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LGS'ye COVID-19 Pandemisinde Uzaktan Eğitimle Hazırlanmak

Yıl 2023, Sayı: 66, 475 - 501, 29.04.2023

İsmail Karataş Nilgün Öztürk

https://doi.org/10.21764/maeuefd.1137055

Öz

Türkiye’de COVID-19 pandemi nedeniyle yüz yüze eğitim yürütülemediği için 8. sınıf öğrencileri LGS’ye (Liselere Geçiş Sistemi) uzaktan eğitimle hazırlanmak durumunda kaldılar. LGS ile az sayıda nitelikli okula öğrenci alındığı için bu sınava hazırlık öğrenciler için zorlu geçebilmektedir. Bu araştırmanın amacı, COVID-19 pandemi sürecinde LGS’ye uzaktan eğitimle hazırlanan 8. Sınıf öğrencilerinin bu süreçteki deneyimlerini keşfetmek ve bu deneyimleri kapsayıcı temalar altında birleştirmektir. Araştırmada LGS’ye uzaktan hazırlanmanın öğrenci deneyimleriyle derinlemesine anlaşılması için nitel araştırma desenlerinden fenomenoloji deseni kullanılmıştır. Katılımcılar Adıyaman ilinde farklı okullarda eğitimine devam eden 18 (9 = kız, 9 = erkek) 8. sınıf öğrencisidir. Katılımcılarla online ve yüz yüze görüşmeler yapılarak veriler toplanmıştır. Çalışmanın verileri araştırmacılar tarafından hazırlanmış olan yarı yapılandırılmış görüşme formu ile toplanmıştır. Yapılan tematik analiz sonucunda ortaya çıkan üç ana tema şunlardır: (a) sınav kaygısının artması (b) akran desteğine ihtiyaç duyulması (c) değişen çevrimiçi öğrenme deneyimleri. Yapılan bu araştırmanın uzaktan eğitim sürecinde LGS’ye hazırlanan öğrencilerin deneyimleri anlamak noktasında alan yazına bilgiler sunduğu söylenebilir.

Anahtar Kelimeler

COVID-19 Liseye geçiş sınavı Uzaktan eğitim Tematik analiz

Kaynakça

  • Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 Pandemic: Students' Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. http://www.doi.org/10.33902/JPSP. 2020261309
  • Atılgan, H. (2018). Türkiye’de kademeler arası geçiş: Dünü-bugünü ve bir model önerisi. Ege Eğitim Dergisi, 19(1), 1-18. https://dergipark.org.tr/tr/download/article-file/511904
  • Atreya, A., & Acharya, J. (2020). Distant virtual medical education during COVID-19: Half a loaf of bread. The Clinical Teacher, 17, 1-2. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7323172/
  • Bakiler, E., & Kurtça, T. T. (2021). Preparing for exam during the pandemic period from the perspective of mothers. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 9(3), 809-826.
  • Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. doi.org/10.1002/hbe2.191
  • Bayram, H. (2021). Challenges secondary school teachers face during the distance education process. International Journal of Eurasian Education and Culture, 6(12), 613-658. http://dx.doi.org/10.35826/ijoecc.306
  • Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet and Higher Education. 15, 118-126. http://dx.doi.org/10.1016/j.iheduc.2011.11.006
  • Bozdağ, F. (2020). Pandemi sürecinde psikolojik sağlamlık. Electronic Turkish Studies, 15(6), 247-257. https://dx.doi.org/10.7827/TurkishStudies.44890
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa
  • Britt, R. (2006). Online education: A survey of faculty and students. Radiologic Technology, 77(3), 183- 190.
  • Creswell, J. W. (2013). Qualitative ınquiry and research design: Choosing among five approaches (3rd ed.), Sage Publications, CA.
  • Çakmak, A., Şahin, H., & Demirbaş, E. A. (2017). 7. ve 8. sınıf ortaokul öğrencilerinin sınav kaygısı ve benlik saygısı arasındaki ilişkinin incelenmesi. e-Kafkas Journal of Educational Research, 4(2), 1-9. https://dergipark.org.tr/en/download/article-file/335829
  • Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects,49,91-96. doi:/10.1007/ s11125-020-09464-3.
  • Davulcu, Ü., & Mert, K. (2019). Çocuk evleri sitesinden birinde kalan çocukların algıladıkları sosyal destek ve gelecek beklentileri. Koç Üniversitesi Hemşirelikte Eğitim ve Araştırma Dergisi, 16(3), 210-216. doi:10.5222/HEAD.2019.210
  • Demir, S. B., & Yılmaz T. A. (2019). En iyisi bu mu? Türkiye’de yeni ortaöğretime geçiş politikasının velilerin görüşlerine göre değerlendirilmesi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19 (1), 164-183. https://dergipark.org.tr/en/download/article-file/667782
  • Doyle, O. (2020). COVID-19: Exacerbating educational inequalities? Public Policy.1-10.https://publicpolicy.ie/downloads/papers/2020/COVID_19_Exacerbating_Educational_Inequalities.pdf
  • Dzakiria, H., Kasim, A., Mohamed A. H., & Christopher, A. A. (2013). Effective learning interaction as a prerequisite to successful Open Distance Learning (ODL): A case study of learners in the northern state of Kedah and Perlis, Malaysia. The Turkish Online Journal of Distance Education, 14(1), 111–125
  • Ellis, K. (2004). The impact of perceived teacher confirmation on receiver apprehension, motivation, and learning. Communication Education, 53(1). 1-20. doi: 10.1080/0363452032000135742
  • Ellis, W. E., Dumas, T. M., & Forbes, L. M. (2020). Physically isolated but socially connected: psychological adjustment and stress among adolescents during the initial COVID-19 crisis. Canadian Journal of Behavioural Science/Revue Canadienne des Sciences du Comportement, 52(3), 177-187. http://dx.doi.org/10.1037/cbs000021
  • Ersöz, A. (2020). Covid-19 salgını özelinde Ulrich Beck’in “Risk Toplumu” ile Anthony Giddens’ın “Geç Modernite” kavramlarını yeniden düşünmek. Turkish Studies, 15(6), 525-538. https://dx.doi.org/10.7827/TurkishStudies.44531
  • Georgiou, M. (2018). Issues that revolve around the concepts of distance education and e-learning. International Association for Development of the Information Society. 205-209, https://files.eric.ed.gov/fulltext/ED590272.pdf
  • Gillis, A., & Krull, L. M. (2020). COVID-19 remote learning transition in spring 2020: Class structures, student perceptions, and ınequality in college courses. Teaching Sociology, 48(4), 283-299. https://doi.org/10.1177/0092055X20954263
  • Genç, H., & Kutlu, M. (2018). Sınav kaygısını azaltmaya yönelik bir psikoeğitim programının sekizinci sınıf öğrencilerinin sınav kaygısına etkisi. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(9), 19-30. https://dergipark.org.tr/en/download/article-file/475205
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PREPARİNG FOR LGS WİTH DİSTANCE EDUCATİON İN THE COVID-19

Yıl 2023, Sayı: 66, 475 - 501, 29.04.2023

İsmail Karataş Nilgün Öztürk

https://doi.org/10.21764/maeuefd.1137055

Öz

Due to the COVID-19 pandemic in Turkey, 8th grade students had to prepare for LGS (High School Transition System) with distance education. Because few qualified schools accept students with LGS, it can be difficult for students to prepare for this exam. The purpose of this research is to explore the experiences of 8th grade students who were prepared for LGS with distance education during the COVID-19 pandemic process and to combine these experiences under inclusive themes. In the research, phenomenology design, one of the qualitative research designs, was used in order to understand the distance preparation for LGS through student experiences. Participants are 18 (9 = girl, 9 = boy) 8th grade students continuing their education in different schools in Adıyaman province. Data were collected through online and face-to-face interviews with the participants. The data of the study were collected with a semi-structured interview form prepared by the researchers. The three main theme that as a result of the thematic analysis are (a) increased test anxiety (b) need for peer support (c) changing online learning experiences. It can be said that this research provides information to the literature in terms of understanding the experiences of the students who are prepared for LGS during the distance education process.

Anahtar Kelimeler

COVID-19 High school entrance exam Distance education Thematic analysis

Kaynakça

  • Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 Pandemic: Students' Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. http://www.doi.org/10.33902/JPSP. 2020261309
  • Atılgan, H. (2018). Türkiye’de kademeler arası geçiş: Dünü-bugünü ve bir model önerisi. Ege Eğitim Dergisi, 19(1), 1-18. https://dergipark.org.tr/tr/download/article-file/511904
  • Atreya, A., & Acharya, J. (2020). Distant virtual medical education during COVID-19: Half a loaf of bread. The Clinical Teacher, 17, 1-2. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7323172/
  • Bakiler, E., & Kurtça, T. T. (2021). Preparing for exam during the pandemic period from the perspective of mothers. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 9(3), 809-826.
  • Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. doi.org/10.1002/hbe2.191
  • Bayram, H. (2021). Challenges secondary school teachers face during the distance education process. International Journal of Eurasian Education and Culture, 6(12), 613-658. http://dx.doi.org/10.35826/ijoecc.306
  • Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet and Higher Education. 15, 118-126. http://dx.doi.org/10.1016/j.iheduc.2011.11.006
  • Bozdağ, F. (2020). Pandemi sürecinde psikolojik sağlamlık. Electronic Turkish Studies, 15(6), 247-257. https://dx.doi.org/10.7827/TurkishStudies.44890
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa
  • Britt, R. (2006). Online education: A survey of faculty and students. Radiologic Technology, 77(3), 183- 190.
  • Creswell, J. W. (2013). Qualitative ınquiry and research design: Choosing among five approaches (3rd ed.), Sage Publications, CA.
  • Çakmak, A., Şahin, H., & Demirbaş, E. A. (2017). 7. ve 8. sınıf ortaokul öğrencilerinin sınav kaygısı ve benlik saygısı arasındaki ilişkinin incelenmesi. e-Kafkas Journal of Educational Research, 4(2), 1-9. https://dergipark.org.tr/en/download/article-file/335829
  • Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects,49,91-96. doi:/10.1007/ s11125-020-09464-3.
  • Davulcu, Ü., & Mert, K. (2019). Çocuk evleri sitesinden birinde kalan çocukların algıladıkları sosyal destek ve gelecek beklentileri. Koç Üniversitesi Hemşirelikte Eğitim ve Araştırma Dergisi, 16(3), 210-216. doi:10.5222/HEAD.2019.210
  • Demir, S. B., & Yılmaz T. A. (2019). En iyisi bu mu? Türkiye’de yeni ortaöğretime geçiş politikasının velilerin görüşlerine göre değerlendirilmesi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19 (1), 164-183. https://dergipark.org.tr/en/download/article-file/667782
  • Doyle, O. (2020). COVID-19: Exacerbating educational inequalities? Public Policy.1-10.https://publicpolicy.ie/downloads/papers/2020/COVID_19_Exacerbating_Educational_Inequalities.pdf
  • Dzakiria, H., Kasim, A., Mohamed A. H., & Christopher, A. A. (2013). Effective learning interaction as a prerequisite to successful Open Distance Learning (ODL): A case study of learners in the northern state of Kedah and Perlis, Malaysia. The Turkish Online Journal of Distance Education, 14(1), 111–125
  • Ellis, K. (2004). The impact of perceived teacher confirmation on receiver apprehension, motivation, and learning. Communication Education, 53(1). 1-20. doi: 10.1080/0363452032000135742
  • Ellis, W. E., Dumas, T. M., & Forbes, L. M. (2020). Physically isolated but socially connected: psychological adjustment and stress among adolescents during the initial COVID-19 crisis. Canadian Journal of Behavioural Science/Revue Canadienne des Sciences du Comportement, 52(3), 177-187. http://dx.doi.org/10.1037/cbs000021
  • Ersöz, A. (2020). Covid-19 salgını özelinde Ulrich Beck’in “Risk Toplumu” ile Anthony Giddens’ın “Geç Modernite” kavramlarını yeniden düşünmek. Turkish Studies, 15(6), 525-538. https://dx.doi.org/10.7827/TurkishStudies.44531
  • Georgiou, M. (2018). Issues that revolve around the concepts of distance education and e-learning. International Association for Development of the Information Society. 205-209, https://files.eric.ed.gov/fulltext/ED590272.pdf
  • Gillis, A., & Krull, L. M. (2020). COVID-19 remote learning transition in spring 2020: Class structures, student perceptions, and ınequality in college courses. Teaching Sociology, 48(4), 283-299. https://doi.org/10.1177/0092055X20954263
  • Genç, H., & Kutlu, M. (2018). Sınav kaygısını azaltmaya yönelik bir psikoeğitim programının sekizinci sınıf öğrencilerinin sınav kaygısına etkisi. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(9), 19-30. https://dergipark.org.tr/en/download/article-file/475205
  • Gören, S. Ç., Gök, F. S., Yalçın, M. T., Göregen, F., & Çalışkan, M. (2020). Küresel salgın sürecinde uzaktan eğitimin değerlendirilmesi: Ankara örneği. Milli Eğitim Dergisi, 49(1), 69-94. https://dergipark.org.tr/en/download/article-file/1262180
  • Güngör, C. (2021). Ortaokul öğrencilerinin lgs hazırlık sürecine ilişkin ebeveyn görüşlerinin incelenmesi. Eğitim ve İnsani Bilimler Dergisi: Teori ve Uygulama, 12(23), 171-200. https://dergipark.org.tr/en/download/article-file/1580698
  • Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the coronavirus (COVID-19) pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282. https://files.eric.ed.gov/fulltext/EJ1271267.pdf
  • Horspool, A., & Lange, C. (2012) Applying the scholarship of teaching and learning: student perceptions, behaviours and success online and face-to-face. Assessment & Evaluation in Higher Education, 37(1), 73-88. doi: 10.1080/02602938.2010.496532
  • House, J. S. (1981). Work stress and social support, Reading. MA: Addison-Wesley
  • Huang, R., Liu, D., Tlili, A., Yang, J., & Wang, H. (2020). Handbook on facilitating flexible learning during educational disruption: the chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University. 1-54. http://www.alecso.org/nsite/images/pdf/1-4-2.pdf
  • Jarosz, J. (2021). The impact of coaching on well-being and performance of managers and their teams during pandemic. International Journal of Evidence Based Coaching and Mentoring, 19(1), 4-27. https://doi.org/10.24384/n5ht-2722
  • Karataş Z. (2020). COVID-19 pandemisi sürecinin LGS ve YKS sınavına hazırlık sürecinde olan çocuk ve ergenlerin psikolojilerine yansımalarının incelenmesi. In B. Gençdoğan (Ed.), Pandemi döneminde çocuk ve ergen psikolojisi (pp.54-74). Ankara: Türkiye Klinikleri
  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 1-15. https://doi.org/10.1080/02619768.2020.1809650
  • Kürtüncü, M., & Kurt, A. (2020). COVID-19 pandemisi döneminde hemşirelik öğrencilerinin uzaktan eğitim konusunda yaşadıkları sorunlar. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi (ASEAD), 7(5), 66-77. https://dergipark.org.tr/en/download/article-file/1128112
  • LaFee, S. (2013). Flipped learning, Education Digest, 79(3), 13-18. https://espforuniversityprep.weebly.com/uploads/2/8/8/6/28861675/flipped_learning_lafree_2013.pdf
  • Lall, S., & Singh, N. (2020). COVID-19: Unmasking the new face of Education. International Journal of Research in Pharmaceutical Sciences, 11(1), 48-53.
  • Li, J., Ghosh, R., & Nachmias, S. (2020). In a time of COVID-19 pandemic, stay healthy, connected, productive, and learning: words from the editorial team of HRDI. Human Resource Development International, 23(3), 199-207, doi: 10.1080/13678868.2020.175249
  • Mailizar-Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the Covid-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1-9. https://doi.org/10.29333/ejmste/8240
  • Marek, M. W., Chew, C. S., & Wu, W. C. V. (2021). Teacher experiences in converting classes to distance learning in the COVID-19 pandemic. International Journal of Distance Education Technologies (IJDET),19(1), 40-60. doi: 10.4018/IJDET.20210101.oa3
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. New York: Sage Publications, Inc.
  • Milli Eğitim Bakanlığı (2020a). Bakan Selçuk, koronavirüs’e karşı eğitim alanında alınan tedbirleri açıkladı. https://www.meb.gov.tr/bakan-selcuk-koronaviruse-karsi-egitimalaninda-alinan-tedbirleri-acikladi/haber/20497/tr.
  • Milli Eğitim Bakanlığı, (2020b). meb-2020-lgs-8-sinif-konulari meb-lgs-2020-aciklamasi-8-sinif-konulari-ve-kazanim-aciklamalari-
  • Milli Eğitim Bakanlığı, (2020c). Liselere geçiş sistemi (lgs) merkezi sınavla yerleşen öğrencilerin performansı. http://www.meb.gov.tr/meb_iys_dosyalar/2020_08/10084528_No14_LGS_2020_Merkezi_Sinavla_Yerlesen_Ogrencilerin_Performansi.pdf adresinden edinilmiştir.
  • Milli Eğitim Bakanlığı, (2020d). Okullarda yüz yüze eğitimde ikinci aşama 12 ekim pazartesi günübaşlıyor. http://www.meb.gov.tr/okullarda-yuz-yuze-egitimde-ikinci-asama-12-ekim-pazartesi-gunu-basliyor/haber/21776/tr adresinden edinilmiştir.
  • Murray, C., Heinz, M., Munday, I., Keane, E., Flynn, N., Connolly, C., Hall, T., & MacRuairc, G. (2020). Reconceptualising relatedness in education in ‘Distanced’Times. European Journal of Teacher Education, 43(4), 488-502. doi: 10.1080/02619768.2020.1806820
  • Musingafi, M. C., Mapuranga, B., Chiwanza, K., & Zebron, S. (2015). Challenges for open and distance learning (ODL) students: Experiences from students of the Zimbabwe Open University. Journal of Education and Practice, 6(18), 59-66. https://files.eric.ed.gov/fulltext/EJ1079750.pdf
  • Niwaz, A., Waqas, Q., & Kamran, S. (2019). An exploration of issues and challenges faced by students in distance learning environment. Global Social Sciences Review (Review), 4(4), 77 – 83. http://dx.doi.org/10.31703/gssr.2019
  • OECD (2020). https://www.oecd.org/coronavirus/policy-responses/strengthening-online-learning-when-schools-are-closed-the-role-of-families-and-teachers-in-supporting-students-during-the-covid-19-crisis-c4ecba6c/
  • Özdoğan, A. Ç., & Berkant, H. G. (2020). Covid-19 pandemi dönemindeki uzaktan eğitime ilişkin paydaş görüşlerinin incelenmesi. Milli Eğitim Dergisi, 49(1), 13-43. https://dergipark.org.tr/en/download/article-file/1265175
  • Patton, M. Q. (2005). Qualitative Research. New York: John Wiley & Sons, Ltd.
  • Pınar, M. A. & Dönel Akgül, G. (2020). The opinions of secondary school students about giving science courses with distance education during the Covid-19 pandemic. Journal of Current Researches on Social Sciences, 10(2), 461-486. doi: 10.26579/jocress.377
  • Salman, A. S., Alkathiri, M., & Bawaneh, A. K. (2021). School off, learning on: identification of preference and challenges among school students towards distance learning during COVID19 outbreak, International Journal of Lifelong Education, 40(1), 53-71, doi: 10.1080/02601370.2021.1874554
  • Schrum, L. (2002). Oh, what wonders you will see: Distance education past, present, and future? Learning and Leading with Technology, 30(3), 6–9. http://www.iste.org/L&L/30/3/
  • Sintema, E. J. (2020). Effect of COVID-19 on the Performance of Grade 12 Students: Implications for STEM Education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1-6. https://doi.org/10.29333/ejmste/7893
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  • Ulusoy, B. (2020). 8. sınıf öğrencilerinin liselere geçiş sınavı (lgs)’na ilişkin algılarının metaforlar aracılığıyla incelenmesi. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 2(2), 186-202. https://dergipark.org.tr/en/download/article-file/1150798
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  • Watermeyer, R., Crick, T., Knight, C., & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81, 623-641. https://doi.org/10.1007/s10734-020-00561-y
  • van den Berg, G. (2020). Context matters: Student experiences of interaction in open distance learning. Turkish Online Journal of Distance Education, 21(4), 223-236. https://dergipark.org.tr/en/download/article-file/1321357
  • Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. Internet and Higher Education, 6(1),77-90. https://doi.org/10.1016/S1096-7516(02)00164-1
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  • Yılmaz İnce, E., Kabul, A., & Diler, İ. (2020). Distance education in higher education in the COVID-19 pandemic process: A case of Isparta applied sciences university. International Journal of Technology in Education and Science, 4(4), 345-351. https://files.eric.ed.gov/fulltext/EJ1271262.pdf
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Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

İsmail Karataş 0000-0002-6996-8541

Nilgün Öztürk 0000-0003-2593-9076

Erken Görünüm Tarihi 29 Temmuz 2023
Yayımlanma Tarihi 29 Nisan 2023
Gönderilme Tarihi 28 Haziran 2022
Yayımlandığı Sayı Yıl 2023 Sayı: 66

Kaynak Göster

APA Karataş, İ., & Öztürk, N. (2023). LGS’ye COVID-19 Pandemisinde Uzaktan Eğitimle Hazırlanmak. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(66), 475-501. https://doi.org/10.21764/maeuefd.1137055

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