Eğitim Bilimleri Bölümü Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12514/69

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Citation - WoS: 0
The Analysis of the Effects of Olfactive Stimulus in Learning in Context of Educational Technology
(Elsevier Science Bv, 2013) Akpinar, Burhan; Özdaş, Faysal; Ozdas, Faysal; Yildirim, Bilal; Batdi, Veli; Department of Educational Sciences / Eğitim Bilimleri Bölümü
When the educational Technologies, which are used in the process of learning-teaching process, are associated with sensory organs, the least used one becomes the olfactive stimuli. Nowadays, because of being foreground of visual-audio Technologies, Positivism is based on vision and audition but it ignores the other senses. Although seeing and hearing play important roles, the ineffectiveness of other senses is delusion in this process. In this delusion the impact of visual-audio Technologic devices from telescope to television, internet, mobile phones is inevitable. However sensation and learning is wholistic and based on togetherness of five senses. Thus, with the delusion olfactive stimulus which is rejected from the educational field is effective on senses, attention, concentration and memory in learning. The purpose of this study, which is in form literature review, is to discuss the nature of olfactive stimulus the effectiveness in education, areas of usage in context of educational technology, to deduce and to make suggestions. (C) 2013 The Authors. Published by Elsevier Ltd.
Citation - WoS: 6
Citation - Scopus: 7
Inclusive Mental Health Support for International Students: Unveiling Delivery Components in Higher Education
(Cambridge University Press, 2024) Sakız, Halis; Jencius, M.; Department of Educational Sciences / Eğitim Bilimleri Bölümü
This study examines the delivery components of inclusive mental health services in higher education, centering on international university students. Through interviews with 32 participants at a state university in the United States, including students, counseling staff, and faculty, six key themes emerged: mental health professionals' multicultural self-awareness, focus on reparative services, mainstream mental health theories and approaches, professionals' cultural background, faculty involvement and physical space and confidentiality. These findings underscore the importance of training for professionals, expansive mental health offerings, incorporation of diverse approaches, confidentiality, active faculty participation and suitable physical environments. By addressing these components, universities can enhance the quality of mental health support for international student populations, promoting their overall well-being and academic success. © The Author(s), 2024. Published by Cambridge University Press.
Citation - WoS: 4
Citation - Scopus: 5
Pedagogical Components in the Inclusion of Students With Mathematical Learning Difficulties in Mathematics Classes
(Routledge, 2025) Ahmed Alnaim, F.; Sakız, Halis; Sakız, H.; Department of Educational Sciences / Eğitim Bilimleri Bölümü
This study examined the pedagogical components involved in the inclusion of students with mathematical learning difficulties (SMLD) in primary schools in Saudi Arabia as perceived by teachers and educational supervisors. A qualitative method was used to gather information from 22 mathematics teachers and six educational supervisors about their opinions, practices, and experiences. Data were collected through semi-structured interviews, focus group discussions, and documents, and then analyzed using thematic analysis. The findings revealed three levels of pedagogical components that impact inclusion: systemic and structural components (such as readiness for inclusion and educational programs), teacher-related components (such as mastery of instructional practices and teacher preparedness), and student-related components (such as learned helplessness and learning tendencies). These findings stress the importance of considering the learning environment and developing effective strategies to support the inclusion of SMLD. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
Citation - WoS: 19
Citation - Scopus: 17
Turkey’s Progress Toward Meeting Refugee Education Needs The Example Of Syrian Refugees
(Ani Publishing, 2016) Beltekin, Nurettin; Department of Educational Sciences / Eğitim Bilimleri Bölümü
Problem Statement: Historically, Turkey is an immigrant country. It has experienced various migration waves from Asia, Awrupa and Africa. Recently, Turkey has confronted a huge wave of migration. Turkey tries to meet many needs besides the educational needs of refugees, but there is not enough study on refugess in the field of educational sciences in Turkey. Purpose of the Study: The purpose of this study is to analyze the Turkey’s progress toward meeting refugee education needs through the example of the Syrian Refugee experience. Method: The study uses a case study of the refugees in Mardin and its districts. The data in this study is compiled through interview and observation techniques. An interview form was developed and included the standards (access, integration, quality, protection, participation, partnership, observation and evaluation) suggested by the Office of UNCHR. Coordinators, directors and teachers at schools in Mardin, Midyat and Kızıltepe were interviewed. The researchers tried to turn the data into quantitative and qualitative indicators, taking into account the standards for the various levels of meeting refugee education needs. Findings and Results: Turkey supported refugee education in various ways; for instance, opening schools in the refugee camps and meeting various needs for voluntary schools. The results indicated, however, that according to measures of access, integration, quality, protection, participation, partnership, observation and evaluation, refugee education needs have been inadequately met, and Turkey hasn’t a system for refugee education. Conclusions and Recommendations: It has been suggested that Turkey develop a refugee education policy and use UNCHR standards for refugee education. For this, first, Turkey should create a systematic format for its refugee education program. MEB should develop a policy on refugee education. For example, MEB should use UNHCR’s criteria to measure access, integration, quality, protection, participation, partnership, observation and evaluation of refugee education. In addition, educational sciences should research refugee education from a holistic perspetive that includes relevant international law and policy fields. © 2016, Ani Publishing. All rights reserved.

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