeleri olarak da şu on ilke saptanmıştır: Eğitim, ulusal, bilimsel, karma, uygulamalı, laik, disiplinli, olmalıdır; halk eğitimine önem verilmelidir; eğitim birliği sağlanmalıdır; öğretmenlere değer verilmelidir; eğitimde fırsat eşitliği sağlanmalıdır. Analılar Sözcükler: Atatürk, eğitim, politika. A b s tra c t This article attempts to discuss the sources and basic principles of Atatürk's policy of education. Atatürk's education policy was formed with regard to two basic considerations. The first was that the education in Ottoman empire was disorganized, far from being national and not based on science. The second concerns the functional approach to education in the development of the new Turkish Republic and the spread of revolutions. The following ten principles were determined as the basic principles of education policy: Education must be national, scientific, coeducational , practical, secular and disciplined; importance must be given to adult education, unity in education must be provided, teachers must be appreciated, and incidental equality in education must be provided.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36450073" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1f854a670e5cbe6063602e29b5ef0f0c" rel="nofollow" data-download="{"attachment_id":56365126,"asset_id":36450073,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56365126/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40712384" href="https://independent.academia.edu/RuhiSarpkaya">Ruhi Sarpkaya</a><script data-card-contents-for-user="40712384" type="text/json">{"id":40712384,"first_name":"Ruhi","last_name":"Sarpkaya","domain_name":"independent","page_name":"RuhiSarpkaya","display_name":"Ruhi Sarpkaya","profile_url":"https://independent.academia.edu/RuhiSarpkaya?f_ri=58097","photo":"https://0.academia-photos.com/40712384/11096262/12382895/s65_ruhi.sarpkaya.jpg"}</script></span></span></li><li class="js-paper-rank-work_36450073 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36450073"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36450073, container: ".js-paper-rank-work_36450073", }); 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$(".js-view-count[data-work-id=36450073]").text(description); $(".js-view-count-work_36450073").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36450073").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36450073"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="68956" href="https://www.academia.edu/Documents/in/Atat%C3%BCrk">Atatürk</a>, <script data-card-contents-for-ri="68956" type="text/json">{"id":68956,"name":"Atatürk","url":"https://www.academia.edu/Documents/in/Atat%C3%BCrk?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="141998" href="https://www.academia.edu/Documents/in/Tarih_Egitimi">Tarih Eğitimi</a>, <script data-card-contents-for-ri="141998" type="text/json">{"id":141998,"name":"Tarih Eğitimi","url":"https://www.academia.edu/Documents/in/Tarih_Egitimi?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="468810" href="https://www.academia.edu/Documents/in/Egitim_Politikalari">Eğitim Politikaları</a><script data-card-contents-for-ri="468810" type="text/json">{"id":468810,"name":"Eğitim Politikaları","url":"https://www.academia.edu/Documents/in/Egitim_Politikalari?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36450073]'), work: {"id":36450073,"title":"Atatürk'ün Eğitim Politikasının Kaynakları ve Temel İlkeleri The Sources and Basic Principles of Atatürk's Policy of Education","created_at":"2018-04-20T03:41:44.056-07:00","url":"https://www.academia.edu/36450073/Atat%C3%BCrk%C3%BCn_E%C4%9Fitim_Politikas%C4%B1n%C4%B1n_Kaynaklar%C4%B1_ve_Temel_%C4%B0lkeleri_The_Sources_and_Basic_Principles_of_Atat%C3%BCrks_Policy_of_Education?f_ri=58097","dom_id":"work_36450073","summary":"Bu makalede, Atatürk'ün eğitim politikasının kaynaklan ve temel ilkeleri saptanmaya çalışılmıştır. Atatürk'ün eğitim politikasını, iki temel olgu biçimlendirmiştir. Birincisi, OsmanlIlardaki eğitimin dağınık, ulusal olmaktan uzak oluşu ve bilime dayalı olmayışı; İkincisi, yeni Türkiye Cumhuriyeti'nin kökleşmesinde ve devri m lerin yaygınlaştırılmasında eğitime işlevsel yaklaşımıdır. Eğitim politikasının temel ilkeleri olarak da şu on ilke saptanmıştır: Eğitim, ulusal, bilimsel, karma, uygulamalı, laik, disiplinli, olmalıdır; halk eğitimine önem verilmelidir; eğitim birliği sağlanmalıdır; öğretmenlere değer verilmelidir; eğitimde fırsat eşitliği sağlanmalıdır. Analılar Sözcükler: Atatürk, eğitim, politika. A b s tra c t This article attempts to discuss the sources and basic principles of Atatürk's policy of education. Atatürk's education policy was formed with regard to two basic considerations. The first was that the education in Ottoman empire was disorganized, far from being national and not based on science. The second concerns the functional approach to education in the development of the new Turkish Republic and the spread of revolutions. The following ten principles were determined as the basic principles of education policy: Education must be national, scientific, coeducational , practical, secular and disciplined; importance must be given to adult education, unity in education must be provided, teachers must be appreciated, and incidental equality in education must be provided.","downloadable_attachments":[{"id":56365126,"asset_id":36450073,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40712384,"first_name":"Ruhi","last_name":"Sarpkaya","domain_name":"independent","page_name":"RuhiSarpkaya","display_name":"Ruhi Sarpkaya","profile_url":"https://independent.academia.edu/RuhiSarpkaya?f_ri=58097","photo":"https://0.academia-photos.com/40712384/11096262/12382895/s65_ruhi.sarpkaya.jpg"}],"research_interests":[{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":68956,"name":"Atatürk","url":"https://www.academia.edu/Documents/in/Atat%C3%BCrk?f_ri=58097","nofollow":false},{"id":141998,"name":"Tarih Eğitimi","url":"https://www.academia.edu/Documents/in/Tarih_Egitimi?f_ri=58097","nofollow":false},{"id":468810,"name":"Eğitim Politikaları","url":"https://www.academia.edu/Documents/in/Egitim_Politikalari?f_ri=58097","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72350786" data-work_id="72350786" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72350786/Why_Teachers_Faces_Misconception_A_Study_Toward_Natural_Science_Teachers_in_Primary_Schools">Why Teachers Faces Misconception: A Study Toward Natural Science Teachers in Primary Schools</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This present aims at identifying and describing the misconception faced by primary school teachers in natural science subject. This is a descriptive qualitative study which is conducted to 50 primary school teachers. The data are gathered... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72350786" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This present aims at identifying and describing the misconception faced by primary school teachers in natural science subject. This is a descriptive qualitative study which is conducted to 50 primary school teachers. The data are gathered through observation sheet, interview, and diagnostic test. The data are further analyzed descriptively through four stages analysis, namely data collection, data reduction, data presentation, and making conclusion. The result of the study shows that there are 74.6 % of total responses of misconception and non-misconception. On the other hand, there are 25.4% who have the scientific concepts. Mostly, the misconception occurs on, 1) the concept of substances which are needed for photosynthesis on plants, 2) concepts of the needs of sunlight in photosynthesis, 3) the concepts of substance density, and 4) the concepts of free fall motion. Article visualizations:</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72350786" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="57e6405053c8037c48c10b1ac077748e" rel="nofollow" data-download="{"attachment_id":81311194,"asset_id":72350786,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81311194/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5352161" href="https://stkipcitrabaktingada.academia.edu/DekNgurahLabaLaksana">Dek Ngurah Laba Laksana</a><script data-card-contents-for-user="5352161" type="text/json">{"id":5352161,"first_name":"Dek Ngurah Laba","last_name":"Laksana","domain_name":"stkipcitrabaktingada","page_name":"DekNgurahLabaLaksana","display_name":"Dek Ngurah Laba Laksana","profile_url":"https://stkipcitrabaktingada.academia.edu/DekNgurahLabaLaksana?f_ri=58097","photo":"https://0.academia-photos.com/5352161/2350420/34743554/s65_dek_ngurah_laba.laksana.jpg"}</script></span></span></li><li class="js-paper-rank-work_72350786 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72350786"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72350786, container: ".js-paper-rank-work_72350786", }); 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$(".js-view-count[data-work-id=72350786]").text(description); $(".js-view-count-work_72350786").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72350786").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="72350786"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2936" href="https://www.academia.edu/Documents/in/Didactics">Didactics</a>, <script data-card-contents-for-ri="2936" type="text/json">{"id":2936,"name":"Didactics","url":"https://www.academia.edu/Documents/in/Didactics?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a>, <script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a><script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72350786]'), work: {"id":72350786,"title":"Why Teachers Faces Misconception: A Study Toward Natural Science Teachers in Primary Schools","created_at":"2022-02-23T14:21:40.302-08:00","url":"https://www.academia.edu/72350786/Why_Teachers_Faces_Misconception_A_Study_Toward_Natural_Science_Teachers_in_Primary_Schools?f_ri=58097","dom_id":"work_72350786","summary":"This present aims at identifying and describing the misconception faced by primary school teachers in natural science subject. This is a descriptive qualitative study which is conducted to 50 primary school teachers. The data are gathered through observation sheet, interview, and diagnostic test. The data are further analyzed descriptively through four stages analysis, namely data collection, data reduction, data presentation, and making conclusion. The result of the study shows that there are 74.6 % of total responses of misconception and non-misconception. On the other hand, there are 25.4% who have the scientific concepts. Mostly, the misconception occurs on, 1) the concept of substances which are needed for photosynthesis on plants, 2) concepts of the needs of sunlight in photosynthesis, 3) the concepts of substance density, and 4) the concepts of free fall motion. Article visualizations:","downloadable_attachments":[{"id":81311194,"asset_id":72350786,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5352161,"first_name":"Dek Ngurah Laba","last_name":"Laksana","domain_name":"stkipcitrabaktingada","page_name":"DekNgurahLabaLaksana","display_name":"Dek Ngurah Laba Laksana","profile_url":"https://stkipcitrabaktingada.academia.edu/DekNgurahLabaLaksana?f_ri=58097","photo":"https://0.academia-photos.com/5352161/2350420/34743554/s65_dek_ngurah_laba.laksana.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=58097","nofollow":false},{"id":2936,"name":"Didactics","url":"https://www.academia.edu/Documents/in/Didactics?f_ri=58097","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=58097","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=58097","nofollow":false},{"id":4707,"name":"Indonesian Studies","url":"https://www.academia.edu/Documents/in/Indonesian_Studies?f_ri=58097"},{"id":8783,"name":"Indonesia","url":"https://www.academia.edu/Documents/in/Indonesia?f_ri=58097"},{"id":18987,"name":"Natural Science","url":"https://www.academia.edu/Documents/in/Natural_Science?f_ri=58097"},{"id":29360,"name":"Indonesian education development","url":"https://www.academia.edu/Documents/in/Indonesian_education_development?f_ri=58097"},{"id":29697,"name":"Misconceptions","url":"https://www.academia.edu/Documents/in/Misconceptions?f_ri=58097"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=58097"},{"id":54727,"name":"Educational Sciences","url":"https://www.academia.edu/Documents/in/Educational_Sciences?f_ri=58097"},{"id":54819,"name":"Educational science","url":"https://www.academia.edu/Documents/in/Educational_science?f_ri=58097"},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational?f_ri=58097"},{"id":93811,"name":"Educação","url":"https://www.academia.edu/Documents/in/Educa%C3%A7%C3%A3o?f_ri=58097"},{"id":112147,"name":"Misconception","url":"https://www.academia.edu/Documents/in/Misconception?f_ri=58097"},{"id":147412,"name":"Pedagogia","url":"https://www.academia.edu/Documents/in/Pedagogia?f_ri=58097"},{"id":179010,"name":"Natural Sciences","url":"https://www.academia.edu/Documents/in/Natural_Sciences?f_ri=58097"},{"id":723983,"name":"Natural Science Education","url":"https://www.academia.edu/Documents/in/Natural_Science_Education?f_ri=58097"},{"id":1031715,"name":"Educacion","url":"https://www.academia.edu/Documents/in/Educacion-2?f_ri=58097"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44278296" data-work_id="44278296" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44278296/Anadolu_%C4%B0mam_Hatip_Lisesi_%C3%96%C4%9Frencilerinin_Sosyo_K%C3%BClt%C3%BCrel_Yap%C4%B1lar%C4%B1n%C4%B1n_De%C4%9Ferlendirilmesi">Anadolu İmam Hatip Lisesi Öğrencilerinin Sosyo Kültürel Yapılarının Değerlendirilmesi</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bir toplumun sosyo kültürel yapısını, bireylerin aile, arkadaşlık ve çevre ortamları, boş zamanları değerlendirme biçimi, sosyal yaşamdaki etkinlikleri, kültürel ve politik olaylara bakış açıları, inançları ve gelenekleri oluşturmaktadır.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44278296" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bir toplumun sosyo kültürel yapısını, bireylerin aile, arkadaşlık ve çevre ortamları, boş zamanları değerlendirme biçimi, sosyal yaşamdaki etkinlikleri, kültürel ve politik olaylara bakış açıları, inançları ve gelenekleri oluşturmaktadır. Sosyo-kültürel yapı üzerinde yapılan araştırmalar toplumlar hakkında önemli bilgilere ulaşılmasını sağlamaktadır. Bu çerçevede bir toplumun sosyo kültürel yapısından yola çıkarak, mevcut olan ve gelecekte olması muhtemel sorunları hakkında fikir ortaya konulabilir ve bu sorunların çözüm yolları için katkı sağlanabilir. Özetle bir toplumun sosyo kültürel yapısının analiz edilmesi, birçok alanda önemli verilerin elde edilmesini sağlayacaktır. <br />Bu araştırmada, Anadolu imam hatip lisesi öğrencilerinin sosyo kültürel yapılarının incelenmesi amaçlanmaktadır. Bu amaç kapsamında Anadolu imam hatip lisesi öğrencilerinin aile ve arkadaşları ile olan ilişkileri, sosyal ve kültürel aktiviteleri, meslek tercihleri ve geleceğe yönelik planları literatür taraması ve alan araştırması ile incelenmiştir. Araştırmanın evrenini, 2015-2016 öğretim yılında tüm Anadolu imam hatip liselerinde öğrenim gören yaklaşık 544.000 öğrenci oluşturmaktadır. Araştırma için ulaşılan öğrenci sayısı ise 8.663 öğrencidir. Din Öğretimi Genel Müdürlüğü İzleme ve Değerlendirme Daire Başkanlığında görevli uzmanlarca geliştirilen ve üniversitelerde görev yapan uzmanlardan görüş alınarak tamamlanan anket formu, araştırmada veri toplama aracı olarak kullanılmıştır. Bu ankette, I.bölümde kişisel bilgilere, II. bölümde ise Anadolu imam hatip liselerindeki öğrencilerin sosyo kültürel yapılarına ilişkin ifadelere yer verilmiştir. Araştırmada meb.anket.gov.tr bağlantısı kullanılarak veriler toplanmış ve SPSS 20 (Statistic Packets For Social Sciences 20) programından yararlanılarak analiz edilmiştir. Anketin I.bölümündeki kişisel bilgilerle ilgili verilerin analizinde frekans (f) ve yüzde (%) kullanılmıştır. Anketin II. bölümündeki, öğrenci görüşlerinde ise frekans (f) ve yüzde (%) ile birlikte k-kare testi kullanılarak değişkenler arasında anlamlı farklılık olup olmadığına bakılmıştır. Elde edilen verilere ilişkin frekans (f) ve yüzde (%) dağılımını gösteren tablolar hazırlanmış, bulgular ilgili araştırmalar ile karşılaştırılarak yorumlanmıştır. <br />Bu araştırmadan elde edilen bulgular incelendiğinde öğrencilerin; aileleri ile olan iletişimlerinde çoğunlukla sorun yaşamadıkları, arkadaşlık ilişkilerinde gündem oluşturan konuların çoğunlukla üniversite sınavı ve geleceğe yönelik planlar olduğu tespit edilmiştir. Ayrıca öğrencilerin; kültürel etkinliklere katılımlarının yetersiz olduğu ve boş zamanı değerlendirme konusunda TV, bilgisayar, cep telefonu, tablet gibi teknoloji araçları üzerinde yoğunlaştıkları, geleceğe yönelik meslek tercihlerinin ilk üç sırasında öğretmenlik, din görevliliği ve tıp doktorluğun bulunduğu tespit edilmiştir. Araştırma sonuçları temel alınarak Millî Eğitim Bakanlığa ve araştırmacılara öneriler sunulmuştur.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44278296" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="237409e187e3fda913f52b08b5b93bce" rel="nofollow" data-download="{"attachment_id":64656919,"asset_id":44278296,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64656919/download_file?st=MTczMjQxMDYyNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="59608698" href="https://hacettepe.academia.edu/zeynepolgun">zeynep olgun</a><script data-card-contents-for-user="59608698" type="text/json">{"id":59608698,"first_name":"zeynep","last_name":"olgun","domain_name":"hacettepe","page_name":"zeynepolgun","display_name":"zeynep olgun","profile_url":"https://hacettepe.academia.edu/zeynepolgun?f_ri=58097","photo":"https://0.academia-photos.com/59608698/163622729/153417784/s65_zeynep.olgun.jpeg"}</script></span></span></li><li class="js-paper-rank-work_44278296 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44278296"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44278296, container: ".js-paper-rank-work_44278296", }); 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$(".js-view-count[data-work-id=44278296]").text(description); $(".js-view-count-work_44278296").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44278296").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44278296"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a>, <script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="303704" href="https://www.academia.edu/Documents/in/Din_E%C4%9Fitimi">Din Eğitimi</a>, <script data-card-contents-for-ri="303704" type="text/json">{"id":303704,"name":"Din Eğitimi","url":"https://www.academia.edu/Documents/in/Din_E%C4%9Fitimi?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="447215" href="https://www.academia.edu/Documents/in/Imam_Hatip_Liseleri">Imam Hatip Liseleri</a>, <script data-card-contents-for-ri="447215" type="text/json">{"id":447215,"name":"Imam Hatip Liseleri","url":"https://www.academia.edu/Documents/in/Imam_Hatip_Liseleri?f_ri=58097","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="606089" href="https://www.academia.edu/Documents/in/Ilahiyat">İlahiyat</a><script data-card-contents-for-ri="606089" type="text/json">{"id":606089,"name":"İlahiyat","url":"https://www.academia.edu/Documents/in/Ilahiyat?f_ri=58097","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44278296]'), work: {"id":44278296,"title":"Anadolu İmam Hatip Lisesi Öğrencilerinin Sosyo Kültürel Yapılarının Değerlendirilmesi","created_at":"2020-10-12T02:24:09.548-07:00","url":"https://www.academia.edu/44278296/Anadolu_%C4%B0mam_Hatip_Lisesi_%C3%96%C4%9Frencilerinin_Sosyo_K%C3%BClt%C3%BCrel_Yap%C4%B1lar%C4%B1n%C4%B1n_De%C4%9Ferlendirilmesi?f_ri=58097","dom_id":"work_44278296","summary":"Bir toplumun sosyo kültürel yapısını, bireylerin aile, arkadaşlık ve çevre ortamları, boş zamanları değerlendirme biçimi, sosyal yaşamdaki etkinlikleri, kültürel ve politik olaylara bakış açıları, inançları ve gelenekleri oluşturmaktadır. Sosyo-kültürel yapı üzerinde yapılan araştırmalar toplumlar hakkında önemli bilgilere ulaşılmasını sağlamaktadır. Bu çerçevede bir toplumun sosyo kültürel yapısından yola çıkarak, mevcut olan ve gelecekte olması muhtemel sorunları hakkında fikir ortaya konulabilir ve bu sorunların çözüm yolları için katkı sağlanabilir. Özetle bir toplumun sosyo kültürel yapısının analiz edilmesi, birçok alanda önemli verilerin elde edilmesini sağlayacaktır. \nBu araştırmada, Anadolu imam hatip lisesi öğrencilerinin sosyo kültürel yapılarının incelenmesi amaçlanmaktadır. Bu amaç kapsamında Anadolu imam hatip lisesi öğrencilerinin aile ve arkadaşları ile olan ilişkileri, sosyal ve kültürel aktiviteleri, meslek tercihleri ve geleceğe yönelik planları literatür taraması ve alan araştırması ile incelenmiştir. Araştırmanın evrenini, 2015-2016 öğretim yılında tüm Anadolu imam hatip liselerinde öğrenim gören yaklaşık 544.000 öğrenci oluşturmaktadır. Araştırma için ulaşılan öğrenci sayısı ise 8.663 öğrencidir. Din Öğretimi Genel Müdürlüğü İzleme ve Değerlendirme Daire Başkanlığında görevli uzmanlarca geliştirilen ve üniversitelerde görev yapan uzmanlardan görüş alınarak tamamlanan anket formu, araştırmada veri toplama aracı olarak kullanılmıştır. Bu ankette, I.bölümde kişisel bilgilere, II. bölümde ise Anadolu imam hatip liselerindeki öğrencilerin sosyo kültürel yapılarına ilişkin ifadelere yer verilmiştir. Araştırmada meb.anket.gov.tr bağlantısı kullanılarak veriler toplanmış ve SPSS 20 (Statistic Packets For Social Sciences 20) programından yararlanılarak analiz edilmiştir. Anketin I.bölümündeki kişisel bilgilerle ilgili verilerin analizinde frekans (f) ve yüzde (%) kullanılmıştır. Anketin II. bölümündeki, öğrenci görüşlerinde ise frekans (f) ve yüzde (%) ile birlikte k-kare testi kullanılarak değişkenler arasında anlamlı farklılık olup olmadığına bakılmıştır. Elde edilen verilere ilişkin frekans (f) ve yüzde (%) dağılımını gösteren tablolar hazırlanmış, bulgular ilgili araştırmalar ile karşılaştırılarak yorumlanmıştır. \nBu araştırmadan elde edilen bulgular incelendiğinde öğrencilerin; aileleri ile olan iletişimlerinde çoğunlukla sorun yaşamadıkları, arkadaşlık ilişkilerinde gündem oluşturan konuların çoğunlukla üniversite sınavı ve geleceğe yönelik planlar olduğu tespit edilmiştir. Ayrıca öğrencilerin; kültürel etkinliklere katılımlarının yetersiz olduğu ve boş zamanı değerlendirme konusunda TV, bilgisayar, cep telefonu, tablet gibi teknoloji araçları üzerinde yoğunlaştıkları, geleceğe yönelik meslek tercihlerinin ilk üç sırasında öğretmenlik, din görevliliği ve tıp doktorluğun bulunduğu tespit edilmiştir. Araştırma sonuçları temel alınarak Millî Eğitim Bakanlığa ve araştırmacılara öneriler sunulmuştur. \n","downloadable_attachments":[{"id":64656919,"asset_id":44278296,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":59608698,"first_name":"zeynep","last_name":"olgun","domain_name":"hacettepe","page_name":"zeynepolgun","display_name":"zeynep olgun","profile_url":"https://hacettepe.academia.edu/zeynepolgun?f_ri=58097","photo":"https://0.academia-photos.com/59608698/163622729/153417784/s65_zeynep.olgun.jpeg"}],"research_interests":[{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=58097","nofollow":false},{"id":303704,"name":"Din Eğitimi","url":"https://www.academia.edu/Documents/in/Din_E%C4%9Fitimi?f_ri=58097","nofollow":false},{"id":447215,"name":"Imam Hatip 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