Textbooks are essential resources for both learners and teachers when teaching Turkish as a foreign language.Texts in textbooks are the most fundamental documents used to instruct foreigners in Turkish.Texts in textbooks should be appropriate for the student level in terms of a variety of characteristics.Readability is one of the characteristics cited in the literature for determining the appropriateness of textbook texts to the student level.This study analyzed the text readability levels of the Anahtar-Turkish for Foreigners C1 textbook.Document analysis was utilized in the data collection process of the study.Two different formulas were used to determine the readability of the texts in the textbook: the Ateşman and Çetinkaya-Uzun formulas.The data were descriptively analyzed.The texts were categorized according to their levels of difficulty, and the results were tabulated.The study concluded that according to both formulas, the readability levels of the texts in the Turkish for Foreigners C1 textbook are similar; the texts are at a medium level according to Ateşman and an educational level according to Çetinkaya-Uzun, and the related textbook is easier in terms of readability level than similar textbooks in the literature.
This study aims to examine how pre-service teachers who took the "Drama for Education" course evaluated the course in terms of individual and professional development.The research was carried out with a case study, which is one of the qualitative research designs.Within the scope of the study, 58 pre-service teachers from different departments who took the "Drama in Education" course as an elective were studied.During the data collection process, an open-ended form was used with 58 preservice teachers and interviews were conducted with 10 pre-service teachers at the end of the semester.The obtained data were analyzed by content analysis method.According to the results of the research, at the beginning of the semester, pre-service teachers associated the "Drama in Education" course with a theoretical process and children's games.At the end of the term, pre-service teachers expressed a number of positive views, both individually and professionally (for example, gaining empathy, increasing self-confidence, gaining teaching experience).These findings support that the creative drama course is an effective tool that can contribute positively to both the individual development of pre-service teachers and their future teaching careers.This study emphasizes the potential of creative drama education to increase the pedagogical competencies of pre-service teachers and the importance of integrating such courses into the education process of pre-service teachers.
In the study, it was aimed to determine the digital profiles of classroom teachers working in private primary schools according to their digital culture perceptions.For this purpose, the effects of gender, age, professional seniority, and educational status variables on the digital profiles of classroom teachers were examined.In this study, a general survey model was employed as the quantitative research approach.The population of research includes 112 classroom teachers who work at private schools affiliated with the Ministry of Education in Battalgazi and Yeşilyurt district of Malatya during the 2020-2021 academic year.No sample was taken because the study's goal was to reach the entire population.Data were collected from 112 classroom teachers who participated in the study voluntarily."Digital Native, Digital Immigrant and Digital Hybrid Teacher Scale" were used as data collection tools.The single sample chi-square test and the chi-square test for two variables were both employed in the data analysis.According to the study's findings, the majority of classroom teachers use digital resources and environments, and they also exhibit a hybrid digital feature that cannot depart from conventional teaching techniques.
Academic researches about growth-mindset interventions show that growth-mindset strategies can be effective on academic achievement.However, it is not clear yet how this effect occurs and what is the background of this.The aim of this research is to examine the effect of the growth-mindset intervention including growth-mindset strategies on the academic achievement and mindset scores of 8th grade students who are continuing secondary education in Turkey by using mixed method.The sample of the research, which was designed in accordance with the embedded mixed design, consists of 42 8th grade students (Experimental group: 21, control group: 21).Within the scope of the research, an extracurricular 8-week training was applied.Mindset scale and academic achievement scale were applied before and after the intervention.At the same time, qualitative data were collected through semi-structured interviews and observations before, during and after the intervention.The findings obtained at the end of the research show that growth-mindset strategies make a significant change on students' academic success and mindset scores.
The structural characteristics of educational institutions play a significant role in the functioning of the system.The organizational structure of educational institutions is a crucial concept that reveals how institutions are organized, managed, and operated.Organizational structure describes the internal framework and operation of any institution or educational institution.The purpose of organizational structure is to describe the responsibilities of the institution, regulate internal and external communication, and facilitate the achievement of institutional goals.In educational institutions, this structure involves internal collaboration channels, communication, hierarchical processes, control mechanisms, and decision-making processes.The effectiveness of the organizational structure can be improved through the clarification of the duties and responsibilities of employees which in turn fosters effective collaboration and communication.The robustness of this structure positively influences the quality of learning by increasing interactions among school administrators, teachers, students, and staff.Organizational structures in educational institutions consist of functional, hierarchical, decision-making processes, communication processes, and control and supervision.
The purpose of this study was to examine the healthy living practices of senior people in relation to specific demographic characteristics.The research group was made up of volunteers aged 60 and higher (37 Male, 33 Female) who applied to the family health facility in Elazig's city center in 2022 owing to health issues.The "Personal Information Form" was used as a data collecting instrument in the study, and the "Healthy Lifestyle Behaviors Scale II" was used to measure the participants' healthy living skills.The SPSS statistical package tool was used to examine the data.Significance level was accepted as p<0.05.It was observed that there was no statistically significant difference between the gender, age, marital status and educational status of the research group and healthy lifestyle behaviors (p>0.05).It was determined that the female participants in the research group had higher mean healthy lifestyle behaviors than the male participants, and the married participants compared to the single participants.Based on the research group's education level, the healthy living behavior score averages of university graduate participants were greater than those of the other groups.In conclusion, the research group's healthy lifestyle behavior averages were moderate, and the female participants' healthy lifestyle behavior averages were higher than the male participants'.In light of this knowledge, we believe that developing a regular fitness program for senior people is critical to living a healthy life.
This study aims to determine the relationship between the preferred value of their children aged 5-6 and their mothers' values, as well as the values they would like to transfer to their children.The study group consisted of 390 kindergarten children and their mothers from 11 preschools in Bursa.The Picture-Based Value Survey for Children, developed by Döring (2008), was used to ascertain children's preferred values.The Portrait Values Questionnaire, developed by Schwartz et al. (2001), was used to find out the personal values of mothers.The Value Transfer Survey, developed by Demirutku ( 2007), was used to ascertain the values they would like to transfer to their children.In this research, a relational scanning model was used.In the results, the mother's values significantly differ from their working status and age variables.Also, children's preferred values differ according to gender, socioeconomic status, and mother's educational and employment status.According to the findings, "Universalism" is the most essential value in a mother's values; however, they emphasize "Achievement" value in conveying values to their children.İn addition, to the preferred values of the children, it was seen that the value of "Achievement" was preferred the most.As a result, the relationship between mothers' children's values, it was determined that they mostly took their mother's values as a model.
In the wake of the French Revolution of 1789, a seismic event that reverberated globally, the Ottoman Empire found itself grappling with transformative changes.This upheaval recalibrated the empire's understanding of citizenship and the corresponding expectations from citizenship education.This revolutionary shift set in motion significant eras such as the Tanzimat, Reform, First and Second Constitutional Monarchy periods.Subsequent to World War I, the Republic of Turkey emerged from the ashes of the Ottoman Empire.This new state embarked on a series of radical reforms that would shape the socio-political landscape across myriad domains.It was within this crucible of change that the Turkish society's conceptualization of citizenship, anticipations from citizenship education, and the archetype of the ideal citizen were molded.This study undertakes ana analysis into the metamorphosis of the ideal citizen profile in Turkey from 1789 to 1938.It navigates the nuanced interplay between citizenship education and the evolution of this profile against the backdrop of the pivotal socio-political events of the era.Central to this exploration is an understanding of how the transformations spanning 1789 to 1938 echoed in citizenship education, the envisaged model of citizenship in the nascent Republic, and the attendant shifts in the perception of citizenship.To distill these insights, a qualitative research methodology was employed, with the document analysis method forming the backbone of the study.The trove of data amassed was dissected using the descriptive analysis method.Gleanings from this research underscore that watershed moments such as the French Revolution, the Tanzimat, Reform, and Constitutional Monarchy periods, World War I, and the birth of the Republic of Turkey profoundly influenced the traits desired in the citizen profile.The study sheds light on the dynamic evolution of the perception of the ideal citizen and the attributes they ought to embody, all shaped by the ebb and flow of these historical epochs.
The aim of this study is to examine the effect of Augmented Reality applications on students' academic achievement and retention of learning in the learning area of "People,Places and Environments" in the "Life on Earth Unit" of the 6th Grade Social Studies Course in the 2019-2020 Fall Semester.The quasi-experimental research was conducted on a total of 62 students studying in the 6th grade of Tevfik Fikret Secondary School in Diyarbakır Sur district in the 2019-2020 Fall Semester.Of these students, 31 were assigned to the experimental group and 31 to the control group.The data were collected with an achievement test developed by the researcher.The test consisting of a total of 30 multiple-choice items was applied to both groups as pretest, posttest and retention test.The data obtained from these applications were analyzed with parametric tests such as independent groups "t" test, dependent groups "t" test and eta square after normality tests.In the study, it was concluded that teaching supported by Augmented Reality (AR) applications in middle school social studies course was more effective than the current teaching in increasing academic achievement.It was also determined that AR-supported instruction provided more permanent learning compared to the current instruction.In the study, it was evaluated that this situation may be due to the higher level of learning obtained with the cognitive and affective support provided by AR, which increases the retention of what is learned.At the end of the research, it was evaluated that the fact that AR provides both academic success and permanent learning may be due to the fact that this technology makes the messages (stimuli) more effective in the lessons and the students react to them more strongly.From this point of view, it was inferred that AR is suitable for the mental functioning of current middle school students with high virtual and digital competence.
The study focuses on the mathematics learning experiences of the students in the Temporary Accommodation Center and aims to contribute to the understanding of the teaching processes.The research data were collected from the students studying at the schools in the Temporary Accommodation Centers in Türkiye.In the study, it was determined that students faced various difficulties in learning mathematics, and this situation was related to their environment and situation.In order to understand the experiences of migrant students studying at schools in the Temporary Accommodation Center and to highlight the difficulties or strengths they face, research on gender, race, ethnicity, and socioeconomic backgrounds can be conducted.This broad perspective can provide information on teaching practices, curriculum development, and support systems to better meet the mathematical education needs of immigrant students at the Temporary Accommodation Centre.
