Search

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 Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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 Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal 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 Educational Academic Research 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.)

Copyright of International Journal of Education Technology & Scientific Researches is the property of Ayse Burcu Ulusoy 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 Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca 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.)

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey 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.)

The purpose of this research is to examine thesis and articles related to mind mapping in Turkey from various perspectives. This study, which involves descriptive content analysis, was designed using a qualitative research method. The studies included in the research were determined by criterion sampling. As a result of the analyses, it is observed that the most studies in the field are conducted in the science and technology area. The most commonly used research method in the studies is quantitative, the most commonly used research design is experimental design, and the most commonly used sampling method is non-probability sampling method. According to the analyses, the most preferred education level/stage in the studies is the middle school level. The most commonly used data collection tool is the test technique. The most frequently obtained result in the examined studies is "increase in academic achievement," and the most commonly presented recommendation is "providing in-service training on mind mapping for teachers and teacher candidates". Suggestions developed in line with the findings obtained as a result of this study are included. [ABSTRACT FROM AUTHOR]

The 5E learning model, which is based on the Constructivist approach, is restored to in many fields, especially in science education. The aim of this research is to carry out a meta-analysis of the studies on the effect of the 5E learning model on academic achievement. Studies conducted between 2017 -2021 and meeting the criteria determined were included in the study pool. The descriptive features of the obtained data, the sample number of the experimental and control groups, the arithmetic mean and standard deviation data were coded. In addition, the course and teaching level in which the 5E model was applied were taken as moderator variables. The findings showed that the 5E learning model greatly affected academic achievement according to the random effects model. When examined in terms of moderator variables, the effect size did not differ significantly according to the teaching level in which the 5E model was applied, while the effect level differed significantly according to the course in which the model was applied. Suggestions were made based on the research findings. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences 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 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 Pamukkale University Journal of Education is the property of Pamukkale University Journal 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 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 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.)

Yapılandırmacılığın epistemolojik ve ontolojik görüşlerinin postmodernizmin görüşleri ile uyumlu olması, yapılandırmacı öğrenme yaklaşımının postmodernizmin eğitimdeki izdüşümü olduğu şeklinde değerlendirmelerin yapılmasına neden olmuştur. Bu nedenle yapılandırmacı eğitim anlayışının daha iyi anlaşılabilmesi için postmodernizmin anlaşılması gerekir. Postmodernizmi anlayabilmek için de modernizmi anlamak gerekir. Hem modernizmin hem de postmodernizmin kendine özgü bilgi, varlık ve ahlak anlayışları vardır. Her iki görüşe dayalı bilim, toplum, sanat gibi birçok insan etkinliği hakkında görüşler ileri sürülmüştür. Bu çalışmada yapılandırmacı eğitim, modern ve postmodern görüşlere dayalı olarak incelenmiştir. Çalışmada ilk olarak modernizmin ve postmodernizmin eğitim bağlamında bilgi ile ilgili görüşleri, bilim tarihi ve bilim felsefesi perspektifinde incelenmiştir. Daha sonra modernizm ve postmodernizmin eğitim ve öğrenme ile ilgili görüşleri ortaya konulmuştur. Son olarak yapılandırmacı öğrenme yaklaşımı incelenmiştir. / Epistemological and ontological aspects of constructivism are compatible with aspects of postmodernism. Hence, it can be concluded that constructivism is the reflection of postmodernism on education. From this point, to understand the constructivist educational view, it is need to understand postmodernism. To understand postmodernism, modernism should be understood. Both modernism and postmodernism have their own knowledge of information, existence, and morals. Based on these views, a lot of ideas and opinions have been claimed about science, society, art and other human activities. In this study, the constructivist education was examined based on the views of modernism and postmodernism. In this paper, ideas of modernism and postmodernism about education have been examined from the point of science history and philosophy of science. Moreover, perspectives of modernism and postmodernism about education and learning have been depicted. Finally, constructivist learning approach has been examined.

Bu çalışmada Çevre Eğitimi (ÇE) adı altında Türkiye’de yapılan ve Türkiye’deki hakemli dergilerde basılan 52 alan yazın araştırması ve 55 lisans üstü tez incelenmiştir. Benzer çalışmalar mevcut olsa da bu çalışmada incelenen araştırmaların yöntemleri, konuları, veri toplama yaklaşımları ve önerileri dışında, çalışmaların kuramsal çerçeveleri ve bulguları arasındaki bağları da irdelenmiştir. ÇE teriminin ülkemizdeki popülerliği artmakla birlikte Türk Eğitim sistemine damgasını vuran yapılandırmacılık ÇE çalışmalarını da etkilemiştir. Cinsiyete göre çevreye karşı duyarlılık, uygulanan mekân dışı öğretimin eğitime olumlu katkısı, yapılandırmacı yaklaşıma övgü vb. sonuçları araştırma bulgularında sıklıkla görmekteyiz. Ancak bu çalışmalardaki kuramsal çerçeve eksikliği, neden-sonuç ilişkisine ışık tutmamakta ve nasıl sorusunu yanıtsız bırakmaktadır. Bu araştırmada ise sıklıkla kullanılan yapılandırmacılığın ya da kuramsal çerçeve eksikliğinin indoktrinasyon olup olmadığı tartışılmaktadır. Umulan bu araştırmanın farklı akademik çevrelerde verimli bir tartışma kapısı açmasıdır.

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.)

In this study, it is aimed to determine whether the mathematics education approach of Salih Zeki, one of the late Ottoman mathematicians, has a constructivist character. For this purpose, 6 geometry textbooks written by Salih Zeki at middle school level were examined. Document analysis method was used in the research. In order to determine whether the textbooks have a constructivist character, 11 criteria have been determined and books have been analyzed based on these criteria. According to the results obtained, 6 geometry textbooks written by Salih Zeki have a constructivist character. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi 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 International Social Research is the property of Journal of International 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.)

Ülkemizde eğitim yaklaşımı uzun yıllardır davranışçı modele göre şekillenmiş,2004 yılından itibaren ise yapılandırmacı yaklaşımın esas alındığı ders programlarıuygulanmaya başlanmıştır. Bunun bir uzantısı olarak 2005 yılından itibaren ilköğretimve liselerde okutulan DKAB derslerinin programları yapılandırmacı yaklaşıma göreyeniden hazırlanmıştır. Yapılandırmacı yaklaşımın temel becerileri arasında eleştireldüşünme önemli bir yer tutmaktadır. Eleştirel düşünme becerisinin kazanılabilmesiiçin ders programları, öğrenme ortamı, sınav sistemi, öğretmen ve öğrenci faktörlerigibi unsurların uygun hale getirilmesi gerekmektedir.Bu çalışmada yapılandırmacı anlayış ve eleştirel düşünme arasındaki ilişki programlarve uygulama düzeyinde ele alınacak, eleştirel düşünme bağlamında yapılandırmacılığıngerektirdiği programın yapısı, öğrenme ortamı, sınav sistemi, öğretmen veöğrencinin hangi özellikleri taşıması gerektiği ile mevcut durum tartışılacak, her biriiçin öneriler sıralanacaktır. Araştırmanın amacı, din öğretiminin daha çok uygulamaboyutuyla ilgilidir. Öneriler, din öğretimi merkezli olmakla birlikte genel sorunlarayönelik de yapılacaktır. Betimsel bir araştırma olan çalışmada tarama,/survey modelibenimsenmiş, literatür taraması ve içerik analizine dayalı yöntem kullanılmıştır.

Ana dili öğretimi, ilköğretim süreciyle başlayan okul türü öğrenmede bütün derslerin başarısını etkileyen bir süreçtir. Bu süreçte, öğrencilerin dilsel becerilerini geliştirmeye dönük uygulamalardan yararlanılır. Türkçe eğitiminin başat amacı, öğrencilerin okuyup dinlediklerini anlamaları ve düşündüklerini söz ve yazı ile anlatabilmeleridir. Başka bir deyişle öğrencilerin anlama ve anlatma becerilerin metin çözümlenmesi ve değerlendirilmesiyle geliştirilmesidir. Uygulamalarda, öğretimin temel gereçleri olan öğretici ve yazınsal nitelikli metinler kullanılır. Bu yönüyle metin türlerin seçimi ve hazırlanması çok önemlidir. Bu nedenle Türkçe öğretiminde kullanılacak öğretim programının ve metinlerin nitelikli olması gerekmektedir. Ana dili öğretimi olan Türkçenin başarıyla yürütülmesi ilk elde çok iyi düzenlenmiş bir programla ve bu programa bağlı kalınarak hazırlanmış Türkçe ders kitaplarıyla gerçekleştirilebilir. 2004-2005 öğretim yılında bilindiği gibi Milli Eğitim Bakanlığı (MEB), ilköğretim programlarının yapısında değişiklik yapmıştır ve yapılandırmacı yaklaşıma göre hazırlanmış programları uygulamaya koymuştur. Bu programa uygun olarak da eğitim-öğretim sürecinde yeni ders kitapları hazırlanmıştır. Ders kitapları, eğitimin amaçlarına ulaşmak için öğrencinin öğrenme yaşantılarına kaynaklık eden öğretim araç ve gereçlerinden biri, hatta birçok durumda tek öğretim aracıdır. Bu çalışmada da Türkçe dersi öğretim programı ve beşinci sınıf Türkçe ders kitabı incelenmiştir. İncelenen öğretim programı ve metinler ışığında sonuç ve önerilere yer verilmiştir.

Çalışmada, Adana’daki ilköğretim okullarında görev yapan Din Kültürü ve Ahlak Bilgisi dersi öğretmenlerinin İlköğretim Din Kültürü ve Ahlak Bilgisi Dersi (4. 5. 6. 7 ve 8. sınıflar) Öğretim Programının benimsediği eğitim anlayışının programda ne ölçüde dikkate alındığı ile ilgili görüşleri tespit edilerek değerlendirilmiştir. Araştırma sonuçlarına göre; öğretmenlerin cinsiyetleri, yaşları, çalışma yılları, mezun oldukları program türü ve programı inceleme durumları programın eğitim anlayışının programa yansımasına yönelik bazı görüşlerini farklılaştırmıştır. Sadece lisansüstü öğrenim görme durumu değişkenine göre öğretmenlerin programın eğitim anlayışı hakkındaki görüşleri farklılaşmamıştır

Copyright of Journal of Language & Linguistics Studies is the property of Journal of Language & Linguistics 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 Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the 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 Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy 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.)

Copyright of Turkish Journal of Religious Education Studies / Türkiye Din Eğitimi Araştırmaları Dergisi is the property of Turkish Journal of Religious Education 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 Pegem Journal of Education & Instruction / Pegem Egitim ve Ögretim is the property of Pegem Journal of Education & Instruction / Pegem Egitim ve Ogretim 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 International Social Research is the property of Journal of International 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.)

Education faculty students, in first class of undergraduate writing lesson. In this lesson, the students of the education faculty as a teacher candidate written expression skills. Written expression lessons in patch process, to be considered a written walkthrough, written expression types, as well as the written narrative assessment. Writing is that different sections of the lessons taken by students in the lesson of writing consider also distinguishes. Different sections of the lesson to students writing narrative in terms of the audience attention during their lesson by associating the department needs to tell this research has revealed the necessity of. Written expression lesson "when he found out in the types of written expression, written expression plan etc. education faculty's students how to own section can use a suitable? How can benefit from?" questions around this work on the basis of compliance with, configurator shows the approach activities. Teachers in the field of activity of creating descriptive analysis in this study to practice the method with the prospective teachers volunteer views. [ABSTRACT FROM AUTHOR]

The aim of this research is to examine the effect of the learning environment in conformity with 5E model of the constructivist learning theory in the teaching of cell division to the achievement of students by comparing it with the traditional learning environment. In the 2015-2016 school year, the students who are studying in Erzurum province, Pasinler district, Pasinler middle school 8A and 8C classes constitute the sample of the research. The control group which is trained by the traditional method and the experimental group which is educated by the 5E model consist of 23 students. The classes are divided into random experiment and control groups. The application lasted 10 weeks. In the analysis of the data, Independent and Dependent Two Sample T Test and Mann Whitney U-Test were used. Analysis of the research data was done with SPSS 21.0 package program. The achievement average achieved in the experimental group in which the 5E model based on constructivist approach is applied is higher than the achievement average achieved in the control group in which traditional teaching is applied. Moreover, the knowledge retention in the experimental group is higher than the retention in the control group in which traditional teaching is applied. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe 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.)

The current study investigated the elementary school classroom teachers' opinions about constructivist learning environments. The current study employed the mixed method. The study was conducted with the participation of randomly selected classroom teachers working in state elementary schools in the district of Bagcılar in İstanbul. As the data collection tools in the study, "Constructivist Learning Environment Scale" developed by Tenenbaum et al. (2001) and adapted to Turkish by Fer and Cırık (2006), a personal information form and 6 open-ended questions developed by the researchers were used. In the analysis of the collected data, SPSS program package, NVivo 11 and content analysis method were used. The findings of the analyses revealed that the classroom teachers' opinions about constructivist learning environment do not significantly vary depending on gender, year of graduation from university, socio-economic conditions of the environment where their school is located, whether they have undergone in-service training about constructivist learning approaches; yet, they vary significantly depending on professional experience and the grade levels in which they are teaching. Teachers' professional experiences are effective in the process of recognizing the learners' needs in their classrooms and constructing teaching-learning designs suitable for these needs. It was understood that the fourth year students attach more importance to discussions and negotiations and sharing of opinions in terms of establishing constructivist environments in their classes. It was concluded from the face-to-face interviews conducted with the classroom teachers that their professional competencies are at the desired level; therefore, they experience difficulties in implementing constructivist approaches and they cannot take their desired benefits from in-service training programs they have participated in. The constructivist learning classrooms organized by teachers adapting to constructivist learning approach are gaining greater importance. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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 International Online Journal of Educational Sciences is the property of International Online Journal 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.)

In this study the effect of Science, Technology, Engineering, Mathematics (STEM) practices on pre-service science teachers' beliefs on nature of science, their attitudes towards scientific research and constructivist approach has been examined. The research has been conducted during the fall semester of the 2016-2017 academic year within the scope of the Science and Technology course which have been given at the STEM Training Laboratory of faculty of education in a university. Twenty four pre-service teachers who have attended to department of science education of the faculty of education have taken part in this study. The study is a quantitative study and the research has been conducted according to a single group pretestposttest model from experimental design. For the analysis of the data, t-test, arithmetic mean, standard deviation have been used for dependent and independent groups. The findings which have been obtained in the light of the research, it has been statistically found that the STEM practices have a positive effect on the pre-service teachers' beliefs on nature of science and the constructivist approach. However, it has been found that there is no significant difference on attitudes towards scientific research. In short, it can be said that STEM practices have a positive effect on the pre-service teachers' beliefs on nature of science and constructivist approach. Thereon, suggestions about STEM education have been made for pre-service teachers, teachers and academicians. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the 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.)

The current study is a qualitative research that aims to throw light on the place of students' views on contextual vocabulary teaching in conformity with Constructivism (CVTC from now on) in the field of foreign language teaching. Hence, the study is based on the views of the fourth-year students of the English Language and Literature Department of a state university (n=40). The results juxtaposed with the previous findings in the literature indicate that CVTC would serve new benefits for the interests of foreign language teaching. [ABSTRACT FROM AUTHOR]

Copyright of Pegem Journal of Education & Instruction / Pegem Egitim ve Ögretim is the property of Pegem Journal of Education & Instruction / Pegem Egitim ve Ogretim 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 Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty 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.)

Türkiye’de Milli Eğitim Bakanlığı’nın diğer branşlarda gerçekleştirmiş olduğu program değişikliği çerçevesinde 2006 yılında ilköğretim Din Kültürü ve Ahlâk Bilgisi (DKAB) dersi öğretim programı hazırlanmış ve uygulamaya konmuştur. Yeni hazırlanan programda eğitimsel açıdan yapılandırmacı yaklaşım, çoklu zeka ve öğrenci merkezli öğrenme; dinbilimsel olarak da dinin temel bilgi kaynakları dikkate alınarak İslam’ın kök değerleri çerçevesinde “mezheplerüstü ve dinler açılımlı” anlayış olarak ifade edilebilecek bir yaklaşım benimsenmiştir. Bu çalışmada 2006 yılında hazırlanan ve 2007-2008 eğitim öğretim yılında uygulamaya konulan İlköğretim DKAB Öğretim Programı, temele aldığı yaklaşımlar bağlamında değerlendirilmektedir. Eğitimdeki yeni gelişmelere paralel olarak diğer derslerin programlarında gerçekleştirilen yenilikleri yansıtmaya çalışan DKAB programı ile ilgili şu tespitler yapılabilir: Programın temele aldığı yaklaşım olan yapılandırmacılığa göre din öğretiminin nasıl olabileceği noktasında bazı problemler söz konusudur. Bu çerçevede DKAB programı amaçlar/kazanımlar ile içeriği bağlamında yapılandırmacı yaklaşımın temel özellikleri ile tam olarak örtüşmemekte, bununla birlikte öğrenme öğretme süreci ve ölçme değerlendirme boyutunda büyük oranda yapılandırmacılıkla uyumlu gözükmektedir.

In this study, it is aimed to determine the levels of metacognition about constructivism of philosophy group teacher candidates'. In accordance with this aim, "scale of metacognition about constructivist learning theory" which was developed by Yeşilyurt (2013) was used in this study. The research was applied on 95 philosophy group teacher candidates. Study is a research in type of survey. Collected datas were analyzed and interpreted by using SPSS programme. The Cronbach alpha coefficient of reliability of the scale that applied was found .916. Means of the items about the factors in the scale and general mean of the scale was considered in analyzing the datas. In the study, the levels on metacognition about constructivism of philosophy group teacher candidates' was found in the range of 3.41-4.20 meanly 'I am quite aware'. At the end of the study collected findings were discussed with the studies about philosophy group teachers in the related literature. Finally, the points that must be considered in training of philosophy group teacher candidates were presented as proposals. [ABSTRACT FROM AUTHOR]