Eğitim Fakültesi Sınıf öğretmenliği

Coxsakie A9 virus, however it wasn't possible to determine the serotypes of 37 (34%) of EVNP isolated. Conclusion: The majority of infection refers to children under 4 years of age. Circulation of enterovirus in the population occurs predominantly during the summer and autumn and is mainly associated with diseases of the nervous system. The echovirus subgroup of enterovirus was the most frequent (36%) particularly in 2007. The annual ratio of isolation of EVNP was on average 17.5%.

The role of Merkel cell polyomavirus (MCPyV) in the causation of respiratory disease has not been established. Objectives: To determine the prevalence of MCPyV in 305 respiratory samples and evaluate their contribution to respiratory disease. Study design: Specimens were screened for MCPyV using single, multiplex or real time PCR; co-infection with other viruses was evaluated. Results: Of the 305 samples analysed, 10 (3.27%) were positive for MCPyV. MCPyV was identified in 6 (1.96%) NPAs samples from children aged 26 days-7 months who were immunocompetent. MCPyV DNA was also detected in 4 (1.31%) NPAs samples taken from patients aged 41−69 years who were severely immunosuppressed from leukaemia or transplant therapy. Coinfections with other viruses were found in 30% of the MCPyV positive samples. Conclusions: our data presents a pattern of infection similar to that seen with JCV and BKV in which the virus acquired during childhood, probably by the respiratory route followed by establishment of latency and then becomes reactivated in the event of immunosuppression.

Similar to CMV, Human herpesvirus 6 (HHV-6) have the potential for enhanced pathogenicity in the immunocompromised host. The aim of this study was to determine the prevalence of CMV and HHV-6 infections in pediatric stem cell transplant recipients. After HSCT, peripheral blood samples were collected from 15 transplant recipients weekly for two months and then biweekly fort he following month. CMV DNA and HHV-6 DNA were examined in plasma samples by real-time PCR and viral loads were quantified. A total of 138 plasma samples were examined. CMV DNA was identified in 11 of 15 patients (73%) and HHV-6 DNA was detected in eight of 15 (53%) patients. Six (40%) patients were infected by both CMV and HHV-6 viruses. The median time for first positive results for CMV and HHV-6 were; 31 days (range: 6−89) and 15 days (range: 6−23), respectively. The median viral loads were 906 copy/ml (range: 10-46028) and 368 copy/ml (range: 4-254907) for CMV and HHV-6, respectively. High viral loads were detected in two patients with graft-versus-host disease. Two patients with diarrhea had CMV infection.

Abstracts >l-yr (cohort 3) ACV prophytaxis prevented 44% and 35%, respectivety, of art potentiat cases of VZV disease. The 2-yr probabitity of 1st episode of VZV disease was 26%, 8% and 4% in cohort 1, 2 and 3 respectivety (cohort 28:3 vs cohort 1, p <0.001, cohort 2 vs cohort 3, p=0.02). Art VZV cases responded to treatment with ACV or VACV. During the study period, 10 episodes of ACV-resistant HSV were documented in cohort 1 and 2 episodes in cohorts 2 (p = 0.002).

Bu araştırmada, Eğitim Fakültesinde Sınıf Öğretmeni yetiştiren öğretmen eğitimcilerinin sahip oldukları ve olması beklenen özellikleri belirlemek amaçlanmıştır. Çalışmada nitel araştırma yöntemi kapsamında grup görüşmesi tekniği benimsenmiştir. Örneklemede ise amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılmıştır. Araştırmanın çalışma grubunu, 2011-2012 eğitim-öğretim yılında Afyon Kocatepe Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Anabilim Dalı’nda öğrenim görmekte olan iki 1. sınıf, iki 2. sınıf, iki 3. sınıf ve iki 4. sınıf olmak üzere toplam 8 öğrenci oluşturmuştur. Araştırmada öğretmen adaylarının gözüyle öğretmen eğitimcilerinin sahip oldukları ve olması beklenen özellikleri belirlemek amacıyla 6 sorudan oluşan yarı-yapılandırılmış görüşme formu kullanılmıştır. Araştırma sonucunda elde edilen bulgular, nitel veri analizi tekniklerinden içerik analizine tabi tutulmuştur. Araştırmada elde edilen veriler, (1) öğretmen eğitimcisinin mevcut özellikleri, (2) öğretmen eğitimcisinin beklendik özellikleri, (3) öğretmen eğitimcisinin iletişimi, (4) öğrenme-öğretme sürecinde öğretmen eğitimcisi, (5) öğretmen eğitimcisinin değerlendirilmesi, (6) sorunlar ve çözüm önerileri temaları altında yorumlanmıştır. Anahtar Sözcükler: sınıf öğretmeni adayı, öğretmen eğitimcisi, sınıf öğretmeni yetiştirme

Nowadays education is considered as one of the basic functions of museums. In this context museums are one of the institutions which can be taken as an important teaching material for social studies courses. This study aims to determine teacher candidates’ views about using museums in social studies education. This study is conducted with 72 teacher candidates in Afyon Kocatepe University, primary teacher education and social studies education department. Data were collected by a questionnaire prepared for this study. . Descriptive analysis technique of qualitative research approaches was used for data analysis. As a result of this study teacher candidates’ level of information on museum field trips is sufficient. The most frequent statements of teacher candidates that are related to benefit from museums are increasing the permanence of learning and embodying some concepts. Teacher candidates added also that museum visits would be of enormous importance for social study courses. Most of the teacher candidates stated that in Turkey museums are not used for educational purposes enough and added that people working in museums are not well-educated and not able to give sufficient information on the subjects.

The purpose of this study is to reveal the opinions of the class teachers about value education in social studies lesson. Data is gathered by focus group interviews as a qualitative research method. Criterion sampling; one of the
methods of purposive sampling is applied. The participants are the teachers of 4th and 5th classes who work in the schools of the centric district of Afyonkarahisar during the educational year of 2011-2012. There are three focus groups; each one
consisting of four teachers. Semi-structured interview form that contains six
questions is used. The questions of the interview form were created by the
researcher. The findings are analysed by content analysis; one of the qualitative
data analysis techniques. The data is interpreted according to the following themes; (1) the definition of value education, (2) value education in social studies lesson,(3) the approaches, strategies, methods and techniques used in value education in social studies lesson, (4) the curriculum in value education in social studies lesson, (5) the resources in value education in social studies lesson, (6) the factors complicating value education in social studies lesson, (7) the factors facilitating value education in social studies lesson, (8) important values that are redounded by value education in social studies lesson. For the purpose of reflecting the opinions strikingly, the findings are strengthened with the direct excerpts of the opinions of the teachers.

This study aims to investigate the 4th and 5th grade primary school teachers' views on the use of tools
and materials. Study group for the investigation consists of 9 voluntary teachers. The data emerged from the
interviews were interpreted by the researcher through categorising. According to teachers, using tools and
materials in the learning-teaching environment in the classroom increases the quality and productivity both for
the students and the teachers. Teachers and students appear to experience problems in relation to supplying tools
and materials resulting from the socio-economic status of school and environment

In this research, the opinion of the students in Afyon Kocatepe University, Faculty of Education, department
of primary school teacher and social sciences teacher on value education was evaluated. For this purpose “activities
used in value education and scale of opinions on value education” was used according to Akbaş. A total of 206 last
year students at department of primary school teacher and social sciences teacher were chosen as the study
population for this research. As a result, main indications which the candidate teachers emphasized were; living
values most important as knowledge, the lessons were knowledge based, the meaning of values for individuals
differed therefore some problems occurred, media negatively influenced the effect of school and learning in value
education.

The main theme of the constructivist approach is the construction
of knowledge by students. The construction of knowledge by
students in constructivist approach is defined as becoming more
effective on re-creating and improving the knowledge that they
already have. The knowledge cannot be transferred by the
teachers. The main role of the teacher in the constructivist
approach is creating an interactive, regenerative and informative
learning environment. In this context, the purpose of this research
is to determine the classroom teachers’ possession level of
characteristics required by the constructivist approach.
Quantitative and qualitative data collection techniques were used
during the data collection phase. A questionnaire was used in the
collection of quantitative data and observation method was used
in the collection of qualitative data. The universe of the research
consists of the teachers of 1st, 2nd, 3rd, 4th and 5th grade classes
in the central province of Afyonkarahisar in the educationinstruction
period of 2008-2009. Because of the application of
quantitative and qualitative research methods simultaneously,
sampling method is required and a study group is assigned. The
questionnaire is applied to 390 class teachers that are assigned by
random sampling. An observation application is administered on
a group of 50 teachers out of the prior 390 teachers in the period
between 29th April 2009 and 23rd May 2009. At the conclusion of
the research, according to the findings, it is revealed that the
classroom teachers in the sample possess the characteristics
required by the constructivist approach. But according to the
results of observation, it is revealed that the teachers do not
possess the qualifications required by the constructivist approach
sufficiently. It is found that there was no significant difference in
terms of classroom teachers’ possession level of characteristics
required by the constructivist approach with respect to variables
such as gender, seniority and graduated school type

The study aims to determine the sensitivity levels of fourth-grade students to the natural environment, animals, social concerns and cultural heritage. Besides, it has been investigated whether some personal characteristics of the students have differentiating effect on the views related to the sensitivity to the natural environment, animals, social concerns and cultural heritage. The participants of the study were a total of 447 fourth-grade students attending fifteen different public schools in Afyonkarahisar province in the school year of 2014-2015. The data of the study were collected through the administration of the sensitivity value scale developed by the author of the current the study. The scale consisted of four dimensions and included fifty-eight items. In regard to content and face validity, the scale was reviewed by the field specialists. For construct validity first and second order confirmatory factor analysis was employed. In addition, the Cronbach alpha coefficient was found for the reliability of the scale. The findings of the study showed that the participants had sensitivity to the natural environment, to animals, to social concerns and to cultural heritage. It was also found that the gender of the students, residence, the educational background and occupation of parents and the frequency of follow up news had statistically significant effects on the sensitivity levels of the participants.

ÖZ İlkokul, birey ve toplum için önemli olan ulusal ve evrensel değerlerin kazandırılmasında büyük bir rol oynamaktadır. İlkokulda bu değerlerin kazandırılmasında en büyük görev sınıf öğretmenlerine düşmektedir. Geleceğin öğretmenleri olacak sınıf öğretmeni adaylarının öğrencilere değerleri kazandırmak için sınıf içi ve dışı gerçekleştirebilecekleri etkinliklerin, kullanabilecekleri araç gereçlerin ve yaklaşımların neler olabileceğini keşfetmek amacıyla gerçekleştirilmiş bu araştırma tarama modelinde betimsel bir araştırmadır. Araştırmanın çalışma grubunu, bir devlet üniversitesinde eğitim fakültesi sınıf öğretmenliği anabilim dalı üçüncü ve dördüncü sınıfında öğrenim görmekte olan 131 öğretmen adayı oluşturmuştur. Araştırmada veri toplama aracı olarak, araştırmacı tarafından geliştirilen altı uçlu sorunun yer aldığı açık uçlu anket formu kullanılmıştır. Araştırma verilerinin çözümlenmesinde nitel veri çözümleme yaklaşımlarından betimsel analiz tekniği kullanılmıştır. Araştırma sonucunda, sınıf öğretmeni adaylarının, değerleri kazandırma konusunda genel olarak kendilerini yeterli gördüğü ve öncelikli olarak kazandırılması gereken değerlerin saygı, sevgi ve hoşgörü değeri olduğu belirlenmiştir. Ayrıca, sınıf öğretmeni adayları; değerleri kazandırmanın sağlıklı bir toplumun oluşması ve gelişmesi için önemli olduğunu ve öncelikli olarak öğretmenlerin bu değerlere sahip olması gerektiğini düşünmektedirler. ABSTRACT Elementary plays a key role for individuals and community, teaching national and universal values. The greatest role for teaching these values that are critical in elementary belongs to teachers. This study is designed as a descriptive research to reveal the views of student classroom teachers about the learning activities, learning materials and approaches to instill human values in students. The participants of the study were a total of 131 classroom teacher candidates attending third and fourth grades of a teacher training program at a public university. The data were collected by using an open-ended questionnaire in the research The form was developed by the author. The data obtained were analysed through descriptive technique which is part of the qualitative data analyses. In the study the views of the participants about the activities in relation to values education were uncovered. The findings showed that the participants generally felt themselves competent in values education. For participants the most significant human values which should be acquired by students are found to be respect, affection and honesty. The participants reported that values is significant for a healthy society and for the societal development. They also stated that teachers should have these values.

In this study, social, literary and technological sources used by classroom teachers in social studies courses are analyzed in terms of frequency. The study employs mixed methods research and is designed following the convergent parallel design. In the qualitative part of the study, phenomenological method was used and in the quantitative dimension, scanning model was used. The participants of the study were 305 classroom teachers who work at public schools in Turkey. Qualitative data were collected from nine classroom teachers. The data of the study were collected using the following two tools: " scale for social, literary and technological sources used in social studies courses " and interview form with six open items. The use of the social, literary and technological sources in social studies courses was found in terms of arithmetical mean and standard deviation. In order to see whether or not the data had a normal distribution, the Shapiro-Wilk tests were employed. It was found that the data did not have a normal distribution. Therefore, the Mann Whitney U and Kruskal Wallis-H Tests were used to analyze the data. Content analysis was also used in examining the data. The findings showed that the participants mostly used media, technological sources and literary work in the courses. Outside school and source people were found to be less used by the participants.