Bu arastirmada, ogretmen adaylarinin kendi sinif-ici ogretim deneyimleriyle kurguladiklari video-durumlarin akranlari ile yuzyuze tartisilmasini iceren video-duruma dayali ogretim surecinin ayrintili olarak incelenmesi amaclanmistir. Bu amacla arastirma, nitel arastirma yaklasimi benimsenerek durum calismasi (case study) olarak yurutulmustur. Arastirmanin calisma grubunda, 2016-2017 ogretim yilinda Ankara Universitesi Egitim Bilimleri Fakultesi BOTE Bolumunde Ogretmenlik Uygulamasi dersini ilk kez alan ve derse devam eden 16 (9 kadin, 7 erkek) ogretmen adayi yer almaktadir. Arastirma sureci, ogretmen adaylarinin sinif-ici ogretim deneyimlerinin kaydedilmesini ve deneyimlerin ogretmen adaylari tarafindan kurgulanmasini, kurgulanmis video-durumlarin yuzyuze ortamda tartisilmasini icermektedir. Arastirmanin verileri surec sonunda ogretmen adaylariyla yari yapilandirilmis gorusme formu kullanilarak yapilan surec degerlendirme gorusmelerinden elde edilmistir. Arastirmada video-duruma dayali ogretim surecinde, ogretmen adaylarinin kendilerini izleme olanagi bulmalarinin, hem kendilerinde hem de arkadaslarindaki degisimi fark etmelerinin, elestirme ve elestirilme konusunda gelisim gostermelerinin, akranlari tarafindan begenilmelerinin ve surecte dusuncelerinin onemsenmesinin degerli ve onemli goruldugu belirlenmistir. Ayrica surecin, ogretmen adaylarina deneyim biriktirme, tartisabilme ve elestiri kabul edebilmenin yani sira, okul rehber ogretmenlerinden alinamayan geribildirimleri edinebilme konularinda yarar sagladigi saptanmistir. Surecte katilimcilarin sayica yogunlugu, deneyimlerin cesitliligine katki saglarken ozellikle zaman acisindan uygulama surecinin maliyetini arttirmaktadir. Bu durumun en uygun bicimde duzenlenmesinin ya da tartisma oturumlarinin sinirlarinin surecin baslangicinda ayrintili belirlenmesinin, uygulama surecini gorece daha uygulanabilir kilacagi ve surecten elde edilecek yarara katki saglayacagi dusunulmektedir.
{"title":"A Method In Video Case-Based Instruction: Pre-Service Teachers' Own Video-Cases Edited And Discussed","authors":"Raziye Sancar, D. Deryakulu","doi":"10.30964/auebfd.683744","DOIUrl":"https://doi.org/10.30964/auebfd.683744","url":null,"abstract":"Bu arastirmada, ogretmen adaylarinin kendi sinif-ici ogretim deneyimleriyle kurguladiklari video-durumlarin akranlari ile yuzyuze tartisilmasini iceren video-duruma dayali ogretim surecinin ayrintili olarak incelenmesi amaclanmistir. Bu amacla arastirma, nitel arastirma yaklasimi benimsenerek durum calismasi (case study) olarak yurutulmustur. Arastirmanin calisma grubunda, 2016-2017 ogretim yilinda Ankara Universitesi Egitim Bilimleri Fakultesi BOTE Bolumunde Ogretmenlik Uygulamasi dersini ilk kez alan ve derse devam eden 16 (9 kadin, 7 erkek) ogretmen adayi yer almaktadir. Arastirma sureci, ogretmen adaylarinin sinif-ici ogretim deneyimlerinin kaydedilmesini ve deneyimlerin ogretmen adaylari tarafindan kurgulanmasini, kurgulanmis video-durumlarin yuzyuze ortamda tartisilmasini icermektedir. Arastirmanin verileri surec sonunda ogretmen adaylariyla yari yapilandirilmis gorusme formu kullanilarak yapilan surec degerlendirme gorusmelerinden elde edilmistir. Arastirmada video-duruma dayali ogretim surecinde, ogretmen adaylarinin kendilerini izleme olanagi bulmalarinin, hem kendilerinde hem de arkadaslarindaki degisimi fark etmelerinin, elestirme ve elestirilme konusunda gelisim gostermelerinin, akranlari tarafindan begenilmelerinin ve surecte dusuncelerinin onemsenmesinin degerli ve onemli goruldugu belirlenmistir. Ayrica surecin, ogretmen adaylarina deneyim biriktirme, tartisabilme ve elestiri kabul edebilmenin yani sira, okul rehber ogretmenlerinden alinamayan geribildirimleri edinebilme konularinda yarar sagladigi saptanmistir. Surecte katilimcilarin sayica yogunlugu, deneyimlerin cesitliligine katki saglarken ozellikle zaman acisindan uygulama surecinin maliyetini arttirmaktadir. Bu durumun en uygun bicimde duzenlenmesinin ya da tartisma oturumlarinin sinirlarinin surecin baslangicinda ayrintili belirlenmesinin, uygulama surecini gorece daha uygulanabilir kilacagi ve surecten elde edilecek yarara katki saglayacagi dusunulmektedir.","PeriodicalId":32482,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76656230","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":"Primary School Teachers’ and Faculty Members’ Views about Teaching Practice Course","authors":"Onur Batmaz, Yusuf Ergen","doi":"10.30964/auebfd.541079","DOIUrl":"https://doi.org/10.30964/auebfd.541079","url":null,"abstract":"","PeriodicalId":32482,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89363383","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":"Analysing the Perceptions of Education Faculty Students on Community Service-Learning","authors":"Metin Kartal","doi":"10.30964/auebfd.480673","DOIUrl":"https://doi.org/10.30964/auebfd.480673","url":null,"abstract":"","PeriodicalId":32482,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88705592","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":"Sosyal Beceri Geliştirme Sistemi- Derecelendirme Ölçeği (3-5 Yaş Okul Öncesi Versiyonu) Aile Formu: Geçerlik ve Güvenirlik Çalışması","authors":"Cansu Tutkun, Ç. Dinçer","doi":"10.30964/auebfd.483511","DOIUrl":"https://doi.org/10.30964/auebfd.483511","url":null,"abstract":"","PeriodicalId":32482,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84557223","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 work entitled “Hulâsatu’l-Ahlâk” penned by Ahmed Şem’i in 1907 is among the prominent works shedding light on the conception of education in the period of Abdulhamid II. It is well-known that significant steps were taken in every grade of education in that period. Some of those steps were newly founded schools, textbooks, and the attempt to introduce new methods into the education community. In this paper, the work entitled “Hulâsatu’l-Ahlâk” taught for moral education in rushdiyyas (state secondary school) in the era of Abdulhamid II is analyzed. The work in question is precious as it explains a lot about that period’s approach towards moral education. Ahmed Şem’i pointed out that he authored that work for the rushdiyya students since other moral books had prepared for idâdi (high school) and âli (college) students. In this regard, the work called “Hulâsatu’l-Ahlâk” has a substantial value in giving information about the education conception in the rushdiyyas in the era of Abdulhamid II and elucidating how the moral education of children should be. Document analysis was used in the study of the work of “Hulasatu’l-Ahlak”. No sample was used, and the entire work was examined by content analysis method. Based on the categories of “Good Values” and “Bad Values” and their sub-themes, it was found that the work included good values more than bad ones as a result of the calculation of frequency and percentage values.
艾哈迈德Şem 'i于1907年撰写的题为“hul satu ' l- ahl k”的作品是阿卜杜勒哈米德二世时期教育概念的突出作品之一。众所周知，在那个时期，各级教育都采取了重大步骤。其中一些措施是新建学校，编写教科书，并尝试将新方法引入教育界。本文分析了阿卜杜勒哈米德二世时代在rushdiyyas(州立中学)进行道德教育的作品《hul satu’l- ahl k》。这本书很珍贵，因为它解释了那个时期的道德教育方法。Ahmed Şem 'i指出，他为rushdiyya的学生撰写了这本书，因为其他道德书籍已经为id(高中)和(大学)的学生准备好了。在这方面，名为“hul satu ' l- ahl k”的作品在提供关于阿卜杜勒哈米德二世时代拉什迪亚人的教育观念的信息和阐明如何对儿童进行道德教育方面具有实质性的价值。本文采用文献分析法对《胡拉萨图·阿莱克》的作品进行了研究。未使用样本，采用含量分析法对整个作品进行检验。根据“好价值观”和“坏价值观”的分类及其子主题，通过频率和百分比值的计算，发现作品中好的价值观多于坏的价值观。
{"title":"Çağımızın Ahlak Eğitimi Anlayışıyla Ahmed Şem’î’nin Hülâsatü’l Ahlâk Adlı Eserin Değerlendirilmesi","authors":"Seval Yinilmez Akagündüz, A. Doğan","doi":"10.30964/auebfd.582930","DOIUrl":"https://doi.org/10.30964/auebfd.582930","url":null,"abstract":"The work entitled “Hulâsatu’l-Ahlâk” penned by Ahmed Şem’i in 1907 is among the prominent works shedding light on the conception of education in the period of Abdulhamid II. It is well-known that significant steps were taken in every grade of education in that period. Some of those steps were newly founded schools, textbooks, and the attempt to introduce new methods into the education community. In this paper, the work entitled “Hulâsatu’l-Ahlâk” taught for moral education in rushdiyyas (state secondary school) in the era of Abdulhamid II is analyzed. The work in question is precious as it explains a lot about that period’s approach towards moral education. Ahmed Şem’i pointed out that he authored that work for the rushdiyya students since other moral books had prepared for idâdi (high school) and âli (college) students. In this regard, the work called “Hulâsatu’l-Ahlâk” has a substantial value in giving information about the education conception in the rushdiyyas in the era of Abdulhamid II and elucidating how the moral education of children should be. Document analysis was used in the study of the work of “Hulasatu’l-Ahlak”. No sample was used, and the entire work was examined by content analysis method. Based on the categories of “Good Values” and “Bad Values” and their sub-themes, it was found that the work included good values more than bad ones as a result of the calculation of frequency and percentage values.","PeriodicalId":32482,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81111326","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, aday ogretmen yetistirme programinin etkililigini aday ve danisman ogretmen gorusleri isiginda belirleyerek surece iliskin onerilerde bulunmaktir. Calisma grubunu 2015-2016 ogretim yilinda Mardin ili Artuklu, Kiziltepe, Omerli, Yesilli, Nusaybin ilce sinirlari icerisinde bulunan anaokulu, ilkokul, ortaokul ve ortaogretim okullarina atanan 207 aday ogretmen ve aday ogretmenlere gorevlendirilen 179 danisman ogretmen olusturmustur. Arastirmada karma arastirma yontemi kullanilmis, toplanan veriler karma arastirma modeli ile bir araya getirerek yorumlanmistir. Nicel verilerin toplanmasinda arastirmacilar tarafindan aday ve danisman ogretmenler icin ayri gelistirilen “aday ve danisman ogretmen olcekleri”, nitel verilerin toplanmasinda ise benzer sekilde arastirmacilar tarafindan gelistirilen yari yapilandirilmis gorusme formlari kullanilmistir. Nicel verilerin istatistiksel cozumlenmesinde, t- testi ve ANOVA teknikleri kullanilmistir. Nitel verilere, icerik analizi uygulanarak yorumlanmistir. Nicel bulgular, aday ogretmenlerin programin etkililigine dair cogunlukla kararsiz, danismanlarin ise programdan memnun oldugunu gostermektedir. Nitel verilerden elde edilen bulgular degerlendirildiginde programin ogretmenlige yeni atanmis adaylar icin cok yararli bir program oldugu yonundedir.
{"title":"Aday Öğretmen Yetiştirme Programının Etkililiğine İlişkin Aday ve Danışman Öğretmen Görüşlerinin Değerlendirilmesi","authors":"Serdar Bozan, Abdurrahman Ekinci, Halis Sakız","doi":"10.30964/auebfd.466469","DOIUrl":"https://doi.org/10.30964/auebfd.466469","url":null,"abstract":"Bu arastirmanin amaci, aday ogretmen yetistirme programinin etkililigini aday ve danisman ogretmen gorusleri isiginda belirleyerek surece iliskin onerilerde bulunmaktir. Calisma grubunu 2015-2016 ogretim yilinda Mardin ili Artuklu, Kiziltepe, Omerli, Yesilli, Nusaybin ilce sinirlari icerisinde bulunan anaokulu, ilkokul, ortaokul ve ortaogretim okullarina atanan 207 aday ogretmen ve aday ogretmenlere gorevlendirilen 179 danisman ogretmen olusturmustur. Arastirmada karma arastirma yontemi kullanilmis, toplanan veriler karma arastirma modeli ile bir araya getirerek yorumlanmistir. Nicel verilerin toplanmasinda arastirmacilar tarafindan aday ve danisman ogretmenler icin ayri gelistirilen “aday ve danisman ogretmen olcekleri”, nitel verilerin toplanmasinda ise benzer sekilde arastirmacilar tarafindan gelistirilen yari yapilandirilmis gorusme formlari kullanilmistir. Nicel verilerin istatistiksel cozumlenmesinde, t- testi ve ANOVA teknikleri kullanilmistir. Nitel verilere, icerik analizi uygulanarak yorumlanmistir. Nicel bulgular, aday ogretmenlerin programin etkililigine dair cogunlukla kararsiz, danismanlarin ise programdan memnun oldugunu gostermektedir. Nitel verilerden elde edilen bulgular degerlendirildiginde programin ogretmenlige yeni atanmis adaylar icin cok yararli bir program oldugu yonundedir.","PeriodicalId":32482,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74607119","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 research is to examine the effect of in-service training with digital data security awareness and information literacy of individuals working in a public service organization. The participants of this explanatory sequential mixed design study consisted of a total of 69 staff (37 female and 32 male). Forty seven of the participants had previously received an in-service training on “Information and Digital Data Security”, while 22 did not. In this study, data were collected by using “Information Literacy Scale” and “Digital Data Security Awareness Scale”. In addition, participants' opinions were collected through semi-structured open ended questions. Pearson Correlation and MANOVA were used for the data analysis. The data obtained from the open ended questions were analysed by using content analysis technique. The results of the study demonstrated a moderately positive and significant relationship between participants' information literacy and digital data security awareness. However, it was found that the in-service training did not have a significant effect on participants’ digital data security awareness and information literacy. In order to examine the possible reasons for this result, detailed views of the participants on both the content and the method of in-service training process were obtained. In line with these views, some suggestions were given about different educational contents and methods such as providing online in-service trainings rather than face-to-face trainings, creating virtual worlds, group activities on social networks and creating multimedia activities.
{"title":"Dijital Veri Güvenliği Farkındalığı ve Bilgi Okuryazarlığı ile Alınan Hizmetiçi Eğitimin Etkisi","authors":"Ümmühan Avcı, Esin Arslan","doi":"10.30964/auebfd.493124","DOIUrl":"https://doi.org/10.30964/auebfd.493124","url":null,"abstract":"The aim of this research is to examine the effect of in-service training with digital data security awareness and information literacy of individuals working in a public service organization. The participants of this explanatory sequential mixed design study consisted of a total of 69 staff (37 female and 32 male). Forty seven of the participants had previously received an in-service training on “Information and Digital Data Security”, while 22 did not. In this study, data were collected by using “Information Literacy Scale” and “Digital Data Security Awareness Scale”. In addition, participants' opinions were collected through semi-structured open ended questions. Pearson Correlation and MANOVA were used for the data analysis. The data obtained from the open ended questions were analysed by using content analysis technique. The results of the study demonstrated a moderately positive and significant relationship between participants' information literacy and digital data security awareness. However, it was found that the in-service training did not have a significant effect on participants’ digital data security awareness and information literacy. In order to examine the possible reasons for this result, detailed views of the participants on both the content and the method of in-service training process were obtained. In line with these views, some suggestions were given about different educational contents and methods such as providing online in-service trainings rather than face-to-face trainings, creating virtual worlds, group activities on social networks and creating multimedia activities.","PeriodicalId":32482,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83527429","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 dil ogretiminde kullanilan tek dilli modeli, cok dillilik baglaminda yeniden ele almak ve alanyazindaki gelismeler isiginda yeni yaklasimlari tanitmaktir. Boylece disiplinlerarasi bir bilim alani olan dil ogretiminde var olan durum ve gelistirilmesi gereken yaklasimlar tartisilabilecektir. Calisma, betimsel bir arastirmadir ve alanyazin taramasidir. Alanyazin tarama tekniklerinden geleneksel tarama ile yurutulen bu arastirmada, birden cok dil ogretimi ile ilgili alandaki temel kavramlar uzerinde, belirlenen amac cercevesinde inceleme yapilmistir. Yapilan incelemede dil ogretimi alanindaki uzmanlarin dil ogretiminde, dillerin ayrilmasini savunan geleneksel yaklasimlara secenek olarak cok dillilige odaklanmayi onerdigi gorulmustur. Bu oneri, iki dillilik konusundaki arastirma ve gelismelerden hareketle ortaya konulan butuncul yaklasimin sonucudur. Buna gore dillerin ogretiminde yeni bilgiyi var olan bilissel yapilarla butunlestirmek onemlidir. Boylece diller arasi aktarim saglanarak zayif dilin gelismesinde daha fazla yol alinabilir. Bu yaklasimin temel cercevesini, dil ogretiminde farkli dilleri butunlestiren diller arasi baglantilar ve ders iceriklerini farkli dillerde sunan ogretim programi olusturmaktadir. Bu cerceve, iki dilli egitimin guclu modellerinde uygulanan cerceve ile ortak ozellikler tasimaktadir. Sonuc olarak, Turkiye’de birden cok dil ogretimine yonelik programlarin gelistirilmesinde cok dilli yaklasimin etkililigini ortaya cikararak dunyadaki iki dilli/cok dilli egitim uygulamalarindan yararlanilmasi onerilmektedir.
{"title":"Dil Öğretiminde Çok Dilli Bakış Açısı","authors":"Gülşat Bican","doi":"10.30964/AUEBFD.532374","DOIUrl":"https://doi.org/10.30964/AUEBFD.532374","url":null,"abstract":"Bu calismanin amaci dil ogretiminde kullanilan tek dilli modeli, cok dillilik baglaminda yeniden ele almak ve alanyazindaki gelismeler isiginda yeni yaklasimlari tanitmaktir. Boylece disiplinlerarasi bir bilim alani olan dil ogretiminde var olan durum ve gelistirilmesi gereken yaklasimlar tartisilabilecektir. Calisma, betimsel bir arastirmadir ve alanyazin taramasidir. Alanyazin tarama tekniklerinden geleneksel tarama ile yurutulen bu arastirmada, birden cok dil ogretimi ile ilgili alandaki temel kavramlar uzerinde, belirlenen amac cercevesinde inceleme yapilmistir. Yapilan incelemede dil ogretimi alanindaki uzmanlarin dil ogretiminde, dillerin ayrilmasini savunan geleneksel yaklasimlara secenek olarak cok dillilige odaklanmayi onerdigi gorulmustur. Bu oneri, iki dillilik konusundaki arastirma ve gelismelerden hareketle ortaya konulan butuncul yaklasimin sonucudur. Buna gore dillerin ogretiminde yeni bilgiyi var olan bilissel yapilarla butunlestirmek onemlidir. Boylece diller arasi aktarim saglanarak zayif dilin gelismesinde daha fazla yol alinabilir. Bu yaklasimin temel cercevesini, dil ogretiminde farkli dilleri butunlestiren diller arasi baglantilar ve ders iceriklerini farkli dillerde sunan ogretim programi olusturmaktadir. Bu cerceve, iki dilli egitimin guclu modellerinde uygulanan cerceve ile ortak ozellikler tasimaktadir. Sonuc olarak, Turkiye’de birden cok dil ogretimine yonelik programlarin gelistirilmesinde cok dilli yaklasimin etkililigini ortaya cikararak dunyadaki iki dilli/cok dilli egitim uygulamalarindan yararlanilmasi onerilmektedir.","PeriodicalId":32482,"journal":{"name":"Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi","volume":"130 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78184611","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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