Suchergebnisse

Today, new communication technologies, which are used very actively in almost all areas of life, have brought about creation of the new communication platforms. These technologies, which build new processes especially in terms of the rapid and easy dissemination of information, are indispensable for the people. The field of education has also been heavily influenced by new technological developments and a wide variety of different education systems connected to technological tools have emerged. These structures, which are defined as distance education systems and created as a result of the union of new communication technologies and the field of education, continue to become widespread day by day in Turkey and in the world. When the studies in the literature are examined, the concepts of communication and interaction come forward as the main problem of distance education systems, and the similarity of the education process and the communication process draws attention. When looking at both processes, the feedback mechanism functions as a control. Therefore, success cannot be achieved in a process without this feedback mechanism. In addition, the person who is going to teach should have the skills to effectively manage the communication process. Distance education systems have an important place, especially at the higher education level. These systems, which have become competitors of traditional education systems, are a very current topic. In the study, starting from the concept of new communication technologies, the relationship between these technologies and distance education systems was emphasized and the necessity of the concepts of communication and interaction for distance education systems was emphasized. Within the scope of the research, the distance education portal of Fırat University was examined by using the descriptive analysis method, and the problems experienced in this process were determined and suggestions were made to solve these problems.

DergiPark: 326540 ; trakyasobed ; Avrupa Konseyi, en son çalışmaları olan "Ortak Dil Kriterleri Çerçeve Programı'nı'' ve "Dil Gelişim Dosyası'nı" 2001 yılında kutlanan "Avrupa Diller Yılı'nda" tanıtarak, birlik ülkelerinin yabancı dil politikalarına yeni bir bakış açısı kazandırmıştır. Bireylerin birden fazla yabancı dil öğrenmelerini teşvik etmeyi amaçlayan bu etkinlikler, kıta Avrupa'sında çok dilliliğin ve çok kültürlülüğün önemini vurgulamaktadır. Avrupa Konseyi'nin yabancı dil öğretimi alanındaki düşüncelerinin ve ortaya koymuş olduğu somut belgelerin ülkemizde de hayata geçirilebilmesi için, ilk olarak bu iki önemli başvuru kaynağının tanıtılması ve dilimize uyarlanması gerekmektedir. Kuşkusuz bu yönde yapılmış ön çalışmalar bulunmakta, ancak söz konusu olan bu yeniliklerin farklı açılardan ele alınarak değerlendirilmeleri gerekmektedir. Bu çalışma Avrupa ve Türkiye'de yabancı dil öğretim süreçlerinde ve öğretmen yetiştiren kurumların kendi programlarında bunlara ne kadar yer ve önem verdiklerini irdelemekte ve özellikle Almanca öğretmeni yetiştirilmesinde program içeriklerinin ele alınıp yeniden düzenlenerek tartışmaya açılmasını amaçlamaktadır ; Last two decades have seen a significant change in the way how foreign language education has been seen in the European Union. Particular works carried out by the European Council has led the member countries to gain a new point of view on the foreign language policies by means of promoting the Common European Framework for Languages and the Language Portfolio and having the year 2001 as "The Year for Languages". Such activities, which aim to encourage individuals to learn more than one foreign language, emphasize the importance of plurilingualism and pluriculturalism on the Continent. In order to implement the language policies and regulations on language education, these two source of refererences (The CEF and the Portfolio) schould also be promoted in our country and adapted to our context. Altough some preliminary works have already been carried out, such changes need to be looked at from different perspectives. This study investigates to what extend the European and Turkish foreign language education institutions give importance to and willing to include such changes in their programmes, and particularly focuses on discussions on the process of reviewing and redesigning the programmes in the German language teacher education.

Arabian society, which lived on the border of two great civilizations in the 7th century in an ignorant life away from civilization, experienced great changes and transformations when Islam emerged. The Arabs of the Age of Jahiliyya, which does not have any written document about the pre-Islamic period, built a great civilization that started with the example and practices of the Prophet and the principles and messages of the Qur'an. No doubt, the messages of the Qur'an, which guided people toward science and education in the first place, had great effects on this great transformation. The education-intensive messages of the Qur'an came to life and gained meaning with the practices of the Prophet. With his message, "I was sent as a teacher" the Prophet paved the way for the formation of a great scientific and educational tradition for the following periods with his practices and verbal messages. Unmatched in previous religions, the great incentives on the way leading to the demand for knowledge turned Muslims into great seekers of knowledge and education. The Hadith "Achieve knowledge even if it is in China" and similar messages paved the way for scientific journeys (Rihle), which have an important place in the history of Islamic education. Hatib al-Baghdadi revealed the transformation of the messages of the Prophet into "Rihle" as an educational tradition with his work under the same name. ın this way, in addition to the emphasis of the verses on science, the Prophet's pointing out science and education to his ummah as a target was the basis for the formation of a great scientific and educational tradition.

Eğitim ve demokrasi birbiriyle yakından ilişkili iki kavramdır. Eğitimin en önemli görevlerinden biri demokratik yaşam tarzını benimsemiş bir toplum oluşturmaktır. Bu da demokrasiyi yaşam biçimi haline getirmiş ve olumlu demokratik tutuma sahip öğretmenler yetiştirmekle mümkündür. Bu araştırma, öğretmen adaylarının demokratik tutumları ve demografik özellikleri arasındaki ilişkiyi incelemek amacıyla yapılmıştır. Araştırma örneklemini, İstanbul Sabahattin Zaim Üniversitesi'nde 2014-2015 yaz döneminde pedagojik formasyon programında öğrenim görmekte olan toplam 126 öğretmen adayı oluşturmuştur. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmada veri toplama aracı olarak Demokratik Tutum Ölçeği kullanılmıştır. Demokratik Tutum Ölçeği, Tutum Araştırma Laboratuvarı tarafından geliştirilen Teacher Opinionaire on Democracy ölçeğinin G ve H formlarından oluşturulmuştur. Ölçeğin Türkçeye adaptasyon, geçerlik -güvenirlik çalışmaları Gözütok (1995) tarafından gerçekleştirilmiş ve ölçeğin güvenilirlik katsayısı .87 olarak bulunmuştur. Bunun yanında öğretmen adaylarının demografik bilgilerini elde etmek amacıyla araştırmacı kullanılmıştır. Araştırma verileri Bağımsız Grup t Testi, Mann Whitney U Testi ve Kruskal Wallis H Testi ile analiz edilmiştir. Araştırma sonucunda görülmüştür ki; öğretmen adaylarının demokratik tutumları medeni durum, çocuk sayısı, gelir düzeyi, anne eğitim düzeyi, baba eğitim düzeyi ve ailedeki kardeş sayısına göre farklılaşmamakta; cinsiyet ve yaşa göre ise farklılaşmaktadır. Buna göre; kız öğretmen adaylarının demokratik tutumları, erkek öğretmen adaylarına göre daha olumludur ve 31-35 yaş aralığında olan öğretmen adaylarının demokratik tutumu, 20-25 yaş aralığında olan öğretmen adaylarından daha olumludur. ; Education and democracy are two concepts that are closely related with each other. One of the most important tasks of education is to create a society that has embraced the democratic way of life. This is possible by training teachers that has a positive democratic attitude and democratic life style, too. The aim of this reseach is examining the relationship characteristics of the prospective teachers. The research sample consists of 126 prospective teachers that study in pedagojical formation program at İstanbul Sabahattin Zaim University in the summer period of 20142015. The research was conducted in the "İlişkisel Tarama" model. The tool that were used for data collection is Democratic Attitude Scale. This Scale consists of G and H forms of Teacher Opinionair on Democracy Scale that was developed by Attitudes Research Laboratory. Turkish adaptation, validity and reliability studies of the scale were conducted by Gözütok (1995). The reliability coefficient of the scale is .87. Besides that, Demographic Data Form that was developed by researcher was used in order to obtain demographic information of prospective teachers. In order to analize research data, Independent Groups t-Test, Mann-Whitney U Test and Kruskal-Wallis H Test technics were used. At the end of the research, it was found that the democratic attitudes of prospective teachers did not differ significantly in terms of marital status, number of children, level of income, education level of mother, education level of father and number of siblings in family. But, the democratic attitudes of prospective teachers showed a significant difference in terms of gender and age. Accordingly; democratic attitudes of women are more positive than men. Democratic attitudes of prospective teachers that are at the age of 31-35 are more positive than prospective teachers that are at the age of 20-25.

* Fatma Yaşar Ekici. Yrd. Doç. Dr. İstanbul Sabahattin Zaim Üniversitesi, Eğitim Fakültesi, Okul Öncesi Öğretmenliği, El-mek: fatmayasarekici@hotmail.com ; Eğitim ve demokrasi birbiriyle yakından ilişkili iki kavramdır. Eğitimin en önemli görevlerinden biri demokratik yaşam tarzını benimsemiş bir toplum oluşturmaktır. Bu da demokrasiyi yaşam biçimi haline getirmiş ve olumlu demokratik tutuma sahip öğretmenler yetiştirmekle mümkündür. Bu araştırma, öğretmen adaylarının demokratik tutumları ve demografik özellikleri arasındaki ilişkiyi incelemek amacıyla yapılmıştır. Araştırma örneklemini, İstanbul Sabahattin Zaim Üniversitesi'nde 2014-2015 yaz döneminde pedagojik formasyon programında öğrenim görmekte olan toplam 126 öğretmen adayı oluşturmuştur. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmada veri toplama aracı olarak Demokratik Tutum Ölçeği kullanılmıştır. Demokratik Tutum Ölçeği, Tutum Araştırma Laboratuvarı tarafından geliştirilen Teacher Opinionaire on Democracy ölçeğinin G ve H formlarından oluşturulmuştur. Ölçeğin Türkçeye adaptasyon, geçerlik -güvenirlik çalışmaları Gözütok (1995) tarafından gerçekleştirilmiş ve ölçeğin güvenilirlik katsayısı .87 olarak bulunmuştur. Bunun yanında öğretmen adaylarının demografik bilgilerini elde etmek amacıyla araştırmacı kullanılmıştır. Araştırma verileri Bağımsız Grup t Testi, Mann Whitney U Testi ve Kruskal Wallis H Testi ile analiz edilmiştir. Araştırma sonucunda görülmüştür ki; öğretmen adaylarının demokratik tutumları medeni durum, çocuk sayısı, gelir düzeyi, anne eğitim düzeyi, baba eğitim düzeyi ve ailedeki kardeş sayısına göre farklılaşmamakta; cinsiyet ve yaşa göre ise farklılaşmaktadır. Buna göre; kız öğretmen adaylarının demokratik tutumları, erkek öğretmen adaylarına göre daha olumludur ve 31-35 yaş aralığında olan öğretmen adaylarının demokratik tutumu, 20-25 yaş aralığında olan öğretmen adaylarından daha olumludur. ; Education and democracy are two concepts that are closely related with each other. One of the most important tasks of education is to create a society that has embraced the democratic way of life. This is possible by training teachers that has a positive democratic attitude and democratic life style, too. The aim of this reseach is examining the relationship characteristics of the prospective teachers. The research sample consists of 126 prospective teachers that study in pedagojical formation program at İstanbul Sabahattin Zaim University in the summer period of 20142015. The research was conducted in the "İlişkisel Tarama" model. The tool that were used for data collection is Democratic Attitude Scale. This Scale consists of G and H forms of Teacher Opinionair on Democracy Scale that was developed by Attitudes Research Laboratory. Turkish adaptation, validity and reliability studies of the scale were conducted by Gözütok (1995). The reliability coefficient of the scale is .87. Besides that, Demographic Data Form that was developed by researcher was used in order to obtain demographic information of prospective teachers. In order to analize research data, Independent Groups t-Test, Mann-Whitney U Test and Kruskal-Wallis H Test technics were used. At the end of the research, it was found that the democratic attitudes of prospective teachers did not differ significantly in terms of marital status, number of children, level of income, education level of mother, education level of father and number of siblings in family. But, the democratic attitudes of prospective teachers showed a significant difference in terms of gender and age. Accordingly; democratic attitudes of women are more positive than men. Democratic attitudes of prospective teachers that are at the age of 31-35 are more positive than prospective teachers that are at the age of 20-25.

* Fatma Yaşar Ekici : fatmayasarekici@hotmail.com. İstanbul Sabahattin Zaim Üniversitesi, Eğitim Fakültesi, Okul Öncesi Öğretmenliği Ana Bilim Dalı, İstanbul, Türkiye. ; Eğitim ve demokrasi birbiriyle yakından ilişkili iki kavramdır. Eğitimin en önemli görevlerinden biri demokratik yaşam tarzını benimsemiş bir toplum oluşturmaktır. Bu da demokrasiyi yaşam biçimi haline getirmiş ve olumlu demokratik tutuma sahip öğretmenler yetiştirmekle mümkündür. Bu araştırma, öğretmen adaylarının demokratik tutumları ve demografik özellikleri arasındaki ilişkiyi incelemek amacıyla yapılmıştır. Araştırma örneklemini, İstanbul Sabahattin Zaim Üniversitesi'nde 2014-2015 yaz döneminde pedagojik formasyon programında öğrenim görmekte olan toplam 126 öğretmen adayı oluşturmuştur. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmada veri toplama aracı olarak Demokratik Tutum Ölçeği kullanılmıştır. Demokratik Tutum Ölçeği, Tutum Araştırma Laboratuvarı tarafından geliştirilen Teacher Opinionaire on Democracy ölçeğinin G ve H formlarından oluşturulmuştur. Ölçeğin Türkçeye adaptasyon, geçerlik –güvenirlik çalışmaları Gözütok (1995) tarafından gerçekleştirilmiş ve ölçeğin güvenilirlik katsayısı .87 olarak bulunmuştur. Bunun yanında öğretmen adaylarının demografik bilgilerini elde etmek amacıyla araştırmacı tarafından geliştirilmiş Demografik Bilgi Formu kullanılmıştır. Araştırma verileri Bağımsız Grup t Testi, Mann Whitney U Testi ve Kruskal Wallis H Testi ile analiz edilmiştir. Araştırma sonucunda görülmüştür ki; öğretmen adaylarının demokratik tutumları medeni durum, çocuk sayısı, gelir düzeyi, anne eğitim düzeyi, baba eğitim düzeyi ve ailedeki kardeş sayısına göre farklılaşmamakta; cinsiyet ve yaşa göre ise farklılaşmaktadır. Buna göre; kız öğretmen adaylarının demokratik tutumları, erkek öğretmen adaylarına göre daha olumludur ve 31-35 yaş aralığında olan öğretmen adaylarının demokratik tutumu, 20-25 yaş aralığında olan öğretmen adaylarından daha olumludur. ; Education and democracy are two concepts that are closely related with each other. One of the most important tasks of education is to create a society that has embraced the democratic way of life. This is possible by training teachers that has a positive democratic attitude and democratic life style, too. The aim of this reseach is examining the relationship between demokratic attitudes and demographic characteristics of the prospective teachers. The research sample consists of 126 prospective teachers that study in pedagojical formation program at İstanbul Sabahattin Zaim University in the summer period of 20142015. The research was conducted in the "İlişkisel Tarama" model. The tool that were used for data collection is Democratic Attitude Scale. This Scale consists of G and H forms of Teacher Opinionair on Democracy Scale that was developed by Attitudes Research Laboratory. Turkish adaptation, validity and reliability studies of the scale were conducted by Gözütok (1995). The reliability coefficient of the scale is .87. Besides that, Demographic Data Form that was developed by researcher was used in order to obtain demographic information of prospective teachers. In order to analize research data, Independent Groups t-Test, Mann-Whitney U Test and Kruskal-Wallis H Test technics were used. At the end of the research, it was found that the democratic attitudes of prospective teachers did not differ significantly in terms of marital status, number of children, level of income, education level of mother, education level of father and number of siblings in family. But, the democratic attitudes of prospective teachers showed a significant difference in terms of gender and age. Accordingly; democratic attitudes of women are more positive than men. Democratic attitudes of prospective teachers that are at the age of 31-35 are more positive than prospective teachers that are at the age of 20-25.

At every second in any part of the world people are faced with a disaster risk. When we look at statistical data, many people lose their lives and the countries are suffering serious damage in material terms. When we look at the content of losses, we see that lack of education has made serious contributions to disaster catastrophe. As schools are among major places where education services are provided, they are the first institutions to provide awareness of individuals in disaster training. In today's developing world, there is change and development in the field of education as it is the case for all fields of life. Educational institutions, that have a traditional education understanding structured with a passive approach based on rote-learning, have adopted the philosophy of constructivist approach with 2005 program change in Turkey. Scenario-based teaching (STÖ) method is one of the education methods that take the student at the center and see the teacher as a guide. As disaster training issues are related to a lot of social loss and risk, the program of disaster training at the secondary school level is included in social science courses. This study analyzes the effects of scenario-based disaster training on the disaster-related information and attitude level of secondary school students. The characteristics of the scenario-based teaching model are thought to be appropriate in teaching the disaster topics included in the updated social studies curriculum and in achieving the goals to be attained by the students. The research was conducted using quantitative research methods. In the quantitative dimension of the study, "pre and post test pattern with control group pattern" was used from experimental designs. The study group of the research is composed of 46 students who are attending to 6th grade in a randomly selected secondary school in Kocaeli, which is the most affected province from disaster in Turkey. The application phase of the study lasted 6 weeks. In this process, the experimental group were taught disaster training activities formed by scenario-based training while the control group were taught according to the currently applied traditional approach based on narrative and question-answer method. Disaster education achievement test (ABT), Disaster preparedness attitude scale (AHTÖ) were developed and used to collect the data of the study. The ABT achievement test and the AHTÖ attitude scale were administered twice to the experimental and control groups as pre - test and post - test. In the study, t-test for independent groups and t-test for dependent groups in the SPSS 22 statistical package program were performed to determine the effect of the course on the knowledge and attitudes of the students when the course is taught with the scenarios prepared according to the STÖ method. At the end of the study, it was determined that there was a significant difference between students' post-test attitude scores for disaster preparedness attitudes. Finding end result one, it shows that the STÖ method increases the attitudes towards the AHTÖ positively. It was determined that there was a significant difference between students' post-test academic achievement scores. These findings indicate that the STÖ method positively enhances the ABT-oriented academic achievement levels of students. In this context, it was concluded that Scenario-Based Training contributes to Disaster-Related Information and Attitude Levels of Secondary School Students.

ÖZETİnsanlar için iletişim olmazsa olmaz, doğal, kaçınılmaz bir olgudur. İletişim kurarız çünkü çevremizle ilişkiye girmek , bilmek , anlamak isteriz. İletişim toplumsal bir gereksinimdir. Gerek sosyal hayatta gerek siyasette . eğitimde , kültürde , teknolojide bir araç görevi görür. Fikir verir , eğitir , bilgilendirir , yönlendirir , denetler, öğretir , endişeleri azaltır, anlaşma sağlar.Birinci bölümde araştırma iletişim kavramı ile başlamıştır , siyasal iletişimin ardından iktidar/siyasal iktidar , siyasal sistem tanımlamalarıyla devam etmektedir.İkinci bölümde araştırmanın asıl konusu olan lobicilik ve ABD' deki uygulamaları ve Türkiye' deki tarihsel gelişimi, teknik ve yöntemleri ayrıntılı bir şekilde incelenmiştir. Lobici nedir , özellikleri nelerdir açıklanmıştır. Üçüncü bölüm araştırmanın ana konusunu lobiciliğin ABD' deki doğuşunu ve tarihsel gelişimini ele almıştır. Türk Lobisinin çalışmaları , ABD' deki etkinliği, artıları eksileri, tüm uygulamaları ile incelenmiştir. ABSTRACTCommunication is essential for people to , natural, inevitable phenomenon. We communicates with people because we want to learn , to understand , to speak. Commımication is a social need. It is an assistant in the social life and in politics . in education , in culture and also in technology. It advise and create an new idea , educates, informs. directs, supervises, teaches, reduces concerns, provides agreement.In the fırst chapter began with the concept of communication, political communication. and then the power / political power, political system. the ir defınition remains.In the second part which is the subject matter of the research and lobbying in the United States practices in Turkey and its historical development. techniques and methods . What is a lobbying and lobbiyst ? What are their features? These issues are discussed.The third part is the main subject of study of lobbying in the United States dealt with the emergence and historical development. Turkish Lobby studies in the United States efficacy. its positive and negative positions , with ali of the applications examined.