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Copyright of Social Sciences Studies is the property of Social Sciences Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Community Service & Empowerment is the property of Journal of Community Service & Empowerment and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Öğretmen adaylarının Dünya ile ilgili astronomi konularını kavrama düzeylerinin belirlenmesi bu araştırmanın amacıdır. Araştırmada durum çalışması deseni kullanılmıştır. Çalışma grubu fen bilgisi, okul öncesi ve sınıf öğretmenliği programlarında son sınıfta öğrenim gören on öğretmen adayından oluşmaktadır. Veriler araştırmacıların geliştirdiği, sekiz soru içeren yarı yapılandırılmış “astronomi görüşme formu” ile toplanmıştır. Dünya’nın oluşumu, Dünya’nın hareketleri ve sonuçları, atmosfer olayları, mevsimlerin oluşumu, mevsim farklılıkları, yerel saat farkları, yıldız kayması ve kutup ışıkları konularında sorular sorulmuştur. Veriler, betimsel analizle oluşturulan kavramsal kategorilerde incelenerek analiz edilmiştir. Öğretmen adaylarının Dünya’nın oluşumuna ilişkin kavramsal bilgilerinin çoğunlukla “kavram yanılgısı içeren kısmen anlama” ve “kavram yanılgısı” düzeyinde olduğu görülmüştür. Gece-gündüz oluşumunda tam doğru cevapların fazla olduğu, mevsimlerin oluşumunda “kavram yanılgısıyla kısmen anlama” kategorsindeki cevapların fazla olduğu, yerel saat farklarında tam anlamanın fazla olduğu; yıldız kayması ve kutup ışıkları ile ilgili sorularda kavram yanılgılarının fazla olduğu belirlenmiştir. Öğretmen adayları Evren’in ve Dünya’nın oluşumunu karıştırmaktadır. Dünya’nın Güneş etrafındaki dönme ve dolanma hareketleri, Güneş’in etrafında Dünya’nın hareketi, yıldız ve meteorların hareketi gibi konularda kavram yanılgıları belirlenmiştir. Araştırmada amaçlı örneklem yoluyla seçilen öğretmen adaylarının astronomi kavramlarına yönelik algılarının yetersiz olduğu tespit edilmiştir. Araştırma sonucunda, astronomi eğitimine yönelik önerilerde bulunulmuştur.

Copyright of Anadolu University Journal of Education Faculty (AUJEF) is the property of Anadolu Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Müslümanlar Kur’ân’ın ilk emri olan okumayı sadece yüzeysel bir okuma değil varlığın özüne inmek ve dünyayı anlamak olarak değerlendirmişlerdir. Bu doğrultuda ilk zamanlardan itibaren etraflarında gelişen tüm olayları ibret nazarıyla incelemişler ve ilmî çalışmalarına konu etmişlerdir. İlim öğrenmenin kadın veya erkek fark etmeksizin tüm Müslümanlar için gerekli görülmesi de onlar için önemli bir motivasyon kaynağı olmuştur. Hızlı ve emin adımlarla yükselen İslam medeniyetinin öne çıkan yönlerinden birisi Müslümanların dini ilimlere gösterdikleri ilgidir. Sadece dini ilimlerle sınırlı kalmayan Müslümanlar sonraki dönemlerde astronomi, matematik, geometri, fizik ve kimya gibi pozitif bilimlere de ilgi göstermişlerdir. Müslümanların bu alana gösterdiği ilginin farklı sebeplerinden birisi Kur'an'da gök cisimleri ve yaratılış gibi hususların yer almasıdır. Ayrıca rutin ibadetlerin vakitlerinin tayininde ay, güneş vb. gök cisimlerinin hareketlerinin esas alınması gibi hususlar Müslümanlarda büyük ilgi ve merak uyandırmıştır. Diğer taraftan fetihlerle birlikte çok geniş bir coğrafyaya yayılan Müslümanlar buralarda farklı etnik, dini ve kültürel unsurlarla karşılaşmışlardır. Kendileri için önemli bir aşama teşkil eden ve bu unsurların sağlayacağı muhtemel faydaları görmezden gelmeyen Müslümanlar, insanlık mirası olarak değerlendirdikleri bilimsel çalışmaları kendi dillerine tercüme etmeye başlamışlardır. Bu faaliyetlerin devlet yetkilileri tarafından da desteklenmesi ile birlikte çalışmaların daha da arttığı görülmektedir. Çalışmamızın temel amaçlarından biri İslam dünyasının fetihlerle birlikte siyasî ve askerî gelişmelerden sonra ilmî çalışmalarda elde ettiği başarısının sebeplerine dair bir değerlendirme yapmaktır. İslam toplumu ilk dönemlerden itibaren öncelikle dini konuların öğrenilmesine ağırlık vermiş, sonrasında ise karşılaştığı diğer medeniyetlerden de etkilenerek pozitif bilimlerle meşgul olmaya başlamıştır. Bu alanlarla ilgili genellikle herhangi bir sınırlamaya bağlı kalmamışlardır. İslâm’ın ilk yıllarında pozitif bilimlere hasredilmiş çalışmalar olmadığı görülse de ilk hicrî yüzyılın sonlarına doğru bu anlamda önemli çalışmalar ortaya çıkmıştır. Müslümanlar öncelikle dinlerini daha iyi anlamaya çalışmışlar, bu konuda belli bir birikim elde ettikten sonra özellikle Abbâsîler (750-1258) döneminde pozitif bilimlere ilgi duymuşlar ve 4/10. yüzyıla gelindiğinde bu alanlarda büyük eserler vermeye başlamışlardır. Çalışmamızda öncelikle Müslümanların yaptığı çalışmalara ilişkin güncel ve klasik kaynaklarda yer alan bilgiler bir araya getirilerek yüzyıllar içerisinde yaşanan değişim ele alınacaktır. Esasında bugün Müslümanların içerisinde bulunduğu durumun çözümü de kısmen bu dönemin daha iyi anlaşılmasında gizlidir. Tarihleri boyunca Müslümanların yaşadıkları bu yükseliş serüvenini anlamak günümüze de önemli ölçüde ışık tutacaktır.

Abdülvâcid b. Mehmed came to Anatolia from Khorasan and settled around Kütahya. It is claimed that he came to Anatolia to join the Mevlevi order and settled in Western Anatolia. However, he started to work in the Vacidiyye Madrasah, which was built, by the Umur bin Savjı emir of Germiyanoğulları. He served as both a teacher and trustee in this madrasah. It is stated that he had a deep knowledge of literary, mental and religious sciences. Moreover; he worked in this madrasah, until the end of his life and wrote works on astronomy there. Most of the works he wrote were commentary on works written before his time. He also wrote some commentaries on astronomy, and some of these works have survived to the present day. Abdülvacid b. Mehmed's studies on astronomy revealed the claims that Vacidiyye Madrasa was used as an observatory. However, as a result of the studies carried out, no definitive conclusion could be reached regarding the possibility of using this madrasa as an observatory. In this article, Abdülvâcid b. Mehmed's life, his works on astronomy and whether Vacidiyye Madrasa being an observatory were discussed. [ABSTRACT FROM AUTHOR]

Salih Zeki Bey, one of the important researchers in the field of the history of science in our history, has worked on this subject for a long time and left important works and articles. Salih Zeki Bey especially researched the historical development of Mathematics, as a result of his studies, he determined that Muslim scholars had an important role in this matter and aimed to reveal this. In this study, the first of the series of articles titled "History of Mathematical Sciences in Islam" published by Sâlih Zeki Bey, a mathematician, a physicist as well as a versatile Darülfünun teacher who has an information in Astronomy and various fields, in the 54th issue of Ebuzziya Magazine will be researched. In addition, before going into the mentioned article, Salih Zeki Bey's life, works, History of Science and her aims in carrying out her studies on this subject will be mentioned. [ABSTRACT FROM AUTHOR]

Copyright of Afyon Kocatepe University Journal of Social Sciences / Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi is the property of Afyon Kocatepe University (AKU) Sosyal Bilimler Enstitusu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The concept and interpretation of hadiths have always been up-to-date since the Prophet Muhammad (pbuh). The constant change of social life naturally affected the permanency of interpretation of religious texts. The reflections of scientific and technical developments on religious texts have always been a controversial issue. It is clear in the commentaries and interpretation of the narrations for the astronomical developments related to the celestial bodies. In this study, an important hadith classics in the multidimensional changing Republican period, in particular, the hadiths of “küsûf” and “husûf” will be discussed in the context of “Sahih-i Bukhari Concise Tecrid-i Sarih Translation and Commentary” translated and annotated by Ahmed Naim and Kâmil Miras. Ahmed Naim, who annotated these hadiths, has a voice in philosophy and other social sciences as well as religious sciences. He interpreted the authentic narrations with a holistic view in accordance with scientific data and sustained his connection with the tradition by referring to the previous scholars. He also harshly criticized those who are against religion in the name of being scientific and stated that some of the unsolved issues in the “küsûf” and “husûf” narrations can only be solved with astronomical data and there is no other way. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Islamic Research / İslâmi Araştırmalar Dergisi is the property of Turkey Economical & Cultural Solidarity (TEK-DAV) Foundation and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Artuklu Akademi is the property of Artuklu Akademi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Muslims considered reading, which is the first command of the Qur'an, not only as a superficial reading, but as getting down to the essence of existence and understanding the world. In this direction, they have examined all the events that have developed around them from the first times with the eye of an example and have been the subject of their scientific studies. The fact that scientific learning is necessary for all Muslims, regardless of whether they are men or women, has also been an important source of motivation for them. One of the prominent aspects of the Islamic civilization is the interests of Muslims in religious sciences. Muslims, who did not limit themselves to religious sciences, also showed interest in positive sciences such as astronomy, mathematics, geometry, physics and chemistry in the later periods. One of the different reasons why Muslims show interest in this field is that the Qur’an included issues like celestial bodies and creation. In addition, issues such as taking the movements of celestial bodies such as the moon and sun as a basis in determining the times of routine worship aroused great interest and curiosity in Muslims. On the other hand, Muslims, who spread to a very wide geography with the conquests, encountered different ethnic, religious and cultural elements here. Muslims have started to translate scientific studies, which they consider as human heritage, into their own language. With the support of these activities by the state authorities, the studies have increased even more. One of the main purposes of our study is to make an assessment of the reasons for the success of the Islamic world in scientific studies after the conquests and political and military developments. From the first periods, the Islamic society focused primarily on learning religious subjects, and then, being influenced by other civilizations it encountered, it began to engage in positive sciences. They generally did not adhere to any limitations regarding these areas. Although it was seen that there were no studies devoted to positive sciences in the first years of Islam, important studies in this sense emerged towards the end of the first Hijri century. Muslims first tried to understand their religion better, after gaining certain knowledge on this issue, they became interested in positive sciences especially during the Abbasid period (750-1258). By the turn of the century, they began to produce great works in these areas. In our study, first of all, the information in current and classical sources about the work of Muslims will be brought together and the change that has taken place over the centuries will be discussed. In fact, the solution to the situation Muslims are in today is partly hidden in a better understanding of this period. Understanding this ascension adventure of Muslims throughout their history will shed a great deal of light on our day. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Strategic & Social Research is the property of Mehmet Akif Ersoy University, Social Science Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Pontus Rum İmparatoru II. Aleksios Komnenos (1297-1330) tarafından desteklenen George Chioniades, İstanbul’dan Trabzon’a gelerek bilimsel ve kültürel çalışmalara katılmıştır. Astronomi alanında bilgisini artırmak için 1295 yılında İlhanlıların başkenti olan Tebrîz’e gitmiş ve Şemseddîn el-Vâbkanavî el-Buharî’nin ders halkasına katılmıştır. İki yıl Tebrîz’de kalmış ve el-Vâbkanavî’den astronomi dersleri almıştır. Tebrîz’de kaldığı sırada Arapça ve Farsçayı öğrenmiştir. 1299 (veya 1300) yılında astronomi içerikli eserler ile birlikte Trabzon’a ve daha sonra İstanbul’a geri dönmüştür. Chioniades’in Tebrîz’den getirerek Rumcaya çevirdiği eserlerin başında Abdurrahman el-Hâzinî’ye ait Zîc-i Sencerî, Nasîrüddîn et-Tûsî’nin koordinatörlüğünde yazılan Zîc-i İlhanî, Abdülkerim el-Fahhad’ın yazdığı Zîc-i ‘Alâ’i (Tablolarla Alâ’î’nin Astronomik El Kitabı) adlı eseri ve Şemseddîn el-Vâbkanavî el-Buharî’nin usturlaba ilişkin risalesi bulunmaktadır. 1310-1314 yılları arasında piskopos olarak Tebrîz’e ikinci kez giden Chioniades, İlhanlıların İslamiyet’i kabulü sonrasında geri dönmek zorunda kalmıştır. İlhanlı astronomisinin Bizans ve Avrupa astronomisini etkilemesinde önemli bir rolü oynamıştır. Özellikle ‘Tûsî Çifti’ni’ Bizans ve Venedik üzerinden Avrupa’ya Nikolas Kopernik’e ulaştırması Güneş merkezli yeni evren modelinin oluşmasına ortam oluşturmuştur.

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Historically, the naming of the celestial bodies in Turkic languages is conducted in different ways. In varyosu periods and works, the names of stars, constellations, and planets were different because of dialectological differences as well as under the impact of other languages. These differences also seem in the works belonging to the same periods. Mismatching of the namings in some times in literary and scientific works, as well as changes in the naming between XI-XII and XIV-XVI centuries cast attention during research. The article analyzes the historical graphic and semantic development of the turkic names of stars, planets and constellations. As a result of the research, it became clear that as we move away from the all-Turkic context the archaicization of national words in Turkic languages and the tendency to replace them with foreign words in different micro-styles of scientific styles increased. This is especially evident in the astronomical works written in Turkish in the 15th and 16th centuries. [ABSTRACT FROM AUTHOR]

Copyright of Alinteri Journal of Social Sciences is the property of Adem Yavuz Sonmez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Geographic Information Systems / Türkiye Coğrafi Bilgi Sistemleri Dergisi is the property of Mersin University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nazariyat: Journal for the History of Islamic Philosophy & Sciences / Nazariyat Islam Felsefe Bilim Tarihi Arastirmalari Dergisi is the property of Ilmi Etudler Dernegi (ILEM) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Academic Social Science Studies is the property of Journal of Academic Social Science Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Inquiry Based Activities (JIBA) / Araştırma Temelli Etkinlik Dergisi (ATED) is the property of Journal of Inquiry Based Activities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to reveal prospective science teachers' opinions about some basic astronomy concepts before and after they participated in an instruction process about these concepts using a Technology Aided Instruction (TAI) in their courses. The working group consists a total of five science teaching program prospective teachers who were studying in the senior class of a university in the Western Black Sea region in the fall semester of 2015-2016 academic year. The study was designed on the basis of case study. These five teachers were then interviewed and the data was analyzed by means of content analysis. As a result, it was concluded that there were significant differences among prospective teachers and they gave more explanatory and scientifically acceptable responses to the interview questions after the TAI instruction practices ended. The technology was an effective means of reducing the number of alternative ideas the prospective teachers held about basic astronomy concepts. In view of the findings of the study, it is suggested that astronomy classes should involve the TAI practices. [ABSTRACT FROM AUTHOR]

Copyright of History Studies (13094688) is the property of History Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Sammendrag Dette er en oversettelse av kapitlet «Des Hipotheses» fra Émilie du Châtelets Institutions de Physique, som ble utgitt i 1740. I kapitlet som her delvis er oversatt, skildrer du Châtelet hvordan hypoteser bør og ikke bør benyttes i filosofi og i de empiriske vitenskapene. Hun understreker at hypoteser må benyttes på riktig måte, og advarer mot fallgruvene uriktig bruk kan føre til. Hun mener at hypoteser kan lede til sannhet, og at de er en vesentlig del av god vitenskapelig metode.

Copyright of Journal of Social Sciences Institute / Sosyal Bilimler Enstitüsü Dergisi is the property of Bingol University / Rectorate and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Institute / Sosyal Bilimler Enstitüsü Dergisi is the property of Bingol University / Rectorate and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, the effect of astronomy teaching carried out by argumentation applications formed according to Walton's argument-based dialogue structure on pseudoscience beliefs of science teacher candidates was analyzed. In the study, which was carried out with 54 science teacher candidates who were enrolled in the Department of Science Education at the Faculty of Education of Pamukkale University and enrolled in the astronomy course, a mixed method with qualitative and quantitative research methods was used. While 26 teacher candidates in the experimental group were given argumentation-based astronomy teaching, the control group with 28 students had a normal course of astronomy teaching. At the beginning and the end of the study, both groups were applied the Science, Pseudo-Science Separation scale, and at the end of the study, semi-structured interviews were conducted with six teacher candidates. The visual and written data obtained from the argumentation-based teaching practices were evaluated and interpreted together with other quantitative and qualitative data. According to the data obtained in relation to the quantitative dimension of the study, it was found that there was a positive development in the experimental and control groups in terms of pseudo-scientific beliefs, but the development of the teacher candidates in the experimental group was significantly higher than the control group. At the end of the research, the qualitative data obtained from the opinions of the prospective teachers who participated in the semi-structured interviews revealed that the participants in the experimental group were more successful in terms of science, pseudoscience distinction. [ABSTRACT FROM AUTHOR]

The aim of this article is to determine the observations established in Islamic history chronologically and to introduce these institutions in terms of their basic features. As it is known, there was no observatory in the periods before Islam. Astronomical observations were usually done with transportable instruments. When the Muslims saw that the Ptolemy astronomy system they initially accepted had made some mistakes, they decided that it was necessary to observe for a long time to correct them and set up an observatory to realize this. Although there is some information that the first observatory in Islamic history was established in Damascus during the Umayyad period, researchers generally accepted that the first observatory was the Semmâseiye Observatory established in Baghdad by Me’mûn. A year later, Me'mun had built a second observatory in Damascus on Mount Kasiyun to make observations. After that, establishing observatories became the tradition of Islamic states, and close to fifty observatories were established in the Islamic world until the end of the Ottomans. [ABSTRACT FROM AUTHOR]

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Astronomide çeşitli problemlerin grafik olarak gösterilmesi, yıldızların yükseklik açılarının ölçülmesi, enlemlerin belirlenmesi, zamanın ölçülmesi, burçlarla ilgili bilgilerin elde edilmesi gibi alanlarda kullanılan usturlab, 18. yy.a kadar denizcilerin açık denizde yer bulmada yararlandıkları bir araçtı. Bir tür kadran askı sistemi ile gözlemde dik olarak kullanılan, taşınabilir bir araç olan usturlab ile ana konumlarda bulunan yıldızların ve güneşin ufuk üzerindeki yükseklik ve azimutları doğrudan ölçülerek konum belirlenirdi. Astronomi tarihinde en yaygın ve en tanınmış araç olan “Astrolabe” olarak adlandırılan usturlab, M.Ö. 4-2. yy.da Yunanlarca bilinmekteydi. Antikçağ’da belirli bir gelişim gösterse de, asıl çeşitliliğinin ve kullanımının 8-9. yy.da Arap-İslam kültüründe arttığı bilinmektedir (1). Haçlı Seferleri sırasında ve Endülüs döneminde Müslümanlar’dan öğrenilen usturlab, özellikle İspanyol ve Portekizli denizciler tarafından enlemleri kutup yüksekliğine göre bulmadaki pratikliği sayesinde açık deniz seyrinde kullanıldı. İslamiyet’in ortaya çıkışı ve geniş bir coğrafyaya yayılmasıyla birlikte namaz, oruç gibi ibadetlerin zamanının ve kıble yönünün belirlenmesinde usturlablar kullanıldı. Osmanlılar’da ise İslam kültürünün devamı niteliğinde gelişen astronomi, 15. yy.ın sonlarına doğru kurumsallaşarak “Müneccimbaşılık” kurumu altında faaliyetini sürdürdü. Bu kurum bünyesinde yer alan muvakkithane ve rasathanelerde usturlab yapımı ve kullanımının devam ettiği görülmektedir (2). Ayrıca usturlablar Türk denizcileri tarafından 15-16. yy.larda denizde kolaylık sağladığı için yoğun olarak kullanıldı. Bu dönemden elimize ulaşan İstanbul’da çeşitli kurumlarda korunan usturlablar bulunmaktadır

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Akşam namazının vaktinin girişi astronomik sembollerle bağlantılı olduğundan dolayı Kur'an'da bu yasa daha önce konmuş ve nebevi sünnet bunun uygulama yöntemini izah etmek üzere gelmiştir. Astronomik sembollerin anlaşılmasındaki farklı anlayışlar, meselenin fıkıhta ihtilaflı hale gelmesine sebep olmuştur. Bu çalışma, akşam vaktinin başlangıcını tayin eden hadisleri astronomi açısından incelemektedir. Bu hadislerin fıkıh ekollerince nasıl anlaşıldığını ve çıkan sonuçların astronomi ilminin verilerine göre mümkün olma ihtimalini ele almakta olup fıkhi ihtilafların çözümüne katkı sunmaktadır. Bu inceleme vahyin hukuk anlayışında astronomi ilminin ehemmiyetini ve geçmiş ulemanın astronomi ilmi ışığında bu sembolleri izahtaki isabetlerini ortaya koymayı amaç edinmektedir. [ABSTRACT FROM AUTHOR]