Öğretmen Adaylarinin Tartişma Beceri̇leri̇ İle İleti̇şi̇m Beceri̇leri̇ Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

Ocak, Gürbüz; Karakuş, Gülçin; Ocak, İjlal

doi:10.26468/trakyasobed.437704

Cited by 6 publications

(5 citation statements)

References 12 publications

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“…Moreover, Kayabaşı (2014) shared the finding that there was no difference among the maojors in terms of acceptance of the principles of democracy by teacher candidates categorized as numerical and verbal fields. Ocak, Karakuş, and Ocak (2018) reported that differences in department did not affect communication skills. On the other hand, Saracaloğlu at al.…”

Section: Discussionmentioning

confidence: 98%

Determination of Democracy Awareness Levels of Teacher Candidates

Gözler¹

2021

IOJES

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This research aims to determine teacher candidates democracy awareness levels according to various variables. Within the framework of this general purpose, the dependence of the democracy awareness levels of teacher candidates on different variables including gender, department, grade level, place of residence and grade point average were also examined. For data collection, the Democratic Awareness Scale was administered to 248 teacher candidates enrolled at a university in the district of Kayseri. The data were analyzed by carrying out the t-test, one-way variance analysis, and Tukey test. Results of the analysis revealed that democratic awareness levels of the teacher candidates were at the "I agree" level. While gender and class level of teacher candidates had no significant influence on democratic awareness, department and place of residence significantly influenced democratic awareness of the teacher candidates. There was higher participation from the students in the Elementary Education and Turkish Language departments compared to the students in Social Studies Education department, and that there was higher participation from the students living with their families compared to the students living alone or in dormitories. The results of the study were discussed with the previous studies. Suggestions were provided according to the results..

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Section: Discussionmentioning

confidence: 98%

Determination of Democracy Awareness Levels of Teacher Candidates

Gözler¹

2021

IOJES

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“…Bu çalışmada erozyon risk alanlarının tespit edilmesi için CBS ve uzaktan algılama tabanında ağırlıklı çakıştırma yöntemi kullanılmıştır. Bu yöntem Dünya'da ve Türkiye'de başta erozyon olmak üzere sel ve taşkınlar (Ocak, 2018;Ocak vd., 2021), heyelanlar (Kale, 2021) gibi birçok mekânsal analizlerde sıklıkla kullanılmaktadır. Bu yöntemde birden fazla kriter (yükselti, eğim, jeoloji, yağış, bitki örtüsü, toprak, arazi kullanımı vs.) analizin yapıldığı ortamın koşulları göz önüne alınarak kriterlerin puanlanıp çakıştırılarak analiz edilmesiyle sonuçlanmaktadır.…”

Section: Materyal Ve Yöntemunclassified

Coğrafi Bilgi Sistemleri ve Uzaktan Algılama Tabanında Çankırı Merkez İlçesinin Erozyon Risk Analizi

Duman

İRCAN²

2022

Coğrafi Bilimler Dergisi

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Erozyon, yeryüzündeki verimli toprak katının birtakım fiziki coğrafya değişkenlerine ve bunların etkilerine bağlı olarak süpürülmesi durumuna denir. Toprak yüzeyindeki süpürülme durumu doğal nedenlere bağlı olarak gelişebildiği gibi antropojenik etkilere bağlı olarak da yaşanmaktadır. Bu çalışmada Çankırı merkez ilçesinin erozyon risk durumu coğrafi bilgi sistemleri ve uzaktan algılama tabanında ağırlıklı çakıştırma yöntemiyle analiz edilmiştir. Yapılan analiz sonucunda elde edilen bulgular, tablolar ve haritalar yardımıyla açıklanıp yorumlanmıştır. Elde edilen bulgulara göre, Çankırı merkez ilçesindeki toprakların büyük çoğunluğu orta (%70,1) ve yüksek (%22,9) erozyon sınıfında yer almaktadır. Özellikle araştırma sahasının yarı kurak iklim özelliğine sahip olması, erozyondan koruyucu örtü olan bitki örtüsünden yoksun, eğimli, çıplak ya da mevsimlik değişen örtü üzerinde gelişen yüzeylerin hâkim olmasına ve buna bağlı olarak bu alanlardaki toprakların erozyon riski bakımından yüksek riskler taşımasına neden olmuştur. Araştırma sahasındaki erozyon riskini en aza indirmek için sahanın fiziki coğrafyasına uygun reel ve sürdürebilir planlamaların yapılması gerekmektedir.

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“…Developing the teacher candidates' communication and discussion skills and so that they can use this in the classroom will increase the effectiveness of the education. For this reason, effective communication should be established in educational settings and discussion method should be used within the limitations (Ocak, Karakuş & Ocak, 2018). In their research, Ocak, Karakuş and Ocak (2018) examined the relationship between the communication skills and discussion skills of prospective teachers and concluded that there is a positive significant relationship between communication skills and discussion skills, and communication skills are an important predictor of discussion skills.…”

Section: Introductionmentioning

confidence: 99%

“…For this reason, effective communication should be established in educational settings and discussion method should be used within the limitations (Ocak, Karakuş & Ocak, 2018). In their research, Ocak, Karakuş and Ocak (2018) examined the relationship between the communication skills and discussion skills of prospective teachers and concluded that there is a positive significant relationship between communication skills and discussion skills, and communication skills are an important predictor of discussion skills. From this aspect, it can be said that discussion, which is a communication type, is a method that can be used to strengthen students' communication skills.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2021

OJER

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The aim of this study is to examine the effect of classroom debate activities on the argumentativeness of Turkish language teacher candidates. The study group of the research consists of 29 freshman students in the Turkish Language Teaching program. Designed in mixed method, in this study Argumentativeness Scale and Semi-Structured Interview Form were used as data collection tools. The application process of the study took a total five weeks. For the analysis of the quantitative data which was obtained through the Argumentativeness Scale, the pre and post-test scores were compared using the t-test. However, at the end of the application, the opinions of the students were taken through the semi-structured interview form and these data were analyzed using the content analysis technique. As a result of the research, it was determined that there is a significant difference between the argumentativeness pre-test scores and post-test scores of the study group. The findings obtained from the interviews also confirmed that there is a difference in the argumentativeness of the teacher candidates. As a result, it was seen that classroom debate activities carried out in accordance with the rules can motivate prospective teachers to do discussions and reduce their anxiety and fear of discussions. In addition to this, according to the findings, debate activities encourage students to do research, create a competitive environment in the classroom and ensure active participation in the lessons. In line with the research results, suggestions for classroom discussion practices and suggestions for future research have been presented.

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Öğretmen Adaylarinin Tartişma Beceri̇leri̇ İle İleti̇şi̇m Beceri̇leri̇ Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

Cited by 6 publications

References 12 publications

Determination of Democracy Awareness Levels of Teacher Candidates

Determination of Democracy Awareness Levels of Teacher Candidates

Coğrafi Bilgi Sistemleri ve Uzaktan Algılama Tabanında Çankırı Merkez İlçesinin Erozyon Risk Analizi

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