Turkish Studies - International, Year 2015 Issue Volume 10 Issue 7

Clause Method And Sound Based Clause Method Related To Reading Skills

Emel GÜVEY AKTAY, Şefik YAŞAR — 2026-07-16

Introduction Early reading and writing which occupies an important place in socialization and self-expression of i

Development of The Forgiveness Scale: A Study of Reliability and Validity

Meryem VURAL BATIK, Kurtman ERSANLI — 2026-07-16

There are many definitions of the concept of forgiveness made in the related literature. Forgiveness is not condoning, forgetting or ignoring a painful experience (Madsen, Gygi, Hammond and Plowman, 2009); it is “a willingness to abandon one's right to resentment, negative judgment, and indifferent behaviour toward one who unjustly injured us, while fostering the undeserved qualities of compassion, generosity and even love toward him or her” (Enright and The Human Development Study Group, 1996). Forgiveness includes an i

Students' Mathematics Achievement Trends Of The International Science And Mathematics Evaluation Of Research Results

İlkay ABAZAOĞLU, Murat YATAĞAN , Yılmaz YILDIZHAN — 2026-07-16

The purpose of this study, Trends in International Mathematics and Science Study (TIMSS) mathematics achievement in Turkey on the results of the other countries participating in the study overall success is to make a comparative analysis by comparing average. In this context, the TIMSS 2011 study regarding the eighth-grade math achievement based on the data obtained in Turkey goes to eighth grade students' math achievement and success factors affecting it were studied. TIMSS also takes place prior to the year 2011, the results of these results with the results obtained were compared. The average of the countries participating in the TIMSS 2011 mathematics achievement scores highest increase in Turkey among the countries with the highest increase of 20 percentage points score across countries has taken place. Turkey's TIMSS 1999, 2007 and 2011 applications, students' mathematics content knowledge achievement scores compared to an increase in student achievement has occurred. Research results in mathematics achievement development levels of countries, science lessons allotted time, parental education level, computer and internet access, in learning math self-confidence, mathematics attitudes to such variables to be associated with shows that. Purpose and significance: Nowadays developing math and science, life skills of i

Based on Multiple Media English to and Multimedia Tools for Student Feedback

Erhan AKIN, Mehmet Akif ÇEÇEN — 2026-07-16

In this study; Based on a multiple-media teaching in Turkish and tools to use for middle school for grade 6 students ' opinions. Determined to achieve descriptive scan method was used. The data is qualitative research has been obtained by way of semi-structured conversation of the pattern. Study sought answers to the following questions: 1 . Eight weeks, Turkish lessons based on the teaching through the arrow çmedia (computer, projector, sound system, tv, phone, using the tools of cd, etc.). Do you think, that's the way you like to be processed? Reasons please write together. 2. Based on a multiple-media teaching (Computer, projector, sound system, tv, telephone, cd, etc.) with text that is rendered in this way is not good if they are understand quicker and your own class? Reasons please write together. 3. Eight hours per week during which the event that affects you the most, and tools? Reasons please write together. 4. An eight-week course that bother you during the event, and what are the tools? Reasons please write together. 5. Based on a multiple-media teaching (Computer, projector, sound system, tv, telephone, cd, etc.) with you to class more in class or when you process time from the book in your classroom? Reasons please write together. 6. You have read and you're listening to Eight weeks in order to better understand it in your classroom, what do you suggest to your teachers about courses Turkish processed? Please write. Students make the most of your free time on the computer so much nowadays. Students interested in the education field and be redirected to, and evaluation of leisure time as well as training will be given, along with popular tools of benefit from that. In this context research, multimedia applications, their effects on students ' teaching of Turkish and Turkish lesson, determination of attitude toward gaining importance. Students ' interest of the State and the success of Turkish class lesson come before all the other classes. Because Turkish is a language lesson. In this lesson, there is a skill all the other lessons. Language training, traditional learning environments is not enough is a condition that is known now. Because the traditional education system, without having to worry about the students, with no information is used to get ready. Students in this case information is ezberlemektedir. In this case, because it does not have an effective and lasting achievements of students learning Turkish class is declining, and thus have a negative attitude toward class students. This study which will be a source of help to work on multimedia application a in education and it is important in terms of being an alternative example. A new perspective to the Turkish education teaching based on multimedia applications, the teaching-learning process in the classroom is expected to contribute positively. It also is though to shed light on the findings of new studies in this area. This situation will be better understood. I f we look at the my work area in thissubject writing: Fındık Dönmez (2013), prepared by the study of Nature and the universe as a teaching material in the workgroup when it is rendered on the theme cartoon used in the control group is used. Turkish cartoon in achieving the targeted achievements using the experimental group compared to the control group, students in the student reading comprehension and writing skills in the areas of more successful when they are concluded. Küçüksavar (2010) study, is in the process of students learning in the workgroup search applied to exams, reading comprehension levels is an important progress. Stars (2009) study, multimedia applications, it's the end of the first and second semesters of voice students read speeds, the Working Group in favour of the control group with no significant difference between the study group that the Working Group of her students to read in less time than the given text is the reason. Küçük (2006) the necessity of

An Content Analysis For Article Abstracts In Turkish Education Area

Elif AKTAŞ, Serap UZUNER YURT — 2026-07-16

Educational researches question education policies that determine how do we educate a person in the past, they describe the failing aspects with a critical approach and they try to understand the answer that how we will raise a human in the future by scientific way (Kıncal, 2013: 262). Educational researches which aims to produce objective, valid and reliable information related to education have gained increasing importance in recent years. The purpose of scientific research is based on sharing of the results with other people. In the preparation of a scientific article, the presence of specific rules is an important point for readers and researchers that resolves distractions and lost time. The American Psychological Association's (APA) spelling rules, today the most commonly accepted rules of world literature in the education and psychology. Also, in many magazine which are domestic and foreign sourced stipulate to be compliance with the APA manual of articles’ summary, title, content, references and tables. The most prominent part of a scientific research report is title and summary. A well-prepared summary provides to have an idea about it without reading all of the article and to focus on the content of the text without loss of time for readers. So, needs to give place for the clear, understandable, net and short phrases in summary. A well summary should specify the scope of the research and main aims, definite the used methodology, summarize the findings, indicate the main results, and provide recommendations based on these results (Büyüköztürk vd., 2011: 297). Also, summary should be written in fluent language, it must contain a clear and uncomplicated expressions. When related literature was scanned, was not observed the study related to summary which is most notable part of a scientific research report. Generally research classified in studies that determine the trends, Turkish publications made in the area of education and training; types and methods of the article, issue areas, data collection instruments used in the article, in terms of data analysis methods and sample (Varışoğlu, Şahin, Göktaş, 2012; Göktaş, Hasançebi, Varışoğlu, Akçay, Bayrak, Akbulut, Sözbilir, 2012; Eyüp, Yurt, Stebler, 2012; Şahin, Kana, Varışoğlu, 2013; Coşkun, Özçakmak, Balcı, 2011; Arslan, 2012; Coşkun, Özçakmak, Balcı, 2012).Examination for the report's summaries of the scientific research is extremely limited. Çelik, Gedik, Karaman, Demirel and Göktaş (2014) in the study titled "the mistakes faced in Education article and their effects to rejected ", in the process of referees and editors as indicate "Short summary (self) not reflect the research" that one of the reasons for rejection of articles . Therefore a well prepared brief summary, eliminates one of the reasons for rejection of articles. Sevim and Özdemir Erem (2012) examine the title and summary of the 128 master thesis in terms of various criteria in the area of Turkish Education. The result of research have demonstrated that they were insufficient except of containing the purposes of summaries. Coşkun and Kan (2013) have evaluated 216 pieces of master thesis summary in terms of the writing techniques that made in the area of Educational Sciences and they have determined that successful in expressing the purpose of summary and the findings with the results, unsuccessful in expressing the methods. This study aims to fill a gap in the area by examining indexed article summaries in terms of various criteria by SSCI and ULAKBİM database in Turkey between 2004 and 2013. Also by this work aims to provide guiding information to not fall into a similar mistakes while preparing their reports to researchers and contribute to the efforts made in this regard. In this study general screening model of the types of descriptive research was used. Education and training of Turkish were examined by scanning related literature and taking expert opinion according to specified criteria

War And Peace In Student Drawings

Özgür AKTAŞ — 2026-07-16

The concept of war and peace has an equal value with the history of humanity. War has different meanings for different people. To some people, war is something to be abolished. For some other people, those fighting must be punished. Besides that, there are some people regarding war as a means of development (Wright, 1942). In addition, the researches carried out into the student attitudes towards war concept are of significant places in the literature. Porter was an important starting point for the qualitative researches with his study conducted in 1926. Droba (1931) and Pihblad (1935) investigated the attitudes of university students with regard to the concept of war in their studies. The quantitative studies carried out by Cantrill, Rugg, Williams (1940), Duffy (1941), Preston (1942), Stagner (1942), Kuhlen (1943) are the studies that were conducted to determine the attitudes towards war during the Second World War. Cooper (1965) investigated how children between the ages 7-12 perceived war and the student views over the reasons of war. As found in the literature, whether there is a significant relation between the concepts of war and peace and the variables of gender, age and professions were tested. Hakwoort and Oppenheimer (1993) carried out a research into how Dutch and Swedish students defined the war and peace concepts. Depending on the practical researches in the literature, it is likely to see that Spielman (1986), Porat (2004), Salomon (2004), Ilham Nasser and Mohammed Abu- Nimer (2007) carried out a study into Arab – Israeli conflict while Barton and McCully (2005), Cairns et al. (2006) made a research into children and adults in various subjects. In another study carried out by Sunström (1983), children from Finland and Iceland expressed their feelings of fear about future. In a study carried out by Walker et al., (2003), children at the ages of 3 -12 in the USA depicted peace as an interpersonal communication and as a negative peace. As for war, they drew it as fighting, group conflict, death as a result of war and they reflected the feelings regarding war as negative ones. It was found in the drawings by children over war that video games, television, the Internet and war films has a significant effect. It was found in another study carried out by Bowmen et al., (2003) that there is an impact of computer games and war films on their drawings regarding war. A study carried out Dilek (2009) was aim at sixth grade students use their imagination skills in the historical thinking process and how they construct the past. Drawing method was used. It was seen that most students have the ability to reconstruct the past and appreciate by using the historical sources. In a study carried out by Buldu (2009) United Arab Emirates, children at the age of 5 – 8 were made to draw pictures over how they defined war. In another study conducted by Michae and Rajuan (2009); Yadrida, Elchhawi and Gan (2012), Arab and Jewish students expressed their prejudice against each other in their drawings. The purpose of the current study was to determine how students expressed their feelings about the concepts of war and peace through their drawings. For that reason, the following questions were tried to be answered. 1. By which shapes did university students express the concept of war and peace in the drawings? 2. Which colours did university students use in their drawings regarding the concepts of war and peace? The current study is a descriptive survey based on document analysis. The content obtained from the students was analysed through content analysis. An inductive analysis method was used. It was aimed to understand the imply lying under the data and the relations between these concepts through inductive analysis coding (Yıldırım and Şimşek, 2006): 227). The structures of though could be coded out of words, sentences and behaviours by coding the data obtained. Following the data collection, a coding system is created and themes

Education and Ethics

Seyfettin ARSLAN — 2026-07-16

In general terms, the word ethics are expressed as a system of good or bad determining what to do or not to do for a person at a specific time in a specific culture. Education is a conscious and planned process that contributes to completion of the development of i

Teachers Metaphoric Perceptions Related toTalent Management Approach in Educational Organizations

Tufan AYTAÇ — 2026-07-16

Talent management is a strategic management process, which comprises defining the required skills and qualifications of the organization and its personnel, accordingly providing labour for leadership and for higher management positions, organization-oriented career planning of all labour force, evaluating their performances, and creating and performing a high-performance culture. The aim of talent management is to ensure the availability of skilled personnel who are able to match the right person to the right position in accordance with the strategic business objectives. Drawing qualified personnel (teachers and administrators) to schools, employing them in appropriate positions, improving, handling, and backup skills are considered as parts of an important leadership problem area while school communities progress to the future. It is thought that projection of the perceptions of teachers and pre-service teachers towards TM concept and leadership approach in the process of transformation of schools, which are the basic production units in Turkish Education System, into skilled and learning organizations will contribute to the body of literature for future researches and will create awareness. Metaphor studies are strong tools since they directly reveal the existing perceptions of people with regard to any notion. It is quite important to reveal the perceptions of teachers and pre-service teachers, who are directly in relation with talent management in educational organizations, through metaphors. Therefore, the metaphors acquired from this study are considered to be important in terms of revealing the perceptions about this new term in the field of educational administration as well as revealing the existing perceptions about TM. With this study, a connection between TM and the metaphors perceived by teachers is attempted to be established. Aim of the Study The aim of this study is to discover the perceptions of teachers and pre-service teachers towards TM through metaphors. For this purpose, answers for following questions are looked for: 1. What are the metaphors produced by teachers and pre-service teachers for TM concept? 2. What are the categories under which produced metaphors for TM concept collected? Method In this part, pattern of the research, research group, data collection tool and data analysis are given. Pattern of the Research This research is qualitatively patterned and phenomenology model is used. Research Group Research group is consisted of teachers of 4 primary schools and 4 high schools located in Ankara and Yozgat city centres in 2013-2014 school year, and pre-service teachers who participate in the pedagogical formation courses of Bozok and Hacettepe Universities. The research is conducted with the participation of 697 pre-service teachers (67.8%) and 330 teachers (%32.2). Data Collection Tool As data collection tool, semi-structured interview method, which is frequently used in literature to define metaphors, is used. As a result of the analysis of the research, to discover the metaphors produced by the participants, it is determined to ask a semi-structured questions as follows: “Talent management is similar to ... because ...”. The participants are asked to explain while completing the sentence; therefore, it is ensured that the aim of the produced metaphor is understood and the participants produced valid reasons for the metaphors they used. Data Analysis Acquired data from the research are evaluated through content analysis method. The process of analysis and interpretation of the metaphors created by the participants are carried out in seven stages as being (1) naming process, (2) process of elimination, (3) recompiling process, (4) theme development process, (5) the process ensuring the validity and reliability, (6) the process of assessing the frequency of the acquired metaphors and (7) the interpretation process. For each metaphor, acquired from the findings of the research, sa

Investigation Of The Perceptions Of Pre-Service Turkish Teachers Towards Web 2.0 Tools

Talat AYTAN, Ahmet BAŞAL — 2026-07-16

The use of Web 2.0 tools, enabling to create a more collaborative and participatory learning and teaching environment, is on the increase in educational settings. However, very few studies have focused on the use of Web 2.0 tools in teaching Turkish as a first language and on the perceptions of preservice Turkish teachers towards their use in their courses. This indicates a need to understand the use of Web 2.0 tools and perceptions of the preservice Turkish teachers. The current study aims to investigate the perceptions of pre-service Turkish teachers towards the use of of Web 2.0 tools in their courses. In recent years, rapid developments in technology have significantly influenced education. In line with these developments, the institutions in the education sector are in search of new teaching models to meet the needs of the students (Klopfer et al., 2009). For language education, which requires the use of technology more than any other fields of social science (Kartal, 2005), the potential of technology can be considered as limitless (Seljan et al., 2006). In this context, Web 2.0 tools, facilitating colloboration, information sharing between the students and also the teachers (Tu, Blocher & Ntoruru, 2008), may have a great potential for language teaching. According to Horzum (2007) these tools can enable active participation of the students and their interaction with the course content. Moreover, the tools can provide flexible working hours in and outside the classroom, help students with different learning styles (Prashing, 2006) and create a collaborative learning atmosphere (Harris & Rea, 2009). The use of Web 2.0 tools in education has been gaining popularity due to the aforementioned reasons. There have been several studies investigating the use of a variety of Web 2.0 tools such as social media (Benzer & Gül, 2013; Tınmaz & Çağıltay 2012) and wiki and blogs (Koçoğlu, 2009, Yavuz & Tok, 2014) in language teaching-learning. This study aims to contribute to the growing area of research on the use of Web 2.0 tools by exploring them in teaching Turkish as a first language setting. There have been very few studies investigating the use of Web 2.0 tools in teaching Turkish. The current study provided an important opportunity to understand the perceptions of preservice Turkish teachers towards the use of web 2.0 tools in their courses. In this study, the questionnaire developed by Yuen et al. (2011) was used to gather data from the participants with the researchers’ granted permission. Yuen et al.’s questionnaire has 3 sections including perceptions, interest, and use and the reliability of the questionnaire was very high (Cronbach’s Alpha 0.98). For the purposes of our study, we use the perceptions section including 20 five-item Likert scale ranging from strongly agree (5.00) to strongly disagree (1.00). The section was translated to Turkish and content validity was established with the opinions of four professors with two different specializations: Turkish Language Teaching and English Language Teaching. After the minor changes based on the opinions of the experts, the questionnaire was piloted on 40 students who took a course called Advanced Reading and Writing with the use of similar Web 2.0 tools, from an Elt department in İstanbul, Turkey. Following these steps, Cronbach’s Alpha was found reliable (0.90), and the questionnaire was used on actual participants of the study. The participants of the study were 3rd grade pre-service Turkish teachers (n=45) of a Turkish Language Teaching Department of a state university in İstanbul, Turkey. Of the 45 participants, 32 were answered the questionnaire which was sent online as forced questions. Participants consisted of 22 female students (68%) and 10 male students (32%). The participants were provided with the materials and activities through the use of Web 2.0 tools for 8th weeks-long period in the course called Listening Education. All the materials and activi

The Analysis Of Quranic Verses (Sample Of Prophet Suleiman And Belkis And Prophet Moses And Hızır) By Story Technique And Personality Education

Mustafa AYYILDIZ, Selami ALAN — 2026-07-16

Values are the basic system which creates and keeps the society alive. Becoming a nation from community happens with having the common values and keeping that values from generation to generation. The communities that reached the status of being country by being aware of the truth have improved lots of ways and different educational institutions to transfer the values to the new generations. Modeling with storytelling which is effective on people’s imagination world by its fictional construction is the oldest and the most impressive way that is used for education. These fictional stories have helped looking from different people’s perspectives, because people start learning by simulating things around them since their childhood. The people who had the chance to live different impersonations by the stories were impressed by these characters and they tended to act like them. By this cause, societies have created sample-model characters by imposing the values that were hoped to be adopted by the citizens similar to those characters. By adoption of those characters by readers or audience, the aim is reaching the ideal human and ideal society level. In line with this purpose so many stories and so many role models were fictionalized. Quran is clearly the best source in which making stories of values is used in it. With this study, by analyzing the two examples from Quran anecdotes with contemporary story techniques, it is aimed to show that these anecdotes and the model characters in these anecdotes can be used as a sample for students’ education. When maintained general (universal) values that are accepted by many communities are analyzed, we face with leadership, integrity, morality, justice, i

In-Class Listening Problems Of Secondary School Students (Malatya Province Case)

Ahmet BAŞKAN, Ercan DENİZ — 2026-07-16

Listening is the first used and the most benefited language skill in daily life. Because of the fact that listening is the most important and most widely used learning tool, it is important to get into the habit of efficent and effective listening habits. The purpose of this research is to determine listening problems of secondary school students in the class. This research was modeled according to descriptive survey model. This study was carried out with 343 randomly selected students in a secondary school in the 2014-2015 academic year in Malatya province. Datas of the research were collected by using ‘’Personel Information Form’’ and ‘’In-class Listening Problems Questionnarie’’ which was developed by the researchers. Collected datas were analyzed by using SPSS 17.0 Data Analysis Program. Frequency analysis of the datas were determined by evaluating according to student, teacher and environmental factors and shown in tables. As a result of the research, it was determined that in-class listening problems of secondary school students were influenced by many problems related to student, teacher and environment. It was found that students don’t need to listen when they find a course easy and when they think they can pass it smoothly. On the other hand, it was found that students listen useful and important lessons even if they don’t enjoy them. Besides, it was found that girl students’ in-class listening behaviours are more related to whether their teachers love them and the course are of interest to them. Furthermore, it was found that male students care more whether their teachers have a fluent expression, different expression methods and content knowladge.

A Meta-Analytic Study Regarding The Effect Of MIT On Achievement, Attitude And Retention

Veli BATDI — 2026-07-16

Introduction Multiple intelligence theory (MIT) can have a significant role in the teaching process. As a learning technique MIT can be formulated into eight intelligence areas: verbal/ linguistic, logical/ mathematical, visual/ spatial, musical/ rhythmic, bodily/kinesthetic, social/interpersonal, intrapersonal, and naturalist intelligence. The literature review in national and international area indicates that teaching through MIT has a greater effect on students’ academic achievement and retention levels when compared with traditional methods (Güneş & Gökçek, 2010; Akkuzu & Akçay, 2011; Baş, 2010; Sternberg, 2014; Castejon, Perez & Gilar, 2010; Furnham, 2001; Chan, 2007). The present review examines studies on the effects of multiple intelligence theory use on achievement, attitude and retention. In literature review, some meta-analytic reviews about the efficiency of MIT on academic success have been viewed however to what extent the related theory is effective particularly on achievement (the scores reached after extracting the pre-test scores from the post-test scores), attitude and retention has not been encountered. Thus it has been determined to examine the effect sizes of studies on MIT leading to this meta-analytic study. Method In this research, a meta-analysis method has been used which reveals the effect of MIT on achievement, attitude and retention through experimental methods, including combination of studies’ effect sizes, and allowing a general judgment to be made as a result of reanalyzing studies statistically conducted independently of each other (Glass, 1976). It also attempts to specify, using the meta-analytical method, whether there is a statistical significant difference in effect regarding the factors of education level, subject matter and application period in terms of retention scores. In this respect, fifty-one studies [Achievement (N:10), Retention (N:32) and Attitude (N:20)] have carried out over a national and international area with the use of the databases such as Google Scholar, HEI (Higher Education Institution) National Thesis Center, Ebscohost-Eric, ScienceDirect, and the Ebscohost-Professional Development Collection, and concerning the effectiveness of MIT-based teaching on achievement, attitude and retention between the years 2000-2014, were preferred in the meta-analytical research, in accordance with the inclusion criteria. Deductions are made based on two statistical models: the Fixed Effects Model and the Random Effects Model. In the analysis of data, the “Study Effect” meta-analysis method has been followed and to calculate effect size in this research, “Hedges’ d” has been used. Reliability of the research results was determined with the Inter-Rater Reliability (IRR) calculation formula results were found to be 100% reliable. All the analyses were conducted through Comp¬rehensive Meta Analysis (CMA) Statistics Package and MetaWin programs. Findings and Discussion When the meta-analysis results of ten studies regarding MIT’s effect on achievement scores were examined, the Q value indicated that the distribution of effect sizes of these studies is heterogeneous (Q=75.104, p < 0.00). This means that the variance of study effect sizes is larger than can be explained by sampling error. Thus, a random effects model was used and according to this model, a large effect size value was calculated at ES=1.600 according to Cohen’s (1992) classification. Thus MIT-based teaching can be said to have a high efficiency level regarding students’ achievement scores. With regards to ascertain the effect of multiple intelligences theory on students’ attitude scores, the twenty studies were included in the meta-analysis. The Q statistical value was determined as 136.346 which exceeded its critical value (?2(0.95)=30.144) and thus it was determined that the studies’ effect size distributions were heterogeneous. For this reason, analyses were compared according to the random effects size model and i

Literary Diversity in Emin Özdemir's Juvenile Books and Function of Literary Genres in the Text

Ferah BURGUL ADIGÜZEL — 2026-07-16

The most important tool for teaching a language is the literary texts that are produced in that language and reflect the culture of the society where that language is spoken. Thus, children’s books with a

Test Anxiety Levels Of Foreign Language Learners

Dilek BÜYÜKAHISKA — 2026-07-16

The complex process of foreign language learning cannot be adequately explained solely by cognitive or non-affective factors. It is obvious that in a holistic understanding of language learning process, affective variables need to be examined so that learners'

An Investigation Of Social Studies Teaching At Secondary Schools According To The Opinions Of Teachers

Muzaffer ÇATAK — 2026-07-16

The aim of this study is to present the views and evaluations of Social Studies teachers in terms of teaching Social Studies within 12-year compulsory education. As a result of 12-year compulsory education, another aim of the study is to have the multiple evaluation of the effects of model in Social Studies teaching. During the study, mixed method which applies both quantitative and qualitative research methods is followed. Explanatory design among the mixed methods is applied. Survey model is based on the quantitative stage and it is convenient to general survey model. Situation study method is commonly applied at qualitative research method. Situation study is also known as case study at qualitative research method. The population of quantitative research consists of all Social Studies teachers who are in Niğde between 2013-2014. 214 of teachers who are applied to the scale are included into the research. At the qualitative research 20 Social Studies teachers are interviewed. On the purpose of data collection, for teachers, semi-structured interview form and scale are developed by the researcher. Quantitative data is analyzed by SPSS programme, qualitative data is analyzed as its content and descriptive. Quantitative data were analyzed by SPSS program. Accordingly with this it seems that items are

The Views Of Managers And Teachers Working In High Schools About Organizational Silence

Aycan ÇİÇEK SAĞLAM, Azize YÜKSEL — 2026-07-16

Introduction Organizational silence is defined as not telling any idea, opinion or views about the problems of organization (Morrison and Milliken, 2000). It is seemed as intentional and conscious. Bowen and Blackmon (2003) emphasize that organizational silence become evident when the workers don't contribute for their organization and the effect of this silence is huge and even though this silence is in every part of the institutions, not enough research is made about it. It is defined that the works stay silent to protect themselves and their parents and as a result of this silence occurs in the institutions (Rosemary, 2003). Organizations come across with many silence situations. So it is meaningful and needed to elicit the questions such as why and how this organizations become silent, in which topics they prefer to stay silent, with whom they share their ideas about the organizations, how they decide with whom they will be stay silent and with whom they will talk and how the organizations understand silence (Milliken, Morrison and Hewlin, 2003). Dyne, Ang and Botero (2003) are categorized "organizational silence" into three as Acquiescent Silence, Quisecent Silence and Prosocial Silence. When the literature is examined, it is seen that the studies about organizational silence are generally done apart from the education organizations. The studies about schools which are educational institutions also, are too limited. The topic of organizational silence which is discussed theoretically in foreign literature is seemed as a new field in our country and it has many aspects to be dealt with. The schools in which the children, the architect of the future, are being educated must be open to change and development. This development must be real just with the teachers and managers who are telling their ideas about the current situations and problems and are constantly in communication with each other. There can't be seen any changes and development in such schools where the teachers and managers are silent because of some reasons and as a result the aims of the school can't be managed and the success will be impossible for them. So with these reasons, in this study it is aimed to define the views of teachers and managers about the organizational silence with the sub-problem questions below: 1. In which level are the views of teachers and managers about organizaitonal silence according to the Acquiescent Silence, Quisecent Silence and Prosocial Silence? 2. Is there any significant difference according between the views of teachers and mangers views about organizaitonal silence according to the Acquiescent Silence, Quisecent Silence and Prosocial Silence as gender variance? 3. Is there any significant difference according between the views of teachers and mangers views about organizaitonal silence according to the Acquiescent Silence, Quisecent Silence and Prosocial Silence as brach variance? 4. Is there any significant difference according between the views of teachers and mangers views about organizaitonal silence according to the Acquiescent Silence, Quisecent Silence and Prosocial Silence as period of service variance? Methods: The population of the study was composed of managers and teachers working in 19 high schools in Isparta city center in 2013-2014 academic years. The research sample was not composed from the related population but the questionnaire was applied to all administrators and teachers from the population of the research. The questionnaire was applied to 76 managers and 345 teachers. As a data collection tool, organizational silence scale was used. As an organizational silence scale, a scale which was produced by Dyne, Angand Botero (2003) and translated in Turkish by Erdoğan (2011) was used. In data analysis, besides descriptive statistics as t-test, one way variance analysis and Tukey significance test was used. The data was analyzed by SPSS (Statistical Package for Social Sciences) 20.0 pack

Determinations Related to Reading Aloud Skills of Syrian Turkish Learning Students in Level B1

Metin DEMİRCİ — 2026-07-16

Instruction in reading in teaching Turkish to foreigners has a very important place. In general terms, students even who have managed A1 and A2 levels that is students who have proficiency in these desired level of reading, writing, listening, speaking sometimes have may experience problems with reading in an upper level,at level B1. Language skills should not be considered separately from each other, are the skills that should be in integrity. If a student (trainee) not show the desired level of success in any of the basic language skills at the previous level or incomplete course, the other skills are affected that. Reading skills of students who have came to the B1 leaving behind the the first two levels, A1-A2 levels is also should be examined together with the issues mentioned above. In this study, pursuant to the importance of the issues, a class have been selected as the study group, which is consisting of Syrian students who are fifteen people in the at the KSÜ TÖMER ( 10 males, 5 females) has been accepted to the university, but who are registrant a class and failed in the Turkish Proficiency Exam conducted by KSU TÖMER. Identification is made by natural observation method. Named Yabancılar İçin Türkçe B1 Orta Düzey which was prepared by the Gazi University from state university is used as course material. While texts have been reading to students, following order have been observed: the First, students was read text in a quiet way, given text is read aloud by us, then text was read to student to be a paragraph as a voice. The text of the students where they may have difficulty with reading in general, sounds, words, attachments are marked, samples were formed. Observation and detection are not created by being limited to one or a few week over week. It was continued until the end of B1. In this process, students often made the same mistake in the same words and faced with the same situation. This case is considered as a subject which is needed to focus on . This study is considered as an article. Aim of This Study Aim of this study is to determine some situations on related to reading aloud skills of syrian students learning Turkish in level B1 and to contribute to the area via the data to be formed in this way. The Importance of This Study One method of gaining knowledge and experience of people are reading. Reading, whether silent or get a voice in both the native language learning and in the foreign language learning has an important place. Various studies and applications is done related to reading because of its importance. However, related to the Turkish education in a foreign field survey carried out showed that there is not much research done for reading aloud for foreigner students. Regarding of voice reading skills of foreigners who learn Turkish and the method applied in this direction, techniques and actions, to be taken applications is important for the sake of further studies in teaching Turkish as a foreign language. Sufficiency in terms of quality and quantity of work done on the subject, to be introduced on the subject of monographic studies will provide a significant contribution to language teaching at that point. New studies done related to course opened for each group will open new doors and new the roads for us. New study groups will contribute to our movement with better information and documents, related to determine the methods and techniques for the implementation. From this point, ıt is suppose that the study of determine on related to reading aloud skills of Syrian, Turkish learning students in level B1 in Kahramanmaraş Sütçü Imam University, TOMER (Turkish Education and Application Center) will contribute to the field works. Limitations of This Study The findings in this study are limited to reading aloud studies of Syrian, Turkish learning student group in level B1 in Kahramanmaraş Sütçü Imam University, TOMER (Turkish Education and Application

Secondary School Students’ Metaphors in relation to the Concept of Thinking

Özden DEMİR, Suna KAYMAK ÖZMEN — 2026-07-16

Introduction Thinking is one of the most essential characteristics of a person that improves their i

An Overview On The Concept Of Self-Reflection

Şenel ELALDI — 2026-07-16

The aim of this study is to describe self-reflection which takes place within the self-regulatory learning strategies including self-monitoring and afterwards self-evaluation and self-reaction phases respectively. Literature review about self-reflection revealed that there is the apparent lack of the concept of self-reflection in researches conducted in Turkey. Therefore, this study would be fruitful for future researches related to self-reflection in Turkey. “Self-reflection implies observing and putting an interpretation on one's own actions, for instance, considering one’s own intentions and motives as objects of thought” (Von Wright, 1992, 61). People analyze their experiences and judge from the results for the adequacy of their thoughts. Judgments include opinions reflecting how sufficient and capable an i

The Comparison Of Reading From Paper And Screen In Terms Of Comprehension Levels

Aliye Nur ERCAN GÜVEN, Murat ATEŞ — 2026-07-16

One of the main activities of teaching Turkish is reading. Reading, which can be described as the interpretation of the written messages, is an improvable skill. Developing in direct proportion to i

An Examination Of Social Support Level And Stress Coping Strategies Of Students Staying At Home Or In Dormitory

Nuray FIRAT, Fatih KAYA — 2026-07-16

Introduction and the Purpose of the Study In this research, it was aimed to investigate perceived social support and stress coping strategies of high school students staying at home with their parents or in dormitory. Besides, it was aimed to examine the difference in students’ level of perceived social support and stress coping strategies by their gender. Following research questions guided the current study: Does perceived social support level of high school students staying in the dormitory differ from those staying at home with their families? Do strategies of coping with stress of high school students staying in the dormitory differ from those staying at home with their families? What is the relationship between perceived social support levels and the stress coping strategies of high school students? Theoretical Framework In adolescence, academic and school related concerns increase, concerns about future increase, and important decisions should be made; therefore, stress is one of the main issues for adolescents in this developmental stage (Tan, 2006). Some students should stay in dormitories during their education. Those students may be under much more stress than their peers staying at home with their families (Köse, 2009). The students, especially those in early years of adolescence, may experience stress and anxiety much more due to being away from home environment (Özyürek ve Demiray, 2010). Thus, providing social support for those students in dormitories is substantial. Any social support from any source helps i

An Example Of Using Encryption Activity In Mathematics Lessons And Students’ Opinions About This Implementation

Sevda GÖKTEPE YILDIZ, Ahmet Şükrü ÖZDEMİR — 2026-07-16

Introduction Cryptography is a sub-branch of mathematics dealing with encryption and decryption issues (Al, 2002) and one of the application fields of number theory (Karahan, 2014). In the science of cryptography, letters and numbers are matched through mathematical operations (Karahan, 2014). In encryption, a plain text given is converted to an encrypted secret text and conversion process is also called as encryption (Yerlikaya, Buluş & Buluş, 2006). Information read by others is converted into information that cannot be read by undesirable people. One of the most famous encryption which was used in the history is Caesar cipher (Özdemir & Yıldız, 2012) in this type of encryption, each letter in the plain text changes place with a letter. For instance, if 3 units shift is made "mathematics" word corresponds to the word of "öçvjğöçvleu" in Turkish alphabet (Özdemir & Erdoğan, 2011). Various encryption activities in mathematics education have become popular in recent years (Myerscough, et al., 1996; Chua, 2006; Güler, 2007; Özdemir & Erdoğan, 2011; Özdemir & Yıldız, 2012; Bahadır & Özdemir, 2012; Katrancı & Özdemir, 2013). This study offers an example of encryption activity that can be used in mathematics classes to teachers and researchers. Differing from other studies, the event of encryption prepared by researchers has multiple steps. This activity consists of three steps and each step is connected with the previous stage. Each step in the activities is related with each other, so if each step is completed correctly, students can reach the correct password. Moreover, the prepared coding activity not only requires encryption but also requires making shift with row and column transformations. Addition process used in the final stage of the activity is an addition process of binary counting system. Therefore, students gain awareness about this situation and they learn that 1 + 1 does not always equal two. Because, 0 is obtained as a result of 1+1 in this activity. In the present study “modern cryptography” activity which was proposed by the “Enchancement Programme Mathematics” program is used (Codes and Ciphers Teaching Resources Website, 2014). The main aim of this study is to present an encryption activity that can be used in mathematics lessons. In this direction, a worksheet with the name of “modern encryption” was prepared by the researchers and the encryption activity was conducted throughout two courses. The worksheet was handed out to each student during the practice and students worked i

Secondary School 8th Year Students’ Metaphoric Perceptions Regarding “Turkish Dictionary” Notion

Mesut GÜN — 2026-07-16

Introduction and the aim of the study Metaphor which corresponds to the word “metaphor” in English and can also be used instead of such different notions as simile, imitation and figure of speech in Turkish has been one of the important data collection tool in qualitative research recently. Metaphor can be defined as an expression form of a notion or an event with another notion or another event depending on the language’s symbolic intended use. (Aydın and Pehlivan, 2010). Metaphors establish a similarity relation between one object and another object. This is one the most significant features of metaphors which makes them important in researches. In fact metaphors also provide the learned knowledge to be permanent because people do not forget when they associate the things they have just learned with the things they have already known. It is like to code a name of somebody we have just met with a name of one of our relatives or a name we have met before. Thus; in this study metaphoric perception of secondary school 8th year students regarding “Turkish Dictionary” notion is investigated. The dictionaries having an important place among the referenced works help the users to raise their language competence. Users’ age, level of education, native language, the purpose of benefiting from dictionary and the dictionaries depending upon their opportunity vary and are

A Study On The Effect Of Duration Of Tv Watching On Social Skills Of 60-72 Month-Old Children Who Attending Public Early Childhood Educaiton Institution According To Some Variables

Melda GÜRAL, Alev ÖNDER — 2026-07-16

Television, as an important mass media, enters almost every home and becomes a part of our lives. As an inseparable part of our lives, television has a great potential to influence the feelings, thoughts, beliefs, attitudes and behaviors of i

Grammatical Morphemes in EFL Context

Akın GÜRBÜZ — 2026-07-16

Introduction The inspiring works of Berko (1958), Cazden (1968), and Brown (1973) on the acquisition of English have made the inflectional morphology a central topic in language acquisition research. As defined in Saxton (2010) morphemes are the smallest unit of meaning in a language and these units can be smaller than a word, which means that every word comprises one or more morphemes. Pica (1988) further asserts that morpheme analysis can provide important insights into the sequences, processes, and input relevant to second language acquisition. It is, therefore, predicted that if the subjects can supply the correct plural ending –for instance, to a noun which is made up- they have internalized a working system of the plural allomorphs in English, and are able to generalize to new cases and select the right form. Grammatical morphemes can be classified as free morphemes which can function independently as words (his, a, the, etc.) and bound morphemes which appear as parts of words. Most of the bound morphemes in English are prefixes, suffixes or affixes (talking, talked, tables, etc.). Bound morphemes can also be distinguished as derivational and inflectional morphemes. Derivational morphemes are those which might change or modify grammatical category of a word when added. For example, adding -ful to beauty changes the word from a noun to an adjective beautiful. The form that results from the addition of a derivational morpheme is called a derived word or a derivative. On the other hand, inflectional morphemes are those which do not affect the meaning but they are added to another morph or group of morphs in order to change the function of the word indicating tense, case, number or other grammatical features. In this respect, the primary concern of this study is to discover the inflectional morphology knowledge in an EFL context. In this study we have a mix of bound morphemes as suffixes (progressive, past regular, past irregular, adjective, comparative/superlative forms, plural, possessive and third singular person) and some compounds (-man, -house, etc.). Reasoning In her study, Berko (1958) included 26 boys, 35 girls aged 5;6 to 7 as the experimental group from the Harvard Preschool in Cambridge and the Michael Driscoll School, in Brookline and 12 colleagues, all native speakers as control group. Adult answers to the inflectional items were considered correct answers, and it was therefore possible to rate the children's answers accordingly. There were 27 picture cards on which there were brightly colored, depicted objects, cartoon-like animals, and men per forming various actions to test for the child's use of morphological rules of different types and under varying phonological conditions. Berko (1958) concluded the findings of her study as the answers children gave were consistent and orderly answers, and they demonstrated that there can be no doubt that children in this age range operate with clearly delimited morphological rules. As she implies in her study, asking questions about real words might be tapping a process no more abstract than rote memory. It was clear that the nonsense words were new words to the learners, and that if they supplied the right morphological item they knew something more than the i

The Analysis Of Cahit Uçuk’s Work Named Türk İkizleri (Turkish Twice) In Terms Of Cultural Factors Related To Turkish Language Abstract

Ahmet Zeki GÜVEN, Merve ÖZEL — 2026-07-16

Culture is a power holding together all feeling, notion, language, art and living factors which preserved their own validity from past to present. Whereas, community is a sociological factor which has an active role in sustaining and carrying culture into future. Community has a great role in culture’s emerging, continuity and being carried into future. Language is the most important factor created by community in the transmission of culture to next generation. Language is one of the basic units of culture. Cultural acquisition first begins in family and shows continuous improvement in school. Cultural acquisition process beginning with verbal communication in family proceeds systematically with course books and teachers in school. Using texts including elements of national culture in course books which are one of the important factors in the process of cultural transmission is crucial for students to internalize these values. Providing that the use of texts especially in Turkish course books for cultural transmission is considered, the requirement of being sensitive in students’ progress is shown up in the selection of texts used in course books for cultural transmission. Therefore, the condition of including cultural elements related to language is analyzed in Cahit Uçuk’s work named Türk İkizleri (Turkish Twins), cultural values related to language is recorded and classified, then how these cultural elements related to language used in the work is determined in this study. Document analysis, one of the qualitative methods, is used in this study. For this reason, it is highly important that language related cultural element are used, especially in text, especially in the social sciences qualitative research techniques are more reliable than quantitative research techniques, as qualitative research techniques examine the purpose of human behavior (Ergün, 2005). For this reason, analysis of document, one of the qualitative research techniques, was used in the study and frequency of language related cultural element was determined and the cultural elements were classified, then treatment of the cultural element of the work was examined. According to data obtained from the survey results, dialects were determined to be highlighted in the work, whereas aphorisms and proverbs were determined not to be included. The purpose of this study is to determine half frequently the cultural element of Turkish language were used by Cahit Uçuk in his work “Turkish Twins” and which cultural element were used in transferring of these elements to the text. In this study, idioms, reduplications, figures of speech, onomatopoeia, dialects, aphorisms and proverbs, which contained the basic cultural values of the Turkish language, were examined in the work “Turkish Twins”. The cultural elements of the Turkish language in Turkish Twins, which forms the data source of this study, were determined by the researchers through card indexing technique. Then, the determined elements classified and interpreted. As a result of the study, dialects were determined to be included the most which 989 examples in the work. This data give us important clues about how the people are characterized by the author in the work. In the work, heroes are characterized with dialects of a certain region. The work proves that the Turkish language has rich narration. The cultural elements which are reflected through dialects, are highly important for children’s culture acquisition. This data coincides with findings of Çaganava (2006). However, this data contrast with the study of Güven (2013). Onomatopoeic words were used 92 times and reduplications were used 129 times in the work. It seems positive that onomatopoeic words and reduplications were frequently used, especially in order to enrich narration. Besides, frequent use of onomatopoeic words contrast with the finding of Güfta and Kan (2011) and Güven (2013). In their study, Güfta and Kan (2011) and Güven (2013) no

Relationship Between Performance Management Applications and Organizational Justice Perceptions of Teachers in Primary Schools

Ümit KAHRAMAN, İbrahim ÇANKAYA — 2026-07-16

The social unit, which consists of coordinated relationships of the workers who has got together in order to perform the planned objectives, is called as organization (Başaran, 2008). The planned and coordinated strength and activity group also make an organisation. The more this coordination creative, the more effective and lively the organisation is. Organisation may be thought as a network (Bursalıoğlu, 2012). Schools are organisations that perform the education and teaching task. The performance management has an important role in determining needs of in service education, the aspects that must be improved, current situations, and performance objectives. Determining performance objective- criteria, performance monitoring, performance development, performance evaluation and use of performance outcomes are the dimensions of performance management. The lasting success of organization depends on the high performance of members and valuation of their performance. Being known the skills and deficiencies of workers by the manager and valuation of their effort are some aspects that effect performance (Bingöl, 2006). The performance management has an important role in determining situations such as needs of in service education, the aspects that must be improved and performance objectives in a school. The aim of the performance management is not finding the deficiencies of the workers, but to inform them the results of performance evaluation, to guide them on this result, and to ensure them working approprate to organisation’s aims. Setting the justice inside the school effects teachers’ performance and motivation. As the organizational commitment and reliance will increase in organisations where justice is set, it is ineviatable that the performance of the organisation will increase. This study aims at determining tle level of the performance management practises, the level of teachers’ organizational justice perceptions, the relation between the performance management practises and teachers’ organizational justice perceptions in primary schools. Method The study which aims at measuring the correlation between the performance management practises and teachers’ organizational justice perceptions level in primary schools is in relational screening model. The relational screening model is a model which aims at describing a situation which occured in pas tor still occurs as it is. The situation, person or event that is the matter of research is tried to be defined as it is. çalışılır (Karasar, 1995). The population of the research consists of teachers who worked in Uşak in 2013-2014. 3660 teachers who work in 308 schools in Uşak constitute the population of the research. By choosing the sample hypothetical sample size chart has been employed. In the chart it is stated %95 reliance level, , ?=.05 significance, and for the %5 tolerance level 356 persons are determined in the population of 5000 persons (Balcı, 2011). When the 3660 teachers in Uşak are taken into account as population stated for %95 reliance level, , ?=.05 significance, and for the %5 tolerance level 347 teachers are determined. For the sample of this study simple sample method has benn used and in order to reach the neccessary sample number 500 questionnaires have been handed out. 446 of these questionnaires have returned. In order to reach a judgement about the research results % 80 of the questionnaires must be returned (Balcı, 2011). As the 446 questionnaires are the %89 of the total number it has been determined that it provides this condition and it is possible to have a judgement about the population. The returned scales have been examined carefully by the researcher and 74 scales which have empty answers or haven’t been answerd approprately have been omitted and 372 of them have been evaluated. The scales used in the research are “ Teacher performance Management Scale” and “ Organisational Justice Scale”. Findings 202 (%54,3) of the teachers wh

Turkish Speaking Anxiety Of The Multilingual Turkish Teacher Candidates Whose Second Language Is Turkish And The Relations Of The Some Variables With Speaking Anxiety

Mehmet Nuri KARDAŞ — 2026-07-16

INTRODUCTION The first communication skill acquired after listening is speaking in the i

Determination Of Cognitive Structure Of Geography Students’ On "Weather" Concept Through Word Association Test

Baştürk KAYA, Ayhan AKIŞ — 2026-07-16

INTRODUCTION The purpose of this study is to reveal the conceptual framework of geography students on "weather" on by using independent word association test. In other words, this study aims to determine how they configure the weather concept in their minds and to determine the scientific validity. With geography education, in general, it is aimed to develop i

Determination Of Family Perception In The Drawings Of 4-6 Years Old Children

K. Büşra KAYNAK, Z. Fulya TEMEL — 2026-07-16

Family which has an impact on a child’s development, directs the child development and also determines the limits of this developmental process. The concept of family extending to the foundation of human existence has quite a long history. This well-established concept in the process of human history through a parallel process of change were explained and discussed from various perspectives. (Erkan, 2013). The purpose of this study was to determinate how preschool children aged between 4 and 6 perceive family concept which has very important meaning for children’s themselves. For this purpose phenomenology, one of the qualitative research design method, was used in the study. Phenomenology, which is a philosophical tradition as suggested by Husserl, is accepted as a qualitative research design method, too (Merriam, 2013; Patton, 2014). Phenomenology researches focus on how people perceive phenomenon, describe it, feel about it and make sense of it. In this research the phenomenon which is aimed to be explained, is family concept. While determining the study group, purposeful and convenience sampling methods which are two of the non-randomly sampling methods were applied. Fourteen children aged between 4-6 years have been recruited for the study. Participants are the children attending to 2 private preschools in Ankara during 2014-2015 fall semester. Five of the children participating in the study is female and nine of them is male. In the qualitative studies, three types of data related to environment, process and perception is collected (Yıldırım and Şimşek, 2013). In this study, data regarding 4 to 6 year-old children’s perception of family concept have been gathered via drawing and interview techniques. While the data gathered from drawings were analyzed using a qualitative content analysis method; data based on interviews were analyzed using a qualitative descriptive analysis method. The following processes are performed to provide the validity and reliability of this research: Namely source triangulation and analyst triangulation have been addressed for validity and reliability of study. In the former, the important thing is to check out the consistency of different data sources within the same method by using different instruments (in this case, drawings and interviews) and in the latter, the significance lies in the use of multiple analyzers because analyst triangulation means that at least two analyze the same qualitative data independently. Besides, during data analysis process, two analysts (one is the researcher herself; and the other is a PhD student blind to the research objective) coded the data in conceptual categories independently in order to test the truthfulness of categories. After at all, Miles & Huberman (1994)’s following formula [Agreement/ (Agreement + Disagreement) X 100] was used to test the reliability of the data analysis. According to this formula, reliability between the analysts was found 100% for the drawings and 94% for interviews. In order to reveal the findings of the research firstly, family drawings were examined. Then, based on the figures in children’s drawings, six categories were /created: Family members, completeness of family members, family type, child’s position, the place family has been situated, the activity done with the family. After the drawings, interviews held with children were examined and children’s views were found to be gathered under four categories as family members, living in the same house, togetherness and positive feelings. Most of the children had opinions which are assessed under the categories of togetherness and family members. Given this result, children’s drawings reflect their opinions regarding family concept. Family members found in children’s drawings show similarity with the family members mentioned during interviews. Some of the children stated very remarkable opinions on the point of living in the same house. However, these views weren’t reflected in

A Bibliographical Study On Education Of Turkish Language And Literature (1923-2014)

Saadettin KEKLİK, Ömer SAVRAN — 2026-07-16

“Literature Education” is one of the sub branches of literature such as Literary Theory, Literary Criticism, Literary Theory, Comparative Literature and Literary Sociology. The popularization, introduction and explanation of literature for the younger generations is important as well as literary studies itself. For this purpose, there must be research on the education of language and literature. In the history of the education of Turkish Language and Literature, the Republican era is a milestone. Although the first studies related to this field started with i

Values Education In History Curriculum And Textbooks

Yusuf KESKİN — 2026-07-16

Introduction In our country, the primary and secondary school curricula have been gradually renewed since 2005. With the renewed curricula, the “constructivist model” was adopted in Turkish education system. The secondary school History curriculum that was prepared in 2007 is among these. It is observed that the values education is included in a great majority of the curricula prepared at primary school level. While the old curriculums values are present in the implicit and indirect manner, and have been addressed in the new curriculum directly given as a program item. The most important among these lessons are Social Studies, Turkish, Life Sciences and Religious Culture and Moral Knowledge. In all of these courses to the curriculum next to a list of values, how it is given to the values education is described in the detailed. It is important to determine how much importance the values education, which is paid a great importance in the curricula at primary school level, is paid in the curricula and textbooks at secondary school level. For, History lesson is the continuation of Social Studies lesson that regards the values education at primary school level quite important. Secondary History lesson, according to that a continuation of the Social Studies, is expected to be a similarity in values between the programs. In addition, many research History lesson reveals that the indispensable value education points. Purpose It was in this research to determine the degree of inclusion of the values education in 2007 secondary school History curriculum prepared in line with the new understanding and the textbooks prepared in line with this curriculum. Method For this purpose, one of the qualitative research methods, the document analysis (documentary survey) technique was used. As stated in the introduction of the study it should be given to the values of the recently published history lesson curriculum. Moving from this point in the recently published history lesson curriculum and textbooks were studied to determine the quality and quantity of emphasis in values education. Before the introduction part of the history curriculum designed for this purpose at the level of the classes analyzed yearly plans. Continuing the analysis of the textbook was adopted. Easily accessible sampling used in this study and course books prepared by the Ministry of Education is preferred. Findings At the end of this study the first important finding value education and values that is not given directly in secondary school history curriculum and the textbooks prepared in accordance with this curriculum. History lesson is a continuation of social studies at the primary level. This course belongs to a special program on the values and dedicated to the training title and units are listed on the basis of the values which should be given directly next to a value list. But the history lesson program is not continued this approach. As a result of the research, it was determined that many values (sensitivity to cultural heritage, national consciousness, tolerance, patriotism, diligence, etc.) were included in the general objectives and explanations part of 2007 History curriculum, and that these values are in parallel with 2005 primary school Social Studies curriculum. In particular, the general objectives of the curriculum 12 values were determined. They are fairness, scientific, independence, peace, sensitivity and national consciousness. The value of the curriculum at the entrance of the Turkish National Education of General Purpose and values emphasized in the new Social Studies program has been found that a large percentage of overlap. It was observed that the values emphasised in the introduction part of the history curriculum (especially in the general objectives part) could not be properly reflected in the syllabuses and textbooks at 9, 10 and 11th grade levels. The most emphasised values in the curricula and text books are sensitivity (toward

The Relationships Between Preservice Class Teachers’ Learning Styles And Personality Characteristics

Pelin KÖSECE, Lütfi ÜREDİ , Sait AKBAŞLI — 2026-07-16

It is known that the learning styles are related to several factors. In students’ learning, learning preference has got very important place. The days in which students have been asked for learning only given information have gone. It has been certain that teachers have had gread importance for realizing qualified education. For increasing quality of education, the first step has been getting more information about students’ personal charesteristics. Personal characteristics of i

A Research on Written Expression Skills and Language Sensitivity of Turkish Language Teaching Prospective Teachers

Esra LÜLE MERT — 2026-07-16

Introduction and Purpose of Study: It is a fact that the teachers have important responsibilities to make the students comprehend the expression potential and rules of Turkish. Also all the teachers must use their own language in most competent and correct way. Teaching Turkish is the principal and most important phase of the native language learning in elementary school education. According to Gögüş (1993:6) the basic vocabulary of human-beings starts to develop in this age group (7-14). The more lucid the child in this age group uses the words and the meaning of terms and the more accurate he uses the language, the better he/she can command his/her own native language during his/her lifetime. Therefore the Turkish teachers, who upskills the linguistic ability of the students, are required to acquire a skill of teaching Turkish accurately and effectively. The problematic sentence of this study, which aims to specify the written expression skills of the candidate Turkish teachers and their sensitivity to the language, is “have the senior students (final year students) studying at the department of Turkish Teaching Department gained awareness in their native language and developed their written expression skill at an satisfactory level?” This study may be important as it presents the feedback regarding the linguistic skills of the candidate Turkish teachers. The sub-problems whose solutions sought for within the scope of this study are as follows: 1. To what extent do the written expression skills of the senior daytime and evening education students at the Turkish Teaching Department correspond to the principals of usage of Turkish? 2. Are there any meaningful differences between the senior daytime and evening education students at the Turkish Teaching Department in terms of using their writing skills correctly? 3. The exam questions asked to the senior students are based on measuring their knowledge and creative writing. Does this fact affect their success in using their written expression skills? Methodology: This study is based on a descriptive survey model on a generated structure. Data Source: The data source of this study based on the descriptive survey model is the written answers of the students to the end of semester exam of the “Theatre and Drama Practices” course in the academic year 2011-2012. The number of the students, who studies at the Department of Turkish Teaching of the Faculty of Education, İnönü University, who participated in this exam is 100. 47 of them studies at the daytime education programme while 53 of them studies at the evening education. There are 4 open-ended questions in the papers. Only the 3rd and 4th answers of the 100 students are analyzed. The reason why these questions are selected is that all the students replied only 3rd and 4th questions. Forming Options (Categories) and Sub-Options: While forming options and sub-options, the researchers primarily utilized the field information and another studies carried out for the same purpose (Esengül, 2006; Aslan, 2007; Sever and Aslan 2011). In this study, the classification executed by the Özbay in his research called “Written Expression Skills of the Elementary School Students” (2000) is used and the papers are analyzed in accordance with this classification. So the papers of the candidate students are examined under 10 titles, namely “punctuation marks”, “grammatical rules”, “disharmony”, “word ordering error” “use of odd word”, “occurrence”, “defect”, “excess”, “ambiguous expression” and “contradictory expression”. Reliability and Data Analysis: In order to verify the reliability of the codification used in this study, 10 papers were selected randomly out of the 100 papers and analyzed by two researchers. It is seen that the consistency rate (94%) between the researchers is reliable (Tavşancıl and Aslan, 2001). The papers are analyzed in accordance applying the “content analysis” method. Content analysis is to combine the similar

The Perception Of Teachers Towards Multicultural Education

Gülsüm MARANGOZ, Hasan AYDIN , Tufan ADIGÜZEL — 2026-07-16

Multicultural education is a reform movement which will bring about basis changes in education system(Aydın, 2013). Culture has become a phenomenon which includes multiculturalism and education concepts, is discussed and cared about in a lot of field from sociology to political science, from philosophy to education science. According to Uygur (2013), culture means reality which people exist in and produce. Multiculturalism is an alternative education reform against assimilation which accepts the presence of different culture in a country (Aydın, 2013). Multicultural education has been a matter come into question and discussed in all of the countries recently. While lots of countries are making applications of multicultural education, most of the countries are experiencing the disccusing extent and trying to find ways for the applications. Multiculturalism subjects have come into question also in Turkey lately. The aim of this study is to define the perception of school administrators and teachers about the applications of multicultural education and to feel themselves sufficient about the multicultural education. For this purpose, Multicultural Education Perception Scale has been developed for school administrators and teachers by regarding the view of experts. Lots of research have been done about the multicultural education in the world. It is also clear that the research about the multicultural education in Turkey have increased in the last ten years. The perception and view of school administrators and teachers working at state schools in Turkey, which doesn’t sit by to these improvements in the world, is also a mystery. So school administrators and teachers, who work at state schools in one of the county of Istanbul, were chosen for the study. At the end of this study, it is thought that lots of new study can be done in the light of results obtained from the study. Furthermore, in the light of answers given by school administrators and teachers, this study results will be effective in a likely multicultural education program and in the applicaiton of the multicultural education which will come true in Turkey. The questions of this research were constituted to learn what the school administrators and teachers’ views are about the multicultural education and to learn their perception towards the multicultural education. The questions of the research are below: • What is the perception of school administrators and teachers working at primary and secondary school towards the multicultural education generally? • Is there a meaningful difference between the perception of school administrators and teachers working at primary and secondary school towards the multicultural education and age, sex, ethnic origin, educational status, anteriority variable? • What are the opinions of school administrators and teachers working at primary and secondary schools about the disadvantages of multicultural education? • What are the opinions of school administrators and teachers, working at secondary and primary schools, about transferring multicultural education to curriculum and education system? This research was carried out with the mixed method in which quantitive and qualitative techniques were used together. Mixed method and latitude projection in which quantitive and qualitative data collected together and two kinds of data in order to answer research questions were chosen. Mixed research is powerful research method as it unites quantitive and qualitative data (Creswell, 2012). While closed-ended questions were used to define the level of perception about the multicultural education and the variables related to this level, the views about the disadvantages of multicultural education and transfering this to education system were collected with two open-ended questions. Option was added to two open-ended questions. On the other hand, by adding the ‘others’ option, a chance was given to participants to write their view differe

Using Stories In Value Education In History Classes

Celal MUTLUER — 2026-07-16

The values are generally the phenomenons which are believed, desired and used as a criteria for the behaviors. Besides being defined as the tendency of prefering a certain situation to another, value is also presented as the understandings that both causes the behaviors and that helps to judge them. Values are the standards that enables i

The Students' Conceptions Concerning The Effects Of 12-Year Compulsory Education On Secondary School Social Sciences Lesson

Gürbüz OCAK, Muzaffer ÇATAK — 2026-07-16

1. Introduction In Turkey in 1997, 8 year of continuous compulsory basic education was implemented. Basic education started to last for eight years imposed by this law and that new form of basic education was created by compounding primary school and secondary school. Social Studies curriculum has been shaped by the constructivist approach. Activities has been prepared according to the i

The Relationship between Perfectionism of Gifted Students and Parental Attitude

Üzeyir OGURLU, Hatun Sevgi YALIN , Fazilet YAVUZ BİRBEN — 2026-07-16

Introduction and Purpose Perfectionism has been defined as a personality variable that underlies properties such as effort to become better, intolerance to faulty behavior, getting acceptance through only success (Hollendar, 1965; Silverman, 1995). Although, it is claimed that there is a connection between perfectionism and giftedness, also it is stated some factors that affect perfectionism among gifted children. It is also accepted that the positive and negative dimensions of perfectionism. Examining the relationship between positive and negative perfectionism of gifted children and their parental attitudes carries vital importance in terms of counseling both gifted children and their parents for difficulties they might face. Additionally, healthy family relation and child-parent interaction play a crucial role in development of gifted children. The purpose of this study was to investigate the relationship between perfectionism of gifted students and parental attitude towards child rearing. The gender related difference in positive and negative perfectionism of gifted students was also examined. Theoretical Framework Some researchers considered perfectionism in two dimensions, one of which leads for better and the other leads for despair as positive and negative perfectionism, adaptive and maladaptive perfectionism, healthy and neurotic perfectionism (Parker, 1997; Rice, Ashby and Slaney, 1998; Roedell 1984; Slade & Owens, 1998). Considering the personality development, acquisition of perfectionism has been examined by several researchers and various factors including genetics, education, modeling, rewards and punishments and parenting styles have been claimed to have influence on development of perfectionism (Antony & Swinson, 2009; Rice & Dellwo, 2001). Many researchers state that the relation between the parents and child especially during the childhood period plays an important role for development of perfectionism (Blatt, 1995; Enns, Cox, & Clara, 2002; Hamachek, 1978; Rice, Ashby & Preusser, 1996; Rice, & Sorotzkin, 1998; Tire, 2011). For instance, Sorotzkin (1998) found that people who had positive perfectionism had also family with supporting and encouraging attitudes. In another research, results showed that there was a significant relation between the negative perfectionism and high expectations of family (Rice, Lopez, & Vergara, 2005). Perfectionism has been also cited as a major characteristic associated with children and adolescents who have been identified as gifted and talented (NAGC, 2008). Gifted child is any child naturally endowed with a high degree of ability in areas such as cognitive, creative, art, leadership or special academic abilities (MEB, 2013). Many researchers have shared the idea that there is a relation between the giftedness and perfectionism (Baker, 1996; Kenney-Benson & Pomerantz, 2005; Kline & Short, 1991; Kornblum & Ainley, 2005; Kramer, 1988; Roberts & Lovett, 1994; Schuler, 1997). However, Parker and Mills (1996) claimed that there were few amounts of research supporting the idea that perfectionism is one of the characteristic of giftedness. Some findings revealed that there is no significant relation between the adolescents who are identified as gifted and non-gifted in terms of perfectionism (Mendaglio 2007; Parker (1997). Method This study was carried out using correlational research design and involved 106 gifted middle school students who participated an enriched program in Enderun Talented Children Center in Istanbul and their parents. Sample was determined by convenient sampling. For collection of data, Positive-Negative Perfectionism Scale measuring positive and negative perfectionism with 17 items and developed by Kırdök (2004) was used. Other instrument was Parent Attitude Research Instrument (Schaefer & Bell, 1958) that measures parental attitude with 60 items under 5 subcategories. After informed consent from parents, data collection was carried out with the vol

Investigation Of Prospective Teachers’ Self Efficacy Beliefs Of Oral Expression

Aytunga OĞUZ — 2026-07-16

Teachers’ effective communication with students depends on their effective use of oral and written expression skills. Oral expression skill is the basis of written expression (Kavcar Oğuzkan and Sever 1995). Teachers whose oral expression skills are insufficient cannot be expected to be a model and guide for students by organizing an effective learning environment. Therefore, teacher candidates’ oral expression skills and their oral expression self-efficacy beliefs need to be developed. Oral expression self-efficacy belief is an i

Developing of Multicultural Counseling Competencies Scale

Ömer ÖZER, Tahsin İLHAN — 2026-07-16

In this study, a scale was developed to measure the multicultural counseling competencies of counselors, and the related reliability and validity studies were conducted. In the scale development process, first, the item pool was formed in line with the related literature, other similar measurement tools and a focus group study. The items in the item pool were finalized according to expert opinions, and the scale which consist of 62 items was applied to 332 counselors to collect the research data. The data was analyzed with exploratory factor analysis. The factors obtained after analysis were names as skills (11 items), awareness (9 items), and knowledge (6 items). A first-order confirmatory factor analysis was carried out with the same data set, and after some modifications the three-factor model structure was confirmed, and it was observed that it has good fit indicates (X2/sd: 2.51; RMSEA: .07; NFI: .92; NNFI: .95; CFI: .95; IFI: .95; GFI: .85; AGFI: .83; SRMR: .06). In the second order confirmatory analysis, the three-factor construct was found to merge with an upper-construct. As a result, it is thought that the Multicultural Psychological Consulting Competencies Scale is a valid and reliable tool to be used for assessing multicultural competencies of counselors.

Examination Of 4th Grade Students’ Metacognitive Awareness Of Reading Strategies And Reading Motivation

Ergün ÖZTÜRK, Ebru UZUNKOL — 2026-07-16

Introduction Reading is a process affected by several i

The Cultural Function Of Poetry Activities In Turkish As A Foreign Language

Özge Seçkin POLAT, Şükran DİLİDÜZGÜN — 2026-07-16

Learning a foreign language is not limited to teaching only the knowledge of vocabulary and grammar since studying a foreign language cannot be considered as only naming objects. Each and every language interprets the world in distinctive ways and develops a variety of value systems, and different perception and thinking skills. As a consequence of this fact, considerable cultural differences appear among languages especially in terms of art, sociology, semantics, and pragmatics. All these differences both reflect and are reflected on the language itself. An i

An Application For The Use Of Cartoon In Yemeni Students' Development Of Turkish Writing And Speaking Skills

İzzet ŞEREF, İsa YILMAZ — 2026-07-16

Purpose of the Research This study is intended to put forward availability of cartoon as a visual tool in the development of Turkish writing and speaking skills of Yemeni students. For this purpose, during a four-week study, writing and speech applications have been made with cartoon selected by researchers evoke the students. The research as detailed in question whether cartoon is an effective tool on development of writing and speaking skills of Yemeni students, was designed descriptive researching which is one of the qualitative research methods. It is understood that in studies involving the use of cartoons the students are successful in editing students' writings to create text, choice of words and to express what they see, even they expand their vocabulary research process progresses. It is understood that the majority errors of students in grammar. It was observed that the students have difficulty on the correct spelling especially appendix. Introduction and purpose of the study Cartoon has a universal form of expression that brings an even more important position in teaching Turkish as a foreign language. Because students may be anywhere in the world when they look at cartoons they can find anything from them and can express their thoughts according to their Turkish level. This study is intended to put forward availability of cartoon as a visual tool in the development of Turkish writing and speaking skills of Yemeni students. In the study has been sought answer for the following questions: 1. Is Cartoon an effective tool as a visual material in developing writing skills of Yemeni students? 2. Is Cartoon an effective tool as a visual material in developing speaking skills of Arab students? In recent years, along with the changing conditions It emerged the necessity of learning a second language and in this axis foreigners interested in Turkey want to learn Turkish. Therefore, Turkish education field to foreign has come to a location that should be heeded and studied. Thus Turkish language teaching to foreigners, field experts compared to the past began more heeded, thought on how best to do teaching Turkish as a foreign language and in line with the new approach modern designs are being created. At the begining of mentioned the design, visual materials (cartoons, paintings, photographs, films, etc.) come. Visual materials provides huge benefits in language teaching that have been debated by researchers. It has been said that the cartoon as a visual material have properties such as motivational in speaking and writing in reducing their anxiety of student, suggestive them, improving their creative thinking skills. Moving from the experience gained through solid materials of learning considering that based on the abstraction process (Egan, 1988), abstract cartoons consisting of visual symbols draws attention to the issue and continues this interest as concrete representatives of reality. It helps teaching in simple and self-explanatory way of the incident, event and objects (Çilenti, 1984; Demirel, 2004; Hesapçıoğlu, 1992). In other words, embodies the teaching, increase the motivation level of students and most notably it adds to the richness of the teaching-learning process. Visual elements allow to mobilize a number of cognitive processes such as storage for recognising the visual identity of the object or entity, naming and using when it is in the memory (Sever, 2007: 18). It can be said that this aspect of the cartoon is very effective and useful material in the words teaching, in teaching the existence of names and the concept of teaching. On the other hand a universal language that has the cartoon, can be interpreted as a positive situation in terms of education. Because video messages, are resolved in the mind easier. Imagery always keep alive i

A Contrastive Study Of Cohesion In Homogeneous Texts From First Language English And Turkish Coursebooks

Meliha R. ŞİMŞEK — 2026-07-16

With the purposes of comparing the use of conjunction and lexical cohesion and evaluating the textual quality in first language coursebooks, texts of the same type, chosen from English and Turkish series for 11-14 year-olds, were subjected to discourse-semantic analysis. The categorization of the conjunctive and lexical items according to functional grammar revealed that Turkish texts made more use of conjunction, especially of the additive and temporal types, and were more inclined to restate or clarify, whereas English texts preferred to realize conjunctive relations with structural resources of dependent clauses. Also, despite the variation in the text size, English texts managed to maintain topical focus by entering into major lexical strings, and both corpora were similar in terms of metonymy, while English texts were richer in expectancy relations and collocations of meaningfully-related nouns. Introduction Several studies of learner products in the native language supported that cohesion, coherence and the overall quality of the text are in interaction, and when poor writers were found to use fewer devices of cohesion, the teaching of their use by presenting conjunctives in reading texts became the purpose (Connor, 1999; Lenk, 1998; Lunsford, 1990). As a result, while first language learners trace the cohesive elements in the reading texts, they learn as readers how to solve text difficulties, and also as writers how to produce meaningful and connected sentences (Gamble & Yates, 2002). It is the coursebook that forms the primary resource for presenting the functioning of cohesive devices most comprehensively and intensively. The cohesive features of the reading texts in the coursebook has a great influence especially on the child reader’s comprehension, and the perceptive capacity for cohesive elements in the text gradually improves by making a big leap between the ages of 8-13. (Chapman, 1982; Gamble & Yates, 2002). For this reason, this study aimed to reveal the patterns of use for the cohesive devices in the reading texts chosen for the coursebook, the child reader’s immediate source of reference. Homogeneous texts, extracted from first language English and Turkish coursebooks, were subjected to systemic-functional analysis in line with Halliday and Hasan’s (1985) model of cohesion, and the cohesive items were compared in the bilingual corpora of pedagogical texts. While coherence is simply defined as the unity and totality of meaning in the text, the textuality of a group of sentences can only be claimed, if it is compatible with its environment; that is, it has texture (Halliday & Hasan, 1985; Stoddard, 1991). Eggins, (2000), on the other hand, argued that coherence is concerned with the contextual properties of a text, whereas cohesion is related to its internal properties, and if there is a text as part of discourse, this text must be in harmony with both the situational context and with itself; in other words, it must be cohesive (Halliday & Hasan, 1985). According to functional grammar, there are five cohesive devices that compose a text by interpreting the preceding and following elements in a semantic relationship of dependency above the sentence level: reference, substitution, ellipsis, conjunction, and lexical cohesion. Method The corpus of the study was comprised of the reading texts, derived from the local, MoNE-approved coursebook, “İlköğretim Türkçe 6-7-8”, (İÖT) and the famous series of an international publisher, “Cambridge Checkpoint English 7-8-9” (CCE) (Cox, 2012, 2013, 2014; Deniz, 2013a, 2013b; Şahin, 2013). The qualitative data from the narrative, biographical, and informative texts was examined with the descriptive analysis method. While comparing the density of the cohesive devices, their proportion to the total number of sentences or words were take into consideration, as in Eggins’ (2000) example. After the texts were transferred to Word, word counts and numeration of sentences were co

Problems Perceived by Preservice Teachers on the Turkish National Education System

Mehmet TAŞDEMİR — 2026-07-16

Introduction Turkish Education System and education management field are in the process of reconstruct in recent years. The problems of Turkish Education System increase day by day and become more complicated as a result of discipliner paradigmatic changes. In this study, it is studied to find out what problems are that preservice teachers perceive in the existing structure of TNE System. When analyzed the research that is made about the TNE System, it can be said that the most emphasized problems are teacher education system, not acquiring as a profession of school management, centralist structure of system, vocational and technical education and problems of higher education system. Problems in the field of education continue seriously in Turkey. Although the problems in TNE System are known and expressed, number of studies that explore preservice teachers’ opinions about this subject is less. As a near future pragmatist, young preservice teachers’ findings and opinions about education system that can come out according to research outcomes will give feedback to develop the system. Preservice teachers views about system are similar to situation identified in the studies which are carried out by different sharers. In this study, it is aimed to determine pedagog preservice teachers views about the problems of TNE System. The result of this study can also provide feedback to the system of other research results made on TNE System. It is also important in terms of being a sample to studies which will be carried out with different methods in the future. In the study, it is studied to find out what problems are in current structure of TNE System that preservice teachers perceive. Method It is a descriptive research and a case study in which methods of qualitative data collection are used. In this research, qualitative datas are collected with interview method. Study group is determined by Homogeneus sampling which is one of the Purposeful sampling methods. Study group of research is composed of 2014–2015 academic year, fall semester, Education Faculty Psychological Counselling and Guidance first semester students, 25 (36%) of students are girls, 44 (64%) of then are boys and totaly 69 students are interviewed. Semi-structured interview form is used as a data collection tool in the research. In checking validity and reliability; firstly in the process of data collection, interview form based on expert appraisals is developed and the substances which are achieved over 70% are determined by calculating percentage of compliance that is proposed by Miles & Hubermas(1994) and participants’ willigness is provided to the interview. In the research, opinions which are acquired in written are analyzed one by one. The opinions that participants Express according to semi-structured and open-ended substances are analyzed with descriptive analyze method, each opinion is taken out inventory by forming necessary themes according to substances. Qualitative datas which are acquired are reviewed via frequency analysis which is one of content analysis methods. After participants views are classified according to each scale substance in terms of meaning, the views that have same meaning are gathered under a group and findings are interpreted by digitizing. In this search, data analysis process is explained in detail and acquired opinions are included in findings section. In this process, readers are left making interpretation from original opinions of participants. Findings Participants express 207 problems in 25 different aspects related TNE System. 124 of these problems are stated by girls and 83 of these problems are stated by boys. Views of students are sequentially stated according to frequency of indicating and order of importance like below: unsettled of system, propertylessness of teachers, structure of schedules, rote- learning based education system, inequality of education among regions, training monotype people, exam-centered educatio

The Effect Of Classroom Environment Organized With Active Learning Method On Students

Tuncay TÜRKBEN — 2026-07-16

In today’s world we are living in an age of information, and in this information world, the real aim of education is raising i

A Study On Children And Young Adult Literature Perceptions Of Teachers

Mustafa TÜRKYILMAZ — 2026-07-16

Introduction: In 20th century, teacher is the one knowing how to get the information rather than knowing everything, being expert in his branch, encouraging students and teaching how to learn. In addition, students of a teacher being a good reader would be a good reader, as well. Moreover, teacher has a great role on making someone get reading habit in societies having low family conscience and sensitivity (Yılmaz, 2009: 138). Students are readers as well as their teachers (Hill ve Beers, 1993: 1). Benevides (2006) questions how a teacher not having a reading habit and skill can make students acquire a lifelong learning habit. Although teachers’ roles have changed from past to present, it is seen in the carried studies that teachers have a great effect on students’ reading states. It is not an easy process to make students acquire reading habit for both families and the teachers because there are many factors affecting reading skill and habit along with family and teacher such as social circle, library, school, mass media(Özbay, 2009; Türkyılmaz, 2012; Balcı, Uyar and Büyükikiz, 2012). In this case, which path should be followed, which reading materials should be utilized in order to make children and young adults acquire reading habit and reading culture? Works of children and young adult literature are seen as an outstanding option in making children and young adults acquire reading habits. In many local and foreign studies such as Türkyılmaz (2012), Karakuş (2006), Aslan (2006), Aytaş (2003), Hunt (2001), Tomlinson and Brown (2007), Lukens and Cline (1995), Dilidüzgün (2007), Sever (2008), Sever (2013), Şirin (2007), it is emphasized and detected that children and young adults’ reading habits and attitudes towards reading have improved positively in the case of making them read works of children and young adult literature. The aim of the current study is to reveal perceptions and ideas of teachers towards children and young adult literature by considering studies in literature thereby it would be possible to have an idea about teachers having significant effect on making students acquire reading act. Method: In many studies, it is found out that teachers have significant effect on making students acquire reading habit and developing students’ reading skills as role models and with their suggestions on reading materials. In reference to those findings, it is necessary to define teachers’ perceptions on children and juvenile literature. A semi structured interview forms having six open ended questions are administered to teachers of Turkish, literature, preschool and classroom departments. These branches are taken into consideration because it is thought that they are the courses having great effect on making students acquire reading habit. Among data analysis methods, “descriptive analysis” is used in the analysis of the data (Yıldırım ve Şimşek, 2008: 79). In descriptive analysis, “data are summarized and interpreted considering previously defined themes”. Direct citations are practiced frequently, too (Yıldırım ve Şimşek, 2008: 224) and thereby sample would be defined in detail (Bloor ve Wood, 2006). Participants: There are 60 teachers in the study. They are randomly assigned and there are 15 teachers each of Turkish, literature, preschool and classroom departments. The interviews are practiced one to one. Answers given to the questions are categorized considering statements and statements are defined as units. For instance, for the question Which features should children and young adult literate works have?, E14( Literature teacher number 14) answered “it should enable to improve one’s imagination and have enjoyable theme”. The given answer is separated into two as “it should enable to improve one’s imagination” and “it should have an enjoyable theme”. While performing that, both statements and semantic features are taken into consideration and then categorized. In addition, sentences having same or similar sema

The Effect Of Team Play Tournement, Which Is One Of Cooperative Learning Techniques While Teaching Elements Of Sentences To 4th Grade Students In Primary Education, To Academic Success

Abdulhak Halim ULAŞ, Cahit EPÇAÇAN , Serap Mutlu AYDIN , Yasemin KURTLU — 2026-07-16

It has been the basic question of various researches how the studies in which Team Game Tournament technique is applied affect the successes of the students. It is a fact that; students’ learning in a social environment by providing an efficient attendance in compliance with their own learning rate affects the academic success. However, it should be also researched whether this technique can be used for the teaching of different issues or not. In this survey, impact of Team Game Tournament technique on the teaching of the elements of a sentence, which is a grammar issue in primary education 4th class Turkish lesson, was examined. Therefore, the purpose of this research is to examine the impact of Team Game Tournament technique on the academic success duringthe training of sentence elements for primary school 4th class students. In this research; preliminary test control grouped pattern, one of the experimental models, was used.“ Experimental research is the one in which most absolute results are obtained among the scientific procedures. Becausethe researcher applies comparative operations and examine their effects later on,results of such a researchare expected to enable the researcher to reach the most absolute results ” (Büyüköztürk, KılıçÇakmak, Akgün, Karadeniz&Demirel, 2013: 17). In this study, absolute data was aimed to be reached for the interpretation of the results of the researchby usingan experimental model in the basis of quantitative research approach. The universe of the study consists of the 4th class students of the primary schools affiliated with the Ministry of National Education in Erzurum province in 2013-2014 education training year. Sample is hereby comprised of 42 students of 4-A and 4- Bclasses ofMehmet AkifErsoy Primary School within Pasinler District. In this survey, appropriate situation sampling was used for the selection of sample. “Appropriate Situation Sampling: This sampling type is relevant with the easiness of the inclusion of the i

Visual-Inquiry Based Grammar Teaching: A Case Study on Resimli Türk Lisanı

Mustafa ULUTAŞ, Zekerya BATUR — 2026-07-16

It is seen that the new approaches, methods, and techniques which is born from the needs of the century we live supplant the traditional applications in the teaching and learning, and it also shows its effect on mother tongue education. There are a large number of study as a source of gain and develop fundamental language skills, and being presented to serve to the literature. The purpose of the mother tongue education is to gain comprehension skills and develop those skills. It can be seen that activities intended teaching grammar which is nest with reading, listening, speaking, and writing skills are the important element to support the development. “Comprehension skills might also be related to cognitive skills differ from grammar, and it does not show that it is not related to grammar” (Aytaş ve Çeçen, 2010: 87). “The language is a system, and grammar courses are responsible to comprehend this system. The person will learn the rules of his mother language, which is used in written and oral communication in those classes, and recognize the structure and process.” (Karahan, 2009: 27). The kid who did not start to the school yet, so does not know grammar apply grammar to his/her daily life via listening and speaking skills. Those kids who use grammar almost correctly in their daily life and make different sentences will learn the grammar rules and theories in their schools when they start. It is important to comprehend those rules with language skills practically (Temizkan, 2012: 129). In this study, the activities through asking questions to the images is named as “visual – question based grammar teaching technique.” In visual – question based grammar teaching technique, it is purposed to implicate the concepts related the topic together with visual reading, speaking, and writing via questions. In this study, the examples from the book “Resimli Türk Lisanı: Türkçe Sarf ve Nahiv-Gramer” which is written for 5th grade students in 1926, and used visual – question based grammar teaching techniques are presented and compared with the current book 5th grades use right now. The findings are tried to interpret and make final comments. It can be thought that it might be a new way to teach grammar. Method: This study is a descriptive study, and scanning model was used. “Resimli Türk Lisanı: Türkçe Sarf ve Nahiv-Gramer” written in 1926 and current “5. Sınıf Türkçe Çalışma Kitabı” chosen by randomly were scanned based on visual – question based activities criterion. After canning, there are some findings, and inferences. Findings: The book written in 1926, The Turkish Language with Images was written before the alphabet revolution. So, it is written with Arabian letters instead of Roman letters. For this reason, it is also included some chapters, which describes some features special to Ottoman Turkish. The book, which is prepared for 5th grades, is also designed to be a guide for teachers via some directions under the topics. The first curriculum involved those grammar topics: 1.Word, syllable, letter, character. 2. Harmony base. 3. Noun. 4. Adjective. 5. Pronoun. 6. Infinitive. 7. Verb, time, subject, quantity, affirmative, negative, conjuction,. 8. Adverb. 9. Preposition. 10. Preposition: Verb, subject. 11. Whole. Result: As a result, it is possible to say that images might bring a different perspective to the activities after comparing the books, which are always important for teaching and learning in every period. Akkaya (2013) in his study, which investigated the point of views of Turkish Language teachers on using images out of the course books, found that almost half of teachers do not use images, because it is hard to prepare them as much as it takes a lot of time. Starting from this point of view, it can be say that course books are the fundamental sources for students to support their visual reading and interpretation skills. For this reason, in view of the advantages of visual – question based activities

Pros And Cons Of Offering Compulsory English Courses (5I) Through Distance Education At Universities

İsmail YAMAN — 2026-07-16

Compulsory English course the abolition of which comes to the agenda before almost every academic year has been offered for many years at universities. However, this course, with various questions about its efficacy, has not been thoroughly embraced by students, academic staff, and administrators yet. Especially sending academic staff to teach English in the universities’ remote units, vocational schools in particular, has always been a problem. Considering these solid problems, universities in Turkey have gradually begun to offer this course through distance education in recent years. This has become a widespread trend especially at state universities. However, some universities, both state and foundation, have decided to maintain the face-to-face system for the delivery of compulsory English courses while they have shifted to distance education for the other common compulsory courses including Turkish Language, Principles of Ataturk and History of Revolution, and Basic Information Technologies. One of the most influential factors behind this decision is the strong conviction that foreign language education which is characterized by a skills-based nature cannot be carried out via distance education system effectively enough. Although distance education appears to be a popular means of education in a number of fields in recent years, the actual efficacy to be reaped is determined by the specific conditions at hand. Its current practice at Turkish universites, for example, does not possess a standard and well-programmed style. While some universites offer distant English classes only through asynchronous lessons, some others support these asynchronous lessons with regular synchronous sessions; and some others organize face-to-face student and teacher meetings at previously-designated office hours at regular intervals. The demographic conditions constitute another important aspect within this context. The number of 1st-grade students taking this course varies considerably among universities. Should this population be quite high, it becomes really hard to integrate synchronous sessions and face-to-face meetings into the distance education system. On the contrary, a reasonable population of freshman students can enable this kind of integration. Likewise, factors like the number, quality, teaching experience, technological competence, and distance-learning-related knowledge of the instructors to offer synchronous and ascynchronous English lessons are likely to bring about advantages and disadvantages for the implementation of distance education in the delivery of language classes. Therefore, it is evident that offering this course through a universitiy’s own distance education center or an outer contracted one brings some positive and negative effects. This study aims to cover this new trend with its advantages and disadvantages in terms of both students and teaching staff in the light of the available conditions. To this end, the profile of the universites in Turkey in relation to the implementation of distance education was found by accessing their official websites one by one. This query revealed that 27 of the state universities and 10 of the foundation universities in Turkey offer the common compulsory English course via distance education. Although these figures seem low considering that the total number of universities in Turkey is 184 (100 state and 84 foundation) , they are not actually. The widespread distance education implementations are quite new in Turkey and these figures are enough to make it sure that this new trend has been embraced by Turkish universities and seems likely to become more popular in the near future. Taking the issue in terms of English language instructors, it can be said that it is a must for them to have or develop a technical and technological infrastructure to be able to use the systems employed in the distance education process effectively. If they are not good at using technologica

Students' Levels Of Understanding Of Some Concepts In Social Sciences Teaching

Hakkı YAPICI — 2026-07-16

The purpose of this research is to investigate the terms, existing in Social Sciences for 6th graders textbooks prepared by The Republic of Turkey Ministry of National Education and instructed/studied in 2014-2015 academic year, in line with views of Social Sciences teachers/specialists in a critical approach, and also to ascertain their levels of comprehension of these terms by determining students' opinions, feelings and thoughts about certain terms related to Social Sciences teaching. The research has been conducted as a field survey based on a descriptive method. The participants of the research consist of 48 students studying at Erzurum Yakutiye Şair Nef'i Middle School in 6/A and 6/B classes. The research is centered upon the unit "The Life on the Earth" of the Social Sciences for 6th graders textbook prepared by the Ministry of National Education. 34 terms mentioned in the units have been determined by investigating the textbook for 6th graders and Social Sciences curriculum for middle school. A questionnaire form, which students could fill by giving short written answers, was prepared and applied in two weeks after the subjects in the units were treated in the class. The opinions of Social Sciences teachers and Social Sciences teaching specialists have been taken considering the determination of the terms, as well. The data obtained from the questionnaire has been classified as understanding the term correctly, misconception, contradiction in terms, and unanswered and, then, students' comprehension levels of these terms have been tabularized and interpreted. It has been concluded that in education process, the more the terms studied appeal to sense organs, the easier learning procedure gets, that information appealing to the sense of sight is understood easily and is more lasting in memory, and that in Social Sciences lessons, teachers' concrete instruction and their giving examples considering the newly-introduced terms increased the success rate. In secondary schools, teaching concepts and terms in Social Sciences lessons plays an important role in students' acquiring new information. Examples and sample materials to use in teaching concepts and terms should be in accordance with children's development and learnability levels. Instead of making students memorize, teachers should support learning and make the acquired information lasting in memory by encouraging active participation of the students. As it is clear from the current studies; students' understanding scientific terms and determining the reasons for students' misconceptions and overcoming these misconceptions are among the subjects researchers attach importance to. To detect the reasons for misconceptions and to attempt to overcome the mistakes are much more time consuming and difficult processes than defining misconceptions. Especially, to make students overcome their mistakes is rather difficult. As these misconceptions are developed by students themselves as a result of internalizing information and experiences they acquired, students are reluctant to abandon these misconceptions that seem meaningful and familiar to them. For this reason, to overcome misconceptions, new information, which includes better explanations and which is opposite of students' existing limited information, should be built. This explanation indicates: New and better theories should be presented in order to abandon the old ones for the sake of the development in science. In this case, students enter into a reasonable discussion with people and themselves, so they decide which theory to preserve. Based on the data obtained from the research, the following proposals can be suggested as to teaching conceptions associated with Social Sciences lessons and as for future studies to conduct about these issues. Social Sciences teacher should examine "Social Sciences Teacher's Book" given by The Ministry of National Education in the beginning of every academic year, and by looking

Analysis of Emotions in Turkish idioms

Yıldız YENEN AVCI — 2026-07-16

Idioms; are fixed form of figurative speech of two or more words which came present; are elements of artistic saying that gives information about societies perception, mentality and way of living. In this study, idioms in Turkey's Turkish are inspected with constructivist approach, in concept of “emotions’’ which is one of the themes entered in textbooks (2006). Study is carried out with content analysis model, one of the qualitive research methods. Data, are obtained from Turkish’s one of the most inclusive work named “Deyimler Sözlüğü” (1998b). Emotions were tried to be analyzed by Ömer Asım Aksoy with 6309 idioms and findings were supported with quantitave data. In the research idioms in Turkey’s Turkish were handled by entity,

Frequency Analysis Of Proverbs And Idioms In Teaching Turkish As Foreign Language

Yasemin ATAGÜL — 2026-07-16

One of the most important issues that should be underlined in teaching Turkish as foreign language is frequency studies. Frequency means “to be frequent, to be often, frequent usage” in Turkish dictionary. Frequency analysis studies provide possibilities to the foreign language learners to detect the words to be taught them. In order to get successful results, the words targeted to teach should be detected properly. To select the words from course books or teaching materials randomly and to be able to teach all the words of the language to the learner will make the foreign language learning difficult and this will reduce success. Due to the fact that frequency of the words in a language is not considered in the Turkish books prepared for the foreign language learners, word selection in these books depended on personal thoughts and evaluations and also absences in terms of words and concept came into existence in these books. The same problem is also seen in teaching proverbs and idioms. There is not any scale to measure in what extent proverbs and idioms should be utilized and in the subject of which proverbs and idioms may be taught in certain levels. Apart from the frequency analysis studies for words, frequency studies of proverbs and idioms will also be useful in terms of education. In the word frequency analysis studies towards the students whose mother tongue is Turkish, the detection of the words they use in written narration is made. Word usage is scanned and frequent used words are detected. However, this possibility cannot be found in the students who speak Turkish as foreign language. By starting from the point of the selections of the Turkish learners whose language dominance is not sufficient, will not give right results. In order to get successful results in teaching Turkish as foreign language, the words, proverbs and idioms to be taught should be detected properly. Trying to teach all the words, proverbs and idioms and not having a system or priority cause distraction of language learning desire in the learner and this causes unsuccessful results in language teaching. Due to the fact that, it is targeted to bring learners in a certain level in a limited time period especially in language teaching, to be systematic is important. With the expanding of the certain number of frequently used proverbs and idioms to the education process and with the support of listening, course books and activities to the process, a successful education process may be possible. Teaching the frequently used proverbs and especially idioms will increase the understanding of the texts given in that language. In order to detect the frequencies of idioms and proverbs, a committee consisting of teachers was formed for the study. In the light of the ideas and evaluations of the experienced teachers in the branch of teaching Turkish as foreign language, frequently used proverbs and idioms have been detected. The results have been presented with lists. These lists will be in guidance quality for the teachers and for the ones who prepare course books. The usage of proverbs and idioms properly in suitable places shows the capability of the language learner. However, the importance of teaching proverbs and idioms should not be limited with these issues. Culture should be gained together with the language in the process. A language learner also learns the values and view of life of the native speakers of the language with the help of proverbs and idioms. The more getting information on the concepts society give importance, the easier new proverbs and idioms are learned and interpretation capacity develops. The learner can compare the second culture with native culture and this has a stimulating power in terms of education. It increases memorability. Commonalities and differences do not belong only to language, but also they belong to culture. Language teacher will give priority to teaching of the proverbs including the concepts that he / she fi