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Lise Öğrencilerinin Mekanik Dalgalar Konusu Kavram Yanılgıları: Öğrenciler Bildikleri ve Bilmediklerinin Farkındalar mı?

Year 2016, Volume 35, Issue 1, 63 - 86, 21.11.2016

Abstract

Bu çalışma 11. sınıf öğrencilerinin mekanik dalgalar konusunda sahip oldukları (1) doğru/yanlış bilgi farkındalıklarını, (2) farklı direnç seviyelerindeki kavram yanılgılarını tespit etmeyi amaçlamıştır. Araştırmada kesitsel tarama modeli kullanılmış olup, başka bir çalışma kapsamında geliştirilmiş olan Dört-Aşamalı Kavram Yanılgısı Testi Türkçeye çevrilerek Burdur il merkezinde öğrenim görmekte olan 275 öğrenciye uygulanmıştır. Veriler betimleyici istatistik,  frekans analizleri ve bağımlı grup t-testi ile çözümlenmiştir. Sonuçlar testin geneli dikkate alındığında öğrencilerin mekanik dalgalar konusunda doğru cevapladıkları sorulardan emin, fakat yanlış cevapladıkları sorulardan emin olmadıklarını göstermiştir. t-testi sonuçları ise öğrencilerin yalnız cevap ve yalnız açıklama aşamalarına atfettikleri güven puanlarının ortalamaları arasında cevap puanları lehine anlamlı bir farkın bulunduğunu göstermiştir. Yalnız cevap, yalnız açıklama ve her ikisi birlikte dikkate alınarak elde edilen toplam puanlar üzerinden yürütülen betimleyici istatistik sonuçları öğrencilerin mekanik dalgalar konusu kavramsal anlama düzeylerinin oldukça düşük olduğunu göstermiştir. Yanılgı puanları üzerinden gerçekleştirilen frekans analizleri ise adayların; (1) dalgaların genel özelliği ve dalga hareketinin grafiksel gösterimi, (2) dalga-parçacık hareketi, (3) frekans, kaynak ve ortam, (4) özellikleri sabit bir ortamdaki dalga hızı, konularına ait farklı direnç seviyelerinden 15 kavram yanılgısına sahip olduklarını göstermiştir. Söz konusu yanılgıların üçü yüksek dirençli, beşi orta dirençli ve yedisi ise suni yanılgı kategorisinde bulunmuştur.

References

  • Arslan, H. O., Cigdemoglu, C., & Moseley, C. (2012). A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667–1686.
  • Aykutlu, I., & Şen, A. I. (2012). Üç aşamalı test, kavram haritası ve anoloji kullanarak lise öğrencilerinin elektrik akımı konusundaki kavram yanılgılarının belirlenmesi. Eğitim ve Bilim, 37(166), 275-288.
  • Barman, C. R., Barman, N. S., & Miller, J. A. (1996). Two teaching methods and students’ understanding of sound. School Science and Mathematics, 96(2), 63-67.
  • Beichner, R. J. (1994). Testing student interpretation of kinematics graphs. American Journal of Physics, 62, 750–762.
  • Caleon, I., & Subramaniam, R. (2010a). Development and application of a three-tier diagnostic test to assess secondary students’ understanding of waves. International Journal of Science Education, 32(7), 939-961.
  • Caleon, I., & Subramaniam, R. (2010b). Do students know what they know and what they don’t know? Using a four-tier diagnostic test to assess the nature of students’ alternative conceptions. Research in Science Education, 40, 313-337, doi:10.1007/s11165-0009-9122-4.
  • Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research,63(1), 1–49.
  • Clement, J. (1982). Students’ preconceptions in introductory mechanics. American Journal of Physics, 50(1), 66-71.
  • Clement, J., Brown, D. E., & Zietsman, A. (1989). Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuition. International Journal of Science Education, 11, 554-565. doi:10.1080/0950069890110507.
  • Demirci, N., & Efe, S. (2007). İlköğretim öğrencilerinin ses konusundaki kavram yanılgılarının belirlenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 1(1), 23-56.
  • diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2 & 3), 105–225.
  • Driver, R., & Easley, J. (1978). Pupils and paradigms; A review of literatüre related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.
  • Driver, R., & Erickson, G. (1983). Theories in action: Some theoretical and empirical issues in the study of students’ conceptual frameworks in science. Studies in Science Education, 10(1), 37-60.
  • Engelhardt, P. V., & Beichner, R. J. (2004). Students’ understanding of direct current resistive electrical circuits. American Journal of Physics, 72, 98–115.
  • Eryılmaz, A., & Sürmeli, E. (2002). Üç-aşamalı sorularla öğrencilerin ısı ve sıcaklık konularındaki kavram yanılgılarının ölçülmesi. Retrieved from http://www.fedu.metu.edu.tr/ufbmek-5/
  • Eshach, H., & Schwarz, J. L. (2006). Sound stuff: naïve materialism in middle-school students’ conceptions of sound. International Journal of Science Education, 7(1), 733–764.
  • Gilbert, J. K., Watts, Dç M., & Osborne, R. J. (1982). Students’ concepts of ideas in mechanics. Physics Education, 17, 62-66.
  • Griffard, P. B., & Wandersee, J. H. (2001). The two-tier instrument on photosynthesis: what does it diagnose? International Journal of Science Education, 23(10), 1039–1052. doi: 10.1080/09500690110038549
  • Hammer, D. (1996). More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research. American Journal of Physics, 64, 1316-1325.
  • Hasan, S., Bagayoko, D., & Kelley, E. L. (1999). Misconceptions and the certainty of response index (CRI). Physics Education, 34, 294-299.
  • Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. Physics Teacher, 30, 141–151.
  • Kaltakçı, D. (2012). Development and application of a four-tier test to assess pre-service physics teachers misconceptions about geometrical optics. Yayınlanmamış Doktora Tezi, ODTÜ.
  • Kanli, U. (2014). A study on identifying the misconceptions of pre-service and in-service teachers about basic astronomy concepts. Eurasia Journal of Mathematics, Science & Technology Education 10(5), 471-479. doi: 10.12973/eurasia.2014.1120a.
  • Karakaya, İ. (2009). Bilimsel araştırma yöntemleri. In A. Tanrıöğen (Ed.). Bilimsel Araştırma Yöntemleri. Ankara: Anı Yayıncılık.
  • Kennedy, E. M., & de Bruyn, J. R. (2011). Understanding of mechanical waves among second-year physics majors. Canadian Journal of Physics, 89(11), 1155-1161.
  • Kızılcık, H. Ş., & Güneş. B. (2011). Developing three-tire misconception test about regular circular motion. Hacettepe University Journal of Education, 41, 278-292.
  • Kleitman, S., & Stankov, L. (2007). Self-confidence and metacognitive processes. Learning and Individual Differences, 17, 161-173.
  • Koriat, A., Lichtenstein, S., & Fischhoff, B. (1980). Reasons for confidence. Journal of Experimental Psychology: Human learning and memory, 6(2), 107-118.
  • Korur, F. (2015). Exploring seventh-grade students’ and pre-service science teachers’ misconceptions in Astronomical Concepts. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 1041-1060. doi: 10.12973/eurasia.2015.1373a.
  • Küçüközer, A. (2010). Fen öğretmeni adaylarının dalgalar konusunda kavram yanılgıları. Türk Fen Eğitimi Dergisi, 7(2), 66-75.
  • Maurines, L. (1992). Spontaneous reasoning on the propagation of visible mechanical signals. International Journal of Science Education, 14(3), 279–293.
  • McDermott, L.C., & Shaffer, P.S. (1992). Research as a guide for curriculum development: an example from introductory electricity. Part I: Investigation of student understanding. American Journal of Physics, 60(11), 994-1003.
  • Menchen, K., & Thompson, J. (2003, August 6-7). Pre-service teacher understanding of propagation and resonance in sound phenomena. Paper presented at Physics Education Research Conference 2003,
  • Madison, WI. Retrieved December 15, 2015, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=2711&DocID=3425
  • Palacios, F. J. P., Cazorla, F. N., & Cervantes, A. (1989). Misconceptions on geometric optics and their association with relevant educational variables. International Journal of Science Education, 11(3), 273–286.
  • Peşman, H., & Eryılmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The journal of Educational Research, 103:208-222. doi:10.1080/00220670903383002.
  • Pines, A., & West, L. (1986). Conceptual understanding and science learning: An interpretation of research within sources of knowledge framework. Science Education, 70(5), 583-604.
  • Renner, C. H., & Renner, M. J. (2001). But I thought I knew that: using confidence estimation as a debiasing technique to improve classroom performance. Applied Cognitive Psychology, 15, 23-32.
  • Şengören, Ş. K., Tanel, R., & Kavcar, N. (2006). Drawings and ideas of physics teacher candidates relating to the superposition principle on continous rope. Physics Education, 41(5), 453-461.
  • Şengören, S. K., Tanel, R., & Kavcar, N. (2009). Students’difficulties about the wave pulses propagation on a rope. Journal of Turkish Science Education, 6(1), 50-59.
  • Shaughnessy, J. J. (1979). Confidence-judgment accuracy as a predictor of test performance. Journal of Research in Personality 13, 111-119. doi:10.1016/0092-6566(79)90012-6.
  • Stankov, L., & Dolph, B. (2000). Metacognitive aspects of test-taking and intelligence. Psychologische Beiträge, 42(2), 213–227.
  • Tan, K. C. D., Goh, N. K., Chia, L. S., & Treagust, D. F. (2002). Development and application of a two-tier multiple choice diagnostic instrument to assess high school students’ understanding of inorganic chemistry qualitative analysis. Journal of Research in Science Teaching, 39, 283–301. doi: 10.1002/tea.10023
  • Tanel, R., Sengören, S. K., & Kavcar, N. (2008). Prospective physics teachers’ ideas and drawings about the reflection and transmission of mechanical waves. Lat. Am. J. Phys. Educ., 2(2), 113-123.
  • Taşlıdere, E. (2013). Effect of conceptual change oriented instruction on students' conceptual understanding and decreasing their misconceptions in DC electric circuits. Creative Education, 4(4), 273-283. doi: 10.4236/ce.2013.44041.
  • Tongchai, A. Sharma, M. Johnston, I. Arayathanitkul, K., & Soankwan., C. (2009). Developing, evaluating and demonstrating the use of a conceptual survey in mechanical waves. International Journal of Science Education. 31(18), 2437-2457. doi:10.1080/09500690802389605.
  • Tongchai, A. Sharma, M. Johnston, I. Arayathanitkul, K., & Soankwan., C. (2011).Consistency of students’ conceptions of wave propagation: Findings from a conceptual survey in mechanical waves. Physical Review Special Topics: Physics Education Research, 7, 020101-1 020101-9. doi: http://dx.doi.org/10.1103/PhysRevSTPER.7.020101.
  • Tortop, H. S., Çiçek Bezir, N., Uzunkavak, M., & Özek, N. (2007). Dalgalar laboratuvarında, kavram yanılgılarını belirlemek için V-diyagramlarının kullanımı ve derse karsı geliştirilen tutuma olan etkisi. SDÜ Fen Bilimleri Enstitüsü Dergisi, 11(2), 110-115.
  • Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10, 159–169.
  • Tsai, C. C., & Chou, C. (2002). Diagnosing students’ alternative conceptions in science. Journal of Computer Assisted Learning, 18, 157-165.
  • Wittmann, M. C. (2002). The object coordination class applied to wavepulses: analysing student reasoning in wave physics. International Journal of Science Education, 24(1), 97-118. doi:10.1080/09500690110066944.
  • Wittmann, M. C., Steinberg, R. N., & Redish, E. F. (1999). Making sense of how students make sense of mechanical waves. The Physics Teacher, 37, 15–21.
  • Wittmann, M. C., Steinberg, R. N., & Redish, E. F. (2003). Understanding and affecting student reasoning about sound waves. International Journal of Science Education, 25(8), 991–1013. doi:10.1080/09500690305024
  • Wuttiprom, S., Sharma, M. D., Johnston, I. D., Chitaree, R., & Soankwan, C. (2009). Development and use of a conceptual survey in introductory quantum physics. International Journal of Science Education, 31(5), 631-654. doi: 10.1080/095006907017472.

Year 2016, Volume 35, Issue 1, 63 - 86, 21.11.2016

Abstract

References

  • Arslan, H. O., Cigdemoglu, C., & Moseley, C. (2012). A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667–1686.
  • Aykutlu, I., & Şen, A. I. (2012). Üç aşamalı test, kavram haritası ve anoloji kullanarak lise öğrencilerinin elektrik akımı konusundaki kavram yanılgılarının belirlenmesi. Eğitim ve Bilim, 37(166), 275-288.
  • Barman, C. R., Barman, N. S., & Miller, J. A. (1996). Two teaching methods and students’ understanding of sound. School Science and Mathematics, 96(2), 63-67.
  • Beichner, R. J. (1994). Testing student interpretation of kinematics graphs. American Journal of Physics, 62, 750–762.
  • Caleon, I., & Subramaniam, R. (2010a). Development and application of a three-tier diagnostic test to assess secondary students’ understanding of waves. International Journal of Science Education, 32(7), 939-961.
  • Caleon, I., & Subramaniam, R. (2010b). Do students know what they know and what they don’t know? Using a four-tier diagnostic test to assess the nature of students’ alternative conceptions. Research in Science Education, 40, 313-337, doi:10.1007/s11165-0009-9122-4.
  • Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research,63(1), 1–49.
  • Clement, J. (1982). Students’ preconceptions in introductory mechanics. American Journal of Physics, 50(1), 66-71.
  • Clement, J., Brown, D. E., & Zietsman, A. (1989). Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuition. International Journal of Science Education, 11, 554-565. doi:10.1080/0950069890110507.
  • Demirci, N., & Efe, S. (2007). İlköğretim öğrencilerinin ses konusundaki kavram yanılgılarının belirlenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 1(1), 23-56.
  • diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2 & 3), 105–225.
  • Driver, R., & Easley, J. (1978). Pupils and paradigms; A review of literatüre related to concept development in adolescent science students. Studies in Science Education, 5, 61-84.
  • Driver, R., & Erickson, G. (1983). Theories in action: Some theoretical and empirical issues in the study of students’ conceptual frameworks in science. Studies in Science Education, 10(1), 37-60.
  • Engelhardt, P. V., & Beichner, R. J. (2004). Students’ understanding of direct current resistive electrical circuits. American Journal of Physics, 72, 98–115.
  • Eryılmaz, A., & Sürmeli, E. (2002). Üç-aşamalı sorularla öğrencilerin ısı ve sıcaklık konularındaki kavram yanılgılarının ölçülmesi. Retrieved from http://www.fedu.metu.edu.tr/ufbmek-5/
  • Eshach, H., & Schwarz, J. L. (2006). Sound stuff: naïve materialism in middle-school students’ conceptions of sound. International Journal of Science Education, 7(1), 733–764.
  • Gilbert, J. K., Watts, Dç M., & Osborne, R. J. (1982). Students’ concepts of ideas in mechanics. Physics Education, 17, 62-66.
  • Griffard, P. B., & Wandersee, J. H. (2001). The two-tier instrument on photosynthesis: what does it diagnose? International Journal of Science Education, 23(10), 1039–1052. doi: 10.1080/09500690110038549
  • Hammer, D. (1996). More than misconceptions: Multiple perspectives on student knowledge and reasoning, and an appropriate role for education research. American Journal of Physics, 64, 1316-1325.
  • Hasan, S., Bagayoko, D., & Kelley, E. L. (1999). Misconceptions and the certainty of response index (CRI). Physics Education, 34, 294-299.
  • Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. Physics Teacher, 30, 141–151.
  • Kaltakçı, D. (2012). Development and application of a four-tier test to assess pre-service physics teachers misconceptions about geometrical optics. Yayınlanmamış Doktora Tezi, ODTÜ.
  • Kanli, U. (2014). A study on identifying the misconceptions of pre-service and in-service teachers about basic astronomy concepts. Eurasia Journal of Mathematics, Science & Technology Education 10(5), 471-479. doi: 10.12973/eurasia.2014.1120a.
  • Karakaya, İ. (2009). Bilimsel araştırma yöntemleri. In A. Tanrıöğen (Ed.). Bilimsel Araştırma Yöntemleri. Ankara: Anı Yayıncılık.
  • Kennedy, E. M., & de Bruyn, J. R. (2011). Understanding of mechanical waves among second-year physics majors. Canadian Journal of Physics, 89(11), 1155-1161.
  • Kızılcık, H. Ş., & Güneş. B. (2011). Developing three-tire misconception test about regular circular motion. Hacettepe University Journal of Education, 41, 278-292.
  • Kleitman, S., & Stankov, L. (2007). Self-confidence and metacognitive processes. Learning and Individual Differences, 17, 161-173.
  • Koriat, A., Lichtenstein, S., & Fischhoff, B. (1980). Reasons for confidence. Journal of Experimental Psychology: Human learning and memory, 6(2), 107-118.
  • Korur, F. (2015). Exploring seventh-grade students’ and pre-service science teachers’ misconceptions in Astronomical Concepts. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 1041-1060. doi: 10.12973/eurasia.2015.1373a.
  • Küçüközer, A. (2010). Fen öğretmeni adaylarının dalgalar konusunda kavram yanılgıları. Türk Fen Eğitimi Dergisi, 7(2), 66-75.
  • Maurines, L. (1992). Spontaneous reasoning on the propagation of visible mechanical signals. International Journal of Science Education, 14(3), 279–293.
  • McDermott, L.C., & Shaffer, P.S. (1992). Research as a guide for curriculum development: an example from introductory electricity. Part I: Investigation of student understanding. American Journal of Physics, 60(11), 994-1003.
  • Menchen, K., & Thompson, J. (2003, August 6-7). Pre-service teacher understanding of propagation and resonance in sound phenomena. Paper presented at Physics Education Research Conference 2003,
  • Madison, WI. Retrieved December 15, 2015, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=2711&DocID=3425
  • Palacios, F. J. P., Cazorla, F. N., & Cervantes, A. (1989). Misconceptions on geometric optics and their association with relevant educational variables. International Journal of Science Education, 11(3), 273–286.
  • Peşman, H., & Eryılmaz, A. (2010). Development of a three-tier test to assess misconceptions about simple electric circuits. The journal of Educational Research, 103:208-222. doi:10.1080/00220670903383002.
  • Pines, A., & West, L. (1986). Conceptual understanding and science learning: An interpretation of research within sources of knowledge framework. Science Education, 70(5), 583-604.
  • Renner, C. H., & Renner, M. J. (2001). But I thought I knew that: using confidence estimation as a debiasing technique to improve classroom performance. Applied Cognitive Psychology, 15, 23-32.
  • Şengören, Ş. K., Tanel, R., & Kavcar, N. (2006). Drawings and ideas of physics teacher candidates relating to the superposition principle on continous rope. Physics Education, 41(5), 453-461.
  • Şengören, S. K., Tanel, R., & Kavcar, N. (2009). Students’difficulties about the wave pulses propagation on a rope. Journal of Turkish Science Education, 6(1), 50-59.
  • Shaughnessy, J. J. (1979). Confidence-judgment accuracy as a predictor of test performance. Journal of Research in Personality 13, 111-119. doi:10.1016/0092-6566(79)90012-6.
  • Stankov, L., & Dolph, B. (2000). Metacognitive aspects of test-taking and intelligence. Psychologische Beiträge, 42(2), 213–227.
  • Tan, K. C. D., Goh, N. K., Chia, L. S., & Treagust, D. F. (2002). Development and application of a two-tier multiple choice diagnostic instrument to assess high school students’ understanding of inorganic chemistry qualitative analysis. Journal of Research in Science Teaching, 39, 283–301. doi: 10.1002/tea.10023
  • Tanel, R., Sengören, S. K., & Kavcar, N. (2008). Prospective physics teachers’ ideas and drawings about the reflection and transmission of mechanical waves. Lat. Am. J. Phys. Educ., 2(2), 113-123.
  • Taşlıdere, E. (2013). Effect of conceptual change oriented instruction on students' conceptual understanding and decreasing their misconceptions in DC electric circuits. Creative Education, 4(4), 273-283. doi: 10.4236/ce.2013.44041.
  • Tongchai, A. Sharma, M. Johnston, I. Arayathanitkul, K., & Soankwan., C. (2009). Developing, evaluating and demonstrating the use of a conceptual survey in mechanical waves. International Journal of Science Education. 31(18), 2437-2457. doi:10.1080/09500690802389605.
  • Tongchai, A. Sharma, M. Johnston, I. Arayathanitkul, K., & Soankwan., C. (2011).Consistency of students’ conceptions of wave propagation: Findings from a conceptual survey in mechanical waves. Physical Review Special Topics: Physics Education Research, 7, 020101-1 020101-9. doi: http://dx.doi.org/10.1103/PhysRevSTPER.7.020101.
  • Tortop, H. S., Çiçek Bezir, N., Uzunkavak, M., & Özek, N. (2007). Dalgalar laboratuvarında, kavram yanılgılarını belirlemek için V-diyagramlarının kullanımı ve derse karsı geliştirilen tutuma olan etkisi. SDÜ Fen Bilimleri Enstitüsü Dergisi, 11(2), 110-115.
  • Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10, 159–169.
  • Tsai, C. C., & Chou, C. (2002). Diagnosing students’ alternative conceptions in science. Journal of Computer Assisted Learning, 18, 157-165.
  • Wittmann, M. C. (2002). The object coordination class applied to wavepulses: analysing student reasoning in wave physics. International Journal of Science Education, 24(1), 97-118. doi:10.1080/09500690110066944.
  • Wittmann, M. C., Steinberg, R. N., & Redish, E. F. (1999). Making sense of how students make sense of mechanical waves. The Physics Teacher, 37, 15–21.
  • Wittmann, M. C., Steinberg, R. N., & Redish, E. F. (2003). Understanding and affecting student reasoning about sound waves. International Journal of Science Education, 25(8), 991–1013. doi:10.1080/09500690305024
  • Wuttiprom, S., Sharma, M. D., Johnston, I. D., Chitaree, R., & Soankwan, C. (2009). Development and use of a conceptual survey in introductory quantum physics. International Journal of Science Education, 31(5), 631-654. doi: 10.1080/095006907017472.

Details

Journal Section Articles
Authors

Erdal Taşlıdere>

0000-0002-3158-2483

Publication Date November 21, 2016
Published in Issue Year 2016, Volume 35, Issue 1

Cite

APA Taşlıdere, E. (2016). Lise Öğrencilerinin Mekanik Dalgalar Konusu Kavram Yanılgıları: Öğrenciler Bildikleri ve Bilmediklerinin Farkındalar mı? . Ondokuz Mayis University Journal of Education Faculty , 35 (1) , 63-86 . Retrieved from https://dergipark.org.tr/en/pub/omuefd/issue/26353/277707