This study examined the cognitive levels of learning outcomes and the cognitive and metacognitive strategies represented in process components in the Secondary School Turkish Language Curriculum within the Century of Türkiye Education Model (2024). Using document analysis, 104 learning outcomes and 310 associated process components were analyzed through Qualitative Content Analysis. Learning outcomes were coded according to the Revised Bloom’s Taxonomy, whereas the 267 process components explicitly reflecting cognitive or metacognitive strategies were further classified based on established strategy classification frameworks. The resulting categories were subsequently quantitized to examine their distributions, associations, and occurrence profiles using descriptive and inferential statistical analyses. The findings revealed that learning outcomes were concentrated at the Analyze and Evaluate levels, while no outcomes were identified at the Remember level. When examined across language skills, listening and reading outcomes were concentrated at the Analyze level, whereas speaking and writing outcomes were more frequently associated with the Apply and Evaluate levels. Analysis of the process components indicated a predominance of cognitive over metacognitive strategies, with organizational and elaboration strategies constituting the most frequently represented cognitive strategy types. Chi-square analysis revealed significant associations between cognitive levels and strategy types, with metacognitive strategies showing stronger associations with higher cognitive levels, particularly at the Evaluate and Create levels. Hierarchical cluster analysis further identified meaningful clusters of cognitive and metacognitive strategies based on the similarity of their occurrence profiles, suggesting functional groupings that are consistent with theoretical accounts of the interdependence of cognitive and metacognitive processes. Overall, the findings suggest that the curriculum emphasizes higher-order cognitive processes in its learning outcomes, while providing comparatively limited metacognitive support within the associated process components. Accordingly, the study highlights the need for a more balanced, holistic, and theoretically coherent integration of cognitive and metacognitive strategies in curriculum design.
In the absence of indigenous written records, the linguistic heritage of the Scythians has survived to the present day primarily through the accounts of ancient Greek authors. One of the most significant sources containing Scythian elements is the comprehensive Greek lexicon compiled by Hesychius of Alexandria, a lexicographer of the fifth century CE. In preserving the linguistic richness of his era, Hesychius also included archaic and foreign vocabulary, thereby recording a number of distinct terms used by the Scythians. One such Scythian word is preserved in his lexicon in the form of "βυθίζων" (bythízōn). This article examines the etymology of this Scythian word as recorded in Hesychius's lexicon and explores its close morphological and semantic connections to Turkic and its dialects. Conventional Indo-European-centered historical theories hold that the Ossetians (Alans) of the Caucasus are the direct living descendants of the Scythians. Detailed linguistic investigation, however, reveals that this word has no phonetic or semantic equivalent in either modern Ossetian or its earlier historical stages. By contrast, the Scythian term "βυθίζων" survives virtually intact in both historical and contemporary Turkic dialects, retaining its phonetic structure, root morphology, and core meaning. On the basis of this concrete linguistic evidence, the study re-evaluates the linguistic identity of the Scythians—the ancient nomads of the Eurasian steppes—and seeks to demonstrate, through philological data, the continuity of the Scythian–Turkic cultural sphere.
Our research focuses on parents with preschool children. In our research, parents were educated about qualified children’s literature and dialogic reading. In line with this parental education, the aim of our study was to improve parents' awareness of qualified children's literature and dialogic reading. Another aim of our study is to identify solutions to the problems parents face with children's literature and dialogic reading. In the study, action research was conducted. The participants consisted of 18 parents (17 women and 1 man) who visited the Science and Art Center of a district municipality in Istanbul. Data were collected through interview forms, observation forms, diaries, and meeting minutes. Content analysis was performed on the data. As a result of the analysis, the participants were found to be able to establish effective communication with their children, formulate high-level questions, and support their children’s affective, cognitive, and metacognitive development through the training and practices conducted in our research. The action research practices were found to be effective in developing awareness among the researchers and parents. Our study is important in the context of the dialogic reading of qualified children’s books to provide positive gains for parents, children, and researchers. In this respect, it contributes to children’s literature.
Bu araştırmanın amacı, karikatürle desteklenen dil bilgisi öğretiminin ortaokul altıncı sınıf öğrencilerinin dil bilgisi başarısına etkisini belirlemek ve öğrencilerin bu öğretim sürecine ilişkin görüşlerini ortaya koymaktır. Karma yöntemin benimsendiği araştırmanın nicel boyutunda ön test– son test kontrol gruplu yarı deneysel desen, nitel boyutunda durum çalışması deseni kullanılmıştır. Çalışma grubunu bir devlet ortaokulunda öğrenim gören 44 altıncı sınıf öğrencisi (deney = 22, kontrol = 22) oluşturmuştur. Sekiz hafta süren uygulamada dil bilgisi konuları deney grubunda, süreklilik gösteren bir karakter (Bay T) etrafında kurgulanan karikatürlerle; kontrol grubunda olağan yöntemlerle işlenmiştir. Veriler, iki alan uzmanı tarafından geliştirilen dokuz maddelik başarı testi ve yarı yapılandırılmış görüşme formlarıyla toplanmış; bağımlı ve bağımsız örneklemler t testleri, kovaryans analizi, Johnson-Neyman tekniğiyle desteklenen düzenleyici regresyon ve içerik analiziyle çözümlenmiştir. Bulgulara göre sekiz haftalık süreçte her iki grubun başarısı da anlamlı biçimde artmış; ancak gruplar arasında son test puanları ve ön teste göre düzeltilmiş ortalamalar düzeyinde anlamlı bir fark bulunmamıştır. Buna karşılık yöntemin etkisi öğrencilerin hazır bulunuşluk düzeyine göre farklılaşmış; karikatürle öğretim, ön test puanı 4.39 ve üzerinde olan öğrencilerde deney grubu lehine anlamlı bir üstünlük sağlamıştır. Nitel bulgular, öğrencilerin büyük çoğunluğunun etkinlikleri ilgi çekici ve öğrenmeyi kolaylaştırıcı bulduğunu, karakter kurgusunun güçlü bir güdüleyici işlev gördüğünü ve dil bilgisine yönelik tutumların olumlu yönde değiştiğini göstermiştir. Sonuçlar, karikatürün dil bilgisi öğretiminde öncelikle duyuşsal bir köprü işlevi gördüğünü, başarıya katkısının ise öğrencilerin hazır bulunuşluk düzeyiyle etkileşim içinde ortaya çıktığını ortaya koymaktadır.
