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Öğe A Comparative Investigation on Turkish, Korean and Finnish Mother Tongue Course Curriculums(Turkish Education Assoc, 2015) Yildiz, DeryaMother tongue underlies the learning in any field as it is the whole of comprehension and expression skills. In this regard, mother tongue instruction which is provided for individuals to use their native languages effectively becomes essential. In this study, Korean and Finnish mother tongue curriculums, which are among the countries scoring the highest mark in reading in internationally recognized PISA testing, were compared to Turkish course curriculum (6th, 7th, 8th grades) in terms of linguistic skills, objective, content, process of learning-teaching and measurement-assessment basis. The data were obtained by means of document investigation. In consequence of the conducted comparative study, it has been determined that there are similar and different implementations among the curriculums applied in mother tongue instruction in terms of linguistic skills, objectives, contents, learning-teaching processes and measurement-assessment.Öğe Intangible Cultural Heritage Elements in Turkish Language Course Books of Grade 5 and Grade 7(Selcuk Univ, Fac Letters, 2020) Yildiz, Derya; Ceran, DilekThe term intangible cultural heritage emerged during the programs conducted by UNESCO for the safeguarding of cultural heritage. UNESCO visualises intangible cultural heritage as the common memory of primarily the society that creates and safeguards it and then the whole humanity. Safeguarding of intangible cultural heritage would be possible by making this heritage sustainable. Therefore, educational systems should show the young generations the significance of cultural heritages and create awareness to safeguard cultural heritage. The main purpose of this study is to investigate elements of intangible cultural heritage included in Turkish language course books of grades 5 and 7. The study is a qualitative research, and it has been evaluated using the document review method. When it was necessary, the findings examined in the research were directly quoted. The elements which are inscribed in the UNESCO Intangible Cultural Heritage Lists and Inventories of the Ministry of Culture and Tourism, and included in the course books of both grades are: The Mevlevi Sema Ceremony, The Kirkpinar Oil Wrestling -Festival, The Heritage of Dede Qorqud: Epic Culture, Folk Tales and Music, Turkish Coffee Culture and Tradition; in only grade 5 are: Alevi-Bektasi Ritual, Semah, The Asiklik Tradition, Traditional craftsmanship of Cini-making; only grade 7 are: Ebru, Turkish art of marbling, The Spring Celebration: Hidrellez. In reference to the findings, it can be concluded that Turkish language course books should be enriched with texts involving more expressions related to intangible cultural values.Öğe An Investigation on Children's Books Published in the Year 2019(Selcuk Univ, Fac Letters, 2021) Bakirci, Serife; Yildiz, Derya; Ceran, DilekThe aim of this study is to examine the books published for the 5th and 8th grades in 2019 by Can Child and Gunisigi Publishing, which is one of the publishing houses that publish the most children's books, according to some internal and external structure features. A total of 367 books were examined in the research. The method of the research is document analysis, one of the qualitative research methods. In the analysis of the data, frequency and percentage were given by using descriptive analysis. As a result of the research; It is seen that there are more books recommended for 5th graders, the books are mostly published in medium size, narrative genres are dominant, there are books that print 0-20 times at most, the theme of individual and society is the most preferred theme, local works are among the translated works. It has been determined that black and white images are used mostly in books and European and American authors are preferred in translated works.Öğe Turkish - Technology - Art - Social Studies (Tsta): Integrated Learning Application(Nesibe Aydin Education Inst, 2017) Yildiz, Derya; Ozkaral, Tugba; Yavuz, MustafaThe purpose of this research is to compare the effects of the learning based on integrated learning and learning based upon a single discipline in communication learning domain at the level of grade 7. In the research, the descriptive mixed method including both qualitative and quantitative approaches was employed. The study population of the research consisted of the grade 7 students of a secondary school in Konya province in 2015-2016 academic year. While a single discipline-based learning was applied in the control group, integrated Turkish, Social Studies, Technology Design and Art learning was applied in the experimental group. The integrated learning enables meaningful connections between different subject areas, enabling learners to learn effectively in a multidimensional way. In communication learning domain, it was determined that the activities conducted on the experimental group according to integrated TSTA learning were more effective than learning based on a single discipline which was conducted on the control group. When the answers given by the students to the achievement test were compared, it was detected that the students in the experimental group made more explanatory sentences in comparison with the students in the control group, their answers included samples from different domains related to communication and the students were able to integrate these domains with each other.Öğe Turkish and Turkish Language and Literature Teachers' Views' on the Reading Skills and Turkey's Performance in PISA: A Focus Group Interview(Ani Publishing, 2021) Yildiz, DeryaThis study aims to examine Turkish and Turkish language and literature teachers' views on reading skills and Turkey's performance in PISA. A focus group interview, one of the qualitative research methods, was used in this study. Teachers' views on reading skills in PISA, the general situation in Turkey's PISA, the concept of the text, questions of measuring high-level skills and solutions were investigated by qualitative data analysis methods. The study group of the research consisted of teachers determined using criterion sampling technique, one of the purposeful sampling methods. The steps of the focus group interview were used in collecting the data, and content analysis techniques were used in the analysis. As a result of the research, teachers' opinions on reading skills in PISA; with incomplete information and low success themes; text concept; with texts in books and themes of changing text concept; questions measuring high-level skills; with ready-made questions and systematic questions themes; solutions are explained under the theme of continuous training.Öğe Turkish and Turkish Language and Literature Teachers' Views' on the Reading Skills and Turkey's Performance in PISA: A Focus Group Interview(Ani Publishing, 2021) Yildiz, DeryaThis study aims to examine Turkish and Turkish language and literature teachers' views on reading skills and Turkey's performance in PISA. A focus group interview, one of the qualitative research methods, was used in this study. Teachers' views on reading skills in PISA, the general situation in Turkey's PISA, the concept of the text, questions of measuring high-level skills and solutions were investigated by qualitative data analysis methods. The study group of the research consisted of teachers determined using criterion sampling technique, one of the purposeful sampling methods. The steps of the focus group interview were used in collecting the data, and content analysis techniques were used in the analysis. As a result of the research, teachers' opinions on reading skills in PISA; with incomplete information and low success themes; text concept; with texts in books and themes of changing text concept; questions measuring high-level skills; with ready-made questions and systematic questions themes; solutions are explained under the theme of continuous training.