Bu arastirmada, sosyal bilgiler ogretmenlerinin degerler egitimine yonelik sinif icinde ve sinif disinda gerceklestirdikleri faaliyetleri analiz etmek amaclanmaktadir. Calisma, nitel arastirma yonteminde gerceklestirilmistir. Arastirma verileri, arastirmaci tarafindan uzman gorusu alinarak gelistirilen yari yapilandirilmis gorusme formu kullanilarak toplanmistir. Gorusmeler, gonulluluk esasina gore yapilmistir. Arastirma katilimcilari, amacli orneklemeye gore belirlenmis ve 2018-2019 egitim ogretim yilinda Kutahya ilinde gorev yapan 10 sosyal bilgiler ogretmeni ile gerceklestirilmistir. Arastirma verileri icerik analizine tabi tutularak cozumlenmistir. Arastirma verilerinin analiz edilmesiyle katilimcilarin sinif icinde ve sinif disinda degerler egitimine yonelik etkinlikler gerceklestirdikleri ve bu etkinliklerle ogrencilerin yaparak yasayarak ogrenmelerine imkân sagladiklari saptanmistir. Degerler egitimine yonelik faaliyetlerde daha cok ogrenci merkezli yontem ve uygulamalara yer verildigi tespit edilmistir. Bunun yaninda ogretmen merkezli yontemlerin de zaman zaman kullanildigi gorulmustur. Degerler egitimine yonelik gerceklestirilen faaliyetlere okul idarecilerinin gerekli destegi sagladigi, ogrenci velilerinin ise soz konusu destegi tam anlamiyla saglamadiklari saptanmistir. Degerler egitimine yonelik gerceklestirilen faaliyetlerde ailelerden, medyadan, arkadas grubundan ve ogretmenlerden kaynaklanan bazi sorunlar yasandigi tespit edilmistir.
{"title":"Sosyal Bilgiler Öğretmenlerinin Değerler Eğitimine Yönelik Sınıf İçinde ve Dışında Gerçekleştirdikleri Faaliyetlerin İncelenmesi","authors":"Özkan Gi̇nesar, Ahmet Katılmış","doi":"10.34234/ded.741279","DOIUrl":"https://doi.org/10.34234/ded.741279","url":null,"abstract":"Bu arastirmada, sosyal bilgiler ogretmenlerinin degerler egitimine yonelik sinif icinde ve sinif disinda gerceklestirdikleri faaliyetleri analiz etmek amaclanmaktadir. Calisma, nitel arastirma yonteminde gerceklestirilmistir. Arastirma verileri, arastirmaci tarafindan uzman gorusu alinarak gelistirilen yari yapilandirilmis gorusme formu kullanilarak toplanmistir. Gorusmeler, gonulluluk esasina gore yapilmistir. Arastirma katilimcilari, amacli orneklemeye gore belirlenmis ve 2018-2019 egitim ogretim yilinda Kutahya ilinde gorev yapan 10 sosyal bilgiler ogretmeni ile gerceklestirilmistir. Arastirma verileri icerik analizine tabi tutularak cozumlenmistir. Arastirma verilerinin analiz edilmesiyle katilimcilarin sinif icinde ve sinif disinda degerler egitimine yonelik etkinlikler gerceklestirdikleri ve bu etkinliklerle ogrencilerin yaparak yasayarak ogrenmelerine imkân sagladiklari saptanmistir. Degerler egitimine yonelik faaliyetlerde daha cok ogrenci merkezli yontem ve uygulamalara yer verildigi tespit edilmistir. Bunun yaninda ogretmen merkezli yontemlerin de zaman zaman kullanildigi gorulmustur. Degerler egitimine yonelik gerceklestirilen faaliyetlere okul idarecilerinin gerekli destegi sagladigi, ogrenci velilerinin ise soz konusu destegi tam anlamiyla saglamadiklari saptanmistir. Degerler egitimine yonelik gerceklestirilen faaliyetlerde ailelerden, medyadan, arkadas grubundan ve ogretmenlerden kaynaklanan bazi sorunlar yasandigi tespit edilmistir.","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115191621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bu calismanin amaci, ortaokullarda degerler egitimine iliskin ogretmen goruslerini ortaya koymaktir. Bu amacla calisma, nitel arastirma deseninde ve durum calismasi modelinde yurutulmustur. Arastirmanin calisma grubunu 30 ogretmen olusturmaktadir. Calisma grubu olcut ornekleme yontemiyle belirlenmistir. Veriler, tumevarimsal icerik analizi ve betimsel analiz teknigi ile analiz edilmis-tir. Icerik analizi sonucunda; degerler, yontemler ve degerlerin ogretimi seklinde uc ana tema belirlenmistir. Ogretmenlerin goruslerine gore, ortaokullarda oncelikle durustluk, yardimseverlik, saygi, hosgoru, adalet, vatanseverlik, sorumluluk ve caliskanlik gibi degerler kazandirilmalidir. Katilimcilar, ortaokullarda degerlerin ogretiminde daha cok rol-model olma, ornek olay inceleme, drama teknigi ve oyku anlatma yontem ve tekniklerinden yararlandiklarini ifade etmistir. Katilimcilar ayrica degerler egitiminin sureklilik temelinde etkili bir planlama ve isbirligine dayali olarak yansitma, ozendirme ve ornek olma seklinde surdurulmesi gerektigini ifade etmektedir. Degerlerin ogretim programlarinda kazanimlar seklinde yer almasi, ogrenciler tarafindan uygulamali etkinliklerle icsellestirilmesi, ogret-menler, yoneticiler ve velilerin ogrencilere ornek olmasi gerektigi onerilmistir.
{"title":"Ortaokullarda Değerler Eğitimine İlişkin Öğretmen Görüşleri: Bir Durum Çalışması","authors":"Şenol Sezer","doi":"10.34234/ded.837709","DOIUrl":"https://doi.org/10.34234/ded.837709","url":null,"abstract":"Bu calismanin amaci, ortaokullarda degerler egitimine iliskin ogretmen goruslerini ortaya koymaktir. Bu amacla calisma, nitel arastirma deseninde ve durum calismasi modelinde yurutulmustur. Arastirmanin calisma grubunu 30 ogretmen olusturmaktadir. Calisma grubu olcut ornekleme yontemiyle belirlenmistir. Veriler, tumevarimsal icerik analizi ve betimsel analiz teknigi ile analiz edilmis-tir. Icerik analizi sonucunda; degerler, yontemler ve degerlerin ogretimi seklinde uc ana tema belirlenmistir. Ogretmenlerin goruslerine gore, ortaokullarda oncelikle durustluk, yardimseverlik, saygi, hosgoru, adalet, vatanseverlik, sorumluluk ve caliskanlik gibi degerler kazandirilmalidir. Katilimcilar, ortaokullarda degerlerin ogretiminde daha cok rol-model olma, ornek olay inceleme, drama teknigi ve oyku anlatma yontem ve tekniklerinden yararlandiklarini ifade etmistir. Katilimcilar ayrica degerler egitiminin sureklilik temelinde etkili bir planlama ve isbirligine dayali olarak yansitma, ozendirme ve ornek olma seklinde surdurulmesi gerektigini ifade etmektedir. Degerlerin ogretim programlarinda kazanimlar seklinde yer almasi, ogrenciler tarafindan uygulamali etkinliklerle icsellestirilmesi, ogret-menler, yoneticiler ve velilerin ogrencilere ornek olmasi gerektigi onerilmistir.","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121392507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bu calisma, velilerin degerler egitimi ve uygulanan gorev odakli degerler egitimi (GODE) calismalarina yonelik goruslerini incelemeyi amaclamaktadir. Bu amac dogrultusunda hazirlanan GODE, besinci sinifta ogrenim goren otuz ogrenciyle yurutulmustur. GODE, yedi aylik bir egitim surecini kapsamaktadir. Bu surecte ogrenciler cicek yetistirmislerdir. Ayrica 7 defa ogrencilerle 4 defa da velilerle calismaya yonelik oturum duzenlenmistir. Arastirma nitel arastirma yontemlerinden olgu bilim (fenomoloji) deseni cercevesinde gerceklestirilmistir. Arastirma grubunu 7’si erkek, 12’si kadin toplam 19 ogrenci velisidir. Calismada veri toplama araci olarak velilerinin goruslerini belirlemek amaciyla yari yapilandirilmis gorusme formu kullanilmistir. Elde edilen veriler betimsel analiz yontemi ile cozumlenmistir. Arastirma sonuclarina gore, ogrencilerin calisma bittikten sonra da cicek bakim islerini yapmaya devam ettikleri saptanmistir. Veliler degerler egitimini “degerlerin egitimi”, “ahlakli olmak”, “toplumsal davranis egitimi” ve “edepli olmak” seklinde tanimlamislardir. Velilere gore, “degerlerin yasanmasi”, “iyi bir gelecek ”, “kisisel gelisim ”, “bireysel hayat”, “toplum huzuru ” icin degerler egitimi gereklidir. Veliler GODE suresince ogrencilerde “sahiplenme”, “sorumluluk bilinci kazanma”, “ciceklere karsi duyarlilik”, “arastirmaci bir kisilik” gibi davranis degisiklikleri gozlemlemislerdir. Ogrencilerde “sorumluluk bilinci gelismesi”, “ciceklere karsi ilgilerinin artmasi” ve “yaparak yasayarak ogrenmeleri”ni sagladigi icin faydali olarak belirtilmistir. Velilere gore ogrenciler bu surecten “sorumluluk sahibi olma”, “emek verme”, “sahiplenme” ve “basarabilme” gibi kazanimlar elde etmislerdir.
{"title":"Görev Odaklı Değerler Eğitimi (GODE): Örnek Bir Uygulamaya İlişkin Veli Görüşleri","authors":"Hüseyin Çalışkan, Yusuf Yildirim","doi":"10.34234/ded.866098","DOIUrl":"https://doi.org/10.34234/ded.866098","url":null,"abstract":"Bu calisma, velilerin degerler egitimi ve uygulanan gorev odakli degerler egitimi (GODE) calismalarina yonelik goruslerini incelemeyi amaclamaktadir. Bu amac dogrultusunda hazirlanan GODE, besinci sinifta ogrenim goren otuz ogrenciyle yurutulmustur. GODE, yedi aylik bir egitim surecini kapsamaktadir. Bu surecte ogrenciler cicek yetistirmislerdir. Ayrica 7 defa ogrencilerle 4 defa da velilerle calismaya yonelik oturum duzenlenmistir. Arastirma nitel arastirma yontemlerinden olgu bilim (fenomoloji) deseni cercevesinde gerceklestirilmistir. Arastirma grubunu 7’si erkek, 12’si kadin toplam 19 ogrenci velisidir. Calismada veri toplama araci olarak velilerinin goruslerini belirlemek amaciyla yari yapilandirilmis gorusme formu kullanilmistir. Elde edilen veriler betimsel analiz yontemi ile cozumlenmistir. Arastirma sonuclarina gore, ogrencilerin calisma bittikten sonra da cicek bakim islerini yapmaya devam ettikleri saptanmistir. Veliler degerler egitimini “degerlerin egitimi”, “ahlakli olmak”, “toplumsal davranis egitimi” ve “edepli olmak” seklinde tanimlamislardir. Velilere gore, “degerlerin yasanmasi”, “iyi bir gelecek ”, “kisisel gelisim ”, “bireysel hayat”, “toplum huzuru ” icin degerler egitimi gereklidir. Veliler GODE suresince ogrencilerde “sahiplenme”, “sorumluluk bilinci kazanma”, “ciceklere karsi duyarlilik”, “arastirmaci bir kisilik” gibi davranis degisiklikleri gozlemlemislerdir. Ogrencilerde “sorumluluk bilinci gelismesi”, “ciceklere karsi ilgilerinin artmasi” ve “yaparak yasayarak ogrenmeleri”ni sagladigi icin faydali olarak belirtilmistir. Velilere gore ogrenciler bu surecten “sorumluluk sahibi olma”, “emek verme”, “sahiplenme” ve “basarabilme” gibi kazanimlar elde etmislerdir.","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115963714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Saglikli bir toplum yapisi olusturabilmek ve bu ortami surdurulebilir kilmak degerlerine sahip cikan bireylerin varligi ile mumkundur. Gunumuzde degerlerin kazandirilmasi amaciyla kullanilan cesitli yontem ve materyaller bulunmaktadir. Dizi ve filmler araciligiyla da bircok deger olumlu ya da olumsuz olarak izleyicilerle bulusmaktadir. Bu calisma dizi ve filmlerinin degerlere yansimasina yonelik ogretmen adaylarinin goruslerini ortaya koymak amaciyla hazirlanmistir. Arastirma nitel arastirma yontemine uygun olarak temel nitel arastirma deseninde hazirlanmistir. Orneklem seciminde olcut orneklem yontemi kullanilmistir. Arastirma verileri arastirmaci tarafindan hazirlanan gorusme formu araciligiyla sekiz sosyal bilgiler ogretmen adayi ile yuz yuze gorusme yapilarak toplanmistir. Verilerin analiz edilmesinde tematik analizden yararlanilmistir. Arastirma sonuclarina gore sosyal bilgiler ogretmen adaylari degerlerin kazandirilmasi surecinde dizi ve filmlerin kullanilabilecegini dusunmektedir. Ancak ogretmen adaylari Turk dizi ve filmlerinin genel olarak degerler uzerinde olumsuz yonlerinin olabilecegini de belirtmislerdir. Arastirmada ulasilan sonuclar alanyazinda yer alan benzer calismalar ile karsilastirilmistir. Elde edilen sonuclar dikkate alindiginda degerlerin kazandirilmasi surecinde kullanilacak olan dizi ve filmlerin icerik bakimindan uygun olmasina dikkat edilmesi gerektigi belirtilmistir. Ayrica ailelerin de cocuklarini dizi ve filmlerin icerigi konusunda bilinclendirmelerinin onemi vurgulanmistir.
{"title":"Dizi ve Filmlerin Değerler Üzerindeki Yansımasına Yönelik Sosyal Bilgiler Öğretmen Adaylarının Görüşleri","authors":"O. Ünal","doi":"10.34234/ded.906251","DOIUrl":"https://doi.org/10.34234/ded.906251","url":null,"abstract":"Saglikli bir toplum yapisi olusturabilmek ve bu ortami surdurulebilir kilmak degerlerine sahip cikan bireylerin varligi ile mumkundur. Gunumuzde degerlerin kazandirilmasi amaciyla kullanilan cesitli yontem ve materyaller bulunmaktadir. Dizi ve filmler araciligiyla da bircok deger olumlu ya da olumsuz olarak izleyicilerle bulusmaktadir. Bu calisma dizi ve filmlerinin degerlere yansimasina yonelik ogretmen adaylarinin goruslerini ortaya koymak amaciyla hazirlanmistir. Arastirma nitel arastirma yontemine uygun olarak temel nitel arastirma deseninde hazirlanmistir. Orneklem seciminde olcut orneklem yontemi kullanilmistir. Arastirma verileri arastirmaci tarafindan hazirlanan gorusme formu araciligiyla sekiz sosyal bilgiler ogretmen adayi ile yuz yuze gorusme yapilarak toplanmistir. Verilerin analiz edilmesinde tematik analizden yararlanilmistir. Arastirma sonuclarina gore sosyal bilgiler ogretmen adaylari degerlerin kazandirilmasi surecinde dizi ve filmlerin kullanilabilecegini dusunmektedir. Ancak ogretmen adaylari Turk dizi ve filmlerinin genel olarak degerler uzerinde olumsuz yonlerinin olabilecegini de belirtmislerdir. Arastirmada ulasilan sonuclar alanyazinda yer alan benzer calismalar ile karsilastirilmistir. Elde edilen sonuclar dikkate alindiginda degerlerin kazandirilmasi surecinde kullanilacak olan dizi ve filmlerin icerik bakimindan uygun olmasina dikkat edilmesi gerektigi belirtilmistir. Ayrica ailelerin de cocuklarini dizi ve filmlerin icerigi konusunda bilinclendirmelerinin onemi vurgulanmistir.","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128107997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bu arastirmada nasihatname turunde kaleme alinan eserlerin, Ortaogretim Turk Dili ve Edebiyati Dersi (9, 10, 11 ve 12. Siniflar) Ogretim Programi’nda yer alan adalet, durustluk, sabir, saygi, yardimseverlik gibi evrensel degerlerin genc nesillere asilanmasinda onemli bir kaynak olabilecegi vurgulanmak istenmistir. Orneklem olarak Vasiyyet-i Nusirevân-i Âdil Be-Puseres Hurmuz-i Tâcdâr, Şeyh Esref b. Ahmed Nasihat-nâmesi, Pendnâme-i Emiri Celebi, Hayriyye, Lutfiyye ve Pend-nâme-i Lokman Hekim Terceme-i Manzumesi isimli alti manzum nasihatname belirlenmis ve bu metinler uzerinde betimsel analiz yapilmistir. Arastirmada bu dokumanlarin incelenmesinin baslica nedeni muelliflerin eserlerini dogrudan cocuklari, kimilerinde kendi evlatlarini muhatap alarak nazmetmeleridir. Calisma kapsaminda incelenen dokumanlarin sagladigi veriler gostermektedir ki XIII-XIX. yuzyillarda kaleme alinan klasik Turk edebiyatina ait metinler, evrensel degerleri aktarmaya yonelik nasihat icerigi bakimindan oldukca zengin bir malzemeye sahiptir ve bu baglamda nasihatnamelere hususi bir yer acmak gerekir. Cunku nasihatnamelerin temel yazilis nedeni askin degerleri dogrudan veya ima, gonderme, kissadan hisse yoluyla muhataba hatirlatma, ogretme, benimsetme; muhataplarin degerleri hayatlarina tatbik etmelerini, sonraki kusaklara nakletmelerini ve boylece degerli insanlar olmalarini temin etmedir. Klasik Turk edebiyati metinlerinin; bugunun cocuklarinin ilgi ve gereksinimleri, soz dagarciklari ve idrak duzeyleri olcut alinip itinali bir planlama, inceleme, belirleme ve siniflama surecinden gecirilmek suretiyle yuce degerlerin taze dimaglara aktariminda oldukca etkili bir egitim ve ogretim gereci olarak kullanilabilecegi dusunulmektedir.
{"title":"Değerler Eğitiminde Klasik Türk Edebiyatı Metinlerinden Faydalanmak: Manzum Nasihatnameler Örneği","authors":"Erkan Akalin","doi":"10.34234/ded.816307","DOIUrl":"https://doi.org/10.34234/ded.816307","url":null,"abstract":"Bu arastirmada nasihatname turunde kaleme alinan eserlerin, Ortaogretim Turk Dili ve Edebiyati Dersi (9, 10, 11 ve 12. Siniflar) Ogretim Programi’nda yer alan adalet, durustluk, sabir, saygi, yardimseverlik gibi evrensel degerlerin genc nesillere asilanmasinda onemli bir kaynak olabilecegi vurgulanmak istenmistir. Orneklem olarak Vasiyyet-i Nusirevân-i Âdil Be-Puseres Hurmuz-i Tâcdâr, Şeyh Esref b. Ahmed Nasihat-nâmesi, Pendnâme-i Emiri Celebi, Hayriyye, Lutfiyye ve Pend-nâme-i Lokman Hekim Terceme-i Manzumesi isimli alti manzum nasihatname belirlenmis ve bu metinler uzerinde betimsel analiz yapilmistir. Arastirmada bu dokumanlarin incelenmesinin baslica nedeni muelliflerin eserlerini dogrudan cocuklari, kimilerinde kendi evlatlarini muhatap alarak nazmetmeleridir. Calisma kapsaminda incelenen dokumanlarin sagladigi veriler gostermektedir ki XIII-XIX. yuzyillarda kaleme alinan klasik Turk edebiyatina ait metinler, evrensel degerleri aktarmaya yonelik nasihat icerigi bakimindan oldukca zengin bir malzemeye sahiptir ve bu baglamda nasihatnamelere hususi bir yer acmak gerekir. Cunku nasihatnamelerin temel yazilis nedeni askin degerleri dogrudan veya ima, gonderme, kissadan hisse yoluyla muhataba hatirlatma, ogretme, benimsetme; muhataplarin degerleri hayatlarina tatbik etmelerini, sonraki kusaklara nakletmelerini ve boylece degerli insanlar olmalarini temin etmedir. Klasik Turk edebiyati metinlerinin; bugunun cocuklarinin ilgi ve gereksinimleri, soz dagarciklari ve idrak duzeyleri olcut alinip itinali bir planlama, inceleme, belirleme ve siniflama surecinden gecirilmek suretiyle yuce degerlerin taze dimaglara aktariminda oldukca etkili bir egitim ve ogretim gereci olarak kullanilabilecegi dusunulmektedir.","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122218974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tawakkul, which is an important concept belonging to the religion of Islam, is also considered as a religious coping strategy. The aim of this study is to develop a scale that can measure the tawakkul orientation and to examine the psychometric properties of the scale. First of all, the 54-item list prepared in five-point Likert type was reduced to 44 items with expert opinions (content validity), and then the 44-item draft scale was applied to the study group. The study group of the research consists of 338 people, whose ages vary between 19 and 65, with a mean age of 29.3 (±9.72). Content validity, exploratory factor analysis and confirmatory factor analysis were performed for validity of the scale. According to explatory factor analysis the scale has 23 item and 3 factor, this model was found to fit well according to confirmatory factor analysis. The internal consistency reliability coefficient of the scale was found to be 0,928. The sub-scales of the scale were named Emotion and Cognition, Negative Attitude towards Behavior, Positive Attitude towards Behavior. These results demonstrate that Tawakkul Orientation Scale is a valid and reliable instrument.
{"title":"Tevekkül Yönelimi Ölçeği Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması","authors":"M. Şahi̇n","doi":"10.34234/ded.768176","DOIUrl":"https://doi.org/10.34234/ded.768176","url":null,"abstract":"Tawakkul, which is an important concept belonging to the religion of Islam, is also considered as a religious coping strategy. The aim of this study is to develop a scale that can measure the tawakkul orientation and to examine the psychometric properties of the scale. First of all, the 54-item list prepared in five-point Likert type was reduced to 44 items with expert opinions (content validity), and then the 44-item draft scale was applied to the study group. The study group of the research consists of 338 people, whose ages vary between 19 and 65, with a mean age of 29.3 (±9.72). Content validity, exploratory factor analysis and confirmatory factor analysis were performed for validity of the scale. According to explatory factor analysis the scale has 23 item and 3 factor, this model was found to fit well according to confirmatory factor analysis. The internal consistency reliability coefficient of the scale was found to be 0,928. The sub-scales of the scale were named Emotion and Cognition, Negative Attitude towards Behavior, Positive Attitude towards Behavior. These results demonstrate that Tawakkul Orientation Scale is a valid and reliable instrument.","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124333757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: This study examines the values covered in Turkey’s renewed primary education curricula in 2017. Qualitative research design, including content analysis is employed for the purpose of the analysis. At the end of the analysis, it is clearly understood that the value perception in the curriculum is based on bringing up an accountable citizen and a benevolent individual. Emphasiz-ing the importance of value in the self-formation of the individuals, reference to values are done both in the introduction and in skill a cquisition part of the programe. Especially the multi-dimensional development of an individual is emphasized and the importance of the values in the formation of the individuals is underlined in the curriculum. According to findings, 11.83% of all the intended learning outcomes of 20 courses at the primary level are related to the affective domain. In the entire primary school level curriculum, 65 different values are covered and the most emphasized one is considered as “responsibil-ity” which is stressed 92 times throughout the curriculum. Following the value of Responsibility come values of; Respect (38 times), sensitivity for Health (37 times), Justice (26 times) sensitivity for Cultural Heritage (25 times), and Diligence (25 times). These values noticeably coincide with the core values covered by The Ministry of National Education. The Curricula with the highest value based contents are found to be; Game-Physical Activities, Physical Education, and Law-Justice curricula. However, in the Turkish and English curricula there are no intended learning outcomes related to values. The values in the Primary Curriculum are combined and classified in nine different categories namely; religious-moral, individual, social, national, democratic, scientific, economic, environmental, and aesthetic.
{"title":"Türk Eğitim Sisteminde Değer Arayışı: Yenilenen (2017) İlköğretim Programları Hangi Değerleri Kazandırıyor?","authors":"M. Kart, H. Şimşek","doi":"10.34234/ded.623787","DOIUrl":"https://doi.org/10.34234/ded.623787","url":null,"abstract":": This study examines the values covered in Turkey’s renewed primary education curricula in 2017. Qualitative research design, including content analysis is employed for the purpose of the analysis. At the end of the analysis, it is clearly understood that the value perception in the curriculum is based on bringing up an accountable citizen and a benevolent individual. Emphasiz-ing the importance of value in the self-formation of the individuals, reference to values are done both in the introduction and in skill a cquisition part of the programe. Especially the multi-dimensional development of an individual is emphasized and the importance of the values in the formation of the individuals is underlined in the curriculum. According to findings, 11.83% of all the intended learning outcomes of 20 courses at the primary level are related to the affective domain. In the entire primary school level curriculum, 65 different values are covered and the most emphasized one is considered as “responsibil-ity” which is stressed 92 times throughout the curriculum. Following the value of Responsibility come values of; Respect (38 times), sensitivity for Health (37 times), Justice (26 times) sensitivity for Cultural Heritage (25 times), and Diligence (25 times). These values noticeably coincide with the core values covered by The Ministry of National Education. The Curricula with the highest value based contents are found to be; Game-Physical Activities, Physical Education, and Law-Justice curricula. However, in the Turkish and English curricula there are no intended learning outcomes related to values. The values in the Primary Curriculum are combined and classified in nine different categories namely; religious-moral, individual, social, national, democratic, scientific, economic, environmental, and aesthetic.","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117222349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: Imam hatip high school graduates’ professional competencies are supposed to be at adequate level of performing imamate, preaching and Quran course instruction. Also, a good instruction of Quran is required for students who prefer/will prefer Faculties of Theology/ Islamic Sciences. In order to increase the quality of the course of Quran – besides the required professional competencies of the teachers – the learning outcomes in the curricula of the course must be known by heart and the special teaching methods and techniques of the course must be applied. In the study, it was aimed to determine the teaching methods in the Quran curriculum of Imam Hatip Schools since 1924, to reveal the existing similarities and differences, to evaluate the data about these methods and their application level by using the existing researches in the literature. In this research, document analysis method was used as qualitative research design. The methods and techniques in the curriculum from the past to the present have been determined and analyzed in chronological order. The research was based on the decisions of the Board of Education of the Ministry of National Education with relevant numbers and dates, and the methods and techniques in the curriculum published in the Journal of Announcment. It can be said that the Quran curriculum, teaching methods and techniques, which have been taught at the Anatolian Imam Hatip High Schools since 2016, have been improved compared to previous programs. However, when the researches in the literature are examined, it is concluded that the criticism of the teaching of the course continues and the professional competence of the teachers is not at the desired level. It is expected that this research findings will contribute to future studies about the application level of the methods and techniques in teaching programs.
{"title":"İmam Hatip Okulları Kur’an-ı Kerim Dersi Öğretim Programlarında Yer Alan Yöntem ve Tekniklerin Değerlendirilmesi (1924-2016)","authors":"Nazif Yilmaz","doi":"10.34234/ded.816323","DOIUrl":"https://doi.org/10.34234/ded.816323","url":null,"abstract":": Imam hatip high school graduates’ professional competencies are supposed to be at adequate level of performing imamate, preaching and Quran course instruction. Also, a good instruction of Quran is required for students who prefer/will prefer Faculties of Theology/ Islamic Sciences. In order to increase the quality of the course of Quran – besides the required professional competencies of the teachers – the learning outcomes in the curricula of the course must be known by heart and the special teaching methods and techniques of the course must be applied. In the study, it was aimed to determine the teaching methods in the Quran curriculum of Imam Hatip Schools since 1924, to reveal the existing similarities and differences, to evaluate the data about these methods and their application level by using the existing researches in the literature. In this research, document analysis method was used as qualitative research design. The methods and techniques in the curriculum from the past to the present have been determined and analyzed in chronological order. The research was based on the decisions of the Board of Education of the Ministry of National Education with relevant numbers and dates, and the methods and techniques in the curriculum published in the Journal of Announcment. It can be said that the Quran curriculum, teaching methods and techniques, which have been taught at the Anatolian Imam Hatip High Schools since 2016, have been improved compared to previous programs. However, when the researches in the literature are examined, it is concluded that the criticism of the teaching of the course continues and the professional competence of the teachers is not at the desired level. It is expected that this research findings will contribute to future studies about the application level of the methods and techniques in teaching programs.","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128170751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: Turkish, with its history, home to our thoughts with its cultural accu-mulation, bearer of values, is substantial in terms of preserving values live and transmitting them. As the world is getting smaller with the fast progress of science and technology, Turkey and Turkish have been and will be the center of attraction with its historical, political, economic, and cultural capacity. This status gives op-portunity to teach Turkish as a foreign language and also transfer the values via the language. The most essential educational materials in the schools are the textbooks. Textbooks are prepared within the framework of lesson’s curriculum. In this study, it is examined to what extent are the root values and the values under the theme of virtues which placed in 2018 Turkish Lesson Curriculum are included in the book set of “I’m learning Turkish” which aims to teach Turkish as a foreign language that was prepared by Yunus Emre Institute for 10-15 aged learners. The set I’m learning Turkish prepared by Yunus Emre Institute consists of four textbooks and four work-Yunus books. Textbooks and workbooks which were prepared for each level have 6 units. In the study, results are given by means of values that are transferred at each level and distribution of value transfer by each unit. The data obtained by document review method were transformed into the charts interpreted in case of numerical data and inferences were made. As a result of the study, it was found that A2.2 textbook is the one in which the most value transfer is done. Self-regulation and responsibil-ity are the most transferred values in the set. included in the Turkish course curriculum. This study aims to contribute to the field in terms of the importance of values education in teaching Turkish as a foreign language.
{"title":"Yunus Emre Enstitüsü Türkçe Öğreniyorum Setinin Değerler Eğitimi Açısından İncelenmesi","authors":"Hasan Erçelik, Erhan Yeşilyurt","doi":"10.34234/ded.722637","DOIUrl":"https://doi.org/10.34234/ded.722637","url":null,"abstract":": Turkish, with its history, home to our thoughts with its cultural accu-mulation, bearer of values, is substantial in terms of preserving values live and transmitting them. As the world is getting smaller with the fast progress of science and technology, Turkey and Turkish have been and will be the center of attraction with its historical, political, economic, and cultural capacity. This status gives op-portunity to teach Turkish as a foreign language and also transfer the values via the language. The most essential educational materials in the schools are the textbooks. Textbooks are prepared within the framework of lesson’s curriculum. In this study, it is examined to what extent are the root values and the values under the theme of virtues which placed in 2018 Turkish Lesson Curriculum are included in the book set of “I’m learning Turkish” which aims to teach Turkish as a foreign language that was prepared by Yunus Emre Institute for 10-15 aged learners. The set I’m learning Turkish prepared by Yunus Emre Institute consists of four textbooks and four work-Yunus books. Textbooks and workbooks which were prepared for each level have 6 units. In the study, results are given by means of values that are transferred at each level and distribution of value transfer by each unit. The data obtained by document review method were transformed into the charts interpreted in case of numerical data and inferences were made. As a result of the study, it was found that A2.2 textbook is the one in which the most value transfer is done. Self-regulation and responsibil-ity are the most transferred values in the set. included in the Turkish course curriculum. This study aims to contribute to the field in terms of the importance of values education in teaching Turkish as a foreign language.","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122633497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"İstiklâl Marşı’mızda Değerler","authors":"B. Tay, Ahmet Nalçacı","doi":"10.34234/ded.753516","DOIUrl":"https://doi.org/10.34234/ded.753516","url":null,"abstract":"","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133175230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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