Birsel Aybek - Academia.edu (original) (raw)
Papers by Birsel Aybek
İlköğretim Online, 2015
Purpose: The purpose of this study is to determine the problems encountered by the secondary scho... more Purpose: The purpose of this study is to determine the problems encountered by the secondary school teachers in the 4 +4 +4 intermittent compulsory education system and their proposals for solutions which they have developed based on the problems. Method: The qualitative research model and a phenomenology design which is one of the qualitative research designs was used. 36 secondary school content teachers constitute the study group of the research. In the study, the criterion sampling method which is one of the purposive sampling methods was used. Teachers' opinions were collected by using a questionnaire. In the questionnaire, there were five questions to determine participants’ demographic data and there were five open–ended questions to determine their opinions on the 4 +4 +4 intermittent compulsory education system. The teachers' opinions were gathered in writing by applying the questionnaire prepared to the secondary school teachers which meet the criteria of the study. The research was conducted on dates between 18/11/2013 and 30/11/2013. Content analysis was used for the analysis of the data. Findings: As a result of the research; the majority of the teachers stated that they have negative thoughts on the 4 +4 +4 intermittent compulsory education system, mostly, they have encountered problems with the schools in the new education system and they have developed solutions related to the problems which they have encountered related to the school. The majority of the teachers stated that they have encountered problems due to lack of classrooms for elective courses started to be implemented by the 4 +4 +4 intermittent compulsory education system and they have developed a proposal based on the problems. Results: In terms of teachers’ opinions on 4 +4 +4 intermittent compulsory education system; the majority of the teachers have stated that they have negative thought on 4 +4 +4 intermittent compulsory education system. The majority of the teachers evaluated forming new education system without taking the development characteristics of the students into account negatively. While the majority of the teachers have stated negative opinion about 4 +4 +4 intermittent compulsory education system, few teachers have stated positive opinions about the new education system. The majority of the teachers stating positive opinions evaluated intermittent education, increasing compulsory education to 12 years and increasing Secondary School education to four years positively. When the problems that the teachers have encountered in 4 +4 +4 intermittent compulsory education system were analyzed, it has emerged that the majority of the secondary school teachers have encountered problems related to 4 +4 +4 intermittent compulsory education system. Under this theme, the majority of teachers have stated that they have encountered problems due to lack of classrooms. In terms of teachers’ proposals for solutions which they developed related to the problems they have encountered throughout the new system, it has emerged that the majority of the secondary school teachers developed proposals about schools related to 4 +4 +4 intermittent compulsory education system. Under the school theme, it has been observed that the majority of the teachers have developed proposals for building classrooms at the schools. For the problems that the teachers have encountered on elected courses started to be implemented by 4 +4 +4 intermittent compulsory education system, it has been concluded that the majority of the secondary school teachers encountered problems about the elected courses related to schools. Under this theme, the majority of the teachers have stated that they have encountered problems due to lack of classrooms. In terms of teachers’ proposals for solutions that they have developed related to problems they have encountered on the elected courses implemented by 4 +4 +4 intermittent compulsory education system, it has been observed that the majority of the teachers had solutions to the problems. Under this theme, it has been observed that the majority of the teachers have offered to build extra classrooms at the schools.
Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 2015
Bilgi gün geçtikçe çoğalmakta, değişmekte ve pek çok kanaldan aktarılmaktadır. Medya ise bilgiyi ... more Bilgi gün geçtikçe çoğalmakta, değişmekte ve pek çok kanaldan aktarılmaktadır. Medya ise bilgiyi ileten ve içeren bütün çevreleri kapsamaktadır. Medya karşısında etkiye en açık, en hassas grubu oluşturan gençlerin, kitle iletişim araçlarının yapısını ve işleyişini öğrenmeleri, kurgulanmış medya içeriğini bilinçli bir Ģekilde değerlendirmeleri ve eleştirel olarak izlemeleri, yani medya okuryazarı olmaları oldukça önemlidir. Genel olarak literatür tarandığında medya okuryazarlığı ile eleştirel düşünme arasında bir ilişki olduğu belirtilmesine rağmen, ülkemizde bu iki kavram arasındaki ilişkiyi ortaya koyan herhangi bir araştırmaya rastlanılmamıştır. Bu nedenle bu araştırmada medya ve televizyon okuryazarlığı ile eleştirel düşünme eğilimi arasındaki ilişki incelenmiştir. Araştırmada tarama modellerinden olan ilişkisel tarama modeli kullanılmıĢ ve amaçlı örnekleme yöntemiyle seçilmiĢ özel ve devlet okullarında öğrenim gören farklı okul türlerinden toplamda 402 12. sınıf öğrencisiyle gerçekleĢtirilmiĢtir. AraĢtırmada Kökdemir (2003)’in uyarladığı “California Eleştirel Düşünme Eğilimi Ölçeği” ve Korkmaz ve YeĢil (2011) tarafından geliĢtirilen “Medya ve Televizyon Okuryazarlık Düzeyi Ölçeği” kullanılmıştır.Verilerin çözümlenmesinde, betimsel ve Pearson momentler çarpımı korelasyonu kullanılmıştır. Araştırma sonunda; öğrencilerin medya ve televizyon okuryazarlık düzeyi ortalamasının yüksek düzeyde, bağımlılık düzeylerinin düĢük düzeyde, genel eleştirel düşünme eğilimleri puanının ise düşük olduğu bulgusuna ulaşılmıştır. Ayrıca, öğrencilerin genel eleştirel düşünme eğilimleri puanları ile okuryazarlık düzeyleri puanları arasında düşük pozitif bir ilişki olduğu sonucu ortaya çıkmıştır.
Anahtar Kelimeler: Okuryazarlık, Medya ve Televizyon Okuryazarlığı, Düşünme, Eleştirel DüĢünme
İlköğretim Online, 2015
Purpose: The purpose of this study is to determine the problems encountered by the secondary scho... more Purpose: The purpose of this study is to determine the problems encountered by the secondary school teachers in the 4 +4 +4 intermittent compulsory education system and their proposals for solutions which they have developed based on the problems. Method: The qualitative research model and a phenomenology design which is one of the qualitative research designs was used. 36 secondary school content teachers constitute the study group of the research. In the study, the criterion sampling method which is one of the purposive sampling methods was used. Teachers' opinions were collected by using a questionnaire. In the questionnaire, there were five questions to determine participants’ demographic data and there were five open–ended questions to determine their opinions on the 4 +4 +4 intermittent compulsory education system. The teachers' opinions were gathered in writing by applying the questionnaire prepared to the secondary school teachers which meet the criteria of the study. The research was conducted on dates between 18/11/2013 and 30/11/2013. Content analysis was used for the analysis of the data. Findings: As a result of the research; the majority of the teachers stated that they have negative thoughts on the 4 +4 +4 intermittent compulsory education system, mostly, they have encountered problems with the schools in the new education system and they have developed solutions related to the problems which they have encountered related to the school. The majority of the teachers stated that they have encountered problems due to lack of classrooms for elective courses started to be implemented by the 4 +4 +4 intermittent compulsory education system and they have developed a proposal based on the problems. Results: In terms of teachers’ opinions on 4 +4 +4 intermittent compulsory education system; the majority of the teachers have stated that they have negative thought on 4 +4 +4 intermittent compulsory education system. The majority of the teachers evaluated forming new education system without taking the development characteristics of the students into account negatively. While the majority of the teachers have stated negative opinion about 4 +4 +4 intermittent compulsory education system, few teachers have stated positive opinions about the new education system. The majority of the teachers stating positive opinions evaluated intermittent education, increasing compulsory education to 12 years and increasing Secondary School education to four years positively. When the problems that the teachers have encountered in 4 +4 +4 intermittent compulsory education system were analyzed, it has emerged that the majority of the secondary school teachers have encountered problems related to 4 +4 +4 intermittent compulsory education system. Under this theme, the majority of teachers have stated that they have encountered problems due to lack of classrooms. In terms of teachers’ proposals for solutions which they developed related to the problems they have encountered throughout the new system, it has emerged that the majority of the secondary school teachers developed proposals about schools related to 4 +4 +4 intermittent compulsory education system. Under the school theme, it has been observed that the majority of the teachers have developed proposals for building classrooms at the schools. For the problems that the teachers have encountered on elected courses started to be implemented by 4 +4 +4 intermittent compulsory education system, it has been concluded that the majority of the secondary school teachers encountered problems about the elected courses related to schools. Under this theme, the majority of the teachers have stated that they have encountered problems due to lack of classrooms. In terms of teachers’ proposals for solutions that they have developed related to problems they have encountered on the elected courses implemented by 4 +4 +4 intermittent compulsory education system, it has been observed that the majority of the teachers had solutions to the problems. Under this theme, it has been observed that the majority of the teachers have offered to build extra classrooms at the schools.
Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 2015
Bilgi gün geçtikçe çoğalmakta, değişmekte ve pek çok kanaldan aktarılmaktadır. Medya ise bilgiyi ... more Bilgi gün geçtikçe çoğalmakta, değişmekte ve pek çok kanaldan aktarılmaktadır. Medya ise bilgiyi ileten ve içeren bütün çevreleri kapsamaktadır. Medya karşısında etkiye en açık, en hassas grubu oluşturan gençlerin, kitle iletişim araçlarının yapısını ve işleyişini öğrenmeleri, kurgulanmış medya içeriğini bilinçli bir Ģekilde değerlendirmeleri ve eleştirel olarak izlemeleri, yani medya okuryazarı olmaları oldukça önemlidir. Genel olarak literatür tarandığında medya okuryazarlığı ile eleştirel düşünme arasında bir ilişki olduğu belirtilmesine rağmen, ülkemizde bu iki kavram arasındaki ilişkiyi ortaya koyan herhangi bir araştırmaya rastlanılmamıştır. Bu nedenle bu araştırmada medya ve televizyon okuryazarlığı ile eleştirel düşünme eğilimi arasındaki ilişki incelenmiştir. Araştırmada tarama modellerinden olan ilişkisel tarama modeli kullanılmıĢ ve amaçlı örnekleme yöntemiyle seçilmiĢ özel ve devlet okullarında öğrenim gören farklı okul türlerinden toplamda 402 12. sınıf öğrencisiyle gerçekleĢtirilmiĢtir. AraĢtırmada Kökdemir (2003)’in uyarladığı “California Eleştirel Düşünme Eğilimi Ölçeği” ve Korkmaz ve YeĢil (2011) tarafından geliĢtirilen “Medya ve Televizyon Okuryazarlık Düzeyi Ölçeği” kullanılmıştır.Verilerin çözümlenmesinde, betimsel ve Pearson momentler çarpımı korelasyonu kullanılmıştır. Araştırma sonunda; öğrencilerin medya ve televizyon okuryazarlık düzeyi ortalamasının yüksek düzeyde, bağımlılık düzeylerinin düĢük düzeyde, genel eleştirel düşünme eğilimleri puanının ise düşük olduğu bulgusuna ulaşılmıştır. Ayrıca, öğrencilerin genel eleştirel düşünme eğilimleri puanları ile okuryazarlık düzeyleri puanları arasında düşük pozitif bir ilişki olduğu sonucu ortaya çıkmıştır.
Anahtar Kelimeler: Okuryazarlık, Medya ve Televizyon Okuryazarlığı, Düşünme, Eleştirel DüĢünme