Authors:Hüseyin Yıldırım Abstract: In the Current Turkish Dictionary, negation as a linguistic term is explained as “The situation where the action or occurrence described by the predicate does not ocur or does not exist, which is made by adding the -ma/-me suffix in verbs and the words değil and yok in nouns.”In Turkey Turkish, in both simple and compound mood verb sentences, negation is made by adding the -mA marker (-mAz in the present tense) before the predicative mood suffix. Sometimes, the verb sentence is turned into a negative form by inserting değil (the not marker) after the predicate in the positive conjugation. In noun sentences, negation (absence) is expressed with the markers yok (no) and değil (not).The ways of making verb or noun sentences negative in Uzbek Turkish, one of the South-Eastern group dialects of Turkish, are generally similar to Turkey Turkish, both structurally and in terms of the negation markers used. In Uzbek Turkish, verb sentences are mostly written with the negative suffix -ma (-mas in the present tense); noun clauses are made negative with the markers yo'q “yok” (none) and emas “değil” (not).In Uzbek Turkish, there are certain rules and structures regarding the use of these suffixes or words that provide negation. In this study, we will focus on the rules that apply to indicative nouns, simple and compound verb tenses, and finally the negative forms of adequacy; The patterns that create these negative forms will be identified. In addition, The word endings will be shown for each of these patterns and the functions they provide will be evaluated. PubDate: Tue, 30 Apr 2024 00:00:00 +030
Authors:Mehmet Ali Pınar; Güldem Dönel Akgül Abstract: The rapid evolution of technology has profoundly affected social life and the educational process. The transition from classical teaching materials to modern technological tools has added richness and diversity to the learning process. Science course stands out as an area where students have difficulty in understanding abstract concepts and therefore it is of great importance that learning activities are carefully planned. Information technology-supported education can enable the concepts in science courses to be conveyed to students more effectively and visually. This study makes an important emphasis by focusing on the need for the education system to be affected by this transformation in today's world where digital technologies are integrated into our daily lives. In particular, addressing the detailed views of teachers, one of the main stakeholders of the education system, on the process of developing educational digital content plays a critical role in understanding the nature of this transformation. The study was conducted with 20 science teachers from different regions across Turkey. Participants were asked various open-ended questions through a semi-structured interview form shared online. These questions focused on topics such as teachers' experiences in creating digital content, the challenges they faced, and the advantages of digital content. The rich data obtained were analyzed in detail using descriptive analysis techniques. According to the study's key findings, teachers generally feel a sense of deficiency in creating digital content and emphasize the need for more training in this area. However, teachers stated that the use of digital content in lessons has great potential in terms of concretizing abstract concepts, increasing student interest, and ensuring knowledge retention. Among the difficulties experienced by teachers in the process of preparing digital content are the time-consuming nature of this process and the barriers to students' learning through practice. In this context, the study contributes to the realization of digital transformation in education more effectively by providing guiding suggestions to researchers and relevant stakeholders for a more effective and healthy digital content creation process. PubDate: Tue, 30 Apr 2024 00:00:00 +030
Authors:Onur Erdoğan; Ferudun Sezgin, Ayhan Ural Abstract: In this study, the articles published in the field of instructional leadership were examined by the bibliometric analysis method at the international and national levels. The articles scanned in the field of educational sciences in the Web of Science database were included in the study. These articles were analyzed by citation analysis technique according to the article, institution, and country at the international scale and according to the article at the Turkish scale. The results indicated that the first articles in the field of instructional leadership were published in the 1980s, the number of published articles increased in the 2000s, and this increasing trend continued in the following years. The results of the research show that the most influential article at the international level is the study titled "Principal leadership and school performance: An integration of transformational and instructional leadership" by Marks and Printy (2003), while in Turkey, the study titled "The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration" by Liu, Bellibaş and Gümüş (2021). The results also showed that the most influential country in terms of articles published in the field of instructional leadership is the United States of America, and Turkey is the third most influential country. In terms of institutions, the results indicated that the most influential institution in terms of articles in this field was the University of Johannesburg, and Adıyaman and Karabük University were among the most influential institutions in Turkey. The research results are discussed with education policy at the global and national levels. Keywords: Instructional leadership, learning-centered leadership, bibliometric analysis, science mapping. PubDate: Tue, 30 Apr 2024 00:00:00 +030
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