Papers by Dr. Sarem Özdemir
Kastamonu eğitim dergisi, Nov 15, 2018
Araştırmanın temel amacı; KKTC’de okul öncesi dönemdeki 36-72 aylık çocuğu olan anne – babaların ... more Araştırmanın temel amacı; KKTC’de okul öncesi dönemdeki 36-72 aylık çocuğu olan anne – babaların oyuncak seçimi konusundaki görüşlerini ortaya koymaktır. Çalışma grubu, KKTC’nin Lefkoşa ilçesinde okul öncesi dönem 36-72 aylık çocuğu bulunan dokuz anne ve dokuz baba olmak üzere toplam 18 anne ve babadan oluşmaktadır. Araştırmada veri toplama aracı olarak görüşme formu kullanılmıştır. Araştırmada, 36-72 aylık çocuğu olan anne ve babalara uygulanmak üzere 15 sorudan oluşan bir veli görüşme formu geliştirilmiştir. Görüşmelerden elde edilen verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Çalışmada, KKTC’de oyuncak güvenliği hakkında gerekli yönetmeliklerin hazırlanması; Milli Eğitim ve Kültür Bakanlığına bağlı olarak oyuncak seçimini konu alan aile bilgilendirme çalışmalarının hazırlanması; okul öncesi öğretmenliği ve çocuk gelişimi ve eğitimi bölümlerine oyuncak seçimini konu alan dersler eklenerek bu alanda mezun olacak kişilerin de oyuncak konusunda daha bilinçli öğretmenler olarak öğretmenlik hayatına atılmalarının sağlanması ile ilgili önerilerde bulunulmuştur.
Ankara Pegem Akademi Yayıncılık eBooks, 2020
Ankara Pegem Akademi Yayıncılık eBooks, 2020
Folklor/edebiyat, 2019
Okul öncesi dönem, çocuğun birçok becerisinin (öz bakım, sosyal-duygusal, bilişsel vs.) gelişmesi... more Okul öncesi dönem, çocuğun birçok becerisinin (öz bakım, sosyal-duygusal, bilişsel vs.) gelişmesi için kritik bir dönemi oluşturmaktadır. Bu çalışmanın amacı; çalışan ve ev hanımı annelerin çocuklarında bilişsel, sosyal-duygusal ve öz bakım gelişim özellikleri arasında bir farklılaşma olup olmadığını incelemektir. Araştırma tarama modeli ile gerçekleştirilmiş ve betimsel analiz kullanılmıştır. Araştırmanın evreni Kuzey Kıbrıs Türk Cumhuriyeti Lefkoşa'da yaşayan 60-72 aylık yaş grubu çocukları olan çalışan ve ev hanımı olan anneler oluşturmaktadır. Araştırmada veri toplama aracı olarak okul öncesi öğretim programında 60-72 aylık yaş grubunun sahip olması gereken bilişsel, sosyal-duygusal ve öz bakım becerileri gelişim özelliklerinden oluşan bir dereceleme ölçeği kullanılmıştır. Araştırma verileri 2016 Şubat ve Mart aylarında toplanmış ve analiz edilmiştir. Bu dereceleme ölçeğinin kişisel bilgiler formunda annenin eğitim durumu, annenin yaşı, çocuk sayısı, annenin çalışıp çalışmama durumu ve mesleği hakkında sorular yer almıştır. Sonuçlara bakıldığı zaman çalışan annelerin çocuklarının öz bakım becerileri ve sosyal-duygusal gelişim özellikleri açısından çalışmayan annelerin çocuklarına nispeten daha yüksek puanlar almıştırlar. Ayrıca annenin eğitim düzeyi daha yüksel olan çocukların sosyal duygusal gelişim puanları ve özbakım becerilerinin daha yüksek olduğu saptanmıştır. Bununla birlikte yaşı daha büyük olan annelerin çocuklarının özbakım becerilerinin daha iyi bir düzeyde olduğu sonucuna varılmıştır.
Turkish Online Journal of Educational Technology, 2006
The major objective of this study is to discuss the effects of television on children and adolesc... more The major objective of this study is to discuss the effects of television on children and adolescents. Our children are spending many hours in front of the television. This study examined the viewing habits and personal opinions of Turkish Cypriot children. The participants were 250 children and adolescents whose ages varied between 4 -17. This study revealed that children and adolescents are spending most of their time in front of the TV. Besides most of them admire a character and want to act like their famous character. It is one of the most important finding of some certain studies about the role of television on socialisation and shaping values. In this study, viewing habits and personal opinions of children and adolescents are revealed. From that point of view, some suggestions are put forward in order to benefit more from TV. Also a comparison about viewing habits, effects of watching TV is made between other cultures and Turkish Republic of Northern Cyprus A new era has started with the invention of television. The word "Television" consists of two words, "Tele" that means at distance and "Visio" which means to see. Composite of these two words forms the word "television", which means to see an image at a distance (Temel Britannica, 135) Television is the source of most broadly shared images and messages in history (Brynat&Zillman, 1994). In 1926 the very first television image was broadcast by a Scotch engineer, John Logie Baird. It was a very important invention from the beginning, an invention that brings the world, entertainment, news and some other programs into every home. In 1981, a study reported an average, that a young person has watched more than 15,000 hours of television, but spent only 10,800 in school (Mitchell&Kirkham, 1981)). Another similar study has been done by The Istanbul Chamber of Commerce in Turkey. This study has showed that 441 out of 504 adults (who were older than 18) watch television, at least two hours everyday (ICC, 2001). In such a time period it is inescapable that children watch television with their parents. It is the mainstream of the common symbolic environment into which our children are born and in which we all live out our lives (1). We allow our schedules to be altered by televisions. If we had to sum up the spiritual zeitgeist of the late twentieth century, it might be said that ours is an age not of churchgoers, not of atheists, not of Buddhists or Muslims, but of TV watchers . Arthur argues that, it has been estimated that in the course of an average lifetime we may spend as much as eight years watching television. Since its invention many studies have been done about viewing television and its effects on people especially on young children. Many disadvantages and advantages of watching television has been examined since its invention. Many researchers in various subjcets are still conducting comprehensive studies about viewing television and its effects in a broad perspective. In spite of this situation, we, as educators, should guide the parents and children in order to benefit from television. Therefore, orientating television channels should be educators' and other authorities' profession. Everything which concerns education should be analyzed very thoroughly. As mentioned earlier, television has a great influence on people, especially on children. For this reason, there are certain questions that we should research for possible answers. These certain questions are; "How many hours per day do they watch television?" what do people do when they watch television, "what do people, especially children watch on television?", "Do they think that television is a natural educator?" In this research the exact question we would like to find the answer to is "Is it possible to use television as a teaching tool, outside the classrooms?" Lawrence Cremin, the distinguished historian of US education, defined education as the deliberate, systematic and sustained effort to transmit evoked or acquired knowledge, attitudes, skills or sensibilities as well as any outcomes of that effort. This definition clearly explains the education concept which is not restricted within the term schooling. There are three patterns of education which are; formal, informal and non-formal education. According to Merriam, formal education refers to all educational institutions including all levels of schools both private and public, as well as specialized programs offering technical and professional training. She explains informal
Sustainability, Feb 15, 2023
This study aimed to explore the experiences of special education teachers' mathematics instructio... more This study aimed to explore the experiences of special education teachers' mathematics instruction process and to present suggestions for sustainable special education in mathematics instruction. Seventeen special education teachers were interviewed in this study. Hence, a qualitative research design and content analysis were used. Three dimensions were considered in the interviews, including: teaching mathematics to students with disabilities in terms of teaching methods, manipulatives, and assessments; the mathematics curriculum; and challenges that special education teachers face throughout the process. According to the results, most teachers still use direct or explicit instruction based on the behaviorist approach. All participants stated that they use mathematics manipulatives to help learners perceive mathematical concepts. They also use Individualized Education Programs to assess their students. Participants stated that every disability group and every child need to be considered uniquely since their disabilities and levels vary. Participants also said that they are only able to teach numbers, addition, and some basic geometric shapes due to time insufficiency and crowded classrooms. Almost every participant stated that insufficient time and teacher shortage are the biggest problems of the system. The study has limitations or weaknesses. In this study, since the interviewing method was used, and the findings are the extent of what the participants have indicated, and the statements of the participants are limited to what she/he explained to the researcher. In the study, it is suggested that mathematics teachers and special education teachers should cooperate. In addition, suggestions are made, such as conducting experimental research studies to see the most efficient way to teach mathematics in homogenous groups. Finally, future researchers are advised to focus on the possible consequences of applying constructivist learning theory.
Turkish Studies (Elektronik), 2015
Uluslararasi Kibris Universitesi Fen-Edebiyat Fakultesi, 2019
Okul öncesi dönem, çocuğun birçok becerisinin (öz bakım, sosyal- duygusal, bilişsel vs.) gelişmes... more Okul öncesi dönem, çocuğun birçok becerisinin (öz bakım, sosyal- duygusal, bilişsel vs.) gelişmesi için kritik bir dönemi oluşturmaktadır. Bu çalışmanın amacı; çalışan ve ev hanımı annelerin çocuklarında bilişsel, sosyal- duygusal ve öz bakım gelişim özellikleri arasında bir farklılaşma olup olmadığını incelemektir. Araştırma tarama modeli ile gerçekleştirilmiş ve betimsel analiz kullanılmıştır. Araştırmanın evreni Kuzey Kıbrıs Türk Cumhuriyeti Lefkoşa'da yaşayan 60-72 aylık yaş grubu çocukları olan çalışan ve ev hanımı olan anneler oluşturmaktadır. Araştırmada veri toplama aracı olarak okul öncesi öğretim programında 60-72 aylık yaş grubunun sahip olması gereken bilişsel, sosyal-duygusal ve öz bakım becerileri gelişim özelliklerinden oluşan bir dereceleme ölçeği kullanılmıştır. Araştırma verileri 2016 Şubat ve Mart aylarında toplanmış ve analiz edilmiştir. Bu dereceleme ölçeğinin kişisel bilgiler formunda annenin eğitim durumu, annenin yaşı, çocuk sayısı, annenin çalışıp çalışm...
Kastamonu Eğitim Dergisi, 2018
Araştırmanın temel amacı; KKTC’de okul öncesi dönemdeki 36-72 aylık çocuğu olan anne – babaların ... more Araştırmanın temel amacı; KKTC’de okul öncesi dönemdeki 36-72 aylık çocuğu olan anne – babaların oyuncak seçimi konusundaki görüşlerini ortaya koymaktır. Çalışma grubu, KKTC’nin Lefkoşa ilçesinde okul öncesi dönem 36-72 aylık çocuğu bulunan dokuz anne ve dokuz baba olmak üzere toplam 18 anne ve babadan oluşmaktadır. Araştırmada veri toplama aracı olarak görüşme formu kullanılmıştır. Araştırmada, 36-72 aylık çocuğu olan anne ve babalara uygulanmak üzere 15 sorudan oluşan bir veli görüşme formu geliştirilmiştir. Görüşmelerden elde edilen verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Çalışmada, KKTC’de oyuncak güvenliği hakkında gerekli yönetmeliklerin hazırlanması; Milli Eğitim ve Kültür Bakanlığına bağlı olarak oyuncak seçimini konu alan aile bilgilendirme çalışmalarının hazırlanması; okul öncesi öğretmenliği ve çocuk gelişimi ve eğitimi bölümlerine oyuncak seçimini konu alan dersler eklenerek bu alanda mezun olacak kişilerin de oyuncak konusunda daha bilinçli ...
The Journal of Academic Social Science Studies, 2016
Bu çalışma Kuzey Kıbrıs'ta 5 yaş grubunda öğretmenlik yapan okul öncesi öğretmenlerin matematik ö... more Bu çalışma Kuzey Kıbrıs'ta 5 yaş grubunda öğretmenlik yapan okul öncesi öğretmenlerin matematik öğretimine ve bu yöndeki öğretme becerilerine yönelik bakış açısını irdelemeyi amaçlamaktadır. Çalışmada nitel desen kullanılmış olup, Kuzey Kıbrıs'ta hali hazırda devlet okullarında öğretmenlik yapan 252 öğretmenin 54'üne ulaşılmıştır. Araştırmada öğretmenlerin dolduracağı ve 3 tema altında oluşturulan bir soru formu verilmiştir. Formdaki temalar sırasıyla eğitim durumları, pedagojik alan öğretimi ve öğretim programıdır. Elde edilen sonuçlara bakıldığı zaman şu anda görevde olan öğretmenlerin sadece 5'inin okul öncesi öğretmenliğinden mezun olduğunu ve geçmişte matematik eğitimi dersi almadıklarını, alan azınlığın da teorik veya pratik anlamda değil materyal geliştirme formatında aldıkları görülmüştür. Bununla birlikte öğretmenler, kendilerine olan özgüvenlerinin yüksek olduğunu belirtmişlerdir. Bir diğer bulgu ise öğretmenlerin özel eğitim gereksinimli çocuklarla çalışırken kendilerini yetersiz hissettikleri yönündedir. Öğretmenlerin kağıt kalem etkinliklerine çok sık yer verdiği ve sınıf dışı oyun etkinlikleri tercih etmedikleri ortaya çıkmıştır. Bununla birlikte çıkan sonuçlar alanyazınla karşılaştırılmış ve iyileştirici öneriler geliştirilmiştir.
International Journal of Innovative Research in Education, 2016
This study aims to explore perceptions and attitudes of pre school teacher candidates towards mat... more This study aims to explore perceptions and attitudes of pre school teacher candidates towards mathematics. 200 students who are studying in Cyprus International University, Girne American University and Near East University have participated in this research. Data gathering tool was developed by inspiring Macnab and Payne’s scale, that was developed in 2003. SPSS 18.0 statistical programme and content analyses methods were used to analyze the data. Results were evaluated under different headings and disscussed. Keywords: Mathematics teaching, pre school, perception and attitude
Journal of Turkish Studies, 2015
This study aims to propose a preschool curriculum approach based on three dimension curriculum mo... more This study aims to propose a preschool curriculum approach based on three dimension curriculum model of maintaining to connect Cyprus cultural games and cognitive developmental keys (mathematics skills) specified in preschool curriculum (for 60 -72 months children) that has been used in Northern Cyprus preschools. 3-D Cubic curriculum offers three dimensions which are subjects, cross-curricular issues and teaching-learning styles accordingly. In this study, subjects are designated to be cognitive developmental keys which are directly related with mathematics and or mathematical reasoning skills. Crosscurricular issues are identified as culture, language, critical thinking and social skills. Teaching-learning styles are related to teaching with games. As the Cyprus culture shows tendency to disappear according to the immigration and time (Duranay ve Reis, 2012; Beyatlı, Papadopoulou ve Kaymak, 2015), it is important to help preschoolers learn and sustain their culture. In this study two books of Oğuz Yorgancıoğlu, a remarkable writer in North Cyprus with more than twenty books on Cyprus culture, has used. In this study two of the games are selected based on two preschool teachers and an academician's views. Besides, a specialist also agreed that using these games with mentally handicapped children is also convenient. These two games are analyzed according to the key elements in the cubic curriculum and associated with cognitive developmental keys identified in preschool curriculum. Cubic curriculum can not only contribute about appending new cognitive developmental indicators but also incorporate student, teacher, principal, competent authorities, national and international communities together (Kliminskas ve . Cyprus traditional games can also help preschoolers to gain social skills which are specified in the Preschool Curriculum. These cultural games may strengthen bonds among peers since games requires children to involve actively. Besides, cultural games may have the potential to create more social and active roles for both preschoolers and teachers.
The major objective of this study is to discuss the effects of television on children and adolesc... more The major objective of this study is to discuss the effects of television on children and adolescents. Our children are spending many hours in front of the television. This study examined the viewing habits and personal opinions of Turkish Cypriot children. The participants were 250 children and adolescents whose ages varied between 4 -17. This study revealed that children and adolescents are spending most of their time in front of the TV. Besides most of them admire a character and want to act like their famous character. It is one of the most important finding of some certain studies about the role of television on socialisation and shaping values. In this study, viewing habits and personal opinions of children and adolescents are revealed. From that point of view, some suggestions are put forward in order to benefit more from TV. Also a comparison about viewing habits, effects of watching TV is made between other cultures and Turkish Republic of Northern Cyprus A new era has started with the invention of television. The word "Television" consists of two words, "Tele" that means at distance and "Visio" which means to see. Composite of these two words forms the word "television", which means to see an image at a distance (Temel Britannica, 135) Television is the source of most broadly shared images and messages in history (Brynat&Zillman, 1994). In 1926 the very first television image was broadcast by a Scotch engineer, John Logie Baird. It was a very important invention from the beginning, an invention that brings the world, entertainment, news and some other programs into every home. In 1981, a study reported an average, that a young person has watched more than 15,000 hours of television, but spent only 10,800 in school (Mitchell&Kirkham, 1981)). Another similar study has been done by The Istanbul Chamber of Commerce in Turkey. This study has showed that 441 out of 504 adults (who were older than 18) watch television, at least two hours everyday (ICC, 2001). In such a time period it is inescapable that children watch television with their parents. It is the mainstream of the common symbolic environment into which our children are born and in which we all live out our lives (1). We allow our schedules to be altered by televisions. If we had to sum up the spiritual zeitgeist of the late twentieth century, it might be said that ours is an age not of churchgoers, not of atheists, not of Buddhists or Muslims, but of TV watchers . Arthur argues that, it has been estimated that in the course of an average lifetime we may spend as much as eight years watching television. Since its invention many studies have been done about viewing television and its effects on people especially on young children. Many disadvantages and advantages of watching television has been examined since its invention. Many researchers in various subjcets are still conducting comprehensive studies about viewing television and its effects in a broad perspective. In spite of this situation, we, as educators, should guide the parents and children in order to benefit from television. Therefore, orientating television channels should be educators' and other authorities' profession. Everything which concerns education should be analyzed very thoroughly. As mentioned earlier, television has a great influence on people, especially on children. For this reason, there are certain questions that we should research for possible answers. These certain questions are; "How many hours per day do they watch television?" what do people do when they watch television, "what do people, especially children watch on television?", "Do they think that television is a natural educator?" In this research the exact question we would like to find the answer to is "Is it possible to use television as a teaching tool, outside the classrooms?" Lawrence Cremin, the distinguished historian of US education, defined education as the deliberate, systematic and sustained effort to transmit evoked or acquired knowledge, attitudes, skills or sensibilities as well as any outcomes of that effort. This definition clearly explains the education concept which is not restricted within the term schooling. There are three patterns of education which are; formal, informal and non-formal education. According to Merriam, formal education refers to all educational institutions including all levels of schools both private and public, as well as specialized programs offering technical and professional training. She explains informal
Uploads
Papers by Dr. Sarem Özdemir