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Введение. Концепт «образование» является одним из значимых в концептосфере современного общества, о чем свидетельствует неослабевающей интерес к данной ментально-языковой универсалии на уровне как общенациональных концептосфер, так и отдельных дискурсов, и дискурсивных практик. В сетевом диаспоральном дискурсе репрезентация концепта «образование» приобретает яркие особенности, поскольку анализ интернет-коммуникации представителей русской диаспоры в Китае отражает особый вариант русской лингвокультуры, ориентированной в область китайской культуры, чем обусловлены новизна и актуальность данного исследования. Цель статьи – описать специфику репрезентации концепта «образование» в интернет-дискурсе русско-язычной диаспоры Китая с опорой на анализ его инолингвокультурного субстрата. Материал и методы. Материалом исследования послужили более 10 тыс. текстов интернет-коммуникации членов русскоязычного диаспорального сообщества Китая, содержащих имя анализируемого концепта и иные его лексические репрезентанты. В анализе, помимо методологического инструментария интерлингвокультурологии и лексической семантики, используются приемы квантитативного, контекстологического и дискурс-анализа. Результаты и обсуждение. Как показал анализ, среди компонентов инолингвокультурного субстрата концепта «образование» наибольший интерес представляют следующие лексические единицы-китаизмы, характерные для русско-китайской языковой среды: лаоши 715 (老师138), вайцзяо 138 (外教 40), сюешен/сюэшен 5 (学生 112), сюэюань 2 (学院 64). Сделаны выводы о нечеткости определения понятия сюэюань в связи с неоднозначностью и многовариантностью его перевода, ведущей к спорам о «правильности» классификации институтов высшего образования Китая; об исключительно положительной коннотации ксенонима вайцзяо, амбивалентной коннотации лексем лаоши и сюэюань, а также преимущественно негативной лексической единицы сюешен; об идентификации себя русскими преподавателями с лаоши и вайцзяо без необходимости перевода китайских эквивалентов на русский язык в связи с полным принятием данной профессиональной роли и статуса как уважаемых и почетных в китайском социуме и культуре. Заключение. В сетевом дискурсе русскоязычной диаспоры Китая выделяется определенный набор ксенонимов-китаизмов, эксплицирующих концепт «образование». Данные лексемы характеризуются особой культурологической ценностью и актуальностью, а их анализ свидетельствует о сильном влиянии иноязычной среды на восприятие информации представителями диаспорального сообщества, о самоидентификации в соответствии с социальными и профессиональными статусами, принятыми в китайской традиции, а также о более экспрессивном выражении эмоций и оценок с помощью иноязычного слова.

This research is an experimental study that aims to identify misunderstood concepts and measures the effects of the choice of method in minimizing misunderstanding in the section “The shape and movements of the Earth”. Achievement test is the means used in data collection in this study. Aim of this study is to search effect of teacher based education applications, computer aided education and education applications for concept teaching on student success and attitude. The developed measurement tool has been applied to 48 students who are 9th grade students studying at a private high school. Cognitive and affective competence of the students is identified with pre-test application. Students are separated into two groups and after different education applications same groups are given post-test and their development levels are identified. Significant differences between pre-test and post-test scores are found and it is seen that this differentiation is more in computer aided applications. By making a literal questionnaire study, it has been identified there is no significant differences among the success levels and genders of students; parents education occupational an income position, whether she/he has a computer at home. The research was finished with suggestions for developing geography teaching. SPSS programme is used for analyzing the data; two-factor ANOVA test has been used for percentage, frequency, mean and the research, repeated measures on one factor.

Concepts are the abstract representatives of those classifications created by objects, events, ideas and behaviors which have some similar or common traits. Individuals think through concepts while they are thinking. The richer relations have the concepts with each other, the richer will thinking process is. Therefore, developing concepts is an important part for education. Social Sciences have a great role in developing concepts. The aim of this study is to find out how one can associate some citizenship concepts of social sciences classes with those of related with them. For this purpose, government, citizenship, democracy, constitution, state, election and public concepts, which are planned to be developed through Social Studies Curriculum for 4-7 graders, have been selected. In this research single crosshatching model has been used among general crosshatching models. In order to achieve the goal of the study, a word association test developed through the topic, has been applied to 181 8th grader students. The achieved data has been analyzed in terms of percentage and frequency of the concepts. Concepts which have breakpoints above 60, 50, 40 and 30, have been associated with mind maps. At the end of the research, mind maps of the students upon citizenship concepts have been deducted and it has been concluded that they have some misunderstandings about public, state and government concepts. It has also been understood that the concept of citizenship could not been associated with other concepts. Apart from this, it has been seen that concepts like prime-minister, president, right, liberty and TGNA (Turkish Grand National Assembly) have come into prominence.

People are learning and interpretation effort in a constant process of lifelong. One of the main features that separates man from other assets is that having a presence believers. Religion has three basic concepts: Faith; Worship; Morality. The concept teaching issue in Religious Education is that it is a major problem for religious educators. When analyzed will be the subject of learning that usually religion, in particular of Islam come out the against our above basic concepts and teaching. In this context basic questions is that how can we teach the concept of faith? in this article are discussed these topics: humankind has a mind, the human need to believe, what is the concept and features, concept teaching and its importance of religious education, the concept of faith and teaching., İnsanlar yaşam boyu sürekli bir öğrenme ve anlamlandırma çabası içerisindedirler. İnsanı diğer varlıklardan ayıran temel özelliklerinden birisi de inanan bir varlık olmasıdır. Dinin üç temel kavramı vardır: İman; İbadet; Ahlak. Din öğretiminde kavram öğretimi sorunu bir din eğitimcisi açısından önemli bir sorundur. Genelde dine, özelde İslam dinine ait öğrenme konusu yapılacak unsurlar incelendiğinde; karşımıza yukarıdaki temel kavramlar ve öğretimi çıkar. Bu çerçevede temel soru; iman kavramının nasıl öğretebileceğidir. Bu makalede; insanın akıl sahibi olduğu, insanın inanma ihtiyacı, kavramın ne olduğu ve özellikleri, kavram öğretimi ve din öğretimindeki önemi, iman kavramı ve öğretimi konuları ele alınmıştır.

Bu araştırmada okul öncesi eğitim kurumuna devam eden 60-71 aylık çocuklara temel kavramların kazandırılmasında kavram eğitimi programının etkisi incelenmiştir. Araştırmanın çalışma grubunu, Bolu ili Milli Eğitim Müdürlüğü'ne bağlı okullardan tesadüfi örnekleme yöntemi ile seçilen, Koç İlköğretim Okulunun anasınıflarında eğitim görmekte olan, 60-71 ay aralığındaki 32 deney, 32 kontrol olmak üzere toplam 64 çocuk oluşturmuştur. Araştırmada veri toplama aracı olarak, genel bilgi formu ve Boehm-Okul Öncesi Temel Kavramlar Testi kullanılmıştır. 1971 yılında Ann E. Boehm tarafından geliştirilen ve 2001 yılında standardize edilen Boehm-3 Okul Öncesi Temel Kavramlar Testi'nin 48-71 ay çocukları için olan formu Türkçe'ye uyarlanıp, geçerlik ve güvenirlik çalışması araştırmacı tarafından yapılmıştır. Ölçek çocuklara kavram eğitim programı öncesi ve sonrasında uygulanmıştır. Ayrıca ölçek deney grubuna dahil olan çocuklara eğitim programının bitiminden üç hafta sonra tekrar uygulanmıştır. Araştırmadan elde edilen veriler SPSS 15.0 paket programıyla analiz edilmiştir. Verilerin analizinde; frekans ve yüzde, t testi yapılmıştır. Bulgular aşağıda özetlenmiştir. - Deney ve kontrol gruplarının kavram testinden aldıkları son test puanları arasında deney grubu lehine anlamlı bir farklılaşma bulunmuştur. - Deney grubu çocukların kavram testi puanlarının ön-test/son-test puanları arasında anlamlı bir fark bulunurken, son testlerin ön testlerden anlamlı düzeyde yüksek olduğu sonucu ortaya çıkmıştır. - Kontrol grubundaki çocukların ön test ile son test puanları arasında artış gözlenmekte ve anlamlı fark bulunmuştur, ancak deney grubu ile kıyaslandığında, kontrol grubundaki artış deney grubundaki artışın dörtte birinden daha az düzeydedir - Deney grubu çocukların son-test/izleme testi ölçümleri arasında anlamlı bir farklılaşma bulunmamıştır. Bu sonuç kavram eğitim programının etkilerinin kalıcı olduğu şeklinde yorumlanmıştır. Elde edilen sonuçlar doğrultusunda, kavram eğitimi programının çocukların kavram kazanımlarını olumlu yönde desteklediğini söyleyebiliriz., In this study, the effect of concept education program in the acquisition of basic concepts by young children aged 60-71 months who attend preschool institutions. The study group consists of 32 experimental and 32 control young children, totally 64 between 60-71 months of age, who attend kindergarten in Koç Primary School, the school which was chosen using random sampling among those under the rule of Directorate of Bolu National Education. In this study, in order to gather data, general information form and Boehm preschool test of basic concepts were used. Developed by Ann E. Boehm in 1971 and standardized in 2001, the version for 48-71 -month- old children of Boehm 3 preschool test of basic concepts was adapted into Turkish and validity study were conducted by the researcher. The scale was applied before and after concept education. Besides, the scale was applied again to those who were in experimental group three weeks after the ending of the program. The data gathered from the study was analyzed with SPSS 15.0 packet program. For the analysis of the data, frequency and percentage, T test and one-way analysis of variance were used. Findings were summarized below: A significant difference was found in favor of experimental group between the last concept test scores of experimental and control group. - Concept test scores of experimental group children in the first test and the last test were found to be significantly different; last test scores were found to be significantly higher. - A significant difference and an increase in the scores were found between the first test and last test scores of control group, but compared to experimental group this increase is less than one fourth of the increase in the scores of experimental group. - No significant difference was found between last test/observation measures of control group children. This result was evaluated as an implication that the influences of concept map education program are permanent. In light of these findings, we can assume that concept education program affect children?s concept acquisition in a positive way.