Sürdürülebilir Kalkınma Amaçları
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Araştırmacılar(31)
- Akpınar, Deniz
- Altınbilek, Mustafa Samet
- Arslan, Mahmut Abdullah
- Ay, Alpaslan
- Baydar, Arzu Sema Ertane
- Baydar, Turgut
- Bektas, Ozlem
- Birol, Nurettin
- Canbaba, Zeynep
- Cosgun Kandal, Sena
- Çıldır, Burcu
- Eren, Nur Hümeyra Özdemir
- Evrensel, İbrahim
- Inec, Zekeriya Fatih
- Kara, Ruhi
- Karadağ, Bilal Ferhat
- Kaya, Erol
- Özden, Muhammed
- Pala, Şenol Mail
- Sezgin, Merve Nur
- Tümer, Cemşems
- Uluçay, Melike
- Uludağ, Erdoğan
- Ustabulut, Mete Yusuf
- Uzuner Yurt, Serap
- Ünal, Aycan
- Ünal, Muhammed Sami
- Ünlü, İhsan
- Yakar, Yasin Mahmut
- Yavuz, Erdem
- Yilmaz, Oğuzhan
Birim yayınları
176 →- ArticleAçık Erişim2026Kademeli Sorumluluk Aktarım Modeline Dayalı Konuşma Becerisi Algısı Ölçeği Geliştirme Çalışması
Karadağ, Bilal Ferhat
Bu araştırma ortaokul öğrencilerinin öğretmenlerinin konuşma becerisi öğretiminde Kademeli Sorumluluk Aktarım Modeli’ni (KSAM) kullanma düzeylerine ilişkin algılarını belirlemeye yönelik bir ölçek geliştirmeyi amaçlamaktadır. Çalışmada ölçek geliştirme araştırması kullanılmıştır. Veriler, Türkiye’nin yedi farklı ilinden 453’ü ilk, 350’si ikinci uygulamada olmak üzere toplam 803 öğrenciden toplanmıştır. Kademeli Sorumluluk Aktarım Modeline Dayalı Konuşma Becerisi Algısı Ölçeği’nin (KSAMKBAÖ) yapı geçerliği açımlayıcı ve doğrulayıcı faktör analizleriyle doğrulanmıştır. Analizler sonucunda, “Öğretmen Modellemesi”, “Rehberli Uygulama”, “Akran İş birliği” ve “Bağımsız Performans” olmak üzere dört alt boyuttan oluşan 20 maddelik, 5’li Likert tipi bir ölçek geliştirilmiştir. Ölçeğin açıkladığı toplam varyans %48,652, Cronbach Alfa katsayısı ise ,836’dır. Bu bulgular, ölçeğin geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.
- ArticleAçık Erişim2026A comparative analysis of primary school social studies curriculum in Türkiye and Spain
Yavuz, Erdem; Yüksel, Murat
The purpose of this study is to analyze the 2018 social studies curriculum in Türkiye and the 2022 social sciences* curriculum in Spain in terms of objectives, contents, learning-teaching situations and assessment processes. The study was conducted using the document analysis approach within qualitative research. The analytical framework is based on Bereday’s Model, which is commonly used in comparative research. The data were obtained from official sources and analyzed through content analysis. The results revealed that a social studies curriculum in Türkiye centers on national-spiritual values and Atatürk's reforms under a centralized administration, while Spain, with its more flexible curriculum that aims to adapt to regional diversity and universal principles, strives to equip students with the necessary competencies to meet the challenges of the 21st century.
- ArticleAçık Erişim2026Kırım Tatar Şiirinde 1944 Sürgünü’nün İzleri
Ayaydin, Harun; Ertane Baydar, Arzu Sema
1944 yılının 18 Mayıs’ında gerçekleştirilen toplu sürgün, Kırım Tatar Türklerinin sadece vatanını değil; ailesini, evini, toprağını, dilini, edebiyatını, tarihini ve kültürünü de elinden almış, binlerce insanın hayatını kaybetmesine yol açmıştır. Hayvan vagonlarına bindirilerek insanlık dışı muamelelere maruz bırakılan Kırım Tatar Türkleri, ana yurtlarından koparılmış ve onlarca yıl süren sürgün hayatının tüm zorluklarını yaşamak zorunda bırakılmıştır. Bu zulme tanık olan Kırım Tatar Türkleri yaklaşık yarım asır boyunca vatanlarına dönememiştir. Kırım Tatar aydınlarının bu süreçte vatan ve sürgün gibi toplumsal temaları işleyen yazılar ve şiirler yayımlamaları engellenmiştir. Kırım Tatar şairlerinin yüreklerinde biriken vatan özlemi, vatan sevgisi ve 1944 Sürgünü’nün yarattığı derin etkiler, ancak yirminci yüzyılın sonlarına doğru edebî metinlerde görünür hâle gelebilmiştir. Özellikle 1944 Sürgünü’nü konu alan şiirler, bu sürgünün Kırım Tatar Türklerinin zihninde yarattığı etkinin ve edebî sahaya ne şekilde yansıdığının ortaya çıkarılması açısından önemlidir. Bu çalışmada, 1944 Sürgünü’nü konu edinen Kırım Tatar şairlerinin şiirleri bir araya getirilmiştir. Söz konusu şiirlerden seçilen belli bölümler hem anlam yönüyle tahlil edilmiş hem de sürgünün Kırım Tatar Türkçesi üzerindeki izleri dil yönü esas alınarak incelenmiştir.
- ArticleYalnız künye2026Supporting Preschool Children’s Self-Regulation Skills with Dialogic Book Reading
Ezmeci, Fulya; Parpucu, Nurbanu; Uzuner Yurt, Serap
The study examined the effect of a professional development program concerning dialogic book reading (DBR) on preschool children’s self-regulation skills. The research employed a quasi-experimental design with pretests and posttests. Fourteen preschool teachers and 206 children participated in the study. The DBR intervention was tailored to self-regulation by selecting books addressing self-regulation skills and employing DBR strategies focused on self-regulation, making DBR the primary active ingredient influencing children’s self-regulation outcomes. The program was implemented through training sessions and classroom observation, utilizing coaching and scaffolding techniques. Children in the DBR-focused group showed significant gains in self-regulation, whereas no improvements were observed in the group using the same books with traditional reading and in the business-as-usual control group. Research Findings: The study showed that children’s self-regulation skills are unlikely to improve without DBR. Significant improvements were observed in attention and impulse-control skills. By supporting teachers’ understanding and implementation of DBR strategies, the professional development program contributed to improvements in children’s self-regulation abilities. Practice or Policy: These findings highlight the need for integrating DBR coaching into routine teacher training, as equipping teachers with interactive reading strategies–rather than simply providing self-regulation-themed books–may support more consistent promotion of children’s self-regulation in preschool classrooms.
- ArticleAçık Erişim2026Effects of Philosophy for Children on Democratic Citizenship Perception: A Mixed-Methods Experimental Study
Şişman, Zehra Betül; Ünlü, İhsan; Kaşkaya, Alper
Contemporary democratic societies face increasing challenges such as polarization and the erosion of public dialogue, underscoring the urgent need to equip young people with democratic citizenship skills. Philosophy for Children (P4C) offers a promising pedagogical framework to meet these challenges; however, empirical evidence of its impact on democratic citizenship remains scarce in non-Western educational contexts. This mixed-methods study examined the effects of a P4C-based education program on seventh-grade students’ perceptions of democratic citizenship in Türkiye. The experimental group participated in a 15-week intervention grounded in Lipman’s 4C model—critical, creative, caring, and collaborative thinking—while the control group followed the conventional Social Studies curriculum. Data were collected through perception scales, classroom observations, reflective journals, and focus group interviews. Findings revealed that P4C practices significantly enhanced students’ democratic understanding, including inquiry, justification, empathy, cooperation, and respect for diverse perspectives. The results suggest that P4C can transform traditional teacher-centered classrooms into democratic communities of inquiry, fostering critical and participatory citizenship. This study contributes to the growing body of research advocating philosophical inquiry in education and provides practical implications for curriculum design, teacher education, and educational policy reform. © The Author(s) 2026. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
- ArticleAçık Erişim2026Construction of the National Body in School-Sport Magazine: A Discourse-Historical Approach
Coşğun Kandal, Sena
This study explores how School-Sport Magazine (SSM, Okul-Spor Dergisi), published by the state during the İnönü Era (1938–1950) in Turkey and aimed at young readers, discursively constructed and disseminated the concept of the national body. Although previous studies have shown that the body held a central place in early Republican nation-building, limited attention has been paid to how such ideas were communicated to youth through state-controlled publications. This study therefore examines how SSM functioned as a discursive tool shaping the moral, physical, and ideological formation of young citizens. The analysis is grounded in Foucault’s concepts of subjectivity and automatic obedience, while also employing Ruth Wodak’s Discourse-Historical Approach, particularly the topoi of responsibility, usefulness, definition, culture, danger and threat, and history. It draws on four key texts selected from the 20 issues of SSM published between 1939 and 1940 by the Ministry of National Education and authored by political, educational, and athletic figures. SSM was found to portray sport not only as physical training or leisure but also as a space for cultivating ideal citizenship. By emphasizing bodily discipline, self-control, and moral integrity, SSM encouraged young people to embody the ideals of national unity and endurance. Spor thus operated as a process through which individuals internalized national values as personal virtues. SSM’s discursive strategies framed the body as both a moral project and a political instrument, reflecting the İnönü Era’s biopolitical vision of disciplined, loyal, and productive Republican youth. © The Author(s) 2026. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
- ReviewYalnız künye2025Education, History and the Modern Paradigm: Educational Historiography in Türkiye
Kandal, Sena Cosgun
- ArticleAçık Erişim2025The Impact of Authentic Learning Practices on Students' Financial Attitude, Financial Literacy and Financial Behavior in 5th Grade Social Studies Course
Pala, Şenol Mail; Bayram, Hüseyin
In this research, it was hypothesized that authentic learning, which has been shown by various studies that it provides students with qualities related to daily life, could be used effectively in the social studies course. Based on this hypothesis, it was investigated how authentic learning practices in the 5th-grade social studies course affect students' financial attitude, financial literacy and financial behavior levels. The sample of the research, which was carried out with the quasi-experimental model with pretest-post test control group, one of the quantitative research methods, was formed with the convenience sampling technique. A total of 53 5th grade students took part in the research which was conducted in a middle school in Erzincan province of Türkiye. The research data were collected through the Financial Attitude Scale, Financial Literacy Behaviour Scale and Marmara Financial Literacy Attitude and behavior scale and analyzed with an independent samples t-test and mixed model ANOVA test. Consequently, it was determined that social studies education based on authentic learning practices improved students' financial attitude, financial literacy and financial behavior levels. Depending on the results obtained in the research, recommendations were made to researchers on the use of authentic learning practices in studies conducted at different grade levels and for the acquisition of different skills, and to the Ministry of National Education on the use of authentic learning in social studies coursebooks.
- Review ArticleAçık Erişim2025Medya Okuryazarlığı Konulu Tezlerin Amaç Yöntem ve Sonuçlar Açısından Değerlendirilmesi
Kaşkaya, Alper; Ünlü, Ihsan; Demir, Berivan
Medyayı okuma, kullanma ve medya içerikleri üretme, günümüzün önemli becerilerinden birisi haline gelmiştir. Bu bağlamda medyanın literatürde ne şekilde ele alındığını görmek alana katkı sağlayacaktır. Bu çalışmanın amacı; Türkiye'de medya okuryazarlığı ve eğitimi konulu lisansüstü tezlerin amaç, yöntem ve sonuçlar bağlamında incelenmesidir. Araştırmanın yöntemi meta-sentez olarak belirlenmiştir. Bu bağlamda dahil etme ve hariç tutma kriterleri (araştırma yöntemi kapsamında araştırmaya dahil edilecek ve dahil edilmeyecek çalışmalar) belirlenerek Yüksek Öğretim Kurumu (YÖK) Ulusal Tez Tarama Merkezi veri tabanı kullanılarak erişime açık 53 yüksek lisans ve 18 doktora tezi (2007-2021) olmak üzere 71 tez incelenmiştir. Belirlenen tezler tematik sentezleme metodu ile çözümlenmiştir. Çözümlemeler neticesinde elde edilen bulgulara göre; tezlerde düzey belirleme ve ilişki incelemelerinin en çok çalışılan amaçlar olduğu görülmüştür. Tezlerde nicel araştırma yöntemlerinin çoğunlukla kullanıldığı, ortaokul öğrencilerinin ve öğretmen adaylarının en çok çalışılan örneklem grubu olduğu tespit edilmiştir.
- ArticleAçık Erişim2025An Examination of the Effect of the Digital Context-Based Learning Approach on Learning: the Case of the Social Studies Course
İneç, Zekeriya Fatih; İstek, Elanur
The aim of this study is to examine the impact of the digital context-based learning approach on achieving the intended learning outcomes of the fifth-grade Social Studies course, specifically within the learning domain “Economy in Our Lives.” In this context, the study also investigates its effect on domain-specific, conceptual, and socio-emotional learning skills, as well as on learners’ tendencies and the value–action framework defined for this domain. For this purpose, the digital context-based learning approach was designed for the first time within the scope of this research. The learning process, conducted through the digitalization of contexts, was structured using widely used social media platforms. A quantitative research design was employed, specifically a quasi-experimental model with a pre-test–post-test paired control group. The study group consisted of 102 students selected through simple random sampling from two schools in Erzincan city center during the 2024–2025 academic year. During data collection, the sub-dimensions of the targeted instructional content were transformed into control forms by the researcher. For data analysis, paired-samples t-tests were used to compare the pre-test and post-test scores of the experimental and control groups, while independent-samples t-tests were conducted to examine the relationship between pre-test and post-test scores. The results revealed a statistically significant difference between the experimental group’s pre-test and post-test scores, and the comparison of group means indicated that the post-test results were in favor of the experimental group. These findings demonstrate that the digital context-based learning approach has a positive effect on student learning.
Tam Kayıt
| Alan | Değer | Dil |
|---|---|---|
| dc.date.accessioned | 2026-10-21T10:21:57.639939280Z | |
| dc.date.available | 2026-10-21T10:21:57.639939280Z | |
| dc.identifier.uri | https://rdlopen.rawdatalibrary.net/r/ebyu/28125 | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.title | Türkçe ve Sosyal Bilimler Eğitimi Bölümü | tr |
| dspace.entity.type | OrgUnit | |
| organization.identifier.code | egitim-turkce-ve-sosyal-bilimler-egitimi | |
| organization.unitType | department | |
| rdl.unit.alias | \bturkce ve sosyal bilimler egitimi bolumu\b |