An examination on the relationship between the 2018 turkish language curriculum and the 2019 high school entrance exam

Eğitim öğretim etkinlikleri öğretim programlarının kılavuzluğu ile gerçekleşir. Öğrencilere verilmesi gereken kazanımların daha iyi nasıl verilebileceği, hangi kazanımın hangi sınıf seviyesine uygun olduğu sorularının cevaplarını öğretim programları verir. Eğitim öğretim etkinliklerinin sonunda gerçekleştirilen ölçme-değerlendirme çalışmaları eğitim öğretimin çıktılarını görmek açısından çok önemlidir. Okullarda ve öğretim kademelerinin son sınıflarında merkezî olarak gerçekleştirilen üst eğitim kurumlarına yerleştirme sınavlarında sorulan soruların öğretim programında yer alan kazanımlarla uyumlu olması gereklidir. 2005 yılından bugüne uygulamakta olduğumuz yapılandırmacı yaklaşım ile oluşturulan öğretim programlarımızın sonuncusu olan 2018 Türkçe Dersi Öğretim Programı ile bu programla verilen eğitim sonucunda yapılan 2019 LGS’deki Türkçe soruları arasındaki uyum incelenmiştir. 2018 Türkçe Dersi Öğretim Programı ile birlikte Türkçe dersinde birçok yeni kazanım ve soru tipi ortaya çıkmıştır. Bu kazanımların ve soru tiplerinin öğrencilere kavratılması için en önemli materyal olan ders kitaplarının yeni öğretim programının hedeflerine uygun olarak oluşturulmadığı görülmüştür. 2018 Türkçe Dersi Öğretim Programında yer alan kazanımların 2019 LGS Türkçe sorularında yeterince örneklenemediği, Türkçe dersinin dört öğrenme alanından dinleme ve konuşma becerilerinin hiç ölçülemediği, yazma becerisinin ise asgari seviyede ölçüldüğü tespit edilmiştir. Ölçülmeye en çok çalışılan alan olan okuma becerisine yönelik soruların ise kazanımlarla ve öğrencilere edindirilmek istenen becerilerle tam olarak örtüşmediği tespit edilmiştir. Okumaya yönelik sorularda ortaya çıkan bu durumun sebebi Türkçe dersi kazanımlarının sadece çoktan seçmeli testlerle tam olarak ölçülememesidir. Bu bakımdan Türkçe dersindeki ölçme çalışmalarında tüm dil becerilerini ölçebilecek araçlara yer verilmesi gerektiği sonucuna ulaşılmıştır.Educational activities take place with the guidance of the curriculum. Curriculum gives answers to the questions of how the acquisitions that should be given to the students can be given better and which acquisition is suitable for which grade level. Measurement-evaluation studies carried out at the end of education and training activities are very important in terms of seeing the outputs of education. The questions asked in the placement exams for higher education institutions, which are held centrally in schools and in the last year of education, must be compatible with the achievements in the curriculum. The compatibility between the 2018 Turkish Curriculum, which is the last of our curriculum created with the constructivist approach that we have been applying since 2005, and the Turkish questions in the 2019 LGS as a result of the training given with this program were examined. With the 2018 Turkish Course Curriculum, many new acquisitions and question types have emerged in the Turkish course. It has been observed that the textbooks, which are the most important material for students to comprehend these acquisitions and question types, were not created in accordance with the goals of the new curriculum. It was determined that the achievements in the 2018 Turkish Lesson Curriculum could not be adequately sampled in the 2019 LGS Turkish questions, listening and speaking skills from the four learning areas of the Turkish lesson could not be measured at all, and writing skills were measured at a minimum level. It has been determined that the questions about the reading skill, which is the most studied area to be measured, do not fully overlap with the acquisitions and the skills that are desired to be acquired by the students. The reason for this situation that arises in the questions about reading is that the achievements of Turkish lessons cannot be measured exactly only with multiple-choice tests. In this respect, it has been concluded that tools that can measure all language skills should be included in the measurement studies in Turkish lessons

Türkiye’nin karayolları serüveni ve Kapıkule-İstanbul (Avrupa) Otoyolu’nun tarihçesi

Ankara : İhsan Doğramacı Bilkent Üniversitesi İktisadi, İdari ve Sosyal Bilimler Fakültesi, Tarih Bölümü, 2015.This work is a student project of the The Department of History, Faculty of Economics, Administrative and Social Sciences, İhsan Doğramacı Bilkent University.by Öztürk, İbrahim Mert

Characteristics of poisoning cases in Adiyaman city

Objective: Aim of this study was to retrospectively evaluate poisoning cases in an intensive care unit (ICU) in order to determine the profile of poisoning cases, update epidemiological data in Adiyaman, and contribute to data about poisoning in our country. Methods: Between 01-01-2012 and 31-12-2013 174 patients (116 males, 58 females) with a mean age of 23.7 years were treated. Demographic characteristics, reasons and ways of poisoning, types of toxic substances, length of their ICU stay and prognosis were evaluated. Results: 2733 patients admitted to the intensive care unit were 174 poisoning cases. Poisoning ways were suicide by drug overdose (n=162, 93.1%), and accidental poisoning (n=12,6.9%).119 patients (66.5%) had single drug intake, thirty-three patients (18.4%) with multiple drug intake, and 16 (8.9%) were poisoned by organic phosphates. The most common drug used for suicide was antidepressants (n=87.5%). 32 patients (18.4%) took analgesics and anti-inflammatory drugs. A total of 152 patients taking the drug, 22 patients were poisoned by other means. The median length of patient stay was 2 days (range 1-20 days). Ninety-nine patients (56.9%) recovered and were discharged.72 patients (41.4%) were admitted to inpatient after intensive care unit. Patients were followed up by asking poisoning suicidal psychiatric consultation.1 patient was followed up for 20 days in intensive care due to alcohol poisoning but was died.2 patients (1.1%) were referred to a center forward. Conclusion: Majority of the patients were females, who took drugs with suicidal intention. Frequent use of antidepressants, which are not subject to control by authorities, to commit suicide was remarkable

The effect of thickness on surface structure of rf sputtered TiO2 thin films by XPS, SEM/EDS, AFM and SAM

In the current study, silicon was utilized as the substrate material and, then, the TiO2depositions with 100nm, 300nm, 500nm and 700nm were done onto substrates as thin films at room temperature by a radio frequency (rf) magnetron sputtering method. The binding energy, the surface roughness, elemental analysis and the specific acoustic impedance have been determined via X-ray photoelectron spectroscopy (XPS), atomic force microscopy (AFM), scanning electron microscopy/energy dispersive spectroscopy (SEM/EDS) and scanning acoustic microscopy (SAM), respectively. AFM analysis represented that the root mean square roughness values changed in the range of 0.72nm–1.22nm, gradually by the increase in thickness. Two-dimensional acoustic images were recorded by SAM with 80MHz transducer. The mean and standard deviation values of acoustic impedance were found as 3.151±0.080 MRayl for 100nm, 3.366±0.080 MRayl for 300nm, 3.379±0.067 MRayl for 500nm and, 3.394±0.065 MRayl for 700nm. SAM results pointed out that the hardness of films increased with increasing thickness. Moreover, the surface defects at the micrometer level were demonstrated. The success of imaging films indicated the potential of SAM in monitoring as well as the inspection of flat two-dimensional surfaces