2009 Cilt 22 Sayı 2

Permanent URI for this collectionhttps://hdl.handle.net/11452/12148

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    An analysis of scores of prospective biology teachers on the factors of MSLQ
    (Uludağ Üniversitesi, 2009-08-01) Taşdelen, Özlem
    The factors of learning strategies and motivation as components of self-regulation are determined well in MSLQ (Motivated Strategies for Learning Questionnaire) scale. The scale includes 15 factors. But, these 15 factors are not appropriate for practical use. In this study, a survey research was conducted with 112 prospective biology teachers by using MSLQ to analyze the factors. One-way ANOVAs and Pearson Product-Moment Correlation Coefficients were used for analysis. The results of ANOVAs showed that there were no statistically significant differences between mean scores of the participants at different grade levels on scales of MSLQ. In addition, the “task value”, the “self-efficacy” and the “help seeking” subfactors were found to be the most dominant sub-factors of the whole scale. In the article, results of the study and limitations will be discussed.
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    The effects of implicit vs. explicit instruction on pragmatic development: Teaching polite refusals in English
    (Uludağ Üniversitesi, 2009-08-01) Ülbeği, Eylem
    Bu çalışma ilk olarak eğitimin ikinci dile ilişkin edimbilimsel gelişim üzerinde kolaylaştırıcı etkisinin olup olmadığını, ikinci olarak ise, bir yabancı dil sınıfında kullanılan eğitim yönteminin (dolaylı ya da doğrudan) öğrencilerin edimbilimsel gelişimini anlamlı bir şekilde etkileyip etkilemediğini incelemektedir. Ön, son ve geciktirilmiş son test tasarımıyla gerçekleştirilmiş ve bir kontrol grup içeren bu çalışma, bir grup Türk ilköğretim okulu sekizinci sınıf öğrencisine Amerikan İngilizcesi’ndeki kibar geri çevirme stratejilerini öğretmeyi amaçlamaktadır. Nicel ve nitel analizlerden elde edilen sonuçlar, doğrudan ve dolaylı öğretimin her ikisinin de öğrencilerin İngilizce’deki kibar geri çevirme stratejilerini öğrenmelerine yardımcı olduğunu göstermekle beraber, doğrudan öğretimin dolaylı öğretime nispeten daha olumlu bir etkisinin olduğu hipotezini desteklemektedir. Sonuçlardan aynı zamanda eğitimin tanımsal bilgiyi, üretken bilgiden daha çok geliştirdiği yargısına da ulaşılabilir.
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    Historical development of public school string education in The United States and connections with Turkey
    (Uludağ Üniversitesi, 2009-08-01) Göktürk, Dilek; Güzel Sanatlar Eğitimi Bölümü
    The origins of string instruction in the United States (particularly at public schools) date back to the 1800s. A flourishing interest in string pedagogy during the second half of the nineteenth century motivated American music educators to adopt and develop methods originating in Europe. Lewis Benjamin, Charles H. Farnsworth, and Albert Mitchell were among the first educators who systematically introduced string instruction methods to American students. Later, pedagogues such as Joseph Maddy and Paul Rolland made significant contributions to the improvement of string education nationwide. Organizations such as the Music Educators National Conference (MENC), the National School Orchestra Association (NSOA) and the American String Teachers Association (ASTA) were instrumental in coordinating the implementation of string methodologies. This first section of this study provides a historical overview of the development of American string education from the late 1800s to the current time. Discussions of important figures in the string teaching area are presented, and the current status of public school string education in the United States is examined. The second section provides a historical overview of the development of string education in Turkey. The final section illuminates connections with the United States and Turkey regarding the improvement of string education. Recommendations for the enhancement ofstring education in Turkey are stated, based on the applications of current methods in music education.
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    Semantic relations in the comparative phraseological units in English and Bulgarian
    (Uludağ Üniversitesi, 2009-08-01) Holandi, Rayna
    The investigation is an attempt to define the nature and the place of the comparative phraseological units in English and Bulgarian in respect to their semantics. A semantic classification of the units is developed. It stresses upon the symbols used in the comparative units. It also throws light on the way of the thinking, the everyday life, the historical events, the folklore and the beliefs of the investigated nations. The resemblances and the differences are outlined and discussed.