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Purpose: In this study, it was aimed to examine the reading habits of secondary school students living in Ankara in terms of the number of books read, reading time, library status, library membership, e-book reading, type of books read, and reading purpose. Method: The research is conducted using a descriptive and survey model. A total of 387 students, 215 girls and 172 boys, living in Ankara and attending secondary school, selected by convenient sampling method, were included in the study. Of the students included in the study, 27.6% were attending sixth grade, 27.1% were attending seventh grade, 26.6% were attending eighth grade, and 18.6% were attending fifth grade. 'General Information Form' and "Secondary School Book Reading Habit Scale" were data collection tools. After obtaining ethical approval, the data were collected online via Google Forms. Descriptive statistics, t-test, one-way analysis of variance and LSD test were used to analyse the normally distributed data. Findings: The findings show that students' reading habits differ significantly according to the number of books read, daily reading time, library status, library membership, e-book reading, type of books read and purpose of reading. Implications: In the study, it was determined that the students who read two books a month, allocate time for reading books every day, have a library, have a library membership, read ebooks, prefer novels, science/technical books, etc., and read for information, self-improvement and entertainment had high levels of reading habits. In addition, it was determined that these students had high levels of behaviours and skills for reading, writing and speaking, establishing close and positive relationships with books and enriching their expressions. Originality: The unique aspect of this research is to provide a basis for the precautions and studies that can be taken to reinforce and sustain the reading habit acquired in primary school, to determine the factors affecting the reading habits of secondary school students and to make some suggestions to parents, experts and researchers by taking a picture of the current situation. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of Academic Social Resources is the property of Journal of Academic Social Resources 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.)

20. yüzyılda Avrupa’da iktidara gelen Komünizm, Nazizm, Faşizm ve Falanjizm gibi ideolojilerin yönetiminde pek çok liderin kişilik kültü meydana getirilmiştir. Bunlar içerisinde öne çıkan ve uzun erimli olanlardan biri de Sovyetler Birliği’nin kurucusu Vladimir İlyiç Lenin’in kişilik kültüdür. Sovyetler Birliği’nin var olduğu yıllar süresince (1922-1991) Lenin’in kişilik kültü de varlığını korumuştur. Sovyetler Birliği’nde Lenin’in kişilik kültü, üretimin teşvik edilmesinden, Komünizm ideolojisinin propagandasına kadar çeşitli amaçlar doğrultusunda kullanılmıştır. Sovyetler Birliği halkının kitap okuma alışkanlığının şekillenmesinde de Lenin’in kişilik kültünden yararlanılmıştır. Çalışmada Sovyetler Birliği’nde Lenin’in kişilik kültünün Sovyetler Birliği halkının kitap okuma alışkanlığının ve bilgi ediniminin şekillenmesindeki rolü ve bilgi ediniminin ortaya konulması amaçlanmıştır. Bu amaçla kitap okuma alışkanlığı boyutunda Lenin’in kişilik kültünü konu alan posterler, göstergebilim yöntemi kullanılarak analiz edilmiştir. Elde edilen bulgular ışığında, posterlerde Lenin’in fikirlerinin ve devlet ideolojisinin özdeşleştirildiği ve ideolojinin yerleştirilmesi sürecinde Lenin’in düşüncelerini yansıtan kitapların okunmasının teşvik edildiği ortaya çıkarılmıştır. Genel olarak değerlendirildiğinde Lenin’in kişilik kültü üzerinden Sovyetler Birliği halkına kitap okuma alışkanlığı kazandırılması ve bilgi edinimi; bunun yanında hangi veya ne tür kitapları okuması gerektiği vurgulanarak kitap okuma kültürünün de şekillendirilmeye çalışıldığı sonucuna ulaşılmıştır.

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of 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.)

Cette étude est une recherche qualitative. Dans la recherche, les études sur les contributions des livres d'images à l'éducation des enfants ont été évaluées à l'aide de la méthode d'analyse de documents. Dans cette étude, on a essayé de montrer comment les livres d'images pour enfants affectent positivement leur développement éducatif. La relation peinture de l'enfant, qui commence avec les livres à la maternelle, se poursuit dans la période de formation. Les livres d'images pour enfants sont connus comme des outils éducatifs qui permettent aux enfants de reconnaître et d'apprendre plus facilement les couleurs, les lettres, les concepts et les objets par la vue, le toucher et l'ouïe dès la petite enfance. Les livres d'images divertissent non seulement les enfants, mais contribuent également grandement au développement de leur imagination et de leur créativité. Grâce à la lecture interactive à travers des images, l'enfant acquiert le pouvoir de former des phrases correctes et d'exprimer ses sentiments et ses pensées de différentes manières. L'histoire racontée dans une langue fluide et compréhensible et les images originales qui soutiennent l'histoire non seulement divertissent l'enfant, mais nourrissent également son monde spirituel sur le plan culturel. [ABSTRACT FROM AUTHOR]

Bu araştırmanın amacı erken çocukluk eğitimi öğretmenlerinin Türkçe etkinliklerinde kullandıkları ve tercih ettikleri kitap okuma/hikâye anlatma tekniklerini belirlemek ve bu tekniklerin tercih nedenlerini incelemektir. Temel nitel araştırma deseninin kullanıldığı bu araştırmaya erken çocukluk eğitim kurumlarında çalışmakta olan 91 okul öncesi öğretmeni katılmıştır. Veriler sıralama yargılarına dayalı olarak geliştirilen ‘Hikâye anlatma ve kitap okuma formu’ aracılığıyla toplanmış ve içerik analizi kullanılarak analiz edilmiştir. Araştırma bulguları öğretmenlerin sınıflarında en fazla geleneksel okumayı, en az dijital okumayı uyguladıklarını, çocukların en fazla dijital okumayı tercih ettiklerini ve etkileşimli okumanın ise en fazla öğrenmeyi destekleyen teknik olduğunu ortaya koymuştur. Hikâye anlatma teknikleri ile ilgili bulgular ise öğretmenlerin ve çocukların kuklalarla anlatımı daha çok tercih ettiklerini ancak yine de öğretmenlerin sınıf uygulamalarında en sık sesli (araçsız) anlatıma yer verdiğini göstermiştir. Öğretmenlerin tercihlerini tekniklerin hızlı, kolay, ekonomik olması ve çok fazla ön hazırlık gerektirmemesi gibi nedenlerin etkilediği belirlenmiştir.

The personality cult of many leaders in the management of ideologies such as Communism, Nazism, Fascism and Phalangism that came to power in Europe in the 20th century was formed. One of the prominent and long-lasting ones among these was the personality cult of Vladimir Lenin, the founder of the Soviet Union. Lenin's personality cult also existed during the rule of the Soviet Union (1922-1991). In the Soviet Union, Lenin's personality cult was used for various purposes, from promoting production to the propaganda of the Communist ideology. Lenin's personality cult was also used in shaping the reading habit of the people of the Soviet Union. It was aimed to reveal the role of Lenin's personality cult in shaping the reading habit of the people of the Soviet Union in this study. For this purpose, the posters about Lenin's personality cult in the book reading habit dimension were analyzed using semiotics method. In light of the findings, it was revealed that Lenin's ideas and the ideology of USSR were identified in the posters and that the reading of books and knowledge acquisition reflecting Lenin's thoughts was encouraged in the process of ideologically placing them. When evaluated in general, it was concluded that the people of the Soviet Union were tried to gain the habit of reading books and knowledge acquisition through the personality cult of Lenin and that the reading culture was also tried to be shaped by emphasizing which books to read. [ABSTRACT FROM AUTHOR]

Dijitalleşme her geçen gün ekrana olan bağımlılığı arttırmakta ve kitap okuma alışkanlıklarının yanı sıra yazma alışkanlıklarını da değiştirmektedir. 2015’ten beri Türkiye’de popülerliğini artıran sosyal okuma ve yazma platformu Wattpad, sunduğu ücretsiz hikaye okuma ve yazma özelliğiyle 13-17 yaş ergen grubun yakından takip ettiği bir platform haline gelmiştir. Bu durum geleneksel kitap yayıncılarının da dikkatini çekmiş ve pek çok yayınevi Wattpad’den basılı olarak hikayeler yayınlamıştır. Bu nedenle bu çalışmada, kişisel yayıncılık platformu Wattpad, Wattpad yayınları ve yayınevlerinin Wattpad’le ilişkisinin açıklanması hedeflenmiştir. Bu bağlamda Türkiye’de Wattpad’den çeşitli yayınevleri tarafından yayınlanan 361 adet kitap genel hatlarıyla olmak üzere, kitapyurdu.com üzerinden en çok satılanların arasından amaçlı örneklem yöntemiyle seçilen 5 basılı kitap ise ayrıntılı olmak şartıyla incelenmiştir. Böylece yazarlık-yayıncılık anlayışı gün geçtikçe değişse de günümüzde yayınevlerinin prestijlerini hale devam ettirdiği, teknolojik ve kültürel anlamda değişimlere ayak uydurarak yeni medya platformlarıyla ortak bir çalışma yürüttüğü, okur ve yazarlar için de basılı olana karşı ilginin sürdüğü ortaya çıkartılmıştır. Ayrıca incelenen Wattpad kitaplarında okur kitlesine uygun olmayan dil kullanımı ve davranışlar, birbirine benzer konular kaleme alındığı tespit edilmiştir.

Eleştirel düşünme günlük hayatta ve meslek hayatında problemlere çözüm üretme, farklı bakış açılarını değerlendirebilme, doğru ve yanlışı ayırt edebilme becerileri kazandırdığı için her birey için kazanılması gereken bir özellik olarak karşımıza çıkmaktadır. Eğitim programlarında öğrencilere kazandırılması gereken eleştirel düşünme becerisi çeşitli nedenlerle çoğu zaman kazandırılamamaktadır. Bu konu ile ilgili yapılan araştırmalarda eleştirel düşünme becerisinin öğrencilerde çok yüksek düzeyde olmadığı ortaya çıkmıştır. Bunun gerekçelerinden biri ezbere dayalı bir eğitim sisteminin benimsenmesi ve bunun sonucu olarak eleştirel düşünme becerisinin gelişmemesi olarak belirtilmektedir. Bireyin edindiği bilgiyi araştırması, sorgulaması, analiz etmesi, olaylar arasında bağlantı kurabilmesi, olayları ya da konuları çok yönlü olarak değerlendirebilmesi eleştirel düşünme becerisinin geliştiğinin göstergesidir. Birey ancak eleştirel düşünme becerisini kullanarak güvenilir sonuçlara ulaşabilir. Eleştirel düşünme becerisinin geliştirilmesi için hem öğretim üyelerinin hem de öğrencilerin çaba göstermesi gerekir. Öğrencilerin eleştirel düşünme becerisini geliştirici etkinliklerde bulunması, öğretim üyelerinin öğrenciyi bu yönde özendirmesi önemlidir. Genelinde iletişim fakültesi özelinde ise halkla ilişkiler bölümünde okuyan öğrencilerin eleştirel düşünme becerisine sahip olması mesleki hayatlarında başarıyı getirecektir. Bu çalışma İletişim Fakültesi halkla ilişkiler bölümünde okuyan öğrencilerin eleştirel düşünme eğilimlerini ölçmeye yöneliktir. Yapılan çalışma sonucunda öğrencilerin eleştirel düşünme eğilim düzeylerinin yüksek olduğu, cinsiyete ve kitap okuma sıklıklarına göre farklılık gösterdiği ortaya çıkmıştır. Ancak sınıflar arasında fark sadece azim ve sabır boyutunda anlamlı bulunmuştur.

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim 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.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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.)

Objective: The health system is the only way to access all young children and pediatric care providers are in the key position. Currently playing, reading and screen viewing habits are known as fundamental issues that affect child development however, there is insufficient data relating these issues in our country. We aimed to evaluate playing, reading and screen viewing habits of parents and how these habits are separated at different levels of health centers. Material and Methods: A total of 451 parents (156 from third level - University Hospital-UH, 148 secondary level state hospital-SH and 147 from family health centers) attending a medical appointment for their 1-6 years old children in an outpatient clinic from January 2015 to January 2016 were given a questionnaire including socio-demographic data and the habits of families relating playing and reading and screen viewing. Results: One out of 5 parents didn't play with their children, there wasn't a difference between centers however, this rate was higher in SH (25.7%). Playing not with the child was related to low socioeconomic status (p=0,020). In total 46.3 % of parents didn't read to their child, this rate was highest in UH (52.6%). The frequency of reading was increased with age, the median age to start reading was the age of 23 months. Factors relating not reading were child age, maternal age and socioeconomic status. Mean screen time of children was 2.64 hours and, it was highest in SH (3.22 hours). Screen time was increased significantly after the age of 36 months (p = 0.000). Conclusion: It was found that the families and children who applied to secondary and third level Health centers where pediatricians worked were more need to be supported and guided. İnterventions should be planned according to the level of health services. [ABSTRACT FROM AUTHOR]

In this study, it is aimed to determine the effect of students' reading levels on their success rates in mathematics class and on their mathematical problem solving skills. 74 students from two different secondary schools were separated into levelled reading groups after determining the number of books they have read so far and then their academic success rates in mathematics and their mathematical problem solving skills were determined. A problem solving success test consisting of 20 questions prepared with the help of a specialist, a form to determine the number of books read so far, and students' mathematics class written exam scores were used as data gathering tools. A quantitative analysis was used in analysing the correlations of gathered data. Data analysing was made by mean of one-way independent sample variant analysis (one way ANOVA). At the end of the study, it was found out that extensive reading had no meaningful impact on students' mathematic success rates and on their problem solving skills and steps. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social 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.)

Copyright of Journal of Turkish Research Institute / Atatürk Üniversitesi Türkiyat Arastirmalari Enstitüsü Dergisi is the property of Ataturk University Coordinatorship of Scientific Journals 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.)

Bu araştırma Çanakkale Onsekiz Mart Üniversitesi Eğitim Fakültesi İlköğretim Bölümü 3. sınıf öğretmen adaylarının kitap okuma alışkanlıklarını ortaya koymayı amaçlamaktadır. Susar Kırmızı (2012) tarafından geliştirilen tutum ölçeğin kullanıldığı araştırmaya 278 öğretmen adayı katılmıştır. Araştırma sonucunda ilköğretim öğretmen adaylarının kitap okumaya ilişkin tutumlarının cinsiyet değişkenine göre anlamlı olarak değiştiği anlaşılmıştır. Bununla birlikte ilköğretim öğretmen adaylarının kitap okumaya ilişkin tutumlarının öğrenim gördükleri anabilim dalı, öğretim türü, aile geliri, yaşanılan yerleşim yeri türü, anne eğitim durumu ve baba eğitim durumu değişkenlerine göre ise anlamlı olarak farklılaşmadığı ortaya çıkmıştır.

Copyright of Electronic Turkish Studies is the property of Electronic Turkish 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.)

The development level of the country is directly related to cultural-based reading of that country. Turkey's level of education an average of about six years. Still there is an illiterate population of women and men which are located in country side has significant influence on cultural level of society. Turkey's level of reading books and newspapers is far behind the countries with the same level of sophistication and development. In generally educated propel in school-age, college and university have a serious problem in book reading. Literate level seems to be very low. In this context, curricular culture of the society directly related to the level of literacy. Turkey's proportionally culture budget is directly related the given importance. In Turkey, reading books and newspapers ratio seriously is problematic. Turkey's bright future is depend on society's educate and a serious cultural policy. For a certain democratic maturity and active citizens cultural policy is important and without this Turkey cannot built a safety and democratic society. On the basis of the fact that many problems we live in today depend on lag of culture-based reading, writing, participate in artistic activities. [ABSTRACT FROM AUTHOR]

Copyright of Ozel Egitim Dergisi is the property of Ankara University, Faculty of 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 Electronic Turkish Studies is the property of Electronic Turkish 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 Ilkogretim Online is the property of Ilkogretim Online 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 determine the reading habits and attitudes of senior students enrolled at the Faculty of Education. The study group includes 242 students studying at the departments of Elementary Education and Turkish Education Faculty of Education in Cumhuriyet University. In the study, a five–point Likert-style scale named “Attitude scale towards Reading Habit” was used as the data collection tool. Independent samples test and ANOVA were used to analyze the data. Statistically significant difference was found in “liking” subscale in favor of girl students in terms of gender variable. No statistically significant differences were found in the subscales of habit, necessity, willing, effect and benefit. Besides, no statistically differences were obtained in whole subscales in terms of department variable. [ABSTRACT FROM AUTHOR]