Yazar "Aksoy, Bülent" seçeneğine göre listele
Listeleniyor 1 - 4 / 4
Sayfa Başına Sonuç
Sıralama seçenekleri
Öğe An evaluation of map literacy of social studies preservice teachers(Ozgen Korkmaz, 2019) Aksoy, Bülent; Ablak, SelmanThis study aims to determine the level of map literacy of social studies prospective teachers. The research was carried out using the correlational survey model. "Developing Valid and Reliable Map Literacy Scale" was the data collection tool. The research was conducted on 221 social studies undergraduate students in the 2016-2017 academic year. Multiple linear regression analysis technique was applied for the sub-problems of the research. The findings of the research regarding the correlations between the predictive variables and the dependent variable showed a positive and moderate correlation between the students’ levels of map literacy and variables such as competence in the frequency of using map, the frequency of activity by maps, and the level of interest in Geography. On the other hand, a positive and weak correlation was explored between the students’ levels of map literacy and variables such as the frequency of activity with maps. The results of the partial correlations between the predictive variables and the dependent variable indicated that the students’ levels of map literacy had a positive and weak relationship with the frequency of using map and the frequency of activity with maps variables. Together with that students’ levels of map literacy were determined to have a positive and moderate relationship with the level of interest in Geography variable. In addition, students’ levels of map literacy were found out to have a moderate and significant relationship with the frequency of using map, the frequency of activity with maps, and the level of interest in Geography variables. The results of the research demonstrated that the map activities were a moderate predictor of map literacy. For this reason, it is suggested that importance should be given to the courses and practices that will develop the students’ map skills in the social studies undergraduate curriculum. © 2019, Ozgen Korkmaz. All rights reserved.Öğe Sosyal Bilgiler Dersi Öğretim Programında Yer Alan Zaman ve Kronolojiyi Algılama Becerisine İlişkin Öğrenci Algılarının İncelenmesi(2021) Ablak, Selman; Aksoy, BülentBu araştırmada, Sosyal Bilgiler Öğretim Programı’nda yer alan “zaman ve kronolojiyi algılama” becerisinin ortaokul 8. sınıf öğrencileri tarafından nasıl algılandığı belirlenmeye çalışılmıştır. Bu amaçla, çalışmaya katılan öğrencilerin zaman ve kronolojiyi algılama becerisine yönelik geliştirdikleri metaforlar, metaforlarına yönelik belirttikleri gerekçeler, öğrenciler tarafından çizilen karikatür veya resimler ile ilgili beceriye yönelik katılımcılarla yapılan yarı yapılandırılmış görüşmeler incelenmiştir. Araştırma nitel araştırma deseninde yapılmış olup araştırmada metot üçgenlemesi şeklinde veri toplamaya uygun olarak belirtilen mecazlar yoluyla veri toplama, yarı yapılandırılmış görüşme ve doküman analizi gibi nitel araştırma teknikleri kullanılmıştır. Araştırmanın çalışma gurubunu; 9 devlet ortaokulundan 590 (297 kadın-293 erkek) 8. sınıf öğrencisi oluşturmakta olup bu öğrenciler Türkiye İstatistik Kurumundan alınan 2016 yılı sosyoekonomik düzey (SED) verilerine göre, 2016-2017 eğitim-öğretim yılı güz döneminde Ankara ili merkez ilçelerden alt, orta ve üst sosyoekonomik düzeye sahip yerleşim alanlarından maksimum çeşitlilik örnekleme yöntemiyle belirlenmiştir. Çalışmada yer alan katılımcılardan elde edilen verilerin çözümlenmesinde ve yorumlanmasında içerik analizi kullanılmıştır. Zaman ve kronolojiyi algılama becerisiyle ilgili alt SED’den 33 katılımcıdan toplam 22, orta SED’den 41 katılımcıdan toplam 27, üst SED’den 42 katılımcıdan toplam 27 adet geçerli metafor elde edilmiştir. Alt, orta ve üst SED farkı gözetilmeksizin katılımcıların büyük bir çoğunluğunun zaman ve kronolojiyi algılama becerisini; “belli bir sırayı yansıtan, farklılıkları ortaya koyan, sürekliliği olan, fayda sağlayan ve zorlukları barındıran” şeklinde algıladıkları görülmektedir. Öğrencilerin özellikle kronoloji algısında görülen yetersizliği gidermek ve Sosyal Bilgiler Dersi Öğretim Programı’nın önemli bir kısmını teşkil eden tarih konularının öğrencilerde kalıcılığını sağlamak adına zaman ve kronoloji becerisini güçlendirecek etkinliklere ağırlık verilmesi önerilmektedir.Öğe THE ACTIVITIES MAKING STUDENTS ACTIVE DURING TEACHING PROCESS AND GEOGRAPHY TEACHING DEPENDING ON ACTIVITIES(Tokat Gaziosmanpasa University, 2010) Koç, Hakan; Aksoy, Bülent; Sönmez, Ömer Faruk; Yeşiltaş, ErkanEducational scientists have sought to develop educational systems of their countries in current time. Such a seeking aims at educating students as equipped individuals in every aspect without melting them in a pot depending on their mental and physical differences, their features of age periods and their needs. The most criticized aspect of classical educational approaches is that they regard students as the ones who only speak when permitted, write when permitted or read when permitted, as those away from critical thinking and not inquiring. Within this perspective, a constructivist learning approach aiming at making students active at learning and teaching process has become so crucial recently. It is likely to train students and individuals who are able to think through forming information, commenting on it and reorganizing what he has learned and to solve problems. However, such a change could only be obtained by making students more active within educational system. In this context, active learning defined as learning through experiencing is a form of learning containing educational methods in which students are participated into the active process.Öğe The perception of the European union in the mind map of students having education in Turkey(2012) Aksoy, Bülent; Koç, HakanEvery individual can code natural and human facts in to an empty paper with the geography education but quality and quantity of geopgraphic details differ greatly from person to person. From this point of view, mind maps are giving important clues about how individuals think differently about the same areas and places. The purpose of this research is to determine the EU perception in the minds of Turkish and foreign college students and the factors which affect this perception. Descriptive scanning method was used in this research which intends to appreciate the EU perception. Scanning patterns is the research approach which intend to depict an existing or former situation. Undergraduate students who studied in state and foundation universities in 2010-2011 school year in Ankara form the system of this research. 286 Turkish, 228 foreign, 514 in total undergraduate students from these universities which were chosen randomly form the sample of the research. In the research, survey was used as data collection tool to measure the European Union perception in the mind map of the participators. The students were asked to show the member and candidate countries of European Union. Participants' scores were obtained by giving 1 point for each accurate country they showed on the map. The datas were transferred to a computer by using SPSS 15.0 package program. In the analysis of the datas, frequency, arithmetic average value was used, t-Test and simplex variance analysis (ANOVA) technics were applied. ?=.05 level of significance was used in interpretation and analysis of datas. According to research evidences EU perception percentage points of college students differ in genger, ethnicity, faculties they are studying but the effect of where college students live and age are similar on the points of EU perception. The college students who participate in the research generally follow history, politics, art, health and sports editions while environment, economy and other editions are being followed less.
