Courses In Turkey Research Articles

An analysis of the elementary school music teaching course in Turkey

In this article, I discuss the Turkish elementary school music teaching course in terms of the requirements of the Turkish elementary music curriculum and those of other countries such as the USA, Ireland and Malta. I propose that a more effective and efficient method of elementary music teacher preparation be put in place based on findings from research conducted in Turkey, and what is currently considered sound practice within the field of education in general and the music education profession.

Students’ Attitudes Towards Webct Applications In Selected Courses

WebCT is one of the widely used web-based learning tools. For enriching teaching and learning courses at tertiary level, WebCT emerges as an important tool. This paper describes attitudes of students at Anadolu University towards WebCT applications in selected courses. Furthermore, the study describes the attitudes of a sample of students towards WebCT and analyzes data to determine the effect of WebCT dimensions on satisfaction, course advising, and course preference on their overall perception and referral of a course. The findings indicate the emergence of four WebCT dimensions. These factors are access and interaction, learning experience, time and compensation, and exam and exercise. The dimensions are positively associated with satisfaction, course advising, and course preference. The results of this research have significant implications for both the web-based learning as a whole, and it would be a contribution to relatively limited literature on the attitudes towards WebCT enhanced courses in Turkey.

A review of ICT related courses in pre-service teacher education programs

This study investigated teacher educators’, prospective teachers’, and K-12 teachers’ opinions about the effectiveness of ICT related courses and the ways to improve the courses in Turkey’s pre-service teacher education programs. The researchers used both quantitative and qualitative research approaches within the data collection and analysis processes. The data were collected from 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers through questionnaires; and from 6 teacher educators, 6 prospective teachers, and 6 K-12 teachers through interviews. Even though a majority of the participants felt that ICT related courses are effective, most participants recommended that these courses need to be redesigned to be more beneficial in practice.

Student Assessment in High-School Social-Studies Courses in Turkey: Teachers' and Students' Perceptions

This study investigates the assessment strategies used in social-studies courses at the high-school level in Turkey and examines how teachers and students perceive them. Results indicate that short-answer tests are most frequently used to assess student performance, followed by oral tests. Multiple-choice and essay tests are also occasionally employed. Teachers tend to be satisfied with these assessment strategies, but suggest that alternative modes of assessment should also be considered. Students do not find such tests adequate for assessing their real performance in social-studies courses.

Utilization of Nursing Diagnoses by Students During a Pediatric Nursing Course in Turkey

PURPOSETo determine the utilization of nursing diagnoses by nursing students and their ability to formulate the NANDA nursing diagnoses under the functional health patterns to evaluate whether there is a link between documented nursing diagnoses and patients' assessment data.METHODSData were obtained from the standardized nursing assessment forms and care plans documented by 57 nursing students in a pediatric nursing course. A total of 569 care plans were documented for patients (children and their families).FINDINGSFor 569 children in 3 different pediatric clinics, 70 different nursing diagnoses were documented. Some of the nursing diagnoses were used in various frequencies for a total of 3,433 documented diagnoses in Nutrition‐Metabolic (n= 1,274), Activity‐Exercise (n= 594), Cognition‐Perception (n= 572), Role Relationships (n= 330), and Health Perception‐Health Management (n= 327) Health Patterns. The most frequently occurring NANDA diagnoses were knowledge deficit (n= 275), altered nutrition: less than body requirement (n= 265), risk for altered body temperature (n= 263), anxiety (n= 236), and altered comfort (n= 227).CONCLUSIONSThe majority of the students had adequate knowledge and ability to formulate nursing diagnoses according to NANDA, but documented diagnoses were not always supported by patients' assessment information. This might be a result of the inadequate diagnostic reasoning and teaching methods used, and being introduced to the diagnostic process for the first time in this course. Ultimately, consistent expectations and using the classification systems will lead to competency in diagnostic reasoning.

Preparing student teachers to use computers in mathematics classrooms through a long-term pre-service course in Turkey

Recent studies have found short in-service teacher education programs are not providing adequate technology experiences to prepare their participants for teaching mathematics with computers. As an alternative to the short-term courses the author has been teaching a two-term mandatory undergraduate course within a mathematics teacher education program since 1995 to train student teachers and to investigate their perceptions on their preparation to use computers in their own teaching. This article describes issues that emerged from the analysis of this undergraduate course. Data were gathered through questionnaires and students' writings about the course activities. Findings indicated that computer literacy appeared to be an important key factor in utilising the course activities successfully. Students who felt prepared made the link between computer-based mathematical activities and school mathematics, and had more experience of using instructional software during the course than others. Findings of this nature can also assist teacher educators as they incorporate information technology into existing pre-service programs. The implications of these results for the designing and implementing of computer-based undergraduate courses and for further research in this field are discussed.

A basic oncology course in Turkey.

A basic oncology course in Turkey.

Psychosomatic education in Turkey

Psychosomatic education during medical study is achieved within psychiatry courses in Turkey. Generally, postgraduate education in psychiatry provides, during the specialization period, also a certain amount of education in psychosomatics. Only the Cerrahpaşa Medical Faculty at Istanbul University presents a unique form of practice and educational activity in the field of psychosomatics. Here, the Psychoneuroses and Psychosomatics Department within the Psychiatry Clinic (the foundation of which goes back to 1970) provides for medical students a psychosomatic approach and an introduction to psychosomatic concepts within the medical psychology courses and a further theoretical as well as practical knowledge during the psychiatry courses and internships. Postgraduate training in psychosomatics is also unique for Turkey in this department, where psychiatry residents with special interest for psychosomatics spend the major part of their training period in the psychosomatics department and receive theoretical and practical training. Training in psychotherapy is also included in the program. The regular series of seminars and open-lectures organized by this department are directed also to other medical and non-medical staff in various departments and faculties. Consultation-liaison-psychiatry is also part of this training. The department provides under- and postgraduate training (master training) for psychologists. Nurse training (under- and postgraduate) and occupational therapist training are also included in the training program of this Department. The training as well as other therapeutic and research activities of this department are also supported by the Society of Psychosomatics and Psychotherapy.

QUR'ĀN COURSES IN TURKEY

The Muslim WorldVolume 61, Issue 4 p. 239-255 QUR'ĀN COURSES IN TURKEY Richard B. Scott, Richard B. Scott Johns Hopkins University Baltimore, MarylandSearch for more papers by this author Richard B. Scott, Richard B. Scott Johns Hopkins University Baltimore, MarylandSearch for more papers by this author First published: October 1971 https://doi.org/10.1111/j.1478-1913.1971.tb03055.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume61, Issue4October 1971Pages 239-255 RelatedInformation