This study examined the writing apprehension levels of the faculty of education freshman students based on the relevant variables about reading-writing frequency. The working group of the research comprised of 455 freshman students studying at Mustafa Kemal University, Faculty of Education. In the study, Writing Apprehension Scale, which was developed by Daly and Miller (1975) [adapted to Turkish by Zorbaz (2010)], was used. This findings of the study revealed that 12,5 % of the students had high writing apprehension, 55,6 % of them had moderate, and 31,9 % of them had low apprehension. The students, who kept diaries or conducted writing activity, had low apprehension. The students, who had taken more writing assignments during their secondary and high school education, had lower levels of writing apprehension. The findings also revealed that those who had read 21 to 50 or 11 to 20 books in the last one year had lower levels of writing apprehension compared to those who had not read any book at all during the same time frame. Those who identified themselves as very poor in terms of reading habits were found to have higher levels of writing apprehension than those who identified themselves as so and so, good, very good; while those who identified themselves as poor were found to have higher levels of writing apprehension compared to those who identified themselves as good and very good in terms of reading habits.

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Project-based teaching is a teaching strategy which basically considers students' activities, relies on students' designs and aims at teaching through projects.Developed in the beginning of XX'th century, Project-based teaching has been a specific teaching strategy through studies of Dewey and Kilpatrick and opinions of Piaget, Vygotsky and Bruner. Project-based teaching aims to transform students in the learning-teaching process from taker position into individuals researching, examining and problem solving using knowledge acquired. Implementation steps of project-based teaching are determination of goals and subject, composition of teams, gathering and organization of knowledge, conclusion of project and evaluation of project.In this study, by means of literature scanning; theoretical basics, implementation steps, superiority, limitations and position in Turkish instruction of Project-based teaching are studied.

Hüseyin ÖZÇAKMAK  ÖzetBu çalışmada, 1313 (1883/1884) yılında yayımlanan ve dört ciltten oluşan Ta'lîm-i Kırâat adlı eserin ilk cildi olan Ma'lûmât-i İbtidâiyye ve Nesâyih-i Nâfia; bugünkü alfabeye çevrilerek çeşitli açılardan incelenmiştir. Çalışma, nitel araştırma tekniklerinden doküman analizi ile gerçekleştirilmiştir. Kitapçı Arakel Efendi tarafından yazılan eserin amacı; çocukları, alfabeyi öğrendikten sonra, manasını kolayca anlayabilecekleri terkiplerle okumaya alıştırmak, kendilerine en çok lazım olan bilgilerle birlikte onları güzel bir şekilde terbiye edecek fikirleri vermektir. Yapılan incelemede, eserde 29'u bilgilendirici, 6'sı öyküleyici olmak üzere 35 metnin kullanıldığı; öyküleyici metinlerin öğüt verici nitelikte olduğu, bilgilendirici metinlerin "nasihat, görgü kuralları, bilimsel, dini bilgi, atasözü" içerikli olduğu belirlenmiştir. Ayrıca çalışmada, metin işleme sürecinin "metin, bilinmeyen kelimeler ve metin altı soruları (ta'lîmler)" sırasıyla gerçekleştirildiği, metinlerin ortalama 282 kelime uzunluğa sahip olduğu, her metnin ortalama 6 bilinmeyen kelime ve 7 metin altı sorusundan oluştuğu tespit edilmiştir.