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Investigating High School and University Students’ Motivation Towards Chemistry: A Cross Age Study

Yıl 2014, Cilt: 5 Sayı: 10, 17 - 37, 01.12.2014

Öz

This study aims at investigating high school and university students’ motivation towards chemistry
and at conducting the validity and reliability study of the Chemistry Motivation Scale to be used for that purpose. In addition to that, the effects of gender on motivation was also focused on in this
research. The Chemistry Motivation Scale was employed so as to determine the students’ motivations
towards chemistry. The study group was composed of high school and university students. Having
done the validity and reliability analyses of the Chemistry Motivation Scale, it was applied to high
school and university students; and the differences between students’ motivations were examined.
Following the analyses of the data, it was found that grade level was influential in students’
motivations in chemistry, but that gender was not.

Kaynakça

  • Akbaş, A. ve Kan, A. (2007). Affective factors that influence chemistry achievement (motivation and anxiety) and the power of these factors to predict chemistry achievement. Journal of Turkish Science Education, 4(1), 10-­‐‑20. Aktan, S. ve Tezci, E. (2013). Matematik motivasyon ölçeği (mmö) geçerlik ve güvenirlik çalışması. The Journal of Academic Social Science Studies, 6(4), 57-­‐‑77. Anderman, E. M. ve Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-­‐‑level schools. Contemporary Educational Psychology, 22, 269-­‐‑298. Aşkar, P. ve Mazman, S.G. (2013). Çevrimiçi bilgi arama stratejileri envanterinin Türkçeye uyarlama çalışması. Eğitim ve Bilim, 38(168), 167-­‐‑182. Azizoğlu, N., ve Çetin, G. (2009). 6 ve 7. sınıf öğrencilerinin öğrenme stilleri, fen dersine yönelik tutumları ve motivasyonları arasındaki ilişki. Kastamonu Eğitim Dergisi, 17(1), 171-­‐‑ 182. Britner, S. L. ve Pajares, F. (2001). Self-­‐‑efficacy beliefs, motivation, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering, 7, 271-­‐‑285. Bryan, R. R., Glynn, S. M. ve Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049-­‐‑ 1065. Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., Büyüköztürk, Ş. ve Demirel F. (2008). İlköğretim ikinci kademe ve lise öğrencilerinin ders ve sınıf düzeylerine göre öğrenme stratejileri ve güdülenme düzeylerinin belirlenmesi. Uluslararası İnsan Bilimleri Dergisi, 5(1), 1-­‐‑27. Çavaş, P. (2011). Factor affecting the motivation of Turkish primary students for science learning. Science Education International, 22(1), 31-­‐‑42. Çelik, H. E. ve Yılmaz, V. (2013). Lisrel 9.1 ile Yapısal Eşitlik Modellemesi (Yenilenmiş 2. Baskı). Ankara: Anı Yayıncılık. Çetin Dindar, A. ve Geban, Ö. (2009). The Turkish adaptation of the science motivation questionnaire. European Science Education Research Association Conference, Istanbul, Turkey. Dai, D. Y. (2001). A comparison of gender differences in academic self-­‐‑concept and motivation between high-­‐‑ability and average Chinese adolescents. Journal of Secondary Gifted Education, 13(1), 22-­‐‑32. Debacker, T. K. ve Nelson, R. M. (2000). Motivation to learn science: Differences related to gender, class type, and ability. The Journal of Educational Research, 93 (4), 245-­‐‑54. Duit, R. ve Treagust, D. (1998). Learning in science — From behaviourism towards social constructivism and beyond. In B. Fraser and K. Tobin (Eds) International Handbook of Science Education (pp. 3–26). Dordrecht: Kluwer Academic. Eccles, J. S., Simpkins, S. D. ve Davis-­‐‑Kean, P. E. (2006). Math and science motivation: A longitu-­‐‑ dinal examination of the links between choices and beliefs. Developmental Psychology, 42, 70–83. Eccles, J., Wigfield, A., Harold, R. D. ve Blumenfeld, P. (1993). Age and gender differences in children’s self-­‐‑ and task perceptions during elementary school. Child Development, 64,830-­‐‑ 847. Garver, M. S. ve Mentzer, J.T. (1999). Logistics research methods: Employing structural equation modeling to test for construct validity. Journal of Business Logistics, 20(1), 33-­‐‑57. Gay, L. R. ve Airasian, P. (2000). Educational research: Competencies for analysis and application (6th Ed.). Englewood Cliffs, NJ: Prentice-­‐‑Hall. Gins I. S. ve Watters J.J. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 301-­‐‑321. Githua, B.N. ve Mwangi J.G. (2003). Students self-­‐‑concept and motivation to learn mathematics: Relationship and gender differences among Kenya'ʹs secondary school students in Nairobi and Rift Valley Provinces. International Journal of Educational Development, 23, 487-­‐‑499. Glynn, S. M., Brickman, P., Armstrong, N. ve Taasoobshirazi, G. (2011). Science Motivation Questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48, 1159-­‐‑1176. Glynn, S. M. ve Koballa, T. R., Jr. (2006). Motivation to learn college science. In J. J. Mintzes ve W. H. Leonard (Eds.), Handbook of college science teaching (pp. 25-­‐‑32). Arlington, VA: National Science Teachers Association Press. Güngören, S. (2009). The effect of grade level on elementary school students'ʹ motivational beliefs in science. Master'ʹs Thesis, Middle East Technical University, Ankara, Turkey. Güvercin, O. (2008). Investigating elementary student’s motivation towards science learning: A cross age study. Master'ʹs Thesis, Middle East Technical University, Ankara, Turkey. Güvercin, O., Tekkaya, C. ve Sungur, S. (2010). A cross age study of elementary students’ motivation towards science learning. Hacettepe University Journal of Education, 39, 233-­‐‑243. Hacıeminoğlu, E., Yılmaz-­‐‑Tüzün, Ö. ve Ertepınar, H. (2009). İlkokul öğrencilerinin öğrenme yaklaşımlarının, güdüsel hedeflerinin ve Fen başarılarının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37, 72-­‐‑83. Hoe, S. L. (2008). Issues and procedures in adopting structural equation modeling technique. Journal of Applied Quantitative Methods, 3(1), 76-­‐‑83. Jacobsen, D.A., Eggen, P. ve Kauchak, D. (2002). Methods for Teaching, Promoting Student Learning (Sixth Ed.). New Jersey: Meririll Prentice Hall. Kahraman, N. ve Sungur, S. (2011) The contribution of motivation beliefs to students'ʹ metacognitive strategy. Education and Science, 36(160), 3-­‐‑10. Karaarslan, G. ve Sungur, S. (2011). Elementary students’ self-­‐‑efficacy beliefs in science: Role of grade level, gender, and socio-­‐‑economic status. Science Education International, 22(1), 72-­‐‑79. Karagöz Bolat, N. (2007). İlköğretim 6. ve 7. sınıf fen ve teknoloji bilgisi dersi öğrencilerinin öğrenme stillerine göre motivasyon başarı düzeyleri. Yüksek Lisans Tezi, Eskişehir Osmangazi Üniversitesi, Eskişehir, Türkiye. Kelecioğlu, H. (1992). Güdülenme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 7, 175–181. Keller, J.M. (1983). Motivational design of instruction. In C.M. Reigeluth (Ed.). Instructional design theories and models: An overview of their current status (pp. 383-­‐‑434). Hillsdale, NJ: Erlbaum. Kempa, R. ve Diaz, M. M. (1990). Motivational traits and preferences for different instructional modes in science. Part 1, students'ʹ motivational traits. International Journal of Science Education, 12, 195-­‐‑203. Köklü, N., Büyüköztürk, Ş. ve Çokluk Bökeoğlu, Ö. (2007). Sosyal bilimler için istatistik. Ankara:Pegem A Yayıncılık. Kuyper, H., van der Werf, M.P.C. ve Lubbers, M.J. (2000). Motivation, meta-­‐‑cognition and self-­‐‑ regulation as predictors of long term educational attainment. Educational Research and Evaluation, 6(3), 181–201. Lawson, A. E., Banks, D. L. ve Logvin, M. (2007). Self-­‐‑efficacy, reasoning ability, and achieve-­‐‑ ment in college biology. Journal of Research in Science Teaching, 44, 706–724. Lee, O. ve Brophy, J. (1996). Motivational patterns observed in sixth-­‐‑grade science classrooms. Journal of Research in Science Teaching, 33(3), 585–610. Lepper, M.R., Corpus J.H. ve Iyengar S.S. (2005). Intrinsic and extrinsic orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184-­‐‑196. Lightbody, P., Siann, G., Stocks, R. ve Walsh, D. (1996). Motivation and attribution at secondary school: The role of gender. Educational Studies, 22, 13-­‐‑25. Meece, J. L. ve Jones, M. G. (1996). Gender differences in motivation and strategy use in science: Are girls rote learners? Journal of Research in Science Teaching, 33(4), 393-­‐‑406. Napier, J.D. ve Riley, J.P. (1985). Relationship between affective determinants and achievement in science for seventeen-­‐‑year-­‐‑olds. Journal of Research in Science Teaching, 22(4), 365–383. Otis, N., Grouzet, F.E.M. ve Pelletier L.G. (2005). Latents motivational change in an academic setting: A 3-­‐‑year longitudinal study. Journal of Educational Psychology, 97(2), 170-­‐‑183. Pintrich, P.R., Marx, R.W. ve Boyle, R.A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167–199. Pintrich, P.R., Smith, D.A.F., Garcia,T. ve McKeachie W.J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Michigan: School of Educational Building, The University of Michigan pp. 79-­‐‑80. Reeve, J., Hamm, D. ve Nix, G. (2003). Testing models of the experience of self-­‐‑determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95,375–392. Sabuncuoğlu, Z. ve Tüz, M. (1998). Örgütsel psikoloji. Bursa: Alfa Basım Yayın Dağıtım. Schermelleh-­‐‑Engel, K., Moosbrugger, H. ve Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-­‐‑of-­‐‑fit measures. Methods of Psychological Research-­‐‑Online, 8(2), 23-­‐‑74. Schunk, D.H. (1990). Introduction to the special section on motivation and efficacy. Journal of Educational Psychology, 82(1), 3–6. Sevinç, B., Özmen, H. ve Yiğit, N. (2011). Investigation of primary students’ motivation levels towards science learning. Science Education International, 22(3), 218-­‐‑232. Skaalvik S. ve Skaalvik E.M. (2004). Gender differences in math and verbal self-­‐‑concept, performance expectations, and motivation. Sex Roles, 50 (3/4), 241-­‐‑252. Strike, K.A. ve Posner, P.J. 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Lise ve Üniversite Öğrencilerinin Kimyaya Yönelik Motivasyonlarının İncelenmesi: Karşılaştırmalı Bir Çalışma

Yıl 2014, Cilt: 5 Sayı: 10, 17 - 37, 01.12.2014

Öz

Bu çalışmada, lise ve üniversite öğrencilerinin kimyaya yönelik motivasyonları incelenmiştir ve bu
amaçla kullanılan Kimya Motivasyon Ölçeğinin geçerlik ve güvenirlik çalışmaları yapılmıştır. Aynı
zamanda, cinsiyetin motivasyon üzerindeki etkisi de araştırılmıştır. Öğrencilerin kimyaya yönelik
motivasyonlarını belirlemek amacıyla Kimya Motivasyon Ölçeği kullanılmıştır. Çalışma grubunu lise
ve üniversite öğrencileri oluşturmuştur. Kimya Motivasyon Ölçeğinin geçerlik ve güvenirlik
çalışmaları yapıldıktan sonra lise ve üniversite öğrencilerine uygulanıp öğrencilerin motivasyonları
arasındaki farklılıklar incelenmiştir. Verilerin analizi sonucunda, öğrencilerin kimyaya yönelik
motivasyonlarına sınıf düzeyinin bir etkisinin olduğu, fakat cinsiyetin bir etkisinin olmadığı
belirlenmiştir.

Kaynakça

  • Akbaş, A. ve Kan, A. (2007). Affective factors that influence chemistry achievement (motivation and anxiety) and the power of these factors to predict chemistry achievement. Journal of Turkish Science Education, 4(1), 10-­‐‑20. Aktan, S. ve Tezci, E. (2013). Matematik motivasyon ölçeği (mmö) geçerlik ve güvenirlik çalışması. The Journal of Academic Social Science Studies, 6(4), 57-­‐‑77. Anderman, E. M. ve Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-­‐‑level schools. Contemporary Educational Psychology, 22, 269-­‐‑298. Aşkar, P. ve Mazman, S.G. (2013). Çevrimiçi bilgi arama stratejileri envanterinin Türkçeye uyarlama çalışması. Eğitim ve Bilim, 38(168), 167-­‐‑182. Azizoğlu, N., ve Çetin, G. (2009). 6 ve 7. sınıf öğrencilerinin öğrenme stilleri, fen dersine yönelik tutumları ve motivasyonları arasındaki ilişki. Kastamonu Eğitim Dergisi, 17(1), 171-­‐‑ 182. Britner, S. L. ve Pajares, F. (2001). Self-­‐‑efficacy beliefs, motivation, race, and gender in middle school science. Journal of Women and Minorities in Science and Engineering, 7, 271-­‐‑285. Bryan, R. R., Glynn, S. M. ve Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 95(6), 1049-­‐‑ 1065. Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., Büyüköztürk, Ş. ve Demirel F. (2008). İlköğretim ikinci kademe ve lise öğrencilerinin ders ve sınıf düzeylerine göre öğrenme stratejileri ve güdülenme düzeylerinin belirlenmesi. Uluslararası İnsan Bilimleri Dergisi, 5(1), 1-­‐‑27. Çavaş, P. (2011). Factor affecting the motivation of Turkish primary students for science learning. Science Education International, 22(1), 31-­‐‑42. Çelik, H. E. ve Yılmaz, V. (2013). Lisrel 9.1 ile Yapısal Eşitlik Modellemesi (Yenilenmiş 2. Baskı). Ankara: Anı Yayıncılık. Çetin Dindar, A. ve Geban, Ö. (2009). The Turkish adaptation of the science motivation questionnaire. European Science Education Research Association Conference, Istanbul, Turkey. Dai, D. Y. (2001). A comparison of gender differences in academic self-­‐‑concept and motivation between high-­‐‑ability and average Chinese adolescents. Journal of Secondary Gifted Education, 13(1), 22-­‐‑32. Debacker, T. K. ve Nelson, R. M. (2000). Motivation to learn science: Differences related to gender, class type, and ability. The Journal of Educational Research, 93 (4), 245-­‐‑54. Duit, R. ve Treagust, D. (1998). Learning in science — From behaviourism towards social constructivism and beyond. In B. Fraser and K. Tobin (Eds) International Handbook of Science Education (pp. 3–26). Dordrecht: Kluwer Academic. Eccles, J. S., Simpkins, S. D. ve Davis-­‐‑Kean, P. E. (2006). Math and science motivation: A longitu-­‐‑ dinal examination of the links between choices and beliefs. Developmental Psychology, 42, 70–83. Eccles, J., Wigfield, A., Harold, R. D. ve Blumenfeld, P. (1993). Age and gender differences in children’s self-­‐‑ and task perceptions during elementary school. Child Development, 64,830-­‐‑ 847. Garver, M. S. ve Mentzer, J.T. (1999). Logistics research methods: Employing structural equation modeling to test for construct validity. Journal of Business Logistics, 20(1), 33-­‐‑57. Gay, L. R. ve Airasian, P. (2000). Educational research: Competencies for analysis and application (6th Ed.). Englewood Cliffs, NJ: Prentice-­‐‑Hall. Gins I. S. ve Watters J.J. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 301-­‐‑321. Githua, B.N. ve Mwangi J.G. (2003). Students self-­‐‑concept and motivation to learn mathematics: Relationship and gender differences among Kenya'ʹs secondary school students in Nairobi and Rift Valley Provinces. International Journal of Educational Development, 23, 487-­‐‑499. Glynn, S. M., Brickman, P., Armstrong, N. ve Taasoobshirazi, G. (2011). Science Motivation Questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48, 1159-­‐‑1176. Glynn, S. M. ve Koballa, T. R., Jr. (2006). Motivation to learn college science. In J. J. Mintzes ve W. H. Leonard (Eds.), Handbook of college science teaching (pp. 25-­‐‑32). Arlington, VA: National Science Teachers Association Press. Güngören, S. (2009). The effect of grade level on elementary school students'ʹ motivational beliefs in science. Master'ʹs Thesis, Middle East Technical University, Ankara, Turkey. Güvercin, O. (2008). Investigating elementary student’s motivation towards science learning: A cross age study. Master'ʹs Thesis, Middle East Technical University, Ankara, Turkey. Güvercin, O., Tekkaya, C. ve Sungur, S. (2010). A cross age study of elementary students’ motivation towards science learning. Hacettepe University Journal of Education, 39, 233-­‐‑243. Hacıeminoğlu, E., Yılmaz-­‐‑Tüzün, Ö. ve Ertepınar, H. (2009). İlkokul öğrencilerinin öğrenme yaklaşımlarının, güdüsel hedeflerinin ve Fen başarılarının incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37, 72-­‐‑83. Hoe, S. L. (2008). Issues and procedures in adopting structural equation modeling technique. Journal of Applied Quantitative Methods, 3(1), 76-­‐‑83. Jacobsen, D.A., Eggen, P. ve Kauchak, D. (2002). Methods for Teaching, Promoting Student Learning (Sixth Ed.). New Jersey: Meririll Prentice Hall. Kahraman, N. ve Sungur, S. (2011) The contribution of motivation beliefs to students'ʹ metacognitive strategy. Education and Science, 36(160), 3-­‐‑10. Karaarslan, G. ve Sungur, S. (2011). Elementary students’ self-­‐‑efficacy beliefs in science: Role of grade level, gender, and socio-­‐‑economic status. Science Education International, 22(1), 72-­‐‑79. Karagöz Bolat, N. (2007). İlköğretim 6. ve 7. sınıf fen ve teknoloji bilgisi dersi öğrencilerinin öğrenme stillerine göre motivasyon başarı düzeyleri. Yüksek Lisans Tezi, Eskişehir Osmangazi Üniversitesi, Eskişehir, Türkiye. Kelecioğlu, H. (1992). Güdülenme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 7, 175–181. Keller, J.M. (1983). Motivational design of instruction. In C.M. Reigeluth (Ed.). Instructional design theories and models: An overview of their current status (pp. 383-­‐‑434). Hillsdale, NJ: Erlbaum. Kempa, R. ve Diaz, M. M. (1990). Motivational traits and preferences for different instructional modes in science. Part 1, students'ʹ motivational traits. International Journal of Science Education, 12, 195-­‐‑203. Köklü, N., Büyüköztürk, Ş. ve Çokluk Bökeoğlu, Ö. (2007). Sosyal bilimler için istatistik. Ankara:Pegem A Yayıncılık. Kuyper, H., van der Werf, M.P.C. ve Lubbers, M.J. (2000). Motivation, meta-­‐‑cognition and self-­‐‑ regulation as predictors of long term educational attainment. Educational Research and Evaluation, 6(3), 181–201. Lawson, A. E., Banks, D. L. ve Logvin, M. (2007). Self-­‐‑efficacy, reasoning ability, and achieve-­‐‑ ment in college biology. Journal of Research in Science Teaching, 44, 706–724. Lee, O. ve Brophy, J. (1996). Motivational patterns observed in sixth-­‐‑grade science classrooms. Journal of Research in Science Teaching, 33(3), 585–610. Lepper, M.R., Corpus J.H. ve Iyengar S.S. (2005). Intrinsic and extrinsic orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184-­‐‑196. Lightbody, P., Siann, G., Stocks, R. ve Walsh, D. (1996). Motivation and attribution at secondary school: The role of gender. Educational Studies, 22, 13-­‐‑25. Meece, J. L. ve Jones, M. G. (1996). Gender differences in motivation and strategy use in science: Are girls rote learners? Journal of Research in Science Teaching, 33(4), 393-­‐‑406. Napier, J.D. ve Riley, J.P. (1985). Relationship between affective determinants and achievement in science for seventeen-­‐‑year-­‐‑olds. Journal of Research in Science Teaching, 22(4), 365–383. Otis, N., Grouzet, F.E.M. ve Pelletier L.G. (2005). Latents motivational change in an academic setting: A 3-­‐‑year longitudinal study. Journal of Educational Psychology, 97(2), 170-­‐‑183. Pintrich, P.R., Marx, R.W. ve Boyle, R.A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167–199. Pintrich, P.R., Smith, D.A.F., Garcia,T. ve McKeachie W.J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Michigan: School of Educational Building, The University of Michigan pp. 79-­‐‑80. Reeve, J., Hamm, D. ve Nix, G. (2003). Testing models of the experience of self-­‐‑determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95,375–392. Sabuncuoğlu, Z. ve Tüz, M. (1998). Örgütsel psikoloji. Bursa: Alfa Basım Yayın Dağıtım. Schermelleh-­‐‑Engel, K., Moosbrugger, H. ve Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-­‐‑of-­‐‑fit measures. Methods of Psychological Research-­‐‑Online, 8(2), 23-­‐‑74. Schunk, D.H. (1990). Introduction to the special section on motivation and efficacy. Journal of Educational Psychology, 82(1), 3–6. Sevinç, B., Özmen, H. ve Yiğit, N. (2011). Investigation of primary students’ motivation levels towards science learning. Science Education International, 22(3), 218-­‐‑232. Skaalvik S. ve Skaalvik E.M. (2004). Gender differences in math and verbal self-­‐‑concept, performance expectations, and motivation. Sex Roles, 50 (3/4), 241-­‐‑252. Strike, K.A. ve Posner, P.J. 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Toplam 1 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Şenol Şen

Ayhan Yılmaz

Yayımlanma Tarihi 1 Aralık 2014
Gönderilme Tarihi 6 Kasım 2017
Yayımlandığı Sayı Yıl 2014 Cilt: 5 Sayı: 10

Kaynak Göster

APA Şen, Ş., & Yılmaz, A. (2014). Lise ve Üniversite Öğrencilerinin Kimyaya Yönelik Motivasyonlarının İncelenmesi: Karşılaştırmalı Bir Çalışma. Batı Anadolu Eğitim Bilimleri Dergisi, 5(10), 17-37.