TR-Dizin İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12416/8652
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Article A Document on the Vision of Cultural Heritage Conservation and Education in the Early Republican Period: Memorandum on How to Utilize the Antiquities and Historical Artifacts in Classes,(2025) Önge, MustafaKültürel mirasın korunması için toplumun bilinçlendirilmesi, geçmişten günümüze Türkiye’nin önemli sorunlarından biri olmuştur. Bu sorunun temelinde eğitimsizliğin yattığını bilen cumhuriyetin kurucu kadroları, okullarda, özellikle tarih derslerinde her türden kültür mirasının ders malzemesi olarak kullanılmasını öngörmüştür. Bu uygulama ilk kez 1926 yılında müfredatta yer almış, uygulamanın yordamını daha iyi tanımlamak için, öğretmenlere hitaben, 1935 yılında “Antikiteler ve Tarihi Eserlerden Derslerde Nasıl İstifade Edileceği Hakkında Andıç” başlıklı bir kitapçık yayınlanmıştır. Alışılmadık şekilde “andıç” olarak isimlendirilmiş olan bu rehber kitapçık, eğitim süreci içerisinde okul çağındaki gençlerin kültür mirasını anlayıp benimsemeleri ve böylelikle toplumda koruma bilinci oluşturulması düşüncesine odaklanmaktadır. Bu bağlamda Andıç, günümüzün yaklaşımından farklı olarak kültür mirasını korumayı eğitim yoluyla halka mal eden bir yaklaşımı betimleyen önemli bir belgedir. Ortaya çıkış süreci hakkında çok az bilgi bulunan Andıç’ın, 1930'lu yıllarda Türkiye'de kültürel mirasın korunmasına ilişkin gelişmeler ile bağlantılı olması kuvvetle muhtemeldir. Yirmi dört maddeden oluşan Andıç’ta, öğretmenlere, derslerde her türden kültür mirasından nasıl faydalanacakları tarif edilmekte, kültür mirasını öğrenciler için nasıl anlamlı kılıp onlara nasıl sevdirebilecekleri anlatılmakta, kültür mirası ile ilgili ödevler ve okul müzesi kurulması gibi uygulama önerilerine yer verilmektedir. Günümüz için güncelliği tartışmalı olsa da Andıç’ta işlenen konular, zamandan bağımsız, özel bir öneme sahiptirler. Andıç bu niteliğiyle, kültürel mirasın korunmasında çağının ötesinde bir yaklaşımın ifadesi olarak kabul edilebilir. Bu çalışmada yukarıda hakkında kısaca bilgi verilen Andıç’ın kapsamlı incelenmesi amaçlanmıştır. Ortaya çıktığı dönemin kültür mirası ile ilgili gelişmeleriyle bağlantısı kurularak analizi yapılmış, Andıç’ta önerilen yaklaşımın günümüzün koruma yaklaşımlarıyla ilişkisi ve önemi üzerinde durulmuştur. Andıç’ın, erken cumhuriyet döneminin koruma yaklaşımlarını betimleyen bir belge niteliğiyle kıymetli olmasının yanı sıra, konu içeriği itibariyle güncelliği ve döneminin korumaya istekli yaklaşımının ifadesi olduğu ortaya konulmuştur. Bu çalışma, basılı ve canlı kaynaklardan yararlanılarak hazırlanmıştır.Article Erken Cumhuriyet Dönemi Koruma ve Eğitim Vizyonuna Dair Bir Belge: Antikiteler ve Tarihi Eserlerden Derslerde Nasıl İstifade Edileceği Hakkında Andıç(Hacettepe University, 2025) Önge, M.Public consciousness for the conservation of the cultural heritage had been one of the most significant problems of Turkey hitherto. The founders of the republic, the intellectuals and the statesmen, who knew that the ignorance is the major cause of this problem, proposed the use of the cultural heritage of all types in the history lessons as the course material. This practice took place in the curriculum of the schools for the first time in 1926. In order to define its method better, a guidebook with the title “The Memorandum on the Usage of Antiquities and Historical Artifacts in the Courses”, is published in 1935, addressing the teachers. This guidebook, which was strangely named as “memorandum”, focuses on the idea of creating heritage conservation awareness in the public by making school age teenagers understand and embrace their cultural heritage. In this context, being completely different from the present-day authoritarian attitudes, the memorandum should be accepted as a significant document, which define a conservation attitude socializing heritage conservation by public education. This document also contains the evidences, which are related to the changes in terminology for defining cultural heritage in Türkiye, with respect to the changing attitudes and ways of understanding. Although it is not known how it had emerged, it is very probable that the memorandum was a part of the series of developments relating cultural heritage conservation in Türkiye, during the 1930’s. The memorandum text was consisting of twenty-four articles. The teachers were being instructed on how they are going to use the cultural heritage of all kinds in the courses, how they are going to make the cultural heritage meaningful for the students and make them enjoy the cultural heritage. It is noteworthy that the text contains application proposals like homework on the cultural heritage examples and establishment of school museums. Although the memorandum is an outdated document, the topics in it have timeless special importance. Therefore, the memorandum can be accepted as the expression of a cultural heritage attitude beyond its age. In this study, it is aimed to carry out extensive research on the memorandum. The memorandum is analyzed with respect to the heritage conservation related developments of its period and its importance is discussed in terms of its relation to present day conservation attitudes. In addition to being valuable as a document describing the conservation approaches of the early Republican Period, it has been revealed that the memorandum is up-to-date in terms of its content and an expression of the willing approach to conservation of its period. This study is prepared by using written and live sources. © 2025, Hacettepe University. All rights reserved.Article Citation - WoS: 2Citation - Scopus: 2Mobbing Used Against Teachers by School Administrators: Examples of Case(Hacettepe Univ, 2023) Okdem, MeltemMobbing means psychological violence, siege, harassment, inconvenience or annoyance. Mobbing against a teacher in schools can also negatively affect other teachers and create negativities in their performance. Also, this costs society a lot. It is crucial for teachers raising young people who are our future to work peacefully in their workplace both for themselves and for students. The purpose of this study was to assess mobbing behaviors, which are used by school principals against teachers and are submitted to the court. The study chose the "qualitative" research method. The study reached the mobbing cases opened by teachers against school principals on (www.LegalBank.com). The study investigated the mobbing cases by giving keywords without date restriction. Since the study investigated the court decisions to determine the mobbing behaviors used by school principals against teachers, it used the "document review" method and reached 15 cases between 2010 and 2020 within this scope. As a result of the study the school principals most displayed behaviors in the category of "attacks against professional career" of the teachers. Eight of the cases were attacks against professional career. Then the study reached six mobbing cases against communication. However, the study encountered no behaviors related to "attacks against social relations". In order to prevent these behaviors, we can recommend the following: Awareness should be raised in teachers concerning psychological harassment/intimidation in schools, seminars should be organized for them to protect from such behaviors via in-service training applications, awareness should be raised in teachers concerning their legal rights, the crime of administrators applying mobbing should be registered and they should not be allowed to get promotion and should be suspended for a certain period of time.Article Investigating the Predictors of Virtual Learning Success and Satisfaction of Secondary School Students During Covid-19 Pandemic Restrictions(T.C. Milli Egitim Bakanligi, 2020) Şener, İ.; Doyduk, H.B.; Türkyilmaz, G.; Karabay, M.E.; Hande,Covid-19 pandemic, which continues to affect all areas of life, also has significant effects on education. Due to the restrictions applied during the pandemic period, students had to continue their spring term education through distance education tools. It is important to understand the factors affecting students’ satisfaction towards learning and their perceived success, in order to make virtual learning more effective which is expected to continue after the pandemic. In this sense, a survey study was conducted among 180 students studying at two secondary schools on the Anatolian side of Istanbul. Research findings revealed that the effects of virtual course flexibility and perceived usefulness on both virtual learning satisfaction and perceived success were found positive and significant, where the effect of perceived usefulness was found to be highest. Besides, the findings revealed that technology quality positively affected the perceived success, whereas student’s computer anxiety negatively affected their learning satisfaction. © 2020. All Rights Reserved.Article İngilizce Hazırlık Okulu Öğretim Görevlilerinin ve Öğrencilerinin Dil Öğrenme Stratejilerinin Kullanımına ve Öğretimine İlişkin Görüşleri(T.C. Milli Egitim Bakanligi, 2020) Özmat, Demet; Senemoğlu, NurayBu araştırmanın amacı, hazırlık sınıfı öğrencilerinin dil öğrenme stratejilerini kullanma düzeyini ve öğretmenlerin derslerde ne derece öğrettiklerine ilişkin görüşlerini belirlemektir. Betimsel yöntemin benimsendiği araştırmada, dil öğrenme stratejileri kullanım ve öğretim düzeyi araştırmacılar tarafından geliştirilen Dil Öğrenme Stratejileri Ölçeği (2011) ile ölçülmüştür. Araştırma, 769 üniversite hazırlık sınıfı öğrencisi ve 120 İngilizce öğretim görevlisi ile yürütülmüştür. Hazırlık sınıfı öğrencileri dil öğrenirken en çok duyuşsal, en az bellek destekleyici stratejileri kullanmaktadır. Öğretim görevlileri ise derslerde en az bellek destekleyici; en çok ise duyuşsal ve örgütleme stratejilerine yer vermektedir. Öğrencilerin dil öğrenme stratejilerini kullanma düzeyleri ile öğretim görevlilerini derslerde yer verme düzeyleri arasında anlamlı ilişki görülmüştür.Article Citation - WoS: 4Citation - Scopus: 7The Gamification Tool for the Classroom Response Systems: Kahoot(Hacettepe Univ, 2020) Akkoyunlu, Buket; Gunduz, Abdullah YasinClassroom response systems (CRS), which are used to gather immediate feedback from students throughout the teaching process, have been called by different names in the past and present. Examples of CRS implementations include question-answer systems, student response systems, electronic response systems, or cloud-based classroom response systems. The objective of this study is to inform educators who embrace flipped learning about students' perceptions of the use of Kahoot. This study employed a mixed-method research approach with 53 sophomore students. Both quantitative and qualitative data about Kahoot activity were gathered at the end of a 9-week flipped learning implementation process. At the end of the study, the students stated that a CRS may be used within the scope of any lesson. Students also underlined that the use of CRS in learning environments could be an efficient way to increase motivation for the lesson and create an enjoyable learning environment. Therefore, teachers may be advised to use CRS when deciding on classroom activities in flipped learning.Article Citation - WoS: 9Citation - Scopus: 9Relationship Between Internet Gaming Disorder Symptoms With Attention Deficit Hyperactivity Disorder and Alexithymia Symptoms Among University Students(Turkish Green Crescent Soc, 2020) Evren, Bilge; Dalbudak, Ercan; Topcu, Merve; Kutlu, Nilay; Elhai, Jon D.; Evren, Cuneyt; Topcu Bulut, Merve; Topcu-bulut, MerveThe aim of the present study was to evaluate the relationship between Internet gaming disorder (IGD) symptom severity with probable attention deficit hyperactivity disorder (ADHD) and alexithymia symptoms, while controlling anxiety and depression symptoms. The cross-sectional online study was conducted with 987 volunteer university students in Ankara, Turkey. Age was lower and first. Internet use was earlier among the group with probable ADHD (n=166, 16.8%) than that without (n=821, 83.2%). There were no significant differences in gender or romantic relationship status between these groups, whereas the scale scores, duration of daily Internet gaming, and problems related to Internet gaming were higher in the probable ADHD group. Probable AMID, continuous scores on alexithymia (particularly "difficulty identifying feelings" [DIF] and "externally oriented thinking" [EOT] dimensions), depression, and anxiety symptoms were associated with higher severity of IGD symptoms. ADHD, alexithymia (as a binary variable), depression, and anxiety predicted the severity of IGD symptoms, although these effects involving probable ADHD and alexithymia did not interact. These findings suggest that probable AMID and both the severity of alexithymia (particularly DIF and EOT dimensions) and presence of probable alexithymia are related with the severity of IGD symptoms, even when controlling the effects of depression and anxiety, among university students.