VIRTUAL MUSEUM EXPERIENCES OF PRE-SERVICE SOCIAL STUDIES TEACHERS IN THE PROCESS OF FORMING AESTHETIC VALUES: PERA MUSEUM EXAMPLE.

This study aims to determine the perceptions of pre-service social studies teachers about aesthetic values ​​after visiting a virtual museum. The research was planned according to phenomenology, one of the qualitative research designs. The data of the research was collected through interviews. The descriptive analysis technique was used to analyze the data obtained from the research. According to the results of the research, regarding Pera virtual museum experience, the pre-service teachers pointed their opinions as its usability in the lessons, the feeling as if they were there. The elements that attracted their attention during virtual museum visit, mostly the artwork named “The Tortoise Trainer”, explanations and videos next to the paintings. The pre-service teachers stated their aesthetic values​​ gained through the virtual museum visit as mostly beauty, and then harmony, balance, delicacy, elegance, mystery, perfection, seriousness, majesty, aesthetics, perception of change and continuity, observation, respect, sensitivity, understanding, protecting and sustaining cultural values, pleasure, happiness. They expressed the effects of virtual museum visits on aesthetic values ​​as mostly gaining a more positive attitude towards aesthetic values, followed by raising awareness, artworks should be evaluated from an aesthetic point of view, seeing the artworks in the museum from a multi-faceted perspective

THE ROLE OF MEDIA LITERACY IN VALUE ACQUISITION BASED ON PRE-SERVICE SOCIAL STUDIES TEACHERS’ VIEWS

The present study aimed to determine the role of media literacy education in value acquisition ​​based on the views of pre-service social studies teachers. The study was designed with the phenomenology method, a qualitative research design. The study group was assigned with criterion sampling, a purposive sampling method. Study data were collected with the interview method. The data were analyzed with the descriptive analysis technique. According to pre-service social studies teachers, the significant roles of media literacy education in sustaining the values included raising consciousness, raising awareness, and improving unity, and the participants also mentioned collaboration, guidance, prevention of immorality and socio-cultural degeneration, production of ideas, improvement of interpersonal relations, prevention of the loss of values, active transfer of the values ​​to future generations, comprehension of the values​​, recognition of the importance of the values, comprehension of the effect of values on individuals, providing information, serving as the main auxiliary resource in value acquisition, contribution to mastering and comprehension of the topic, and contribution to permanent learning. On the positive contributions of media literacy education to value acquisition, most pre-service teachers included raising consciousness, cooperation, development of a critical perspective, revelation of the lost values, and raising awareness

Active citizenship from the perspective of pre-service social studies teachers

In this research, it was aimed to determine the perceptions of social studies teacher candidates for "active citizenship" which is defined as the effective participation of the individuals in political and social life in democratic societies. In this descriptive study, descriptive survey model was used as a research model because social studies teacher candidates' perceptions of active citizenship were determined. The study group was determined according to the maximum diversity sample from the purpose sampling methods. In this direction, the study group consists of 40 students from 1st, 2nd, 3rd and 4th grade students of social studies teacher department. The research data were collected during the academic year of 2017-2018 with the standardized open-ended interview form developed by the researchers. The data were analyzed with content analysis and descriptive analysis. According to the results of the research, the participants were most interested in the concept of effective citizenship at all grade levels, in the categories of citizens with rights and responsibilities, and citizens who could react to the developments in the world and in their own country, at least the citizen who gave importance to scientific development, producing and developing the society in this respect and are aware of their values. Participants should have the most responsibility for the active citizen, at least respecting the differences, adopting solidarity, democratic attitude, philanthropy, scientificness, sensitivity to natural environment and love of nature, history consciousness, self-confidence, independence, peace, equality, self-esteem, sensitivity self-control values. With regard to the skills that an active citizen should possess, they should have the most social participation and observation skills.In this research, it was aimed to determine the perceptions of social studies teacher candidates for "active citizenship" which is defined as the effective participation of the individuals in political and social life in democratic societies. In this descriptive study, descriptive survey model was used as a research model because social studies teacher candidates' perceptions of active citizenship were determined. The study group was determined according to the maximum diversity sample from the purpose sampling methods. In this direction, the study group consists of 40 students from 1st, 2nd, 3rd and 4th grade students of social studies teacher department. The research data were collected during the academic year of 2017-2018 with the standardized open-ended interview form developed by the researchers. The data were analyzed with content analysis and descriptive analysis. According to the results of the research, the participants were most interested in the concept of effective citizenship at all grade levels, in the categories of citizens with rights and responsibilities, and citizens who could react to the developments in the world and in their own country, at least the citizen who gave importance to scientific development, producing and developing the society in this respect and are aware of their values. Participants should have the most responsibility for the active citizen, at least respecting the differences, adopting solidarity, democratic attitude, philanthropy, scientificness, sensitivity to natural environment and love of nature, history consciousness, self-confidence, independence, peace, equality, self-esteem, sensitivity self-control values. With regard to the skills that an active citizen should possess, they should have the most social participation and observation skills

Evaluation of the 2018 Social Studies Curriculum

DergiPark: 550508tredÖz: Araştırmada2018 yılında yürürlüğe giren sosyal bilgiler öğretim programı değerlendirilmekamaçlanmıştır. Araştırmada verileri doküman incelemesi ile toplanmıştır.Ulaşılan veriler içerik analizi yöntemine tabi tutulmuştur. Araştırmanınsonuçlarına göre; sosyal bilgiler öğretim programı derse ait ayrı birperspektif ve amaçlara sahip değildir. İçerik kısmında ise, değer ve becerieğitimi programda ayrı bir ders, konu alanı olarak değil tüm derslerlebütünleşik olarak verilmektedir. Programın öğrenme öğretme sürecinde ise;harmonik, çokdisiplinli, genelden özele, somuttan soyuta, basitten karmaşığa,bütünsel, öğrenci merkezli, öğrenme alanlarına dayalı, değer ve yetkinliklertemelli, bilgi, beceri ve davranış kazandırmayı hedefli bir yaklaşımbenimsendiği ifade edilebilir. Programda hangi ölçme değerlendirme yöntem vetekniklerinin kullanılacağına dair açıklamalar bulunmamaktadır.Abstract:Theaim of the study is to evaluate the social studies curriculum which enteredinto force in 2018. In the research, the data were obtained through documentanalysis. The data were analyzed through the content analysis method. Accordingto the results of the study; the social studies curriculum does not have aseparate perspective and objectives. In the content section, value and skilleducation are provided as a separate course in the curriculum and given asintegrated with all courses rather than a subject area. In the learning andteaching process of the curriculum, it can be stated that a harmonic,multidisciplinary, from general to specific, from concrete to abstract, simpleto complex, holistic, student-centered, learning domain-based, value andcompetence-based approach aiming at gaining knowledge, skill and behavior wasadopted. In the curriculum, there are no explanations on which measurement andevaluation methods and techniques will be used

Fransız ve Türk Okulu Ortaokul Öğrencilerinin Değer Algılarının Karşılaştırılması

In the present study, the aim was to compare the value perceptions of the 7th and 8th grade students of the French and Turkish schools. The study was designed in line with the phenomenology, which is one of the qualitative research methods; and the students were determined according to the criterion sampling method, which is one of the purposeful sampling methods. The data that were obtained in the study were analyzed with the descriptive analysis technique. According to the results of the study, the students of both schools explained the value concept as the care given for something, cost and worth, which were similar in both schools. About this explanation, the students of the French school stated values that were more various. The students of both schools frequently mentioned universalism-concern, and the students of the Turkish school rarely mentioned power-dominance; and the students of the French school stated that people should have values in universalism-nature categories. In priority of values and in universal value perceptions, the students of both schools stated many similar and different values.Bu araştırmada Fransız okulu ve Türk okulu 7. ve 8. sınıf öğrencilerinin değer algılarının karşılaştırılması amaçlanmıştır. Araştırma, nitel araştırma desenlerinden fenomenolojiye (olgubilim) göre tasarlanmış ve araştırma kapsamında öğrenciler, amaçlı örnekleme yöntemlerinden ölçüt örneklemesine göre belirlenmiştir. Araştırmada elde edilen veriler betimsel analiz tekniği ile analiz edilmiştir. Araştırma sonuçlarına göre; her iki okul öğrencileri değer kavramına ilişkin benzer olarak bir şeye verilen önem, paha ve kıymet yönünde açıklamalar yapmışlardır. Bu açıklamaya ilişkin Fransız okulunun öğrencileri daha fazla türde değerler ifade etmişlerdir. Her iki okulun öğrencileri sıklıkla; evrenselcilik-ilgi, nadiren ise Türk okulunun öğrencileri güç-baskınlık, Fransız okulunun öğrencileri ise evrenselcilik-doğa kategorilerine ilişkin değerlere sahip olmaları gerektiğini, değer öncelikleri ve evrensel değer algılarında ise her iki okulun öğrencileri birçok benzer ve farklı değerler ifade etmişlerdir

Relationship of Number of Depression Episodes with Depression Severity, Treatment Adherence, Stress, Personality, Executive Functions and Decision-Making

Major depressive disorder (MDD) is a psychiatric disorder that significantly affects the world population. The aim of this study was to investigate the relationship between the number of episodes and severity of depression, treatment adherence, perceived stress, personality, executive functions and decision making in MDD patients. Measurement tools including Beck Depression Inventory (BDI), Morisky Medication Adherence Scale (MMAS), Perceived Stress Scale (ASO-14), Temperament and Personality Inventory-Revised Form (TCI-R), Wechsler Memory Scale-III/Letter-Number Sequence Subtest (HSD), Wisconsin Card Sorting Test (WCST), Stroop Test TBAG Form (STR) and Iowa Gambling Taskt (IGT) were used in the study. The findings of the study showed that the severity of depression in MDD was not related to the number of episodes (r=-0.051, p>0.05) and treatment compliance (r=-0.082, p>0.05), but there was a significant relationship between the number of episodes and treatment compliance (r=-0.880, p<0.001). As the number of episodes increased, the perceived stress level and the level of knowledge about treatment decreased, whereas reward addiction and novelty seeking among personality traits increased. Executive functions and decision-making functions were also found to be weaker in MDD patients with recurrent episodes. The severity of depression in MDD was not associated with the number of episodes and medication adherence, suggesting that other variables associated with recurrent episodes should be addressed. In cases of recurrent MDD, in addition to factors such as medication adherence, perceived stress and personality, executive functions and decision-making behavior are also influential and should be closely monitored. Thus, it seems necessary to evaluate cognitive intervention options in the follow-up and treatment process of MDD

Cultural Heritage in Social Studies Curriculum and Cultural Heritage Awareness of Middle School Students

The present study aimed to determine the cultural heritage elements in the social studies coursecurriculum in Turkey and the awareness of the middle school students about cultural heritage. In thestudy, the case study approach, a qualitative research design, was adopted. The study group wasassigned with criterion sampling method, a purposive sampling approach. The study findingsdemonstrated that the cultural heritage elements were prominent in 4th grade and 5th grade curricula,respectively, and the least prominent in 6th and 7th grade curricula based on the social studies coursecurriculum achievements in Turkey. The middle school students associated cultural heritage withhistorical buildings the most in the physical historical heritage category and customs and traditions inthe non-physical historical heritage category. Students mostly considered mosques as physical culturalheritage elements, followed by palaces, towers, castles, madrasahs, bridges, historical buildings,historical places, fountains, and customs and traditions, traditional dishes, oral traditions, performancearts, and crafts as non-physical cultural heritage elements. Students mostly reported that culturalheritage was important since it was inherited from ancestors, it allows us to learn the past events, itreflects us, not to forget the old times, it is our culture, it is our history, for the perpetuity of our state,to learn about past lessons, and they stated that the cultural heritage should be preserved by stateprotection, followed by allowing it to live on, raising awareness, claiming it as a heritage,remembering, warning, and punishment, respectively.</p