Eğitim Kuramlarında ve Uygulamalarında Karşılaşılan Bazı Çatışkı ve Çelişkiler

Eğitim kendi içinde, gerek kuramsal olarak ve gerekse uygulamada pek çok sorun, çatışkı ve paradokslar barındırmaktadır. Eğitimciler ve eğitim felsefecileri tarafından bunlara çözümler önerilmiştir ve önerilmeye de devam edilmektedir. Ancak bazı sorunlar vardır ki, onlar öyle pek üstesinden gelinecek problemler gibi gözükmemektedir. Ancak burada bizim bu alandaki bütün paradoks ve antinomileri detaylandırmamız ve bir çözüm önerisinde bulunmamız mümkün değildir. Yapacağımız şey, sadece kimi “antinomi”lere dikkat çekmekten ibaret olacaktır. “Çatışkı” ve “çelişki” olarak karşılanan antinomi kavramı, iki yasa arasındaki, yani her biri kendinde geçerli olan iki prensip arasındaki çelişkiyi ifade eden bir kavramdır. Tezlerden ve antitezlerden her birinin doğru, geçerli ve “yasayı yapmaya” elverişli olması durumudur. Dolayısıyla çatışkılar birbirine indirgenemezler, birini ihmal etmeden ya da araya ek bir üst prensip konulmadan çözülemezler. Böyle bir çözüm yolu tutulsa bile bu her zaman tartışmaya açık olmak zorundadır. Eğitim ve öğretim söz konusu olduğunda bu çatışkı ve çelişkilerin başlıcaları şunlardır: “Aktarma ve Kendiliğindenlik”, “Disiplin ve Özgürlük”, “Zorlama ve İstek”, “Eğitim ve Politik Rejim”, “Teknikçilik ve Belirsizlik”, “Müfredat, Standartlar ve Değişim”, “Sorumluluk ve Sınavlar”… Özellikle eğitim bağlamında düşünüldüğünde, bu kavram çiftlerinin aralarında bir zıtlığın olduğu kolayca görülmektedir. Ama yine eğitim söz konusu olduğunda, bunlardan hiçbirinden büsbütün vazgeçilemediği de bilinmektedir. Öyleyse, eğitim planlama, program geliştirme ve eğitim pratiğinde, yani hem planlamada hem de uygulamada, bunların devamlı olarak göz önünde tutulması ve sorgulanması bir zorunluluktur. Yani onlar hakkında dikkatli olunmalı ve alınan kararlar sürekli olarak gözden geçirilmelidir. Çünkü söz konusu sorunları göz ardı eden eğitim yaklaşımlarının, problemin çözümüne hiçbir katkıda bulunmadığı ortadadır. Oysa aslında bütün eğitim öğretim tartışmaları, en sonunda bu problemler etrafında dönmektedir. Öyleyse işe bunlar üzerinde düşünerek başlamak gerekmektedir

Optimally Rating of Biogas, Compost, Vermicompost Facilities to be Installed in Yozgat Province with ARAS and COPRAS Methods

In this study, biogas, compost and vermicompost plant location selection problem, and the optimal order of the facilities planned to be established are considered as a multi-criteria decision making problem. This study was carried out in order to determine the optimal suitability of biogas, compost and vermicompost (worm manure) production facilities obtained from pre-feasibility study in order to determine and evaluate the animal and slaughterhouse wastes that were exposed in Yozgat region. The facilities included in the ranking were determined within the scope of the in Pre-Feasibility and Investment Conformity Study Project for Recycling of Animal Wastes in the TR72 Region Sır. The total investment amount to be established in Yozgat province is $249.9 million and 15 biogas which can generate 69 MW / hour of electricity with an income of 149 million dollars / year. 11 compost production centres with a total investment value of$7 million and revenue of $4.4 million / year; Optimum ordering of 3 production centre facilities with a total investment value of 1.7 million dollars and a revenue of 1.9 million dollars / year and a total of 2.746 tons / year vermicompost was made. Ordering was performed using ARAS and COPRAS methods. The first three sequences proposed in the ranking of clusters of facilities that can be established are as follows; biogas clusters 8, 11 and 15; compost clusters 5, 9, 3; vermicompost sets 2, 1 and 3

Validation of a Proposed Equation for Determining the Half-Thickness Value of Gamma and X-Ray Radiation

Half-value layer (HVL) is energy dependent on the photon, much as the attenuation coefficient. Increasing the penetrating energy of a photon stream causes an increase in a substance's HVL. Before calculating the HVL value, the linear attenuation coefficient (μ) must be established. A review of the literature indicated that there is presently no Monte Carlo-based sufficient tool for direct calculation of the HVL value and direct computation suitable for material design and all changes based on sophisticated simulation methods. This study aims to calculate HVL data with GAMOS simulation in the 0.1-20 MeV energy range for some anatomical structures defined in ICRU-44 (bone cortical, brain, gray/white matter, breast tissue, eye lens, and testis). The HVL values of the anatomical structures used in the GAMOS code were compared with the results in the literature. As a result, HVL values obtained from GAMOS simulation for different materials and biological structures were compatible with the literature

Genetic characterization of banana clones grown in Turkey based on nuclear DNA content and SRAP markers

This study was conducted to investigate the genetic relationships among banana clones grown in Turkey based on their nuclear DNA contents and SRAP markers. Four banana clones including 'Dwarf Cavendish', 'Grand Nain', 'Azman' and local 'Erdemli' were used as plant material. Nuclear DNA content of the banana cultivars estimated by flow cytometer and varied between 1.766 pg ('Erdemli') and 2.028 pg ('Grand Nain'). 'Azman' and 'Dwarf Cavendish' was similar nuclear DNA content. Genetic similarities of 4 banana clones were between 0.63-0.91 based on SRAP molecular marker. The local  'Erdemli' banana clone was the most distinct from the others. In conclusion, there is a high level of genetic variation among the banana clones grown in Turkey and the local clone 'Erdemli' is the most distinct one. This study showed that nuclear DNA content analysis together with molecular markers can be useful to assess the relationships among banana clones

Electrokinetic properties of kaolins belong to Eskişehir-Mihalıçcık

Bu çalışmada, Eskişehir-Mihalıçcık ilçesi Ahırözü ve Üçbaşlı köylerindeki kil yataklarından temin edilen kaolen numuneleri karakterize edilerek, su içerisinde elektrokinetik özellikleri incelenmiştir. Bu kapsamda, her iki kaolen numunesinin de pH’ya, tek, çift ve üç değerlikli elektrolit türüne ve bu elektrolitlerin konsantrasyonuna bağlı olarak zeta potansiyel (ZP) ölçümleri gerçekleştirilmiştir. Ahırözü kaoleninin sıfır yük noktası ~pH 4,2 iken, Üçbaşlı kaoleninin sıfır yük noktası ~pH 3,2 olarak belirlenmiştir. Çalışılan 2-11 pH aralığında Üçbaşlı kaoleninin, Ahırözü kaolenine göre daha negatif yüke sahip olduğu belirlenmiştir. Bu farklılık kaolen numunelerinin mineralojik ve kimyasal bakımdan farklılığından kaynaklanmaktadır. Ancak her iki yörenin kaoleni de, farklı elektrolitler varlığında benzer yük davranışı sergilemiştir. NaCl ve KCl gibi tek değerlikli elektrolitler kaolenlerin zeta potansiyelini negatif yönde artırırken, bunun aksine iki (CaCl 2 ve MgCl 2 ) ve üç (Al(NO 3 ) ) değerlikli elektrolitler zeta potansiyeli (mutlak değer olarak) azaltmıştır. Kaolenlerin yüzey işaretinin negatiften pozitife dönüşebilmesi ise ancak Al(NO 3 ) 3 varlığında Al +3 3 gibi +3 değerlikli katyonların kaolen tabaka kenar yüzeylerine spesifik adsorplanmasıyla mümkün olabilmiştir.In this study, two kaolin samples collected from clay deposits in the villages Ahırözü and Üçbaşlı of Mihalıçcık (Eskişehir) have been characterized and their electrokinetic properties in water were investigated. In this scope, zeta potential measurements have been performed to determine the effect of pH, mono-, di- and trivalent electrolyte type and concentrations of these electrolytes on the zeta potential of the two kaolin samples. Isoelectric point of Ahırözü kaolin was determined as ~pH 4.2, while that of Üçbaşlı kaolin was determined as ~pH 3.2. Üçbaşlı kaolin has a more negatively charged surface than Ahırözü kaolin in the pH range of 2-11. This difference probably results from the differences in their mineralogical and chemical contents. However, both of the two kaolin samples showed the similar surface charge behavior against mono-, di- and trivalent electrolytes. Monovalent electrolytes such as NaCl and KCl make the ZP of the kaolins more negative, whereas divalent (CaCl2 and MgCl2) and trivalent (Al(NO3)3 ) electrolytes decreases the ZP as its absolute value. Change in the surface sign of the kaolins from negative to the positive is only possible in the presence of trivalent electrolytes (Al-nitrate) due to specific adsorption of Al3+ cations on the edge surface of the kaolin layers.Anadolu Üniversitesi Bilimsel Araştırma Projeleri Komisyonu / 04106

Determination of genetic diversity among wild grown apricots from Sakit valley in Turkey using SRAP markers

Sequence-related amplified polymorphism (SRAP) marker was employed first time to analyze genetic diversity of 57 seed propagated early-maturated wild grown apricot genotypes sampled from different parts of Sakit valley in Mediterranean Region of Turkey. Of the total 19 primer combinations investigated, 16 could amplify clearly and consistently. They produced a total of 87 fragments, of which 56 (64.3%) were polymorphic bands. All bands obtained from Me3-Em2, Me2-Em10 and Me2-Em6 primers were polymorphic. The cluster analysis revealed that the 57 genotypes were grouped into three major clusters. The similarity ratio among genotypes was between 0.73 and 0.94. There were no identical genotypes. The study revealed that SRAP marker system was useful in identification and genetic diversity analysis of wild grown apricots

Motivasyon ve bilişsel katılımın fen başarısındaki rolü.

The purpose of this study was to investigate the contribution of the motivational beliefs (self-efficacy and task-value) and cognitive engagement to seventh grade students’ science achievement. For the specified purpose, crosssectional correlational research design was used. The data were gathered from the seventh grade students of public middle schools by means of three data collection instruments namely, Background Characteristics Survey (BCS), Motivation and Cognitive Engagement Scale (MCES) and Science Achievement Test for 7th Grade (SAT). The MCES is a self-report instrument including the selected items from the Science Learning Inventory (SLI- Part A) and from Turkish Version of Motivated Strategies for Learning Questionnaire(MSLQ) in order to measure students’ motivational beliefs (self-efficacy and task-value) and the level of their cognitive engagement. A total of 861 seventh grade students (398 girls and 456 boys) participated in the study. Multiple Linear Regression Analysis was used to analyze the data. Results revealed that motivational beliefs (i.e. self-efficacy and task value) positively and significantly contributed to the prediction of students’ science achievement and the self-efficacy appeared as the best predictor of the science achievement. Cognitive engagement failed to significantly predict students’ science achievement. Finally, bivariate relations among independent variables (selfefficacy, task-value and cognitive engagement) were examined through simple correlation analyses. The result indicated positive and significant correlations among self-efficacy, task-value and cognitive engagement variables.M.S. - Master of Scienc

Effect of documentary films on students’ attitude toward science

The present study examined the effect of documentary films on 8th grade students’ attitude toward science. A pretestposttest non-equivalent control group research design was used in the study. The four intact classes, taught by the same science teacher, were randomly assigned as experimental (n = 61) and control groups (n =62). In the experimental group, four documentary films about cloning, energy, electricity, and recycling had been integrated into the science curriculum. On the other hand, in the control group, regular curriculum had been followed. The Test of Science-Related Attitudes (TOSRA) was used to assess students’ attitude toward science. Pre-test results indicated that experimental and control groups were equivalent regarding their attitudes toward science before the treatment. Post-test results also revealed that the effect of documentary films on students’ attitudes was non-significant. However, item level analyses suggested improvements in students’ attitudes concerning some TOSRA item

The Problem of Sources of Values in the Moral Philosophy of Fârâbî

Fârâbî'nin değerlerle ilgili görüşü yetkinlik ve mutluluk öğretisine dayanmaktadır. Yetkinlik ve mutluluk öğretisi ise Faal Aklın feyezânına açık olmayı, onunla ittisal kurup ondaki akledilirleri almayı ve sonunda da onun derecesine yükselip melekût âlemine katılmayı gaye olarak göstermektedir. Böylece aklın yetkinlik dereceleri, Faal Akıl ve er-Reîsü'l-evvel hakkındaki görüşleriyle, Fârâbî'nin, yetkinlik ve mutluluğu, Faal Akılla ittisal kurmaya bağlamakla değerlerin kaynağını, en azından ilkeler bakımından aşkın bir kaynağa dayandırıyor görünmektedir. İşte bu çalışmada, Fârâbî'nin değerlerin kaynağını gerçekten bu anlamda aşkın bir kaynağa dayandırıp dayandırmadığı sorunu ele alınmaktadır.One of the most controversial problems of values, as far as is known, is the problem of sources of values. Since an answer to the question of `What is the source of values?` is associated with several controversial issues in the field of morals. In this study, Farabi’s thoughts about the source of moral values will be examined. However, this very issue of source is put under the spot in terms of what and how Farabi determined moral values. Is the source of moral values, which is mostly expressed in terms of “good” and “bad”, contained in the human or do they exist somewhere beyond the self? If it is the man, then is it the human who determines the potentials these values? If these values exist beyond the man, in this case, how the concept of “freedom of choice” of humans could be explained? These questions indicate that to address the problem of values requires taking into consideration many other related issues. In order to identify opinions related to this problem in the philosophy of philosophers like Farabi, it requires taking into account the entire philosophy of him. That’s why, in this study, first of all, the issue of how Farabi has grounded his identification of morals principle will be discussed briefly then the human perception will be examined as far as is relevant. Starting from this premise, it is also aimed to identify the thoughts about the source of values. However, as indicated, the fields of philosopher, existence, knowledge and value fields are discussed within an entirety, when determining his views related to our subject this holistic approach is always taken into consideration as much as possible

Perception of “Philosophy as a Critical Thought” in Islamic Philosophy: the Case of Al-Kindi

dinbilBir düşünce olarak felsefenin neliğinebakıldığında, genellikle “analitik”, “sentetik”, “spekülatif”, “kümülatif”, “gerekçeli” ve “eleştirel” gibi nitelikler üzerinden tanımlama ya da resmetmeyoluna gidildiği görülür. Şüphesiz bu kavramlar, belli içeriklerle diğerdüşünce alanlarının; mesela bilimin de nitelikleri olan anlamlardır. Felsefeninkabul gören genel niteliklerinin yanı sıra bilhassa “eleştirellik”, felsefenintemel niteliği olarak kabul edilir. “Töz/cevher” kuramıyla ifade edecekolursak, nasıl ki ilinek/araz olarak bir nitelik, söz gelimi bir “uzuv”;örneğin bir “yüz”, bir hayvan tözüne yüklendiğinde başka, bir insan tözüneyüklendiğinde başka bir “suret” oluyorsa, anılan nitelikler de felsefe“cevherine” yüklendiğinde anlam genişlemesi ya da farklılaşmasıkazanabilmektedir. Buradan hareketle denebilir ki, araz olarak nitelikler, yüklendikleri cevher olmadan anlaşılamazlar. Zaten cevher-araz teorisiaçısından, onların kendi başlarına bir varlığından bile söz etmek mümkündeğildir. Kısaca “eleştirellik” hangi düşünceye yüklem olmuşsa ve hangidüşünceyi “resm” ediyorsa, ona göre de bir içerik kazanmaktadır.  Felsefe söz konusu olduğunda da “eleştirellik”felsefenin en ayırıcı niteliği olmaktadır. Mantık diliyle ifade edecek olursak“eleştirellik” felsefenin “faslı” gibidir ve neredeyse felsefenin mahiyetinibelirleyecek bir nitelik olarak anlaşılmıştır. İslam felsefesinde de “felsefe”böyle anlaşılmıştır. Nitekim biz de, bu anlayışa, yani İslam felsefesinde“felsefe”nin bir “eleştirel düşünce” olarak algılanmış olduğuna, “felâsife”ninilki olarak kabul edilen Kindî’nin görüşlerinden hareketle dikkat çekmeyeçalışacağız. Kısaca acaba Kindî felsefeden ne anlamaktadır ve onun felsefeanlayışında eleştirellik’in yeri nedir?When we look at the quality of philosophy as a thought, it is generallyseen that the way to define or illustrate is based on qualities such as“analytical”, “synthetic”, “speculative ”, “ cumulative ”, “ reasoned ”and“critical ”. Without a doubt, these concepts, with certain contents, are theattributive meanings of other areas of thought; for example, they are the attributivemeanings of science as well. On the other hand, of these, “criticality” is aleading quality of philosophy along with “speculative”, “cumulative”, and“rationally justified”. if it is expressed by the “substance / ore” theory, howdoes a quality as an accident or attribute, for example a “limb”; for example, if a “face” becomes another when it is loaded into an animal substance, another“image” when it is loaded into a human substance, the aforementioned qualitiescan gain meaning expansion or differentiation when loaded into the ore ofphilosophy. It can be said from this point that the qualities as accident orattribute cannot be understood without the ore they are loaded with. What ismore, according to the theory of ore-accident, it is impossible to accept thesole existence of these concepts. In short, the quality of “criticality” gainsa content depending on which sentence it is a part of or which thought it“pictures”. When it comes to philosophy, “criticality” is the most distinctive featureof philosophy. To put it in logical language, “criticality” is like the“chapter” of philosophy and is almost understood as a quality that willdetermine the nature of philosophy. The philosophy is also understood in thisway in Islamic philosophy. As a matter of fact, in this study we will try todraw attention to this understanding, that the “philosophy” is perceived as a“critical thought” in Islamic philosophy, from the views of Al-Kindi, the firstof Islamic philosophers. Briefly, what does Kindi understand from philosophyand what is the place of criticality in his philosophy?62968