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This research was carried out in order to analyze whether there was a significant difference at respect value levels of secondary education students participated and not participated into the Turkish childrenns street games. The research group included totally 496 secondary education students (248 females, 248 males) as 248 sportive secondary education students (124 females, 124 males) and 248 non-sportive secondary education students females, maless participated into Turkish childrenns street games. Turkish Respect Scale (Özen, 2012) was used as the data collection tool. SPSS 19.0 package software was benefited for the analysis of the obtained data. Mann-Whitney U-test and Kruskal-Wallis H-test were performed to determine the intergroup significant difference. According to obtained data, statistically significant difference in favor of the students participated into Turkish childrenns street games were noticed at respect value levels of the students (p<0.05). Consequently, the findings obtained at the end of the research were similar to the findings of the studies carried out upon Respect Valuee previously. In this sense, it was determined that Turkish childrenns street games as a sports activity positively affected the Respect Valuee levels of the children.
The purpose of the present research is examining secondary school 7th grade students’ perceptions of the concept of physical education lesson through metaphors. The present research also tested whether the metaphors produced by the students differ according to gender. The research was conducted on 393 students who study in 7th grade at three different public secondary schools in the province of Konya in 2014-2015 academic year, fall semester. According to the findings obtained in the research, the students produced 45 different metaphors related to the concept of physical education lesson. These metaphors produced by students under 4 conceptual categories. There wasn’t a statistically significant difference between the conceptual categories according to gender. In accordance with the findings obtained in the present research, metaphor method can be used as an important data collection method in order to understand and explain the secondary school 7th grade students’ perceptions of the concept of physical education.
2014 •
The purpose of the present research was to examine the perceptions of 6 th Grade students (age range: 10-13 years old) regarding their concept of the physical education teacher expressed through metaphors and to analyze these metaphors for comparison between the genders. A total of 356 students (girls=184; boys=172) participated in the study during the 2014-2015 academic year. They were from three different state schools in the province of Konya, Turkey. According to the results, the students produced 67 different metaphors related to their concept of the physical education teacher. These metaphors were grouped under seven conceptional categories, namely ‚someone needed, guide, motivator; authoritarian, source of amusement, confidant and rude‛. There were no statistically significant differences between the genders in terms of the metaphors used. The findings revealed that the metaphor method could be used meaningfully as an important data collection tool when investigating the perceptions of students regarding their concept of the physical education teacher. This method can be recommended for use in similar and further studies.
Bu çalışmada ortaokul öğrencilerinin akıcı okuma becerilerinin tespit edilerek çeşitli değişkenler açısından incelenmesi amaçlanmıştır. Bu bağlamda öğrencilerin akıcı okuma becerileri ile sınıf düzeyleri, cinsiyet özellikleri, sosyoekonomik durumları, anne-baba eğitim düzeyi ve Türkçe dersindeki akademik başarı düzeyleri arasındaki ilişkiler incelenmiştir. Çalışmaya 2016-2017 eğitim-öğretim yılı güz yarıyılında Yozgat il merkezinden tesadüfi olarak belirlenen 340 öğrenci dâhil edilmiştir. Her bir öğrenciye bir olay öyküsü, bir durum öyküsü bir de makale türündeki metin birer dakika okutulmuştur. Öğrencilerin okumaları ses kaydedici ile kaydedilmiştir. Daha sonra bu kayıtlar dinlenerek öğrencilerin akıcı okuma becerileri yanlış kelime sayısı, hız, hatasızlık ve prozodi boyutları üzerinden değerlendirilmiştir. Çalışma, nicel araştırma yöntemlerinden betimsel ve ilişkisel tarama modeli ile yürütülmüştür. Elde edilen veriler istatistik programı ile işlenmiştir. Bu araştırma kapsamında ortaya konan sonuçlara göre akıcı okuma becerisi sınıf seviyesi yükseldikçe artmıştır. Cinsiyet değişkenine göre kız öğrenciler erkek öğrencilerden daha akıcı okumuşlardır. Ailenin sosyoekonomik düzeyi, ebeveynin eğitim düzeyi ve öğrencilerin Türkçe dersi akademik başarı düzeyi yükseldikçe akıcı okuma becerisi de artmıştır.
Uşak Üniversitesi Sosyal Bilimler Dergisi
HAYTAP’ın Hayvan Hakları Mücadelesinde Çatışma Yönetimi Hayvan Hakları Savunucularının Kendi Aralarında Uzlaşması Mümkün Mü?.pdf2017 •
Türkiye, özellikle 2004 yılında 5199 sayılı Hayvanları Koruma Yasası yürürlüğe girdikten sonra hayvan haklarının gelişimi ve hayvan hakları farkındalığı konusunda önemli adımlar atmıştır. Yasanın çıkmasıyla beraber pek çok hayvan hakları derneği kurulmuş, hayvan haklarına yönelik eylemler artmış, medyada ve kamusal alanda hayvan hakları daha görünür hale gelmiştir. Bu süreçte sadece sokak hayvanları ve hayvan bakımevleri değil, hayvanat bahçelerinden yunus parklarına, kürk hayvanlarından deney hayvanlarına, sirklerden avcılığa, hayvan satan dükkanlardan (petshop) kesimhanelere kadar, hayvan haklarını göz ardı eden pek çok konu üzerine farkındalık artırıcı çalışmalar yapılmaya başlamıştır. Ne var ki hayvan hakları savunucuları, hayvan hakları ihlalleriyle mücadele ederken bir yandan da hem yerel yönetimler ve diğer kurumların yetkilileriyle hem de kendi aralarında büyük çatışmalar ve yıkıcı kavgalar yaşamaktadır. Bu çalışmada, hayvan hakları savunucuları arasındaki çatışmaları ve bu çatışmalarla nasıl mücadele ettiklerini anlamak amacıyla HAYTAP Hayvan Hakları Federasyonu’ndan ve Safranbolu’da bağımsız olarak bu alanda çalışmalar yapan gönüllülerle görüşülmüş, bulgular çerçevesinde uzlaşım önerileri getirilmiştir. Extended Abstract Introduction After the adoption of No. 5199 Article on Animal Rights Law in 2004, Turkey has been taking consequential steps for animal rights movement and raising awareness. During this process, rights actions have increased, animal rights have become more visible in media and public space and many NGOs were founded. Particularly regarding stray animals and shelters, many animal cruelty issues from zoos to dolphin aquariums, fur to clinical tests, circuses to hunting and pet shop reality have been taken into consideration in order to create and raise social awareness However, we can typically witness conflicts and devastating quarrels among activists while struggling against animal cruelty. Social movements may in many cases be conceptualized as moral movements and activists can be conceptualized as followers and pursuers of sacred ideals. They try to involve social movements to confront and change not only their addressees’ political opinions, but also the moral convictions informing these opinions. Acting organized and solidarity through animal rights have increased and many NGOs have been founded recently in Turkey. On the other hand, we can typically witness conflicts and devastating quarrels while struggling against animal cruelty. These conflicts occur not only between activists and respondents such as local authorities, but also among animal activists. It is believed that conflicts among animal activists cause waste of time and money and moreover, lead to the loss of reputation. Method In order to reveal the reasons of conflicts and to understand the way the activists manage, interviews with activists from HAYTAP Animal Rights Federation and with independent volunteers from Safranbolu was conducted in this study. The interview questions were mainly grounded on three topics: a) Reasons and the manner of conflicts, b) Respondents’ attitudes towards conflicts and disagreements and c) Respondents’ solution proposals. Since many of the animal activists and animal rights NGOs are apart from each other from the viewpoint of struggling against animal cruelty and animal rights issues, thus cannot find the lowest common denominator, it was quite hard to persuade individuals to participate in the interviews. It is also known that some of the interviewees do not associate with each other at all. Therefore the respondents’ names and their demographic information were kept private in the study. Online interviews, phone calls and e-mails were conducted on September 2016. Findings All of the respondents think that ego is the major reason of conflicts. Enviousness (of success), agonism, sentimentality, prejudice, insufficient information, intolerance and mistrustfulness cause ego battles. Interviewees indicate that conflicts mostly occur in social media by backbiting, slandering and attacking via comments and posts. These attacks usually begin verbally at first, then turn into cusswords mostly written in social media and sometimes happen face to face. Some of them turn to prosecution and continue with litigating. Physical attacks happen very rare and almost all of the quarrels begin with psychological attacks. The findings corroborate that egocentrism fuels the in-house conflicts. According to the interviewees, reconciliation could be possible if egoism, rent-seeking and lack of comprehension are eliminated. In spite of the fact that it is a common view, some activists think there is ‚no way‛ or little chance to arrive at agreement among animal rights activists. All of the respondents’ solution suggestions for the conflicts among animal rights NGOs can be gathered in the same approach; trainings for teamwork and awareness rise. They commonly believe that unconsciousness, low awareness level hence self-interest not only harm animal cruelty struggling processes, but also discredit animal activism and animal rights NGOs. Conclusion This study tried to bring out the main reasons of conflicts among animal rights activists, which are frequently erupt for some reason and persist to remain unsolved even turn into devastating quarrels and sometimes end in courts. Based upon the study’s findings, it is seemed that most of the conflicts arise from the lack of communication skills and rugged individualism, which are the handicaps for teamwork, unity and collaboration. Probably the most reason for why animal activists are so aggressive is the hurt they feel deeply inside because of the suffering of innocent creatures, which are defenseless against ‚cruel civilization‛. In fact, this is the reflection of despair and anger against the local authorities, who poison and slaughter stray animals unmercifully; potential criminals, who rape, torture and kill pets; neighbors, who do not want you to care animals and threat you, and so on< However, this oversentimentality and lack of strategic communication knowledge in both internal and external relationships harm the reputation of animal rights organizations and so animals indirectly. NGO leaders, activists and administrative respondents such as governmental organizations need to better understand each other and creatively leverage each other’s strengths through collaboration. Animal rights activists in Turkey need to cope with incommunicative processes, prejudices and egocentric attitudes between each other as well in order to accomplish more effective results in animal rights area. It should be bear in mind that the more coordinative and cooperative in the kitchen, the more thriving in the showcase. Therefore animal rights organizations should regard ad hoc trainings such as reputation management, conflict management, in-house communication and relationship building.
Keywords The aim of the study is to determine the gender perceptions of preservice teachers through the metaphors they describe women and men. It is a qualitative study conducted with content analysis. Data was collected through a semi-structured questionnaire from 510 final year students and preservice teachers attending teacher certification program at the Gaziosmanpaşa University Faculty of Education. The study showed that the preservice teachers had gender prejudice supporting the patriarchal family structure.
The objective of hereby study is to develop a scale with the capability of measuring childhood experiences of individuals in consideration of Turkish culture and to test whether childhood experiences predict life satisfaction of an individual. To that end, at the first stage of the study, a scale, which can measure the childhood experiences of individuals, is developed. The draft scale, which consists of 25 items, is applied on 345 undergraduates (187 female, 158 male) in academic year 2013-2014. Hereby Scale on childhood experiences consists of 2 sub-aspects (Communication Problems and Abuse of Authority), with 12 items under the former and 5 belonging to the latter. During the reliability studies on the scale, the coefficient Cronbach's alphaa is found to be .... Upon the factor analysis on 17-item scale on childhood experiences, a 2-factor structure with an eigenvalue of 2.98 that explains 47% of total variance is obtained. The confirmatory factor analysis on the mentioned structure yielded the fit index values as RMSEA= .047, GFI= .91, CFI= .91, AGFI= .90, NFI= .90, NNFI= .90 and SRMR= .048, respectively. At the second stage of the study, the working group comprised a total of 323 graduate individuals, with 187 (59%) females and 135 (41%) males. At the second stage, the effects of childhood experiences of individuals on their ego, as well as the relation between ego and life satisfaction, are explored. It is concluded that the negative self-image predicts the life satisfaction of an individual at a negative rate of-.32.
Social Studies course is a pivotal course offered in the first three years of students’ primary education. Since the foundation of the Turkish Republic to the present, there have been changes in the curricula of the social studies course in accordance with the needs and expectations of the related period in Turkish Republic History. Whether these changes introduced have fulfilled the mentioned expectations is the object of interest in this essay. Having considered these issues, answers to the following questions were sought within this research: a) what sorts of changes have been introduced to overcome the shortcomings of the old curricula, b) to what extent have these changes lived up to the characteristics of the period and does the field of the object or the content meet the requirements and to what extent does the content of the course align with the features of the educational sciences? Like the primary education curricula being used since the establishment of the Turkish Republic until today, social studies course’s curricula were arranged by either The Committee on Education, the Educational Council or by a foreign educational consultant and external factors. The 1924 social studies course curriculum was in effect on a temporary basis due to being prepared quickly by the recently established Turkish Republic and it was in use only for two years. The 1926 social studies curriculum was the work of a government which just had completed its political revolution process and it was shaped around the ideas of an American educational scientist, Dewey. Next, in 1936 Turkish revolution was emphasized in the social studies curriculum, in which citizenship consciousness and patriotism was commonly stated. The 1948 social studies curriculum was in use for about 20 years and it accepted teaching knowledge as the principle idea and it created a dense amount of content by increasing the number of the chapters. In the social studies curriculum of 1968, all the objectives were set according to the student-oriented approach and it stayed in use for 30 years. The social studies curriculum of 1998 carried the features of behaviourist approach since it was created under this approach. The 2005 social studies curriculum was a constructivist one prepared with the effects of external factors, since it was made for the purpose of being compatibility with the EU norms. Both the 2009 and the 2015 curricula were used to addressed values, special occasions and weeks, explanation of educational status and evaluation themes.
The purpose of this study was to investigate the gender role orientation of exercisers with regard to types of exercise. Two hundred and forty four female (Mage=27.25 ± 7.25), 202 male (Mage= 26.92 ± 6.28) exercise participants voluntarily participated in this study. “BEM Gender Role Orientation Inventory” was administered to the participants. Multivariate Analysis of Variance (MANOVA) was conducted for each sex to test whether there were differences in gender role orientations with regard to type of exercise. MANOVA revealed significant differences in gender roles of female exercisers (Hotelling’s T=0.03; F = 4.04; p<.05) with regard to type of exercise. Females who participated group exercises had higher masculinity scores than females who participated in individual exercise. On the other hand, MANOVA did not reveal significant differences in gender role orientation for male exercisers (Hotelling’s T= 0.01; F= 1.39; p>.05). It can be concluded that females who participated in group exercises such as squash, spinning, plates, kangoo-jump and tae-bo, are more risk-taking, dominant, ambitious and having more leadership characteristics than females who participated in individual exercises like fitness, swimming and hiking.
Türk Eğitim Bilimleri Dergisi
İlköğretim Altıncı Sınıf Müzik Dersinde Kullanılan 'Tam Öğrenme Modeli'nin Öğrencilerin Tutum ve Başarılarına Etkisi (The effect of "mastery learning" on students' attitudes and achievement in primary sixth-grade music lesson)2018 •
2014 •
Journal of the Human and Social Sciences Researches
The Relationship between God Representation and Attitudes towards Disability/Tanrı Tasavvuru ile Engelliliğe Yönelik Tutumlar Arasındaki İlişki2017 •
International Online Journal of Educational Sciences
Eğitim Fakültesi Öğrencilerinin Kimlik Farklılıklarına Karşı Tutumlarının Farklı Değişkenler Açısından İncelenmesi2017 •
International Journal of Family, Child and Education Yıl:2016 Sayı:8 Sayfa:47-60 Doi: 10.17359/ACED.2016818367
The Investigation of Reasons for the Toy Preferences Of Children (Oyuncakların Çocuklar Tarafından Tercih Edilme Nedenlerinin İncelenmesi)2016 •