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- Öztürk, Mesut(25)
- Maden, Sedat(19)
- Yavuz, Mehmet(17)
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- Kaplan, Abdullah(9)
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Yayınlar
- MakaleYalnız künye2021Scopus SJRQ1An embedded mixed method study on teaching algebraic expressions using metacognition-based training
Öztürk, Mesut
That the students are aware of the learning process and know how they learn is important in terms of both controlling their previous learning and building their new learning on the previous ones. This thinking process, which generally requires metacognitive skills, may facilitate the difficulties experienced by the students while passing on from arithmetic to algebraic thinking. This study had two purposes:(1) to examine the effect of the IMPROVE method, a metacognitive training method, on the academic achievement of middle school students regarding algebraic expressions and (2) to examine the teaching process of algebraic expressions with IMPROVE. This study was conducted as an embedded mixed design. Forty-nine sixth grade students participated in the quantitative part of the study, while only six students from the experimental group participated in the qualitative part. The quantitative results of the study showed that there was a significant difference between the students’ total achievement scores regarding algebraic expressions and the achievement scores in the questions requiring high-level thinking skills in favor of the experimental group. It has been found in the comparisons made based on cognitive field levels that there is a statistically significant difference in favor of the group that received metacognition-based education in synthesis level questions. The qualitative results indicated that this teaching method increased students’ interest, contributed to their conceptual learning and improved their various affective characteristics. Also, it has been determined that the students who receive metacognition-based education do enjoy learning with this teaching method and that they think this method should be sustainable for the upcoming lessons.
AtıfScopus15WoS10OpenAlex22
İncele - MakaleAçık Erişim2021Scopus SJRQ4The scale of evaluating instruction in pandemic process: Development, validation, and reliability; [Mokymo vertinimo skalė pandemijos procese: Plėtra, pagrįstumas ir patikimumas]
Tutal, Özgür; Kayalı, Bünyami; Yavuz, Mehmet; Hasançebi, Mehmet; Yeşildağ-Hasançebi, Funda
Annotation. The study aims to develop a scale for determining student views on distance instruction, hybrid instruction, and back-to-school process after the pandemic. The study data were obtained from 442 students. EFA and CFA were performed to determine the scale‘s construct validity. Moreover, to decide the data collection tool‘s reliability, item analysis was conducted and internal consistency coefficients were estimated. Based on the results obtained from the validity and reliability analysis of the scale, it can be said that the Scale of Evaluating Instruction in Pandemic Process (SEIPP) is valid and reliable.
AtıfOpenAlex2İncele - Derleme MakaleAçık Erişim2021Grammar teaching in the turkish language course curriculum: An examination in the context of acquisitions, activity, and teachers' opinions
Kodan, Hülya; Kara, Kürşad
This research aimed to reveal teachers' opinions about how the grammar-teaching process is related to the acquisitions in the curriculum, activities, and acquisitions presented in the textbooks teaching in mother tongue, the study reviewed different textbooks from four publishers, Cem, Sonuç, Koza, and Ministry of National Education (MEB) publications prepared for the 2018 primary school Turkish language course curriculum and Education Information Network (EBA) of the Turkish Ministry of Education. Moreover, opinions of ten primary school teachers who have taught all grades regarding the teaching process for grammar acquisition were investigated. The study conducted a case study method, which is one of the qualitative research techniques. Besides, a document analysis was conducted to obtain the research findings. Structured interview protocol and document review were used as the data collection tool. The findings of the study revealed that acquisition in the learning areas of reading and writing for grammar in the curriculum was not clearly and transparently identified, and the limits of the teaching framework were not specified. The study findings also revealed that information was transferred only in the majority of the grammar activities in the textbooks. Also, classroom teachers reported that they used different methods on the subjects they could embody in the teaching process, but they claimed to have difficulties in teaching abstract concepts.
AtıfScopus1OpenAlex1İncele - MakaleAçık Erişim2021The relationship between attitudes toward the teaching profession, occupational resilience belief, and extra-role behavior: A moderated mediation model
Kara, Kürşad; Ada, Kübra
This study aims to examine the direct and indirect relationships between pre-service teachers’ attitudes toward the teaching profession, their occupational resilience beliefs, and their tendency to engage in extra-role behaviors within the framework of structural equation modeling. A relational survey model was used to design this quantitative investigation. The sample comprises 430 pre-service teachers who enrolled at four different programs at a state university in Turkey. The study used the attitudes toward teaching profession scale, the occupational resilience beliefs scale for pre-service teachers, and the extra-role behaviors scale (teacher form) as data collection tools. The researchers created hypothesis models examining the mediating and moderated mediating role of the occupational resilience belief in the effect that attitudes toward the teaching profession have on extra-role behaviors and tested these models within the framework of structural equation modeling. As a result of the study, it was found that the relationship strength between the attitudes toward the teaching profession, the occupational resilience belief, and extra-role behaviors was moderate. The study determined that occupational resilience belief plays a mediating role in the effect of pre-service teachers’ attitudes toward the teaching profession on extra-role behaviors. According to the results of the moderated mediation analysis, the influence of this indirect effect on extra-role behaviors varies according to the type of program studied, even though it does not differ significantly according to the class level of the pre-service teachers. This indirect effect is provided at the best level for pre-service teachers in the mathematics education program. However, the study concluded that the indirect effect influence significantly weakened in the Turkish education program.
AtıfScopus2OpenAlex3İncele - MakaleAçık Erişim2021Scopus SJRQ3An Action Research on Improving Classroom Communication and Interaction in Social Studies Teaching
Aksoy, Mutlu; Ceylan, Tuncay
The aim of this research is to reveal how communication and interaction in classrooms can be enhanced with the communicative approach education provided for social studies teachers. The participants of this research were five social studies teachers working at secondary schools and their 7th grade students, N = 110. The data collection tools adopted in this research were video and audio recordings, documents, semistructured interview forms, and stimulated recall interview forms. The data obtained from recordings of lessons were analyzed using the communicative approach, and the data obtained from document review and interview were analyzed using the content analysis method. The results of the study show that social studies curriculum contains items that require both dialogical and authoritative discourses and that the course books are prepared accordingly, but teachers as the practitioners of the program do not conduct their lessons accordingly. Instead, all the teachers participating in the research used only authoritative (interactive/noninteractive) approaches and they did not include dialogical (interactive/noninteractive) approaches at all. This situation, which is seen as a problem in terms of conducting successful in-class communication and interaction, has been solved in three action cycles with one of the teachers. The teacher who used only authoritative (interactive/noninteractive) approaches in her lessons prior to the trainings started to include dialogical (interactive/noninteractive) approaches too. It was also observed that the teacher's impression of the lessons carried out by adopting the communicative approach model was positive. As a result of the research, it was concluded that the communicative approach model is applicable in the social studies course. It can be said that the trainings given to the teachers created awareness about the use of the communicative approach model in classroom communication and interaction and provided benefits in diversifying discourse styles.
AtıfScopus7WoS3OpenAlex13İncele - MakaleYalnız künye2021Scopus SJRQ1Exploring Self-Regulation Skills in the Context of Peer Assisted Writing: Primary School Students’ Sample
Sarikaya, İsmail; Yılar, Ömer
The purpose of this research is to determine the self-regulation behaviors demonstrated by the 4th grade students in the writing process within the scope of peer-assisted writing activities. The aims of this research include developing a measurement tool to identify the self-regulation behaviors exhibited by primary school students during the writing process. The study was designed in accordance with the qualitative research approach. The data were acquired through observation and video recordings. The study was carried out with 4th grade students in primary school and conducted in two stages as a pilot and main study. The pilot application was carried out with six students. The main study was carried out in two different 4th graders with 30 students. A cluster random sampling method was used to determine the research group. In order to determine the self-regulation behaviors demonstrated by students during the writing process, a semi-structured observation form was used. Expert opinions were taken for the validity and reliability of the created form. The data were subjected to descriptive and content analysis. As a result of the study, some self-regulation behaviors were determined that demonstrated by 4th grade students. These behaviors are presented under seven topics: regulation of environmental factors, regulation of sensory and motivational factors, planning, strategy development, regulation of temporal and social factors, monitoring, and evaluation.
AtıfScopus4WoS5OpenAlex8İncele - MakaleAçık Erişim2021Scopus SJRQ1The relationship between the mathematical reasoning skills and video game addiction of Turkish middle schools students: A serial mediator model
Öztürk, Mesut; Sarikaya, İsmail
The reasoning is required for important mathematical skills such as understanding mathematics, problem-solving, and proving. Therefore, it is crucial to examine the reasoning skills of individuals. This study was conducted to determine the serial mediator effect of the negative automatic thoughts and self-regulation within the relationship between reasoning skills and video game addiction of middle-school students. The correlational research model among the quantitative research designs was used in this study which was conducted with the participation of 468 middle-school students. Reasoning skill scale, video game addiction scale, negative automatic thoughts scale, and perceived self-regulation scale were used in the data collection process. The obtained data were analyzed with correlation analysis and mediator variable analysis. In the end, the results indicated that negative automatic thoughts and self-regulation skills had a mediator effect between middle-school students’ video game addiction and reasoning skills.
AtıfScopus16WoS9OpenAlex20İncele - MakaleAçık Erişim2021Scopus SJRQ2Effect of a Training Program about Noticing and Expressing Feelings on Forgiveness
Kaya, Feridun; Odacı, Hatice
This study aimed to investigate the effect of training about noticing and expressing feelings on individual tendency to forgive. The experimental and control groups in the research comprised 34 students, 18 female and 16 male with ages from 19 to 23 years (M = 21.00, SD =.65), attending Bayburt University. Data collection tools included the Heartland Forgiveness Scale and the Personal Information Form prepared by the researchers. The research was completed in accordance with a random, pre-test-post-test control group experimental model. The one-way analysis of covariance (ANCOVA) was utilized for data analysis. The results showed that the training program about noticing and expressing feelings had a significant effect on individuals’ forgiveness. In addition, the mean of the forgiveness post-test scores for individuals enrolled in the training program were found to be higher than the post-test scores for individuals who did not participate.
AtıfScopus4WoS3OpenAlex3İncele - MakaleAçık Erişim2021Scopus SJRQ4The opinions of mathematics teacher candidates who have received a STEM training on STEM and the activities they designed in the class
Demir, Betül Küçük
This study has been conducted to investigate the opinions of mathematics teacher candidates on science, technology, engineering and mathematics (STEM) training and the activities designed by them. It has been carried out using the case study method, which is one of the qualitative research patterns. In this study, semi-structured interview forms and activity cards have been used to gather data. While semi-structured interview forms served to elicit teacher candidates’ opinions on STEM, activity cards were employed to ask them to design an activity in which they could put their training on STEM into practice. The study has been conducted with 34 senior mathematics education students and the data obtained have been analyzed using the content analysis method. It has been concluded that mathematics teacher candidates have positive views on STEM training. The activities designed by the candidate teachers can be categorized under four categories, which are interdisciplinary, the engineering field it is related to, the preferred method and the activities that are not suitable for STEM. Teacher candidates should be trained on how to integrate STEM education into their lessons. Stem activity examples should be presented to teacher candidates for applicability.
AtıfScopus6OpenAlex10İncele - MakaleAçık Erişim2021Scopus SJRQ4Secure internet use in information technologies and software course textbooks at primary and secondary schools
Kaban, Abdullatif
Do we care about the security on the internet environment the way we do in the daily life safety of our children? In order to answer this question, this study aims to reveal what kind of education is provided at school about using secure internet. In accordance with this purpose, Information Technologies and Software Course textbooks at primary and secondary schools are examined applying document analysis method and analyzed by content analysis method. According to the findings, in the textbooks, the most frequently mentioned topics related to the use of secure internet are “protection of personal data”, “security measures that can be taken” and “digital footprint”; and the most frequently mentioned topics related to the ethic are “internet ethics” and “respect for others”. In this study on the use of secure internet, suggestions have been made about the precautions to be taken. The results are expected to provide information and resources to the researchers who work on secure internet use, educational institutions and teachers.
AtıfScopus10OpenAlex10İncele - MakaleYalnız künye2021Scopus SJRQ1Learning trajectory of a student with learning disabilities for the concept of length: A teaching experiment
Güven Akdeniz, Dilşad; Argün, Ziya
This study aims to map the learning trajectory (LT) of a student with learning disabilities (LDs) regarding the unit concept in length measurement and the usage of rulers. The article draws on data from a teaching experiment with a 10-year-old student with LDs in Turkey. Data were analyzed in two stages, including microanalysis, where each successive teaching session was separately analyzed, and macroanalysis, where the teaching sessions regarding interrelated instructional goals were analyzed to construct the LT. The main findings of the study illustrate that this student with LDs eliminated her misconceptions about the unit concept and using a ruler, accomplished the determined instructional goals to a large extent, and reached a higher level of thinking with a 4-month teaching experiment designed based on her specific developmental capacity.
AtıfScopus9WoS2OpenAlex8İncele - MakaleYalnız künye2021Scopus SJRQ1Students’ Well-Being and Academic Achievement: A Meta-Analysis Study
Kaya, Metin; Erdem, Cahit
A considerable amount of literature has been published on students’ well-being, but empirical research has yielded ambiguous results regarding the relationship between well-being and academic achievement. Meta-analysis studies on this issue are scarce, and the available studies focus on a single domain of well-being. Meta-analyses investigating students’ general well-being and academic achievement are needed. To this end, we carried out a meta-analysis study on the association between students’ general well-being and academic achievement based on data from correlational studies involving 54,426 participants in 81 independent samples. We report a significant and positive but small effect size based on this dataset. The effect sizes differ significantly in terms of the moderator variables of publication year, age, school level, and publication type, while the correlation is robust across well-being domains, academic areas, scale types, and development levels of countries. Results are discussed and implications are suggested in line with the literature.
AtıfScopus200WoS158OpenAlex225İncele - MakaleAçık Erişim2021Scopus SJRQ4Mathematics teachers’ pedagogical content knowledge involving the relationships between perimeter and area
Yilmaz, Demet Deniz; Demir, Betül Küçük
This study aims to investigate and compare mathematics teachers’ knowledge of pedagogical content, knowledge of students’ understanding and knowledge of instructional strategies, subcomponents of pedagogical content knowledge, student errors in the relationship between perimeter and areas in rectangles, squares, and parallelograms. 10 pre-secondary school in-service mathematics teachers and 10 prospective mathematics teachers participated in the study. The qualitative case research approach was used. To collect the data, an interview form consisting of four questions showing student errors related to perimeter and area was prepared. The participants were asked to comment on the questions given in the form, and their answers were recorded. Later, they were asked to write down their answers to these questions. According to the outcomes, there is a lack of knowledge of students’ understanding and knowledge of instructional strategies, which are the subcomponents of the pedagogical content knowledge of prospective mathematics teachers. Moreover, prospective teachers are found to be incompetent as regards the necessary mathematical subject matter knowledge. To prevent difficulties, when the concepts of perimeter and area are taught, instead of giving formulae initially, concrete materials or real-life examples about these concepts should be provided.
AtıfScopus5OpenAlex5İncele - MakaleAçık Erişim2021Scopus SJRQ4Cognitive and metacognitive skills performed by math teachers in the proving process of number theory
Ozturk, Mesut
Evaluating the proving process of mathematics teachers is important for the development of their proof skills. Developing the proof skills of teachers can contribute to their students’ meaningful learning of mathematics. For example, teachers showing simple proofs about number theory can make it easier for students to understand the concepts of multipliers and factors and the concepts of the greatest common divisor and the least common multiple. Within this context, this study was conducted in order to examine the cognitive and metacognitive skills performed by math teachers in the proving process. The study was conducted as a case study using qualitative research design. A total of 14 teachers participated in the study, six of which were elementary math teachers and eight were secondary math teachers. The data were collected through task-based interviews (think-aloud protocol), documents and observation forms. The collected data were analysed using the content analysis method. The results of the study showed that, based on the operational definition of cognition and metacognitive skills made in this study, elementary math teachers generally used cognitive skills, while secondary mathematics teachers performed metacognitive skills.
AtıfScopus4OpenAlex15İncele - MakaleAçık Erişim2020Okuma Güçlüğüne İlişkin Öğretmen Görüşleri*
Kodan, Hülya
Bu araştırmanın amacı, sınıf öğretmenlerinin okuma güçlüğü hakkındaki bilgilerini veokuma güçlüğü yaşayan öğrencilerine ilişkin deneyimlerini belirlemektir. Araştırma, nicel venitel yöntemlerin birlikte kullanıldığı karma bir yöntem olarak tasarlanmıştır. Sınıföğretmenlerinin okuma güçlüğü konusundaki bilgi düzeyini belirlemek için “Okuma Güçlüğüneİlişkin Bilgi Ölçeği -Öğretmenlere Yönelik-“ kullanılmıştır. Araştırmanın nitel bölümünde isesınıf öğretmenlerinin okuma güçlüğünün tespiti, değerlendirilmesi ve müdahalesindekiuygulamaları hakkındaki görüşlerini ortaya koymak için nitel anket kullanılmıştır. Çalışmagrubu Bayburt il Merkez ilçesinde görev yapmakta olan 50 sınıf öğretmeninden oluşmaktadır.Araştırmadan elde edilen verilerin analizinde doküman analizi ile birlikte nitel ve nicel betimselanaliz birlikte kullanılmıştır. Araştırma sonucunda; sınıf öğretmenlerinin okuma güçlüğüneilişkin eksik ve hatalı bilgileri olmasına rağmen genel olarak bilgi düzeylerinin yüksek olduğutespit edilmiştir. Ayrıca sınıf öğretmenlerinin okuma güçlüğü yaşayan öğrencilerle geneldeders dışı zamanlarda bireysel çalıştıkları, okuma güçlüğünün nedenlerini aile ilgisizliği veeğitimsizliği olarak gördükleri, bireysel değerlendirme yaptıkları, ancak öğrencilerin gelişimsürecine ilişkin değerlendirme yapmadıkları belirlenmiştir.
AtıfOpenAlex13TR Dizin9
İncele - MakaleAçık Erişim2020Sosyal Beceri Geliştirme Sistemi-Derecelendirme Ölçeği Okul Öncesi Versiyonu Aile Formu: Geçerlik ve Güvenirlik Çalışması
Dinçer, Çağlayan; Tutkun, Cansu
Bu araştırmada Sosyal Beceri Geliştirme Sistemi-Derecelendirme Ölçeği Okul ÖncesiVersiyonu Aile Formunun geçerlik ve güvenirlik çalışmasının yapılması amaçlanmaktadır.Araştırmanın çalışma grubunu, okul öncesinde farklı eğitim kurumlarına devam eden 3-5 yaşgrubundaki 325 çocuğun anne (n = 226) ve babası (n = 99) oluşturmaktadır. Verilerin analizindekapsam geçerliği, doğrulayıcı faktör analizi, test tekrar test güvenirliği ve iç tutarlık katsayısı(Cronbach Alfa) hesaplanmıştır. Kapsam geçerliğinin belirlenmesinde beş uzmandan görüşalınmış ve ölçekte yer alan 79 maddenin de ölçekte kalması yönünde karar verilmiştir.Doğrulayıcı faktör analizi sonuçları, ölçeğin 79 madde ve 12 faktörlü yapısının toplananverilerle genel olarak uyum sağladığını oraya koymuştur. Ölçeğin Cronbach Alfa katsayılarının.70 ile .83 arasında değiştiği görülmüştür. Bu sonuçlar Türkiye’deki çocukların sosyalbecerilerini değerlendirmede Sosyal Beceri Geliştirme Sistemi-Derecelendirme Ölçeği OkulÖncesi Versiyonu Aile Formunun geçerli ve güvenilir bir araç olduğunu göstermiştir.
AtıfOpenAlex2TR Dizin2İncele - MakaleAçık Erişim2020E-hizmet kalitesi ölçümü: uzaktan eğitim hizmeti veren kamu üniversiteleri örneği
Perçin, Selçuk; Senturk, Pelin
Bilişim ve eğitim alanında yaşanan gelişmelerle karşımıza çıkan e-öğrenme, öğrenci merkezli, birçok avantajıbulunan, çağdaş bir eğitim ve öğretim sistemi olarak tanımlanabilmektedir. Günümüzde e-öğrenme sistemiülkemizdeki birçok üniversite tarafından kullanılmaktadır ve bu durum beraberinde rekabeti getirmiştir. Eöğrenme sisteminde başarılı olunması ve memnuniyetin sağlanması için e-öğrenme öğrenci gereksinimleri veteknik gereksinimlerin karşılanması gerekmektedir. E-öğrenme sisteminin öneminden hareketle bu çalışmadaBilim, Sanayi ve Teknoloji Bakanlığı’nın Üniversitelerarası Yenilikçilik ve Girişimcilik Endeksi sıralamasına girenve uzaktan eğitim hizmeti veren otuz devlet üniversitesi e-hizmet kalitesi bakımından değerlendirilmiştir.Uygulamada Kalite Fonksiyon Göçerimi, Bulanık Doğrusal Regresyon, 0-1 Hedef Programlama ve EntropiAğırlıklı Uzaklık Metriği yöntemleri kullanılmıştır. Uygulama sonucunda söz konusu yöntemler kullanılaraküniversitelerin sıralanması sağlanmıştır. Modelin üniversitelerin e-öğrenme sistemlerinin performansdeğerlendirme konusunda kullanılabilecek etkin bir karar verme aracı olması ve eğitim sektörüne katkıdabulunması beklenmektedir.
AtıfOpenAlex4TR Dizin2İncele - MakaleAçık Erişim2020Pre-School Teachers' Perceptions of Art and Creativity Concepts
Bulut, Ayhan
The research aims to determine the views of preschool teachers on the concepts of art and creativity. The research was conducted in a standard case pattern grounded on qualitative research. The study group of the research consists of 40 preschool teachers who voluntarily support the study. In the research, the interview form created to analyze the opinions of preschool teachers about the concepts of art and creativity was employed as the data collection tool. Content analysis and descriptive analysis approaches were employed together in examining the obtained data. According to the data collected from the research findings, it was concluded that preschool teachers mostly preferred the drawing and painting activities for their students, associated with art and creativity in the learning environment. Preschool teachers said that the artistic activities they present in the learning environment chiefly assist children in achieving their abilities in their creativity.
AtıfOpenAlex4TR Dizin5İncele - MakaleAçık Erişim2020The Effect of Teaching Based on Mental Image Formation on Reading Comprehension Skills
Boyraz, Celal; Kansu, Ceren Çevık; Ergen, Yusuf; Batmaz, Onur
The aim of study is determine effect of taching based on mental image formation on reading comprehension skills of primary school third grade. The study was designed based on semi-experimental design with pre-test-posttest control group of quantitative research methods. The study's sample group consisted of 37 students who were selected from the students who were in the third grade of the state primary schools whose middle socio-economic level in Bayburt province center was in the fall term of 2017-2018 academic year and who were selected as experimental and control group. In this study, the data were collected through two reading comprehension tests consisting of informative and narrative texts developed by the researchers. In the study, it was concluded that there is no significant difference between the narrator and informative text post-test scores of the third grade students who receive or do not receive mentally image-based instruction.
AtıfOpenAlex1TR Dizin2İncele - MakaleYalnız künye2020Sınıf Öğretmeni Adaylarının Etkinlik Kavramına Yönelik Görüşlerinin İncelenmesi
Öztürk, Bilge; Öztürk, Ferhat
Bu araştırmanın amacı, sınıf öğretmeni adaylarının etkinlik kavramına ilişkin düşüncelerini belirlemektir. Nitel araştırmadesenlerinden durum çalışması yönteminin kullanıldığı araştırmanın çalışma grubunu, bir üniversitenin sınıf öğretmenliği lisansprogramının dördüncü sınıfında öğrenim gören ve kolay ulaşılabilir durum örneklemesi ile seçilen 15 öğretmen adayıoluşturmaktadır. Araştırmada veri toplamak amacıyla geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır. Öğretmenadaylarıyla yapılan görüşmeler daha sonra transkript edilmek amacıyla ses kayıt cihazıyla kaydedilmiştir. Transkriptlerden eldeedilen yazılı metinler içerik analizinden yararlanılarak analiz edilmiş ve kodlar çıkarılmıştır. Araştırmadan elde edilen bulgulardoğrultusunda, genel olarak etkinlik kavramına ilişkin farklı dersler almış olduklarını ifade eden sınıf öğretmeni adaylarının,etkinlik kavramıyla ilgili görüş ve düşüncelerinin çeşitlilik göstermesinin yanında yetersiz olduğu belirlenmiştir. Bu doğrultudaadaylara lisans programında yer alan özellikle öğretime yönelik derslerde etkinlik içerikli uygulamalı çalışmalara sıklıkla yerverilmesinin önemli olduğu düşünülmektedir.
AtıfTR Dizin3İncele
