Bu çalışmanın amacı, fen eğitimi alanında görme yetersizliği olan öğrencilere yönelik olarak yapılan bilimsel araştırma makalelerinin içerik analizini yaparak fen eğitimine dair eğilimleri çeşitli açılardan ortaya koymaktır. Bu amaçla yapılan alan yazın taraması sonucu 1972-2014 yılları arasında ulusal ve uluslararası veri tabanlarında taranan toplam 59 dergiden tam metin olarak ulaşılabilen 223 makale çalışma kapsamına alınmıştır. Söz konusu makaleler araştırmacılar tarafından geliştirilen "Makale Sınıflama Formu" kullanılarak betimsel içerik analizine tabi tutulmuştur. Analiz sonuçlarına göre, görme yetersizliğine sahip olan öğrencilere yönelik çalışmalar daha çok öğretim materyali, görme yetersizliğinin önlenmesine yönelik özel eğitim uygulamaları ve öğretim yöntemine dayalı çalışmalardan oluşmaktadır. İncelenen çalışmaların örneklem grubu olarak daha çok ilköğretim öğrencilerinin tercih edildiği, örneklem büyüklüğünün çoğunlukla 1-10 ve 31-100 kişi arasında değiştiği ve çalışmalarda nitel araştırma desenlerinin sıklıkla kullanıldığı ortaya çıkmıştır. Veri toplama araçları bakımından bulgular incelendiğinde, genellikle tek bir veri toplama aracının kullanıldığı, çoğunlukla görüşme, doküman ve Likert tipi anketlerden yararlanıldığı, veri analiz yöntemi olarak ise frekans ve yüzde tabloları ve merkezi eğilim ölçüleri gibi nicel analizler ile nitel betimsel analiz yöntemlerinin ön planda olduğu ortaya çıkmıştır. Anahtar sözcükler: Görme yetersizliği, fen öğretimi, içerik analizi.

Some improvements have undergone in Turkey's approach towards differences since 2000s especially within the framework of adaptation into European Union. This change effected educational policies, and obstructions to right demands of different ethnic groups and religious education were removed largely. However, teacher's characteristics should reflect this change so that it could be permanent and meaningful. The aim of this study was to reveal preservice teachers' attitudes towards identity differences. Identity Attitudes Scale (IAS), which was developed by Yazıcı (2016) to measure the attitudes towards identity differences, was conducted on 506 preservice teachers. Preservice teachers' attitudes towards identity differences in terms of gender, social environment, grade level, curriculum, and their ethnic, religious and political identities were examined using t-test, one-way variance analysis, and correlation analysis. As a result, it was found that the variables had effect on preservice teachers' attitudes at varying rates. Moreover, it was concluded that education faculties in Turkey weren't able to catch up with the changes on identity differences since the undergraduate education had slight effect on preservice teachers' attitudes.© 2017 IOJES. All rights reserved Keywords: 1 Identity, diversity, attitude, preservice teacher, teacher education Extended SummaryTurkey is a country with various identities since it has the inheritance of an empire. The number of Syrian refugees has been increasing lately, and their participation in education system makes it difficult to solve education problems in a traditional way. Moreover, different religious, denominational, and gender identities place increased demands on education, diversifying the expectations from education (Çayır, 2014). Significant advancements in rights associated with different cultural and religious identities have been made in the last decade in education system of Turkey, which tries to overcome these issues.Although daily political discussions or extraordinary conditions sometimes overshadow the efforts of embracing identity differences in Turkey, positive changes are also observed. The educational system is unable to catch up with this improvement; however, the nation-building reflexes do not appear to affect the field of education any longer. Nevertheless, it should be kept in mind that teachers' attitudes are important for making the values of respecting different identities in education permanent and compatible with democratic values. The aim of this study is to reveal the preservice teachers' attitudes towards identity differences. Within this scope, the research questions are as follows: Do the preservice teachers' attitudes towards identical diversity differ in terms of gender?  Do the preservice teachers' attitudes towards identical diversity differ in terms of their social environment? Do the preservice teachers' attitudes towards identical diversity differ in terms of their grade level?

No abstract

ÖzetBu çalışmanın amacı ilköğretim 6-8. sınıf

With the increasing influence of globalization, the scope of social responsibility has expanded from national to universal. In particular, teachers of social studies are expected to raise individuals who are sensitive not only the problems of the country they live in but also the problems of the globalizing world. For this reason, it is important that teachers share the same sense of responsibility. The purpose of this study was to determine the levels of locus of control and global social responsibility of pre-service history and social studies teachers and reveal the relationship between these two variables. Within this scope, survey model was used as a research design in this study. Participants of the study involved pre-service teachers studying pedagogical formation in history and studying at the department of social studies education in a faculty of education. Rotter's "Internal-External Locus of Control Scale" and "Global Social Responsibility Scale" were used as the data collection tools. As a result of the study, it was found that participants' global social responsibility significantly differed in terms of branch and gender, and it was slightly correlated with locus of control.