Nevide akpinar dellal matthias gleitze katarzyna wado

ÖĞRENCİLERİN SINIF ORTAMINDA MARUZ KALDIKLARI DUYGUSAL İSTİSMAR YAŞANTILARININ ÇİZDİKLERİ RESİMLERLE İNCELENMESİ

Prof. Dr. Abide GÜNGÖR AYTAR, Gazi Üniversitesi, [e-mail]

Arş. Gör. Pelin PEKİNCE, Kırklareli Üniversitesi, [e-mail]

ÖZET

Duygusal istismar; çocuğun duygusal ve ruhsal işlevlerine zarar verici nitelikte, süreğen davranış ve etkileşim örüntüleridir. Çocuk istismarı konusunda yapılan araştırmalarda duygusal istismarın %78 ile en sık görülen istismar türü olduğu görülmüştür. Ancak diğer istismar türlerine verilen önem, duygusal istismara verilmemektedir. Sınıf içinde öğretmenlerin duygusal istismara yol açan davranışları; çocukla alay etme, alaycı davranış, aşağılayıcı ses tonu, ders dışı faaliyetlerden men etme, düşük performansı ve başarısızlığı eleştirme, isim takma, okul sonrası ceza olarak ders yapma, diğer öğrencilerin çocuğu aşağılamalarına göz yumma, vurma, çimdikleme, kulak çekme, öğrenciye bir şeyler fırlatma şeklinde tanımlanmıştır. Bu çalışma ilköğretim ikinci kademeye devam eden 10-13 yaş grubunda bulunan 55 öğrencinin, sınıf içinde kendi yaşadıkları veya şahit oldukları duygusal istismar yaşantılarını belirlemek amacıyla yapılmıştır. Araştırma nitel araştırma desenlerinden durum çalışması türünde gerçekleştirilmiştir. Çalışmaya başlanmadan önce, çocuklara duygusal istismar hakkında genel bir bilgi verilmiş, öğretmenlerin hangi davranışlarının duygusal istismar olarak nitelendirilebileceği konuşulmuş, yaşadıkları deneyimlerden örnekler vermeleri istenmiştir. Resimler, çocukların yaşadıkları deneyimleri, gelişimsel olarak uygun bir şekilde yansıtmalarını sağlayan bir iletişim yoludur. Bu nedenle çocukların geçmiş olayları aktarmasında bir anlatım aracı olarak resim kullanılabilir. Çocuklar kendileri resim yoluyla daha rahat ifade edecekleri düşünüldüğü için veri toplama aracı olarak resim tekniği kullanılmıştır. Literatürde tanımlanan duygusal istismar davranışları kategori olarak ele alınmıştır. Elde edilen veriler içerik analizi yöntemiyle çözümlenmiştir. Araştırmanın sonucunda uygulamaya katılan çocukların hepsinin duygusal istismara maruz kaldıkları görülürken, fiziksel istismar içeren olaylar da belirlenmiştir.

Anahtar sözcükler: Duygusal istismar, sınıfta yaşanan duygusal istismar, çocuk resimlerinde duygusal istismar

BALANCE DISORDERS OF CHILDREN AND TEENAGERS AGED 7-16 WITH POOR BODY POSTURE AND SCOLIOSIS

Tomasz SZURMIK, University of Silesia, Faculty of Ethnology and Educational Science in Cieszyn, Captain Witold Pilecki University of Applied Sciences, Oswiecim, [e-mail]

Witold ZIARA, Captain Witold Pilecki University of Applied Sciences, Oswiecim, [e-mail]

Katarzyna GRZEŚKOWIAK, SP ZOZ Rehabilitation Center, Kościan, [e-mail]
ABSTRACT

The paper contains the assessment of the ability to maintain the body balance by children and teenagers aged 7-16 suffering from a selected range of balance disorders. The medical examination involved 60 students aged 7-16 of Primary and Secondary School Complex in Lasocice (Wielkopolska, Eng. Greater Poland). On the basis of the research, there were 30 boys and 30 girls selected who were diagnosed with either balance disorder or scoliosis. The criteria for differentiating the sample group were the sex and the age. The balance disorder was measured by the use of the Kasperczyk point’s method and the plantokonturography test was implemented to assess feet disorders. Romberg’s test, carried out in three attempts, was applied to examine the ability to maintain the body balance. Conclusion: 1. The age and the sex do not determine the occurrence of balance disorders in the sample group. 2. The disorders in the frontal plane or the sagittal plane do not influence the body balance in the sample group. 3. Genu valgum determines the ability to maintain the body balance.

Keywords: balance, body posture, scoliosis

EXAMINATION OF HIGH SCHOOL STUDENTS' CAREER DECISION COMPETENCY EXPECTATIONS IN TERMS OF PARENTAL ATTITUDES AND COPING STYLES

Dr. Abdullah SÜRÜCÜ, Necmettin Erbakan University, [e-mail]

Rifat Yusuf BAHADIR, Expert Psychological Consultant, [e-mail]

ABSTRACT

The purpose of this research is to examine career decision-making competence expectations of high school students in terms of parental attitudes and coping styles. Quantitative research methodology has been adopted in the research. 198 males and 201 females studying in high schools in Kırşehir/Turkey constitute the working group of a total of 399 students. Personal information form, Career Decision Competence Expectation Scale, Parent Attitudes Scale, and Being for Children and Adolescents Scale were used as data collection tools. Relations between variables were examined by Pearson correlation coefficient technique and multiple regression analysis. It was determined that Total Career Decision Competency Expectancy is positively correlated with Responsibility and Acceptance from the subscales of parent attitudes, Positive with Active Achievement and Negative Achievement with negative attitudes. Total Career Decision Competency Expectancy was found to have no significant relationship with Parental Attitudes sub-dimensions, Authority and Supervision and Avoidance of Achievement. It was determined that all of the Career Decision Competency Expectancy sub dimensions were positively correlated with the subscales of parent attitudes with SK, positive with Active Achievement, and negative with Negative Achievement. It was determined that all subscales had no significant relationship with Substance Abuse from Authority and Supervision and coping styles from the subscales of parent attitudes.

Keywords: Career decision, coping style, parenting style

APLICATION OF VIRTUAL REALITY TECHNOLOGY IN BIOLOGY EDUCATION

MSc. Eljona ZANAJ, “Ismail Qemali” University, [e-mail]

Laureta SADIKLLARI, “Ismail Qemali” University, [e-mail]

PhD Ina NASTO, “Ismail Qemali” University, [e-mail]

Dr. Denada Kasemi, “Ismail Qemali” University, [e-mail]

ABSTRACT

Technology is everywhere--entwined in almost every part of our culture. It affects how we live, work, play, and most importantly learn. With mobile and other wireless devices like the IoT becoming an increasing requirement across every industry today, it only makes sense that our schools are also effectively deploying technology in the classroom. The impact that technology has had on today’s schools has been quite significant. This widespread adoption of technology has completely changed how teachers teach and students learn. Teachers are learning how to teach with emerging technologies (tablets, iPads, Smart Boards, digital cameras, computers), while students are using advanced technology to shape how they learn. Technology occupies an important place within students’ lives. When they are not in school, just about everything that they do is connected in some way to technology. By integrating technology into the classroom, teachers are changing the way they used to teach (lectures six hours a day). Examples of technology that are relatively simple include overhead projectors and televisions. Then we have the slightly more advanced uses of technology such as lab equipment (microscopes, virtual labs, kits for sequencing DNA etc.). In this study, students investigate how to use technology to deepen and broaden their knowledge, specifically that of biology. Students will learn the importance of scientific research. The method used for acquireing the necessary data is from the use of questionnaires and tests. The study is focused on classes in the private and public schools. During teaching hours, beside the traditional method, qere used computers and projectors to better describe various elements of biology. During laboratory hours, with the help of simulators and virtual laboratories, they were able to practice first hand what was learned during lectures, for example, by using 3-D simulators that are able to simulate elements of biology, students learn more about molecules, ADN, proteins. In the end, the results of the questionnaires form the different classes , those using the simulators and those not using them, were compared, to see wich method yielded the better results, benefited more.

Keywords: teaching, technology, simulators, biology