Alanya Alaaddin Keykubat Üniversitesi Kurumsal Akademik Arşivi
DSpace@ALKÜ, Alanya Alaaddin Keykubat Üniversitesi tarafından doğrudan ve dolaylı olarak yayınlanan; kitap, makale, tez, bildiri, rapor, araştırma verisi gibi tüm akademik kaynakları uluslararası standartlarda dijital ortamda depolar, Üniversitenin akademik performansını izlemeye aracılık eder, kaynakları uzun süreli saklar ve telif haklarına uygun olarak Açık Erişime sunar.
Güncel Gönderiler
From Musiki Muallim Mektebi (School of Music Teachers) to the Music Teaching Program at the Faculty of Education, Alanya Alaaddin Keykubat University
(Alanya Alaaddin Keykubat Üniversitesi, 2025) Şaktanlı, Süleyman Cem
This compilation study was carried out in order to evaluate the music teacher training process that started with the establishment of the “Musiki Muallim Mektebi” in 1924 in relation to the cultural revolution that was initiated in line with the directives of the Great Leader Gazi Mustafa Kemal ATATÜRK with the establishment of the Republic of Turkey, and the music teacher training processes carried out in the Music Education Department of the Fine Arts Education Department of the Faculty of Education of Alanya Alaaddin Keykubat University, whose establishment efforts began in 2020. The study examines the establishment, programs, and faculty structure of both music teacher training institutions. It concludes that the founding Musiki Muallim Mektebi consisted of members of what is now the Presidential Symphony Orchestra. The Ankara State Conservatory and its current music teaching programs are continuations of this school. The Music Teaching Program at the Fine Arts Education Department of the Faculty of Education at Alanya Alaaddin Keykubat University is also a continuation of the Musiki Muallim Mektebi, and that their curricula are largely similar. Education at the Musiki Muallim Mektebi focuses on Western classical music. The Music Teaching Program at the Fine Arts Education Department of the Faculty of Education at Alanya Alaaddin Keykubat University does not distinguish between Turkish and Western classical music, in line with the knowledge needs of Turkish music teachers.
Repressiya Dönemi’nde Kazakistan Eğitim Politikaları ile Türkiye Yüzyılı Maarif Modeli’nin Karşılaştırmalı İncelenmesi
(Alanya Alaaddin Keykubat Üniversitesi, 2025) Canbulat, Ali
Bu çalışmada, Kazakistan'daki Repressiya dönemi eğitim politikaları ve Türkiye Yüzyılı Maarif Modeli (TYMM) Türkçe Dersi Öğretim Programı karşılaştırılarak iki farklı dönemde eğitim anlayışındaki temel farklılıklar incelemiştir. Sovyet Sosyalist Cumhuriyetler Birliği’nin (SSCB) Kazakistan'da uyguladığı Repressiya faaliyetleri, eğitimde ideolojik bir dönüşüm yaratmayı amaçlamış, Kazak Türklerinin kültürel kimliğini ve dilini hedef alarak, Sovyet sosyalizmini yaymak için eğitim sistemini Rusça ve Sovyet ideolojisi etrafında şekillendirmiştir. Repressiya’da Kazak Türkçesinin kullanım alanı kısıtlanmış, öğrenciler hem akademik hem de sosyo-kültürel açıdan SSCB’ye sadık bireyler olarak yetiştirilmek istenmiştir. Türkiye Yüzyılı Maarif Modeli (TYMM)’de ise bireyler millî ve manevi değerlere dayalı bir kimlik geliştirmeye teşvik edilmekte, sosyal-duygusal gelişimle birlikte eleştirel düşünme becerilerinin kazandırılmasına odaklanılmaktadır. TYMM, Türkçeyi bir iletişim aracı olmasının yanı sıra kültürel bir değer olarak da öğretmeyi hedeflemektedir. TYMM’de öğrencilerin toplumsal sorumlulukları ve kişisel gelişimleri ön planda tutulmaktadır. Araştırma nitel desende kurgulanmıştır. Araştırmanın verileri doküman analizi tekniğiyle elde edilmiştir. Elde edilen verilere göre Repressiya döneminde uygulanan eğitim politikaları, kültürel kimliği yok etmeyi amaçlamıştır. TYMM’de ise bireylerin özgün kimliklerini güçlendirmek ve kültürel mirası yaşatmak hedeflenmiştir. Repressiya döneminde Kazakistan’da uygulanan eğitim politikaları ile TYMM’nin karşılaştırarak incelendiği bu çalışma, eğitimin kültürel değerlerin korunmasındaki rolünün açıklanması üzerine kurulmuştur.
A Comparative Study of Kyrgyzstan's Education Policies During the Repression Period and Turkey's Education Policies During the Republican Period
(Alanya Alaaddin Keykubat Üniversitesi, 2025) Eş, Ahmet Turan
Each state organises its own education programmes with the aim of shaping its future and preserving its social and cultural heritage. One of the sub-components of these programmes is language education programmes. In our country, numerous teaching programmes have been prepared and implemented from the pre-Republican era to the present day with the aim of ensuring that language education is carried out in a systematic manner. In Kyrgyzstan, under the influence of the Soviet Union, language and education policies were shaped under the pressures of the Repressiya period. This study aims to examine Kyrgyzstan's education policies during the Repressiya period and Turkey's education policies during the Republican period in a comparative manner. The study was designed with a qualitative pattern. The study first examines the educational policies of the Republican era and the teaching programmes prepared during this period. It then presents and interprets the educational policies and language education initiatives implemented during the Repressiya period through direct quotations. Thus, the educational policies and language education initiatives implemented in both countries during similar periods are examined comparatively. The study concluded that education was used as a tool for social change and transformation in both countries, but that these transformations exhibited distinct differences in line with the political regimes, national identity construction processes, and ideological approaches of the countries.
Determining Primary School Teachers’ Motivational Behaviors Toward Foreign Students
(Alanya Alaaddin Keykubat Üniversitesi, 2025) Yılmaz, Ayşe; Koçak, Duygu
This study aims to examine the strategies employed by elementary school teachers to enhance the learning motivation of foreign-national students, the rationales underpinning these strategies, and the challenges encountered in practice. Conducted as a qualitative case study, the research involved 12 elementary school teachers who taught foreign-national students in public and private schools affiliated with the Alanya District Directorate of National Education during the 2023–2024 academic year. Data were collected through face-to-face interviews using the “Semi-Structured Interview Form for Identifying Elementary Teachers’ Behaviors to Motivate Foreign-National Students” and analyzed via content analysis. The inter-coder reliability (researcher–expert agreement) was calculated at 90%. Findings indicate that teachers most frequently employ the demonstration–practice method, followed by the use of an affectionate/positive discourse, social integration activities, dramatization, and game-based practices. Compared to Turkish students, communication-focused approaches—particularly body language, imitation, more intensive contact with families, and, in some contexts, physical touch—stand out when working with foreign-national students. The primary obstacle to motivation is the language barrier, accompanied by difficulties in meaning-making and general communication problems. Teachers’ main expectations from school administrators include strengthening Turkish as a second language instruction at an institutional level, ensuring balanced distribution of foreign-national students across classes, and providing supplementary language support programs. Overall, the results suggest that combining structural policies that support language acquisition with classroom pedagogies that are hands-on, inclusive, and relationship-centered can substantially enhance students’ motivation and participation.
The interplay between progressivism and logical fallacy: implications for climate change communications
(Iop Publishing Ltd, 2025) Demir, Mehmet Ozer; Demir, Zuhal Gok; Erendag Sumer, Fulya; Karakaya, Cigdem; Aydogan, Hediye; Arslan, Burak
The spread of fake news and the influence of moral reasoning on public opinion present significant challenges in climate change communication. This study examines how the ideological underpinnings of conservatism and liberalism, combined with logical fallacies and fake news, shape public perceptions of climate change. Using the Moral Foundations Questionnaire (MFQ), and a quantitative online survey of 288 participants, we assess whether individuals identified as liberal or conservative are more prone to accept flawed reasoning. Results show that conservatives are significantly more susceptible to a broader range of logical fallacies, including emotional manipulation, appeals to authority, and oversimplified arguments-patterns commonly associated with fallacies such as Argumentum ad hominem, Straw Man, and Tu quoque. Meanwhile, liberals, though less vulnerable overall, are particularly influenced by specific fallacies which align with their moral focus on harm and fairness. The findings offer new insights into the intersection of moral psychology, political ideology, and misinformation, with practical implications for designing ideologically tailored climate change messages.
