Necmi Aytan - Academia.edu (original) (raw)

Drafts by Necmi Aytan

Papers by Necmi Aytan

International Journal of Language Academy, 2014

Journal of Turkish Studies, 2015

the Journal of Academic Social Sciences, 2014

OKUMA ÇEŞİDİ OLARAK YARATICI OKUMAYA GENEL BİR BAKIŞ

Route Educational and Social Science Journal, 2014

YARATICI OKUMA BECERİSİNİ GELİŞTİRME YOLLARI VE YÖNTEMLERİ

International Journal of Languages' Education, 2015

The Journal of Academic Social Science Studies, 2016

The Journal of Academic Social Science Studies, 2015

Sosyal Bilimler Dergisi, 2015

Ana Dili Egitimi Dergisi, 2013

Eğitimin insanda ortaya çıkardığı en önemli sonuç kişiliktir. Kişilik sahibi birey, yaşadığı topl... more Eğitimin insanda ortaya çıkardığı en önemli sonuç kişiliktir. Kişilik sahibi birey, yaşadığı topluma uyum sağlayacak ve gelecek kuşaklara da aynı niteliklere sahip birey yetiştirmede etken olacaktır. Kişiliğin oluşması mizaç yanında insanın doğduktan sonra kazanacağı karaktere de bağlıdır. Bu noktada da karakter eğitiminin önemi ortaya çıkmaktadır. Bu çalışmada, 7. Sınıf Türkçe ders kitaplarındaki hikâyeler karakter özellikleri, karakter gelişimi, karakter eğitimi ve iletiler açısından değerlendirilmiştir. Hikâye metinlerinde ne gibi karakterlerin bulunduğu, bu karakterlerin metinlerde nasıl işlendiği ve karakterlerin öğrencilere neler kazandırdığı gibi sorulara cevap aranmıştır. Veriler MEB ve Koza Yayınları'na ait 7. Sınıf Türkçe ders kitaplarında yer alan sekiz hikâye metninden elde edilmiştir. Çalışmada nitel araştırma yöntemlerinden doküman tarama yöntemi ve içerik analizi tekniği kullanılmıştır. Elde edilen bulgular yorumlanmış ve karakter eğitimi açısından önerilerde bulunulmuştur. Anahtar Kelimeler: Karakter, karakter eğitimi, ileti, kurmaca metin, Türkçe ders kitabı.

International Journal of Educational Researchers, 2015

The purpose of this study is to develop a scale to determine secondary school students' attitudes... more The purpose of this study is to develop a scale to determine secondary school students' attitudes towards listening skill. In this regard, literature review conducted in this field is done and item pool is created by addressing openended questions to 270 participants. Questions in the item pool are identified as 29 items in accordance with the expert opinions; pre-treatment was applied to 56 participants. 2 questions that cannot be understood by the participants were omitted in line with expert opinion. As a result of the analysis of research data, 4 items that are not appropriate were omitted and KMO value was calculated as .85, and Bartlett's value was 3576,335(p<.000) hence, it has been concluded that the available data was suitable for scale development. As a result of the exploratory factor analysis for the construct validity of the scale, it has been observed that 49.1% of the total variance is explained. As the result of the exploratory factor analysis demonstrates, 4 sub-dimensions has come out in 23 items for Listening Skill Attitude Scale. Internal consistency of the scale was examined for reliability of the scale, and the internal consistency coefficient for the whole scale has been found to be 75%. In addition, internal consistency coefficient of "Advantage" sub-dimension is found as .80, "Effect" is .89, "Enthusiasm" is .70 and "Respect" is .45. Item value of 23 items, 11 items between the scores .41 to .73 were gathered under "Advantage" sub-dimension. Variance is found as 21.74. It has been observed that 4 items are put under the sub-dimension "Effect" as the second sub-dimension. When examined the item values, they are between the scores .86 to .87. The explained variance is 13.50. When considering the third sub-dimension "Enthusiasm" 4 items are collected under it. Item values are between .61 ile .77. Variance of this dimension is 8.39. Finally, 3 of the items are placed to the fourth dimension. Item value of the subdimension "Respect " are between .58 ile .69. And the variance explained is 5.44. It has been found that sub-top group reliability of 27% of the scale all the items differ significantly (p<.001). Significant correlation has been obtained .72 (p<.001) in the analysis of another reliability study, test-retest method that is applied with an interval of 4-weeks.