{"title":"Norveç'te Din Eğitimi","authors":"Zehra Geli̇ci̇","doi":"10.34234/ded.638482","DOIUrl":"https://doi.org/10.34234/ded.638482","url":null,"abstract":"","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"6 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":"129686762","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 arastirmanin amaci, sosyal bilgiler ogretmeni adaylarinin “Estetik” degerine iliskin sahip olduklari algilarin metaforlar araciligi ile ortaya cikarilmasidir. Arastirma nitel arastirma modeli kapsaminda olgubilim deseninde kurgulanmistir. Calisma grubunu, Turkiye’de bir universitede ogrenim goren 120 ogretmen adayi olusturmaktadir. Veriler, “Estetik……………. gibidir / benzer; cunku…………” seklinde yazili form ile toplanmistir. Elde edilen verilerin degerlendirilmesinde icerik analizi kullanilmistir. Calismada, sosyal bilgiler ogretmen adaylarinin “Estetik” degeri icin birbirinden farkli olarak 69 gecerli metafor gelistirdigi belirlenmistir. Belirlenen metaforlar, guzellik (39), uyum (21), etkileyici varlik (18), farklilik (13), mutluluk verici (12), sanat (12), yansitma araci (8) olmak uzere 7 kavramsal kategoride toplanmistir. Estetik degeri katilimcilar tarafindan en cok doga (9), evren (7), guzellik (7), sanat (6) ve cicek (5) metaforlari ile iliskilendirmistir. Diger metaforlar bir kez veya iki kez ifade edilmistir. Gelistirilen metaforlarin cinsiyete gore dagilimlarina bakildiginda, belirlenen kategorilerin hepsinde, kadin ve erkek katilimcilarin hepsinin metafor urettikleri gorulmektedir. Gelistirilen metafor sayisi acisindan “Yansitma araci olarak estetik” kategorisinde kadin ve erkek katilimcilar esit sayida metafor uretmistir. Diger kategorilerde kadin katilimcilarin daha fazla metafor gelistirdigi anlasilmaktadir.
{"title":"Sosyal Bilgiler Öğretmen Adaylarının Estetik Değerine İlişkin Metaforları","authors":"Ayşegül Seyhan","doi":"10.34234/ded.714332","DOIUrl":"https://doi.org/10.34234/ded.714332","url":null,"abstract":"Bu arastirmanin amaci, sosyal bilgiler ogretmeni adaylarinin “Estetik” degerine iliskin sahip olduklari algilarin metaforlar araciligi ile ortaya cikarilmasidir. Arastirma nitel arastirma modeli kapsaminda olgubilim deseninde kurgulanmistir. Calisma grubunu, Turkiye’de bir universitede ogrenim goren 120 ogretmen adayi olusturmaktadir. Veriler, “Estetik……………. gibidir / benzer; cunku…………” seklinde yazili form ile toplanmistir. Elde edilen verilerin degerlendirilmesinde icerik analizi kullanilmistir. Calismada, sosyal bilgiler ogretmen adaylarinin “Estetik” degeri icin birbirinden farkli olarak 69 gecerli metafor gelistirdigi belirlenmistir. Belirlenen metaforlar, guzellik (39), uyum (21), etkileyici varlik (18), farklilik (13), mutluluk verici (12), sanat (12), yansitma araci (8) olmak uzere 7 kavramsal kategoride toplanmistir. Estetik degeri katilimcilar tarafindan en cok doga (9), evren (7), guzellik (7), sanat (6) ve cicek (5) metaforlari ile iliskilendirmistir. Diger metaforlar bir kez veya iki kez ifade edilmistir. Gelistirilen metaforlarin cinsiyete gore dagilimlarina bakildiginda, belirlenen kategorilerin hepsinde, kadin ve erkek katilimcilarin hepsinin metafor urettikleri gorulmektedir. Gelistirilen metafor sayisi acisindan “Yansitma araci olarak estetik” kategorisinde kadin ve erkek katilimcilar esit sayida metafor uretmistir. Diger kategorilerde kadin katilimcilarin daha fazla metafor gelistirdigi anlasilmaktadir.","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"36 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":"129755274","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}
: The aim of this study was to determine preschool teachers’ views of moral education through influential Turkish historical figures. The sample consisted of 23 preschool teachers from nursery classrooms and kindergartens affiliated with the Directorate of National Education of Muş/Turkey. Data were collected using a semi-structured interview form developed by researchers. It was found that political leaders, Islamic philosophical figures, folk heroes, po-ets-writers, and scientists are perceived as influential Turkish figures by the participants. When participants’ views about giving moral education through these figures, is asked, participants shared concepts such as; virtue, having faith, perseverance, and success, being forethoughtful, and setting an example. Most participants do not implement a program tailored for moral education, but most of them try to perform activities that involve moral education in their lectu-res. They use the drama as well as educational play and audio-visual story-re-ading methods to teach moral concepts. They use moral education activities with enriched content that conforms to students’ developmental characteristics and allows them to interact. Participants believe that children should look up to influential Turkish figures for their personality traits and moral principles. Therefore, participants support preschool moral education through influential Turkish figures. Participants think that it would be useful to design educational environments with rich material for historical figures and establish permanent centers for influential Turkish figures could be established in classrooms.
{"title":"Okul Öncesi Öğretmenleri Bakış Açısıyla Millî Değerlerimiz: Türk Büyükleriyle Ahlak Eğitimi","authors":"A. Karademir, Ilknur Celik","doi":"10.34234/ded.762815","DOIUrl":"https://doi.org/10.34234/ded.762815","url":null,"abstract":": The aim of this study was to determine preschool teachers’ views of moral education through influential Turkish historical figures. The sample consisted of 23 preschool teachers from nursery classrooms and kindergartens affiliated with the Directorate of National Education of Muş/Turkey. Data were collected using a semi-structured interview form developed by researchers. It was found that political leaders, Islamic philosophical figures, folk heroes, po-ets-writers, and scientists are perceived as influential Turkish figures by the participants. When participants’ views about giving moral education through these figures, is asked, participants shared concepts such as; virtue, having faith, perseverance, and success, being forethoughtful, and setting an example. Most participants do not implement a program tailored for moral education, but most of them try to perform activities that involve moral education in their lectu-res. They use the drama as well as educational play and audio-visual story-re-ading methods to teach moral concepts. They use moral education activities with enriched content that conforms to students’ developmental characteristics and allows them to interact. Participants believe that children should look up to influential Turkish figures for their personality traits and moral principles. Therefore, participants support preschool moral education through influential Turkish figures. Participants think that it would be useful to design educational environments with rich material for historical figures and establish permanent centers for influential Turkish figures could be established in classrooms.","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"17 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":"134639775","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}
The essential aim of this study was to constitute a ‘Tolerance Tendency Scale Form for Adults’ so as to specify individuals’ level of tolerance tendency. At the outset, a Likert-type pre-form in accordance with the 30 items within the item pool was composed. In this research which comprised three distinct groups of participants, 515 individuals constitute the first group who will go through the exploratory factor analysis evaluation, 498 individuals went through the confirmatory factor analysis evaluation, and 126 individuals were incorporated within the test-retest reliability analysis phase. In other words, 1139 individuals were totally involved in this study as participants. The result of the exploratory factor analysis which was generated by means of the data obtained from the first group of participants, a two-dimensional structure under the names of ‘respect for differences’ and ‘acceptance’ which were composed Hoşgörü Eğilim Ölçeği Yetişkin Formu: Geçerlik ve Güvenirlik Çalışması
本研究的主要目的是编制“成人容忍倾向量表”，以明确个体的容忍倾向水平。首先，根据项目池中的30个项目编制李克特式预表。本研究共分为三组，第一组515人进行探索性因子分析评估，498人进行验证性因子分析评估，126人进入重测信度分析阶段。换句话说，1139个人作为参与者完全参与了这项研究。探索性因素分析的结果是通过从第一组参与者获得的数据产生的，在“尊重差异”和“接受”的名称下的二维结构由Hoşgörü Eğilim Ölçeği yeti公式组成:ge erlik ve g venirlik Çalışması
{"title":"Hoşgörü Eğilim Ölçeği Yetişkin Formu: Geçerlik ve Güvenirlik Çalışması","authors":"Hüseyin Çalışkan, Merve Çavuş","doi":"10.34234/ded.731250","DOIUrl":"https://doi.org/10.34234/ded.731250","url":null,"abstract":"The essential aim of this study was to constitute a ‘Tolerance Tendency Scale Form for Adults’ so as to specify individuals’ level of tolerance tendency. At the outset, a Likert-type pre-form in accordance with the 30 items within the item pool was composed. In this research which comprised three distinct groups of participants, 515 individuals constitute the first group who will go through the exploratory factor analysis evaluation, 498 individuals went through the confirmatory factor analysis evaluation, and 126 individuals were incorporated within the test-retest reliability analysis phase. In other words, 1139 individuals were totally involved in this study as participants. The result of the exploratory factor analysis which was generated by means of the data obtained from the first group of participants, a two-dimensional structure under the names of ‘respect for differences’ and ‘acceptance’ which were composed Hoşgörü Eğilim Ölçeği Yetişkin Formu: Geçerlik ve Güvenirlik Çalışması","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"228 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":"124188465","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":"Değerler Eğitiminde Video Blog Kullanımı","authors":"Ozan Coşkunserçe","doi":"10.34234/ded.767347","DOIUrl":"https://doi.org/10.34234/ded.767347","url":null,"abstract":"","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"81 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":"129806950","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}
The main purpose of this research is to examine the effects of educational games, designed according to the values of justice, friendship, honesty, patience, helpfulness, solidarity and equality, on students’ cognitive structures and teacher opinions. This research is a case study in which qualitative research method is used. Students and teachers in the 2nd, 3rd and 4th grades in a public primary school in the 2019-2020 academic year constitute the working group of this research. In the research, word association test and semi-structured interview form were used as data collection tools. The data were analyzed using descriptive analysis technique. In the research, it was concluded that educational games affect students’ cognitive structures positively. According to the opinions of the teachers, educational games are related to the curriculum, they are effective in learning values, and students have fun playing with, the results suggest that there are no difficulties in playing the games. However, teachers Eğitsel Oyunların Öğrencilerin Değer Kazanımlarına Etkisi: Bir Durum Çalışması
本研究的主要目的是考察根据正义、友谊、诚实、耐心、帮助、团结和平等价值观设计的教育游戏对学生认知结构和教师意见的影响。本研究是采用定性研究方法的个案研究。2019-2020学年某公立小学二、三、四年级的学生和教师组成本研究的工作组。本研究采用单词联想测验和半结构化访谈形式作为数据收集工具。采用描述性分析技术对数据进行分析。研究发现，教育游戏对学生的认知结构具有积极的影响。根据教师的意见，教育游戏与课程相关，有效地学习价值观，学生玩得很开心，结果表明玩游戏没有困难。然而，教师Eğitsel Oyunların Öğrencilerin Değer Kazanımlarına Etkisi: Bir Durum Çalışması
{"title":"Eğitsel Oyunların Öğrencilerin Değer Kazanımlarına Etkisi: Bir Durum Çalışması","authors":"Gökhan Izgar","doi":"10.34234/ded.736639","DOIUrl":"https://doi.org/10.34234/ded.736639","url":null,"abstract":"The main purpose of this research is to examine the effects of educational games, designed according to the values of justice, friendship, honesty, patience, helpfulness, solidarity and equality, on students’ cognitive structures and teacher opinions. This research is a case study in which qualitative research method is used. Students and teachers in the 2nd, 3rd and 4th grades in a public primary school in the 2019-2020 academic year constitute the working group of this research. In the research, word association test and semi-structured interview form were used as data collection tools. The data were analyzed using descriptive analysis technique. In the research, it was concluded that educational games affect students’ cognitive structures positively. According to the opinions of the teachers, educational games are related to the curriculum, they are effective in learning values, and students have fun playing with, the results suggest that there are no difficulties in playing the games. However, teachers Eğitsel Oyunların Öğrencilerin Değer Kazanımlarına Etkisi: Bir Durum Çalışması","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"25 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":"126479485","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}
In many studies on social gender, it is observed that equality between men and women cannot be attained in terms of household chores. In this study, it is aimed to analyse the views of children between 4 and 6 years of age in preschool period regarding their mother's role inside and outside home in terms of social gender. The case study method which is one of the qualitative research design has been used in the study. The children were asked two different questions (“What does your mother do at home?” and “What does your mother do outside?") and they were requested to draw two distinct pictures related to these questions and explain these pictures to the researcher. The data was collected in one-to-one interviews with the children and in written notes taken by the researcher during the interview. Typical case and easily accessible sampling methods were used in the selection of the study group. The study group consists of 20 children who attend kindergarten in the Karadeniz Eregli Township, three of whom are four years old, fifteen of whom are five years old and two of whom are six years old. The study group consists of ten boys and ten girls. The data was analyzed with content analysis method, coded by researchers and it is converted to codes, categories and themes. Accordingly, the themes attained from the study in relation to what children’s mothers do at home are “keep house”, “care to others” and “care to herself”, and in relation to what they do outside are “positive care to herself”, “responsibility”, “care to children”, “external order” and “negative care to herself”. As a result of the research, it was suggested that families be positive models for their children in terms of social gender.
{"title":"Annelerinin Ev İçi ve Ev Dışı Rollerine Yönelik Okul Öncesi Çocukların Görüşlerinin Toplumsal Cinsiyet Açısından İncelenmesi","authors":"Gizem Özer, Pembe Buse Keser","doi":"10.34234/ded.679593","DOIUrl":"https://doi.org/10.34234/ded.679593","url":null,"abstract":"In many studies on social gender, it is observed that equality between men and women cannot be attained in terms of household chores. In this study, it is aimed to analyse the views of children between 4 and 6 years of age in preschool period regarding their mother's role inside and outside home in terms of social gender. The case study method which is one of the qualitative research design has been used in the study. The children were asked two different questions (“What does your mother do at home?” and “What does your mother do outside?\") and they were requested to draw two distinct pictures related to these questions and explain these pictures to the researcher. The data was collected in one-to-one interviews with the children and in written notes taken by the researcher during the interview. Typical case and easily accessible sampling methods were used in the selection of the study group. The study group consists of 20 children who attend kindergarten in the Karadeniz Eregli Township, three of whom are four years old, fifteen of whom are five years old and two of whom are six years old. The study group consists of ten boys and ten girls. The data was analyzed with content analysis method, coded by researchers and it is converted to codes, categories and themes. Accordingly, the themes attained from the study in relation to what children’s mothers do at home are “keep house”, “care to others” and “care to herself”, and in relation to what they do outside are “positive care to herself”, “responsibility”, “care to children”, “external order” and “negative care to herself”. As a result of the research, it was suggested that families be positive models for their children in terms of social gender.","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131168307","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 calismada, okul oncesi donemde sarkilarla degerler egitiminin cocuklarin farkindalik duzeyine etkisinin belirlenmesi amaclanmistir. Bu amac dogrultusunda 2018-2019 egitim/ogretim yilinda Bursa’da yer alan, kolay ulasilabilir ornekleme yontemiyle secilmis bir okul oncesi kurumdaki cocuklardan olusan calisma grubuyla on test – son test statik gruplu deneysel bir calisma yurutulmustur. Calisma kapsaminda once degerler ve bu degerlere iliskin sarki dagarcigi belirlenmistir. Degerlerin belirlenmesinde 3 alan uzmanina Okul Oncesi Egitim Programinda yer verilen degerleri iceren bir liste verilmis ve uzmanlardan bu degerlerin ogretiminde kullanilabilecek sarki onerileri istenmistir. En cok onerilen dort deger ve bu degerlerin ogretilmesine uygun sarkilar calisma kapsamina alinmistir. Belirlenen degerlerle ilgili cocuklarin farkindalik duzeylerini tespit etmek amaciyla “Resimli Kartlar Testi” gelistirilmis ve bu test ile deney ve kontrol gruplarinin on test puanlari belirlenmistir. Daha sonra belirlenen dagarcik ile 8 hafta boyunca deney grubuyla calisilmis ve uygulama sonrasinda iki gruba tekrar ayni test uygulanarak son test puanlari belirlenmistir. On test ve son test arasindaki degisime iliskin olarak Wilcoxon isaretli siralama testi ve gruplar arasindaki farklarin belirlenmesinde Mann-Whitney U testi kullanilmistir. Analizler sonucunda gruplarin arkadaslik, guven ve yardimseverlik alt boyutlari ile toplam puanlarindaki gelismeleri arasinda deney grubu lehine anlamli fark ( p <.05) oldugu belirlenmistir.
{"title":"Şarkılarla Değerler Eğitiminin Okul Öncesi Çocukların Farkındalık Düzeyine Etkisi","authors":"Gülnihal Gül, Seda Mintaş, Doruk Engür","doi":"10.34234/ded.597237","DOIUrl":"https://doi.org/10.34234/ded.597237","url":null,"abstract":"Bu calismada, okul oncesi donemde sarkilarla degerler egitiminin cocuklarin farkindalik duzeyine etkisinin belirlenmesi amaclanmistir. Bu amac dogrultusunda 2018-2019 egitim/ogretim yilinda Bursa’da yer alan, kolay ulasilabilir ornekleme yontemiyle secilmis bir okul oncesi kurumdaki cocuklardan olusan calisma grubuyla on test – son test statik gruplu deneysel bir calisma yurutulmustur. Calisma kapsaminda once degerler ve bu degerlere iliskin sarki dagarcigi belirlenmistir. Degerlerin belirlenmesinde 3 alan uzmanina Okul Oncesi Egitim Programinda yer verilen degerleri iceren bir liste verilmis ve uzmanlardan bu degerlerin ogretiminde kullanilabilecek sarki onerileri istenmistir. En cok onerilen dort deger ve bu degerlerin ogretilmesine uygun sarkilar calisma kapsamina alinmistir. Belirlenen degerlerle ilgili cocuklarin farkindalik duzeylerini tespit etmek amaciyla “Resimli Kartlar Testi” gelistirilmis ve bu test ile deney ve kontrol gruplarinin on test puanlari belirlenmistir. Daha sonra belirlenen dagarcik ile 8 hafta boyunca deney grubuyla calisilmis ve uygulama sonrasinda iki gruba tekrar ayni test uygulanarak son test puanlari belirlenmistir. On test ve son test arasindaki degisime iliskin olarak Wilcoxon isaretli siralama testi ve gruplar arasindaki farklarin belirlenmesinde Mann-Whitney U testi kullanilmistir. Analizler sonucunda gruplarin arkadaslik, guven ve yardimseverlik alt boyutlari ile toplam puanlarindaki gelismeleri arasinda deney grubu lehine anlamli fark ( p <.05) oldugu belirlenmistir.","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131099451","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, psikolojik yardim alan dindar bireylerin, yardim almaya yonelik tutumlarinin dini inanc ve ibadet hayatlariyla iliskisini incelemek, psikolojik yardim alma surecinde damgalanma yasayan bireylerin karsilastiklari problemlere yonelik manevi danismanlik hizmetinin/rolunun ne oldugunu ortaya koymak ve neler yapabilecegine dair onerilerde bulunmaktir. Nitel metotta olgu bilim deseninde hazirlanan bu calismada, amacli ornekleme yontemlerinden kartopu ve maksimum cesitlilik kullanilmis, farkli psikolojik rahatsizliga sahip kisiler calismaya dâhil edilmistir. Olcut ornekleme de uygulanarak katilimcilarin kendilerini dindar olarak tanimlamalari, tani almis olmalari ve en az iki ay profesyonel psikolojik yardim almis olmalari kosulu saglanmistir. Calisma grubu depresyon, bipolar bozukluk, panik atak, anksiyete ve kisilik bozuklugu tanisina sahip, psikolojik yardim almis ya da almakta olan 1’i erkek 20 kisiden olusmustur. Veriler, yari yapilandirilmis gorusme formu kullanilarak gorusme teknigi ile toplanmis, betimsel analiz kullanilarak yorumlanmistir. Arastirma sonucunda, yardim almanin kisinin sosyal cevresi tarafindan inanc eksikligi olarak damgalanmasinin hastalarda icsel damgalanmaya neden oldugu, bu kisilerin tibbi tedavi almalarinin yaninda dini uygulamalarindaki eksiklikleri de tespit edip gidermeye calistiklari, fakat bu konuda da cesitli damgalamalara maruz kalabildikleri, hastaliklarin dogru sekilde algilanmasi ve cozumlenmesinde hem hastalar hem de hasta yakinlari icin manevi destege ihtiyac oldugu belirlenmistir. Ayrica yasadiklari surec cercevesinde cevrelerinden almak istedikleri dini ve manevi kaynakli destekleyici ve incitici olmayan konular sorulmus ve manevi danismanlik uygulamalarindan neler bekledikleri sunulmustur.
{"title":"Psikolojik Yardım Almanın Dini / Manevi Açıdan Damgalanması ve Bu Süreci Yaşayanların Manevi Danışmanlık Hizmetlerinden Beklentileri","authors":"Kevser Çağlan, Gülüşan Göcen","doi":"10.34234/ded.617263","DOIUrl":"https://doi.org/10.34234/ded.617263","url":null,"abstract":"Bu calismanin amaci, psikolojik yardim alan dindar bireylerin, yardim almaya yonelik tutumlarinin dini inanc ve ibadet hayatlariyla iliskisini incelemek, psikolojik yardim alma surecinde damgalanma yasayan bireylerin karsilastiklari problemlere yonelik manevi danismanlik hizmetinin/rolunun ne oldugunu ortaya koymak ve neler yapabilecegine dair onerilerde bulunmaktir. Nitel metotta olgu bilim deseninde hazirlanan bu calismada, amacli ornekleme yontemlerinden kartopu ve maksimum cesitlilik kullanilmis, farkli psikolojik rahatsizliga sahip kisiler calismaya dâhil edilmistir. Olcut ornekleme de uygulanarak katilimcilarin kendilerini dindar olarak tanimlamalari, tani almis olmalari ve en az iki ay profesyonel psikolojik yardim almis olmalari kosulu saglanmistir. Calisma grubu depresyon, bipolar bozukluk, panik atak, anksiyete ve kisilik bozuklugu tanisina sahip, psikolojik yardim almis ya da almakta olan 1’i erkek 20 kisiden olusmustur. Veriler, yari yapilandirilmis gorusme formu kullanilarak gorusme teknigi ile toplanmis, betimsel analiz kullanilarak yorumlanmistir. Arastirma sonucunda, yardim almanin kisinin sosyal cevresi tarafindan inanc eksikligi olarak damgalanmasinin hastalarda icsel damgalanmaya neden oldugu, bu kisilerin tibbi tedavi almalarinin yaninda dini uygulamalarindaki eksiklikleri de tespit edip gidermeye calistiklari, fakat bu konuda da cesitli damgalamalara maruz kalabildikleri, hastaliklarin dogru sekilde algilanmasi ve cozumlenmesinde hem hastalar hem de hasta yakinlari icin manevi destege ihtiyac oldugu belirlenmistir. Ayrica yasadiklari surec cercevesinde cevrelerinden almak istedikleri dini ve manevi kaynakli destekleyici ve incitici olmayan konular sorulmus ve manevi danismanlik uygulamalarindan neler bekledikleri sunulmustur.","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131532310","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 makale Ingiltere’de Musluman ailelerin “ev okulu” (home schooling) tecrubelerini incelemeyi amaclamaktadir. Nitel arastirma yontemlerinden durum calismasinin kullanildigi calismada Ingiltere’de ev okulunun ne oldugu, Musluman aileler tarafindan nasil ve nicin uygulandigi sorularinin cevaplari aranmistir. Bunun icin, Ingiltere’de ev okulunu tercih eden Musluman ailelerle mulakatlar yapilmis, bunun yaninda ilgili literatur, Musluman ev okulu derneklerinin yayinlari ve ev okulu tecrubelerini internet uzerinden paylasan ailelerin bloglari incelenmistir. Elde edilen veriler nitel analiz metoduyla kodlanmis ve analiz edilmistir. Bulgular gostermektedir ki Ingiltere’de ev okulunu tercih eden ailelere genis haklar taninmistir. Kaliteli Musluman okullarin cok fazla olmamasi, devlet okullarinda din ve ahlak egitimine yeterince onem verilmemesi, Islam inanciyla celisen bilgilerin ogretilmesi ve okullarda zorbalik, ayrimcilik, akran baskisi ve cinsel teshir Musluman ailelerin ev okulunu tercih etme sebepleri arasindadir. Bunun yaninda Musluman aileler devlet okullarindaki akademik egitimin de kalitesini sorgulamaktadir. Ev okulunu tercih eden Musluman ailelerin onemli bir kisminin ogretmenlik sertifikasina sahip olmadigi ve genelde annelerin ev okulundan sorumlu oldugu gorulmektedir. Ancak ev okulunun tek bir evin icine hapsedilmis ya da tek bir ebeveynin bilgi birikimi ile sinirlandirilmis bir egitimden ziyade sosyal ve kolektif bir hareket oldugu gorulmektedir. Makale Turkiye’de ev okulunun imkani ile ilgili tartisma ve onerilerle son bulmaktadir.
{"title":"İngiltere’de Müslüman Ailelerin Ev Okulu Tecrübeleri ve Türkiye’de Ev Okulunun İmkânı","authors":"Abdurrahman Hendek","doi":"10.34234/ded.407335","DOIUrl":"https://doi.org/10.34234/ded.407335","url":null,"abstract":"Bu makale Ingiltere’de Musluman ailelerin “ev okulu” (home schooling) tecrubelerini incelemeyi amaclamaktadir. Nitel arastirma yontemlerinden durum calismasinin kullanildigi calismada Ingiltere’de ev okulunun ne oldugu, Musluman aileler tarafindan nasil ve nicin uygulandigi sorularinin cevaplari aranmistir. Bunun icin, Ingiltere’de ev okulunu tercih eden Musluman ailelerle mulakatlar yapilmis, bunun yaninda ilgili literatur, Musluman ev okulu derneklerinin yayinlari ve ev okulu tecrubelerini internet uzerinden paylasan ailelerin bloglari incelenmistir. Elde edilen veriler nitel analiz metoduyla kodlanmis ve analiz edilmistir. Bulgular gostermektedir ki Ingiltere’de ev okulunu tercih eden ailelere genis haklar taninmistir. Kaliteli Musluman okullarin cok fazla olmamasi, devlet okullarinda din ve ahlak egitimine yeterince onem verilmemesi, Islam inanciyla celisen bilgilerin ogretilmesi ve okullarda zorbalik, ayrimcilik, akran baskisi ve cinsel teshir Musluman ailelerin ev okulunu tercih etme sebepleri arasindadir. Bunun yaninda Musluman aileler devlet okullarindaki akademik egitimin de kalitesini sorgulamaktadir. Ev okulunu tercih eden Musluman ailelerin onemli bir kisminin ogretmenlik sertifikasina sahip olmadigi ve genelde annelerin ev okulundan sorumlu oldugu gorulmektedir. Ancak ev okulunun tek bir evin icine hapsedilmis ya da tek bir ebeveynin bilgi birikimi ile sinirlandirilmis bir egitimden ziyade sosyal ve kolektif bir hareket oldugu gorulmektedir. Makale Turkiye’de ev okulunun imkani ile ilgili tartisma ve onerilerle son bulmaktadir.","PeriodicalId":131317,"journal":{"name":"Değerler Eğitimi Dergisi","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124900210","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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