https://hdl.handle.net/11436/901 Sat, 25 Jul 2026 11:58:52 GMT 2026-07-25T11:58:52Z https://hdl.handle.net/11436/10817 The effect of the reading circle method on curiosity and exploration, creative reading and visual literacy Baki, Yasemin This study examined the effects of the reading circle method on the curiosity and discovery perceptions, creative reading skills and visual literacy competencies of Turkish teacher candidates. The study group of the study conducted for this purpose consists of 48 teacher candidates studying in the Turkish language teaching department of a university in the north of Türkiye. A sequential mixed design was used in this study, which was conducted with mixed methods. In the quantitative dimension of this study, a pre-test and post-test, control-group-free experimental design was used, while in the qualitative dimension, a case study design was used. The Life Skills Scale, Individual Innovation Scale and semi-structured interview form were used to collect the data in this study. To examine the effect of the experimental process in this study, the data obtained were analyzed with a t-test for dependent groups; the data obtained from the interviews were analyzed with content analysis. According to the results obtained from this study, the reading circle method significantly affected the curiosity and discovery perceptions of teacher candidates. It was determined that creative reading skills have a significant effect on the sum of the scales and all other subdimensions except for the dimension of interpreting the text and the dimension of giving importance to visuality and interpreting visuals using Office software in visual literacy competencies. Wed, 01 Jan 2025 00:00:00 GMT https://hdl.handle.net/11436/10817 2025-01-01T00:00:00Z https://hdl.handle.net/11436/10797 Ortaokul öğrencileri i̇çin demokratik vatandaşlık yeterliklerini oluşturan boyutların belirlenmesine yönelik bir delphi araştırması Akarsu, Ali Haydar; Yılmaz, Kaya Global developments significantly affect countries' citizenship education policies and the citizenship competencies that students should acquire. This makes it essential to develop students' democratic citizenship competencies. In this context, the research aims to determine the democratic citizenship competencies necessary for secondary school students to participate in public life in a democratic country as active individuals. A mixed method was used in the research. The Delphi technique was utilized, and purposive sampling was used to increase the diversity of participants and data. Delphi panelists were selected from academicians, independent researchers, school administrators, and teachers directly interested in citizenship, citizenship education, democratic citizenship/citizenship education, democracy, and human rights. Sixty-one panelists participated in the 1st Delphi round, 8 in the confirmation round, and 44 in the 2nd Delphi round. In the 1st Delphi round, data was collected with a single open-ended question and analyzed through descriptive analysis. Thus, for democratic citizenship, competencies in line with the panelists' opinions, knowledge, skills, values, attitudes, and tendencies were determined, and dimensions related to the subject were created. The dimensions determined in the 1st Delphi round and the themes, categories, and items forming these dimensions were presented to the panelists for their opinions in the approval round. As a result of the approval round, the dimensions forming democratic citizenship competencies were rearranged. In order to reach a consensus, the items forming the dimensions of Democratic Citizenship Education (DCE) were presented to the panelists for scoring in the 2nd Delphi round. The quantitative data obtained in this round were analyzed using the SPSS 25 program statistical analyses. In the study, three dimensions (cognitive, affectivel, and skill) reflecting the Democratic Citizenship Competencies (DCC) were determined. It is seen that the dimensions forming the DCC are related to multiculturalism, understanding, dialogue, communication, establishing connections, democratic participation, moral responsibility, critical understanding, independent learning, mutual respect, and tolerance. The dimensions determined in line with the DCC can be used as an analytical tool by those preparing the curriculum, administrators, and teachers. These dimensions can also guide the determination of the direction and goals of DCE. Teachers can benefit from these dimensions developed in their in-class and out-of-class teaching planning, implementation, and evaluation stages. Wed, 01 Jan 2025 00:00:00 GMT https://hdl.handle.net/11436/10797 2025-01-01T00:00:00Z https://hdl.handle.net/11436/10001 The impact of critical listening and critical reading on critical thinking Baki, Yasemin Critical listening, critical reading, and critical thinking are three closely related cognitive skills that aim to evaluate information with an analytical and questioning approach. Critical listening and critical reading, which are receptive language skills, represent the application of critical thinking in different contexts. Critical thinking, which is a productive language skill, provides a framework for these two receptive language skills and enables the evaluation of the accuracy of information accessed through critical listening and critical reading, analyzing different perspectives and making inferences to reach correct conclusions. These two skills support the development of critical thinking skills and contribute to individuals gaining deeper understanding based on the perspective of knowledge. This study aims to determine the relationships between critical listening, critical reading, and critical thinking, the effects of these variables on each other, and the explanation ratios. The study group of this study was determined through simple random sampling, one of the random sampling methods. The participants consisted of 201 teacher candidates studying in the Department of Turkish Language Teaching at a university in the north of T & uuml;rkiye. The Critical Listening Scale, Critical Thinking Attitude Scale, Critical Reading Self-Efficacy Perception Scale, and a personal information form were used to collect research data. The data collected in the research were analyzed using structural equation modeling via AMOS 22.0. As a result of the research, it was determined that all hypothesis models established based on the relevant literature were valid. Two of the three hypotheses regarding the theoretical model were supported by the data, and one hypothesis was rejected. Critical listening has a direct high level effect on critical thinking and predicts it at a significant level. Critical listening has a direct high-level effect on critical reading and predicts it at a significant level, while explaining 65% of the total variance related to critical reading. The effect of critical reading on critical thinking is insignificant and does not predict critical thinking at a significant level. In the theoretical model created the effect of critical reading on critical thinking is insignificant, but these two variables explain 85% of the variance related to critical thinking. As a result of the research, it can be said that the main predictor of critical thinking is critical listening, and that critical reading and critical thinking develop depending on the development of critical listening. Wed, 01 Jan 2025 00:00:00 GMT https://hdl.handle.net/11436/10001 2025-01-01T00:00:00Z https://hdl.handle.net/11436/9975 The effect of metacognitive awareness of reading strategies and reading comprehension self-efficacy perception on reading motivation Baki, Yasemin The aim of this study is to determine the impact of fifth grade students' reading strategies, metacognitive awareness, and reading comprehension self-efficacy perceptions on their motivation to read texts, and to determine how these variables predict each other and to what extent their explanation rates are. The research group of the study is identified by simple random sampling method, one of the random sampling methods; the participants are 304 middle school students from a school in a province in northern Türkiye. The collected data is analyzed in accordance with structural equation modelling. In the research, hypothesis models established based on the literature were tested and all models are found to be valid. Five of the twelve hypotheses created regarding the models were supported by the data, and the other seven hypotheses are rejected. In models related to text types, reading strategies have a direct and high impact on metacognitive awareness and self-efficacy perception in reading comprehension in all text types. On the other hand, the direct effect of text types on the effect of metacognitive awareness of reading strategies and self-efficacy perception of reading comprehension on reading motivation is insignificant. As a result of the research, it is determined that metacognitive awareness of reading strategies do not have a direct effect on reading motivation, while the perception of reading comprehension self-efficacy has a direct and high effect on reading motivation. Wed, 01 Jan 2025 00:00:00 GMT https://hdl.handle.net/11436/9975 2025-01-01T00:00:00Z