A Research on Book Reading Habits of Turkish Teachers

Abstract

Reading is the act of understanding and interpreting itself and its surroundings from the moment that human being is present. Therefore, individuals those who would like to know the environment better should have gained the reading habit. Turkish teachers are one of the effective factors in the acquisition of reading habits. It is necessary for the Turkish teachers who are role-models in every sense to be an example in reading books and encourage them. The purpose of this research is to examine the reading habits of Turkish teachers. In the study, the screening model was pursued with purpose of the determine the reading habits of Turkish teachers. As for that the sample of the research, is consist of 92 Turkish Teachers. By using easily accessible sampling method in the study, the teachers, who are on duty in these two countries, have been involved in the study. In order to collect data in the study, "Personal Information Form", where 4 questions about teachers 'personal information were prepared, and prepared "Reading Habit Form", which was used to describe teachers' reading habits, were being used. As a result of the study, it has been determined that Turkish teachers read regular books, have limited time to read daily books, prefer literary works to read frequently, do not follow any newspaper or magazine, and can not allocate the necessary budget for the book.

Determining of The Effect of Cooperative Experiment Method and Animation Technique in Teaching Transmission of Electricity

“… Programa dayalı öğretimin uygulanışı Programa dayalı öğretimde her ne kadar aktif öğrenme yöntem-tekniklerinden faydallanılması gerektiği belirtilse de uygulamada öğretmenlerin genel olarak konuyu anlatım tekniği ile işledikleri, sorucevap tekniğinden yararlandıkları, öğrencileri aktif hale getirmek için gösteri deneyleri, soru/problem çözme, etkinlik üretme gibi etkinlikler gerçekleştirdikleri belirlenmiştir (Yıldız, 2019). Benzer şekilde ülke genelinde yapılan araştırmalar öğretmenlerin geleneksel yöntemleri daha fazla kullandıklarını göstermektedir (Akçay, Akçay & Kurt, 2016;Demirkan & Saraçoğlu, 2016;Şahin & Güven, 2016;Taşkaya & Sürmeli, 2014). Bu nedenle bu grupta konunun temel kısımları araştırmacılar tarafından zenginleştirilmiş sunumlarla (slayt gösterisi ve görseller) aktarılmıştır.…”