Papers by Doç. Dr. Harun ŞAHİN
BUGU Dil ve Egitim Dergisi, 2021
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international journal of turkish literature culture education, 2012
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Türkiye’de Öğrenim Gören Uluslararası Öğrencilerin Eğitimsel Engel Algıları Üzerine, 2022
This study aims to determine international students’ perceptual barriers in Türkiye. The study is... more This study aims to determine international students’ perceptual barriers in Türkiye. The study is a case study, which is qualitative. The universe of the study is international students studying in Türkiye in 2021, and the sample is 422 students chosen randomly. These students are from 34 different countries. The results of the study show that 39,57% of the students do not have
any perceptual barriers. The results also show that 53,80% of the students perceive only one
situation as a barrier, and they perceive these barriers are “language”, “economic barriers”,
“curriculum”, and “assessment and evaluation system”. Only 0,24% of the students perceive racial and religious differences as a barrier. The results, on the other hand, show that the biggest barrier for students is “language” with a rate of 31,51%, and the second biggest barrier is “economic barriers” with a rate of 16,27%. One of the critical research results is that the rateof students who perceive more than one barrier is 7,57%. Among the barriers perceived by these students, some barriers can be defined as “academic barriers” such as “curriculum”, “teacher”, “assessment and evaluation method”, and “education system”. In other words, “academic barriers” for students are the biggest barriers after “language” and
economic barriers”.
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Dil ve Dilbilimi Çalışmaları Dergisi, 2020
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International Online Journal of Educational Sciences, 2020
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OPUS Uluslararası Toplum Araştırmaları Dergisi, 2019
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Ana Dili Eğitimi Dergisi, 2019
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Turk Dunyasi Dergisi, 2017
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International Journal Of Turkish Literature Culture Education, 2016
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International Journal Of Turkish Literature Culture Education, 2012
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International Journal Of Turkish Literature Culture Education
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CISET - 2 nd Cilicia International Symposium on Engineering and Technology , 2019
Mahmud al-Kashgari is considered by experts to be the first linguist and dictionary maker of the ... more Mahmud al-Kashgari is considered by experts to be the first linguist and dictionary maker of the Turks, and his famous work Divanu Lugat'it-Turk is also considered to be the oldest known systematic and encyclopedic work of Turkish dictionary and linguistics. Divanu Lugat'it-Turk, which is a sampled and annotated work, was written in Arabic to teach Turkish to Arabs. Although it was written to teach Turkish to the Arabs, in reality the target audience of the work is Arabs in a narrow sense and the whole Islamic world in the broad sense. In this respect, the work is the first tidy source of Turkish teaching to foreigners. The material of the work was collected and gathered from the Turkish world by Mahmud al-Kashgari himself; it was published as a book in Baghdad between 1072 and 1077. In addition to being a dictionary, there is also a "world map" in the work, which includes valuable information about Turkish tribes and communities. The map, which is made in a round and colored, depicts cities, important settlements, mountains, rivers, deserts, (some geographical formations, writings and floors) in different colors. The important settlements in the world are accurately stated on the map, based on the Turkish khanate/reign center, Balasagun city. The locations and information shown on the map are largely matched with information from other sources of the period. Mahmud al-Kashgari, a noble and wise prince/tigin, traveled around the vast geography from Kasgar to Baghdad for about fifteen years and made compilation, which plays a major role in this situation. Mahmud al-Kashgari deserves the title of "Cartographer" both because of the information given by him about the geography which Turks live in and the map in his work (besides all known features). This paper mentions about Divanu Lugat-it Turk and outlines the "map of the world" in detail. Please read all information given in this template carefully before start typing.
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Yeni Türkiye, 2019
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Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi , 2020
Türk milleti yaşadığı tarihî tecrübe itibarı ile göç kavramına aşina bir
millettir. 2011 yılında ... more Türk milleti yaşadığı tarihî tecrübe itibarı ile göç kavramına aşina bir
millettir. 2011 yılında Suriye‟de patlak veren iç savaşın ardından Türkiye
Cumhuriyeti gündeminin öncelikli gündem konularından birisi de “göç” ve
“mülteci” konuları olmuştur. Bu araştırmada, göç ile birlikte ortaya çıkan
mültecilik, mülteci çocuklar kavramı, Suriyeli mülteci çocuklara Türkçe
öğretimi ve mülteci çocukların Türk eğitim sistemine entegrasyonu süreci incelenmiştir. Bu amaçla, “göç” olgusu ve uzanımındaki adlandırmaların kavram analizleri gerçekleştirilerek Suriyeli mülteci çocuklar örneği üzerinden söz konusu kavramların etkileri gözlemlenmeye çalışılmıştır. Ayrıca, bunların Suriyeli mülteci çocukların Türk eğitim sistemine entegrasyonunu ne ölçüde etkilediği saptanmaya çalışılarak bu kapsamda karşılaşılması muhtemel sorunların da çerçevesi sçizilmiştir.
Araştırmada, mülteci çocuklara Türkçe öğretme faaliyetlerinde yaşanan
güçlükler de saptanmış ve bunların nasıl giderilebileceğinin değerlendirmesi yapılmıştır. Belirlenen bu güçlüklerin giderilebilmesi için mülteci çocuklara yönelik geliştirilen evrensel eğitim stratejileri tanıtılmıştır. Anahtar Sözcükler: Göç, eğitim, Suriyeli mülteci çocuklar, Türkçe öğretimi.
THE MIGRATION PHENOMENON, THE EDUCATION OF
REFUGEE CHILDREN AND THE INTEGRATION PROCESS OF
SYRIAN REFUGEE CHILDREN TO THE TURKISH EDUCATION
SYSTEM
Abstract
The Turkish nation is a nation familiar with the migration concept as a
result of its historical experience. After the civil war in Syria started in 2011, one of the primary agenda topics of the Turkish Republic‟s agenda was “migration” and “refugee” issues. In this research, the concept of refugee, refugee children, Turkish teaching to Syrian refugee children, and the integration process of refugee children into the Turkish education system were examined. For this purpose, by analyzing the concept of “immigration” and the naming in its extension, the effects of these concepts were tried to be observed through the example of Syrian refugee children. In addition, by trying to determine to what extent these effects affect the integration of Syrian refugee children into the Turkish education system, possible problems to be encountered in this context are also framed. In the study, the difficulties experienced in teaching Turkish to refugee children were also identified and an evaluation of how these could be overcome was made. In order to overcome these difficulties, universal education strategies developed for refugee children are introduced. Keywords: Migration, education, Syrian refugee children, Turkish education.
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DİNLEME EĞİTİMİNDE ÖLÇME VE DEĞERLENDİRME, 2019
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Educational Values Foreseen by the Constitution of the Republic of Turkey, 2020
The Turkish nation has a deep-rooted tradition of education and about a hundred and fifty years o... more The Turkish nation has a deep-rooted tradition of education and about a hundred and fifty years of constitutional experience. The current 1982 Constitution enshrines the responsibilities of the Turkish nation, the bureaucracy and the education system to live, maintain and protect certain values. In this study, it was aimed to determine the educational values of the Constitution of Turkey in the Constitution of Republic of Turkey, which is the highest norm directing the education system, and to reveal the provisions of the Constitution of Turkey about values education and transfer of value. In the study, the Constitution of Republic of Turkey, values were examined in terms of education and document analysis method which is one of the qualitative data collection methods was used. In the study, the values included in the curricula prepared by the Ministry of National Education (2018) were taken into consideration. However, it is not satisfied with this fact and considered important and valuable in the constitution is accepted as value. At the end of the study, it is concluded that the Constitution of Republic of Turkey has a very rich content in terms of educational values and value transfer.
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Papers by Doç. Dr. Harun ŞAHİN
any perceptual barriers. The results also show that 53,80% of the students perceive only one
situation as a barrier, and they perceive these barriers are “language”, “economic barriers”,
“curriculum”, and “assessment and evaluation system”. Only 0,24% of the students perceive racial and religious differences as a barrier. The results, on the other hand, show that the biggest barrier for students is “language” with a rate of 31,51%, and the second biggest barrier is “economic barriers” with a rate of 16,27%. One of the critical research results is that the rateof students who perceive more than one barrier is 7,57%. Among the barriers perceived by these students, some barriers can be defined as “academic barriers” such as “curriculum”, “teacher”, “assessment and evaluation method”, and “education system”. In other words, “academic barriers” for students are the biggest barriers after “language” and
economic barriers”.
millettir. 2011 yılında Suriye‟de patlak veren iç savaşın ardından Türkiye
Cumhuriyeti gündeminin öncelikli gündem konularından birisi de “göç” ve
“mülteci” konuları olmuştur. Bu araştırmada, göç ile birlikte ortaya çıkan
mültecilik, mülteci çocuklar kavramı, Suriyeli mülteci çocuklara Türkçe
öğretimi ve mülteci çocukların Türk eğitim sistemine entegrasyonu süreci incelenmiştir. Bu amaçla, “göç” olgusu ve uzanımındaki adlandırmaların kavram analizleri gerçekleştirilerek Suriyeli mülteci çocuklar örneği üzerinden söz konusu kavramların etkileri gözlemlenmeye çalışılmıştır. Ayrıca, bunların Suriyeli mülteci çocukların Türk eğitim sistemine entegrasyonunu ne ölçüde etkilediği saptanmaya çalışılarak bu kapsamda karşılaşılması muhtemel sorunların da çerçevesi sçizilmiştir.
Araştırmada, mülteci çocuklara Türkçe öğretme faaliyetlerinde yaşanan
güçlükler de saptanmış ve bunların nasıl giderilebileceğinin değerlendirmesi yapılmıştır. Belirlenen bu güçlüklerin giderilebilmesi için mülteci çocuklara yönelik geliştirilen evrensel eğitim stratejileri tanıtılmıştır. Anahtar Sözcükler: Göç, eğitim, Suriyeli mülteci çocuklar, Türkçe öğretimi.
THE MIGRATION PHENOMENON, THE EDUCATION OF
REFUGEE CHILDREN AND THE INTEGRATION PROCESS OF
SYRIAN REFUGEE CHILDREN TO THE TURKISH EDUCATION
SYSTEM
Abstract
The Turkish nation is a nation familiar with the migration concept as a
result of its historical experience. After the civil war in Syria started in 2011, one of the primary agenda topics of the Turkish Republic‟s agenda was “migration” and “refugee” issues. In this research, the concept of refugee, refugee children, Turkish teaching to Syrian refugee children, and the integration process of refugee children into the Turkish education system were examined. For this purpose, by analyzing the concept of “immigration” and the naming in its extension, the effects of these concepts were tried to be observed through the example of Syrian refugee children. In addition, by trying to determine to what extent these effects affect the integration of Syrian refugee children into the Turkish education system, possible problems to be encountered in this context are also framed. In the study, the difficulties experienced in teaching Turkish to refugee children were also identified and an evaluation of how these could be overcome was made. In order to overcome these difficulties, universal education strategies developed for refugee children are introduced. Keywords: Migration, education, Syrian refugee children, Turkish education.
any perceptual barriers. The results also show that 53,80% of the students perceive only one
situation as a barrier, and they perceive these barriers are “language”, “economic barriers”,
“curriculum”, and “assessment and evaluation system”. Only 0,24% of the students perceive racial and religious differences as a barrier. The results, on the other hand, show that the biggest barrier for students is “language” with a rate of 31,51%, and the second biggest barrier is “economic barriers” with a rate of 16,27%. One of the critical research results is that the rateof students who perceive more than one barrier is 7,57%. Among the barriers perceived by these students, some barriers can be defined as “academic barriers” such as “curriculum”, “teacher”, “assessment and evaluation method”, and “education system”. In other words, “academic barriers” for students are the biggest barriers after “language” and
economic barriers”.
millettir. 2011 yılında Suriye‟de patlak veren iç savaşın ardından Türkiye
Cumhuriyeti gündeminin öncelikli gündem konularından birisi de “göç” ve
“mülteci” konuları olmuştur. Bu araştırmada, göç ile birlikte ortaya çıkan
mültecilik, mülteci çocuklar kavramı, Suriyeli mülteci çocuklara Türkçe
öğretimi ve mülteci çocukların Türk eğitim sistemine entegrasyonu süreci incelenmiştir. Bu amaçla, “göç” olgusu ve uzanımındaki adlandırmaların kavram analizleri gerçekleştirilerek Suriyeli mülteci çocuklar örneği üzerinden söz konusu kavramların etkileri gözlemlenmeye çalışılmıştır. Ayrıca, bunların Suriyeli mülteci çocukların Türk eğitim sistemine entegrasyonunu ne ölçüde etkilediği saptanmaya çalışılarak bu kapsamda karşılaşılması muhtemel sorunların da çerçevesi sçizilmiştir.
Araştırmada, mülteci çocuklara Türkçe öğretme faaliyetlerinde yaşanan
güçlükler de saptanmış ve bunların nasıl giderilebileceğinin değerlendirmesi yapılmıştır. Belirlenen bu güçlüklerin giderilebilmesi için mülteci çocuklara yönelik geliştirilen evrensel eğitim stratejileri tanıtılmıştır. Anahtar Sözcükler: Göç, eğitim, Suriyeli mülteci çocuklar, Türkçe öğretimi.
THE MIGRATION PHENOMENON, THE EDUCATION OF
REFUGEE CHILDREN AND THE INTEGRATION PROCESS OF
SYRIAN REFUGEE CHILDREN TO THE TURKISH EDUCATION
SYSTEM
Abstract
The Turkish nation is a nation familiar with the migration concept as a
result of its historical experience. After the civil war in Syria started in 2011, one of the primary agenda topics of the Turkish Republic‟s agenda was “migration” and “refugee” issues. In this research, the concept of refugee, refugee children, Turkish teaching to Syrian refugee children, and the integration process of refugee children into the Turkish education system were examined. For this purpose, by analyzing the concept of “immigration” and the naming in its extension, the effects of these concepts were tried to be observed through the example of Syrian refugee children. In addition, by trying to determine to what extent these effects affect the integration of Syrian refugee children into the Turkish education system, possible problems to be encountered in this context are also framed. In the study, the difficulties experienced in teaching Turkish to refugee children were also identified and an evaluation of how these could be overcome was made. In order to overcome these difficulties, universal education strategies developed for refugee children are introduced. Keywords: Migration, education, Syrian refugee children, Turkish education.
Değerler eğitimi ile ilgili olarak ülkemizde gerçekleştirilen çalışmaların önemli bir kısmı Eğitim Bilimleri alanında; az sayıdaki bir kısmı ise Türkçe Eğitimi alanında yapılmıştır. Türkçe Eğitimi alanında yapılan çalışmaların ise ne yazık ki çok azı “Türkçenin temel kaynakları” ile ilgilidir. Dillerin temel kaynakları, ait oldukları dillerin hem başvuru eserleri hem de klasikleri olarak nitelendirilirler. Onlar ait oldukları toplumların ve milletlerin “değer”lerini geçmişten geleceğe taşırlar. Dede Korkut Kitabı da Oğuz, Kıpçak ve Karluk gruplarına mensup Türk boylarının büyük bölümü tarafından bilinen, sevilen, okunan ve okutulan temel kaynakların / klasik eserlerin başında gelmektedir. Bu çalışmanın amacı öncelikle Türk yazı dilinde “vefa değeri” etrafında oluşan edebî geleneği ana hatlarıyla dikkatlere sunmak; sonra ise Dede Korkut Kitabı’nda vefa / vefalı olma değerinin konu ediliş biçimini tespit etmektir. Bu amaca dönük olarak Dede Korkut Kitabı’nda yer alan vefa / vefalı olma değeri problem durumu olarak ele alınmıştır. Araştırmada nitel araştırma yaklaşımı benimsenmiş, doküman incelemesi tekniği kullanılmış ve veriler içerik analizi yoluyla çözümlenmiştir.
Bu bildiride “vefa” değerinin önce Türkçenin bazı temel kaynaklarında (Dîvânü Lûgati’t-Türk, Kutadgu Bilig, Atebetü’l Hakayık, Divan-ı Hikmet…) kullanımları hakkında kısaca bilgi verilmekte; sonra ise bu değerin Dede Korkut Kitabı’ndaki yeri ve önemi üzerinde ayrıntılı bir şekilde bilgi verilmektedir.
Anahtar Kelimeler: Değer, değerler eğitimi, vefa değeri, Türkçenin temel kaynakları, Dede Korkut Kitabı.