Problem Statement: Rich stimuli received by sensory organs such as vision, hearing, and touch are important elements that affect an individual's perception, identification, classification, and conceptualization of the external world. In primary education, since students perform conceptual abstraction based upon concrete characteristics, when they lack sufficient knowledge of and experience with these characteristics, they encounter serious difficulty with performing conceptual abstraction and using concepts according to their functions. Purpose of the Study:This study examined the impact of teaching based on rich stimuli upon students' effective use of conceptualization processes and whether multimedia-based learning can change the attitudes of students toward learning.Methods: A 28-item concept test (r.703) and 28-item attitude scale (r.87) were developed for a unit titled "Let's Get Acquainted with Our Region" of a social studies course. The levels of students' learning concepts covered in the unit and their use in accordance with their functions were examined via a pretest-posttest model. Students in the experimental group were taught 24 concepts covered in the unit through multimediabased teaching activities for 6 weeks. In the control group, the same concepts were taught with teaching activities already established for the 262 H. Ömer Beydoğan & Zeynel Hayranunit. Students in the experimental group subjected to multimedia-based teaching were compared with the control group students in terms of how they perceived, distinguished, classified, generalized, and functionally used concepts. An attitude scale was also administered both before and after teaching to determine whether any change occurred in the attitudes of students toward their respective courses. Data analysis involved calculating means and standard deviations, as well as t tests and one-way analysis of variance. Finding and Results:In terms of identifying and classifying concepts and making inferences through generalization, students in the experimental group showed a significantly positive change in attitude toward the social studies course. Conclusions and Recommendations:This study highlighted the importance of a balanced use of information channels and the critical role of contextual arrangements in multimedia-based teaching concerning how students use concepts according to their functions at the end of concept-teaching processes. Based on the findings, some recommendations can be made regarding the concept-teaching process, the teaching materials used in the teaching process, and the elimination of deficiencies about concept teaching.

Dil, düşünce, duygu ve isteklerin bir toplumda ses ve anlam yönünden ortak olan öğeler ve kurallardan yararlanarak başkalarına aktarılmasını sağlayan çok yönlü, çok gelişmiş bir dizgedir. Dil edinimi ve eğitimi belli bir süreç içerisinde gelişir. Dil etkinlik alanlarına göre alıcı ve verici becerilerden oluşur. Dili oluşturan alıcı beceriler: dinleme ve okuma; verici beceriler ise konuşma ve yazmadır. Günlük hayatımızın her alanında kullanılan dil iletişim aracı olmanın yanında bir düşünme, kavram oluşturma ve s orun çözme aracıdır. Bireylerin öğrenmelerinde dil önemli bir araçtır. Dilin etkili bir şekilde kullanımı; dinleme, konuşma, okuma ve yazma olarak dört temel becerinin geliştirilmesine bağlıdır. Bu nedenle ana dili dersini bilgi aktarımı dersi değil, beceri kazandırma dersi olarak görmek gerekir. Dil öğrenme; yazı yazma, oyun oynama, yüzme gibi bir beceri işidir. Beceriler tekrarlarla, uygulamalarla kazanılır ve pekiştirilir. Öz yeterlik, Sosyal Bilişsel Kuramın önemli değişkenlerinden biridir. Bandura"ya göre, öz yeterlik, bireyin belli bir işi yapma yeterliliğine ilişkin algısıdır. Öz yeterlilik algıları birey hayatının hemen hemen her ânı ve her yönünü etkilemektedir. Bir iletişim ortamı olan öğrenme öğretme sürecinde öğretmen, öğrencileri deneyerek öğren meye, muhakeme gücünü geliştirmeye ve iş birliğine özendirmeli; Öğrencinin birikim, düzey ve ilgilerini dikkate alan, öğrenme etkinliklerine isteyerek katıldığı bir ortam sağlamalıdır.

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In this study, it was searched for the extent to which proverbs and idioms were included in the children's books that were taught to elementary school students. Children's books which are taught at the stage of children's vocabulary enriched rapidly and significantly, present the vocabulary of the mother tongue and its universe of meaning to a child. The richness of a vocabulary provides superiority to the students in terms of human relations and their learning. Proverbs which are one of the elements that constitute the vocabulary of Turkish; are concise words that reflect society's wisdom, experiences, and expression power; idioms, on the other hand, are a stereotyped phrase which states a concept or a situation with an attractive narrative and which also has a side meaning. The method of this study is to document review. Within the scope of the study, children's books that are taught to elementary school students are described in terms of their use of proverbs and idiomatic expressions. The results obtained from the research are discussed in the light of literature, and suggestions for the researchers, teachers and authors are presented with the collected findings.

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