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Development Of Social Networks-Based Learning Scale: Validity And Reliability Study

Yıl 2019, Cilt: 15 Sayı: 1, 147 - 164, 15.04.2019
https://doi.org/10.17860/mersinefd.474226

Öz

The use of social networks, which have become widespread nowadays for
learning purposes is seen as important and valuable in terms of informal
learning. It is seen that social networks and social media applications are now
becoming part of a world called Social Web (Web 2.0) and educators attempt to
make learning unique and customized. This research aims to develop a scale for
determining how learning is actualized on social networks. A pool of 47 items
was created as a result of literature review and discussions with pre-service
teachers.  For expert view, 6 experts gave
their ideas using 7 point likert scale. Then, validity index of the each item
and overall scale were calculated. Scale applied to two different groups. For
the construct validity of the scale, exploratory factor analysis was conducted
with data collected from 350 pre-service teachers and confirmatory factor
analysis was done with another study group including 325 pre-service teachers. After
the model was verified with confirmatory factor analysis, the Social
Networks-Based Learning Perception Scale was developed as a 20 - item
four-factor scale. Cronbach Alpha coefficient correlation was found out to be
(α)=.90 and explained variance to be (%58.14). Additionally, Pearson Moment
Correlation analysis showed that there was a high level of correlation between individual
items and overall score. The four-factor structure, which shows the ideal
values ​​with the help of modification indexes, indicate that the Social
Networks- Based Learning Perception Scale is valid and reliable and can be used
in future research.

Kaynakça

  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları (Sık kullanılan istatistiksel analizler ve açıklamalı SPSS çözümleri). İstanbul: İdeal Kültür Yayıncılık.
  • Ala-Mutka, K. M., Bacigalupo, M., Kluzer, S., Pascu, C., Punie, Y., & Redecker, C. (2009). Learning 2.0: the impact of Web 2.0 innovation on education and training in Europe. Joint Research Centre. Erişim Adresi http://publications.jrc.ec.europa.eu/repository/bitstream/JRC50704/jrc50704.pdf
  • Armstrong, S. (2012). Negative Effects of Social Networking Sites for Students. Erişim Adresi: https://www.business2community.com/social-media/negative-effects-of-social-networking-sites-for-students-0311887
  • Barbour, M. K. ve Plough, C. (2009). Social networking in cyberschooling: Helping to make online learning less isolating. Tech Trends, 53(4), 56-60.
  • Batchelder, C. W. (2010). Social software: Participants' experience using social networking for learning, (Yayımlanmamış Doktora Tezi). Capella Üniversitesi, Capella.
  • Brown, T. A. (2014). Confirmatory factor analysis for applied research. New York: Guilford Publications.
  • Büyüköztürk, Ş. (2009). Sosyal bilimler için veri analizi el kitabı (10. Baskı). Ankara: Pegem Yayınları.
  • Carmines, E. G. ve Zeller, R. A. (1978). Reliability and validity assessment. Beverly Hills, C.A: Sage
  • Christensen, C. M., Horn, M. B. ve Johnson, C. W. (2008). How'disruptive innovation'will change the way we learn. Education Week, 27(39), 25-36.
  • Cicchetti, D. V. ve Sparrow, S. A. (1981). Developing criteria for establishing interrater reliability of specific items: applications to assessment of adaptive behavior. American journal of mental deficiency, 86 (2), 127-137.
  • Comrey, A. L. ve Lee, H. B. (1992). A first course in factor analysis. UK: Psychology Press.
  • Cronbach, L. J. ve Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52, 281–302.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüzöztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LİSREL uygulamaları. Ankara:Pegem Akademi
  • Delfino, M. ve Persico, D. (2009). Self-regulated learning: issues and challenges for initial teacher training. Handbook of research on new media literacy at the K-12 level: Issues and challenges içinde (s. 839-854). USA: IGI Global.
  • Ekici, M. (2012). Öğretim ilke ve yöntemleri dersinde sosyal ağlar ve işbirlikli (collaborative) öğrenme yöntemlerinin erişi düzeyine etkisi, (Yüksek Lisans Tezi). Sakarya Üniversitesi, Sakarya
  • Gikas, J. ve Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18-26.
  • Gizir, S. (2005). Assessment of factors negatively effecting the communication process in Turkish state universities, (Yayımlanmamış Doktora Tezi). Ortadoğu Teknik Üniversitesi, Ankara
  • Goodyear, P., & Yang, D. F. (2009). Patterns and pattern languages in educational design. In Handbook of research on learning design and learning objects: Issues, applications, and technologies (pp. 167-187). IGI Global.
  • Greenhow, C. (2011). Online social networks and learning. On the horizon, 19(1), 4-12.
  • Holmes, K. M. ve O'loughlin, N. (2014). The experiences of people with learning disabilities on social networking sites. British Journal of Learning Disabilities, 42(1), 1-5.
  • Hooper D., Coughlan J. ve Mullen M.R. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Hung, H. T. ve Yuen, S. C. Y. (2010). Educational use of social networking technology in higher education. Teaching in higher education, 15(6), 703-714.
  • Ito, M.; Gutierrez, K.; Livingstone, S.; Penuel, B.; Rhodes, J.; Salen, K.; Schor,J.; Sefton-Green, J. ve Watkins, C. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub
  • Johnson, L.; Levine, A. ve Smith, R. (2009). 2009 Horizon Report. Austin, TX: The New Media Consortium
  • Jovanovic, J., Chiong, R. ve Weise, T. (2012). Social networking, teaching, and learning. Interdisciplinary Journal of Information, Knowledge, and Management, 7, 39-41.
  • Kaplan, A. M. ve Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business horizons, 53(1), 59-68.
  • Killion, J. (2011). The changing face of professional development. Edge: The Latest Information for the Education Practitioner, 6(5), 3-19.
  • Klainbaum, D.G., Kupper, L. L. ve Muller, K.E. (1987). Applied regression analysis and other multivariate methods. California: Duxbury press.
  • Kline, P. (1994). An easy guide to factor analysis. New York: Routledge.
  • Kline, R. B. (2011). Principles and practice of structural equation modelling. New York, NY: Guilford Press.
  • Knezek, G., Mills, L. A. ve Wakefield, J. S. (2012). Measuring student attitudes toward learning with social media: Validation of the social media learning scale. M. Simonson (Ed.), Annual convention of the Association of Educational Communications and Technology Vol. 1 içinde (s. 127-134), Nova Southeastern University, Florida.
  • Kumpulainen, K. ve Sefton-Green, J. (2012). What is connected learning and how to research it?. International Journal of Learning and Media, 4(2), 7-18.
  • Liu, Y. (2003). Developing a scale to measure the interactivity of websites. Journal of Advertising Research, 43(02), 207–217.
  • Luehmann, A. L. ve Tinelli, L. (2008). Teacher professional identity development with social networking technologies: learning reform through blogging. Educational Media International, 45(4), 323-333.
  • Margolis, A. ve Parboosingh, J. (2015). Networked learning and network science: potential applications to health professionals’ continuing education and development. Journal of Continuing Education in the Health Professions, 35(3), 211-219.
  • McLoughlin, C. ve Lee, M. (2010). Personalised and self-regulated learning in the web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26 (1), 28-43.
  • Mills, L. A., Knezek, G. A. ve Wakefield, J. S. (2013). Learning with social media: Measurement tools for understanding information behavior in technology pervasive environments of the 21st century. iConference 2013 Proceedings konferansında sunulan bildiri (ss. 593-600). TX: Fort Worth.
  • Minocha, S. (2009). Role of social software tools in education: A literature review, Education + Training, 5(6), 353-369.
  • Parchoma, G. (2010). Toward diversity in researching teaching and technology philosophies-in-practice in e-learning communities. B. Daniel (ed.). Methods and techniques for studying virtual communities: Paradigms and phenomena içinde (s.61-86). Hershey, PA: IGI Global
  • Polit, D. F., Beck, C. T. ve Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in nursing & health, 30(4), 459-467.
  • Ryberg, T., Buus, L., & Georgsen, M. (2012). Differences in understandings of networked learning theory: Connectivity or collaboration? L. Dirckinck-Holmfeld, V. Hodgson, & D. McConnell (Eds.), Exploring the Theory, Pedagogy and Practice of Networked Learning içinde (s. 43-58). Berlin: Springer Science+Business Media.
  • Sabimbona, S. (2013). Sosyal ağların öğrenme aracı olarak değerlendirilmesi: burundi ve türkiye karşılaştırması, (Yayınlanmamış Yüksek Lisans Tezi). İstanbul Üniversitesi Fen Bilimleri Enstitüsü, İstanbul.
  • Schumacker, R.E. ve Lomax, R.G. (2004). A beginner's guide to structural equation modeling. New Jersey: Taylor & Francis.
  • Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. Erişim adresi: http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=2C6626ABCD61AA5A4391DF5FD8FEEFDE?doi=10.1.1.87.3793&rep=rep1&type=pdf
  • Şencan H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlik ve geçerlik. Ankara: Seçkin Yayıncılık.
  • Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş temel ilkeler ve LİSREL uygulamaları. Ankara: Ekinox
  • Tabachnick, B.G ve Fidell, L.S. (2013). Using multivariate statistics. Boston: Pearson.
  • Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayıncılık.
  • Tezbaşaran, A. (1996). Likert tipi ölçek geliştirme kılavuzu. Ankara: TPD Yayınları.
  • Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington DC: American Psychological Association.
  • Thorndike R. L.ve Hagen, E. (1977). Measurement and evaluation in psychology and education. Newyork: Chapman and Hall Ltd.
  • Veletsianos, G. (2011). Designing opportunities for transformation with emerging technologies. Educational Technology, 51(2), 41-46.
  • Waltz C.F., Strcikland O.L. ve Lenz E.R. (2010). Measurement in nursing and health research. New York: Springer Publishing Company
  • Webb, E. (2009). Engaging students with engaging tools. Educause Quarterly, 32(4), 1–7.

Sosyal Ağlara Dayalı Öğrenme Algısı (SAD) Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Yıl 2019, Cilt: 15 Sayı: 1, 147 - 164, 15.04.2019
https://doi.org/10.17860/mersinefd.474226

Öz

Günümüzde
oldukça yaygınlık kazanan sosyal ağların öğrenme amaçlı kullanılması informal
öğrenme açısından bakıldığında oldukça önemli ve değerli görülmektedir. Sosyal
ağların ve sosyal medya uygulamalarının artık Sosyal Web (Web 2.0) olarak
adlandırılan bir dünyanın parçası haline geldiği, eğitimcilerin öğrenme
eylemini bireye özgü ve kişiselleştirebilir hale getirmeye çabaladığı
görülmektedir. Bu araştırmanın amacı, sosyal ağlar üzerinde gerçekleşen
öğrenmelerin belirlenmesine yönelik bir ölçek geliştirmektir. Alanyazın
taraması ve öğretmen adaylarıyla yapılan tartışmalar sonucunda 47 maddeden
oluşan bir madde havuzu oluşturulmuştur. Uzman kanısı için 6 uzmandan 7’li
derecelendirme ile görüşleri alınmış; sonrasında ise ölçek ve maddelere ilişkin
kapsam geçerlilik indeksi hesaplanmıştır. Ölçek iki gruba ayrılmış ve yapı
geçerliği için 350 kişilik çalışma grubu ile açımlayıcı faktör analizi, 325
kişilik grupla doğrulayıcı faktör analizi yapılmıştır. Ortaya konulan model,
DFA ile doğrulandıktan sonra, Sosyal Ağlara Dayalı Öğrenme Algısı Ölçeği 20
maddelik dört faktörlü bir ölçek olarak geliştirilmiştir. Sosyal Ağlara Dayalı
Öğrenme Algısı Ölçeğinin Cronbach Alpha güvenirlik katsayısının  (α)=.90
(α)=.90, Kişiselleştirme alt boyutunda (α)=.921, Paylaşım alt boyutunda (α)=.888,
Etkileşime dayalı öğrenme alt boyutunda (α)=.704, Kullanım kolaylığı alt
boyutunda (α)=.701 olduğu ve açıklanan varyansın (% 58.14) değerlerine sahip
olduğu görülmektedir. Ayrıca, Pearson Moment Korelasyon analizi sonucunda
maddelerin toplam puanla yüksek düzeyde ilişki gösterdiği görülmektedir.
Modifikasyon indeksleri yardımı ile ideal değerlere ulaşan tek faktörlü yapı,
Sosyal Ağlara Dayalı Öğrenme Algısı Ölçeğinin geçerli ve güvenilir olduğunu,
ileride yapılacak araştırmalarda kullanılabileceğini göstermiştir.

Kaynakça

  • Akbulut, Y. (2010). Sosyal bilimlerde SPSS uygulamaları (Sık kullanılan istatistiksel analizler ve açıklamalı SPSS çözümleri). İstanbul: İdeal Kültür Yayıncılık.
  • Ala-Mutka, K. M., Bacigalupo, M., Kluzer, S., Pascu, C., Punie, Y., & Redecker, C. (2009). Learning 2.0: the impact of Web 2.0 innovation on education and training in Europe. Joint Research Centre. Erişim Adresi http://publications.jrc.ec.europa.eu/repository/bitstream/JRC50704/jrc50704.pdf
  • Armstrong, S. (2012). Negative Effects of Social Networking Sites for Students. Erişim Adresi: https://www.business2community.com/social-media/negative-effects-of-social-networking-sites-for-students-0311887
  • Barbour, M. K. ve Plough, C. (2009). Social networking in cyberschooling: Helping to make online learning less isolating. Tech Trends, 53(4), 56-60.
  • Batchelder, C. W. (2010). Social software: Participants' experience using social networking for learning, (Yayımlanmamış Doktora Tezi). Capella Üniversitesi, Capella.
  • Brown, T. A. (2014). Confirmatory factor analysis for applied research. New York: Guilford Publications.
  • Büyüköztürk, Ş. (2009). Sosyal bilimler için veri analizi el kitabı (10. Baskı). Ankara: Pegem Yayınları.
  • Carmines, E. G. ve Zeller, R. A. (1978). Reliability and validity assessment. Beverly Hills, C.A: Sage
  • Christensen, C. M., Horn, M. B. ve Johnson, C. W. (2008). How'disruptive innovation'will change the way we learn. Education Week, 27(39), 25-36.
  • Cicchetti, D. V. ve Sparrow, S. A. (1981). Developing criteria for establishing interrater reliability of specific items: applications to assessment of adaptive behavior. American journal of mental deficiency, 86 (2), 127-137.
  • Comrey, A. L. ve Lee, H. B. (1992). A first course in factor analysis. UK: Psychology Press.
  • Cronbach, L. J. ve Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52, 281–302.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüzöztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LİSREL uygulamaları. Ankara:Pegem Akademi
  • Delfino, M. ve Persico, D. (2009). Self-regulated learning: issues and challenges for initial teacher training. Handbook of research on new media literacy at the K-12 level: Issues and challenges içinde (s. 839-854). USA: IGI Global.
  • Ekici, M. (2012). Öğretim ilke ve yöntemleri dersinde sosyal ağlar ve işbirlikli (collaborative) öğrenme yöntemlerinin erişi düzeyine etkisi, (Yüksek Lisans Tezi). Sakarya Üniversitesi, Sakarya
  • Gikas, J. ve Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18-26.
  • Gizir, S. (2005). Assessment of factors negatively effecting the communication process in Turkish state universities, (Yayımlanmamış Doktora Tezi). Ortadoğu Teknik Üniversitesi, Ankara
  • Goodyear, P., & Yang, D. F. (2009). Patterns and pattern languages in educational design. In Handbook of research on learning design and learning objects: Issues, applications, and technologies (pp. 167-187). IGI Global.
  • Greenhow, C. (2011). Online social networks and learning. On the horizon, 19(1), 4-12.
  • Holmes, K. M. ve O'loughlin, N. (2014). The experiences of people with learning disabilities on social networking sites. British Journal of Learning Disabilities, 42(1), 1-5.
  • Hooper D., Coughlan J. ve Mullen M.R. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Hung, H. T. ve Yuen, S. C. Y. (2010). Educational use of social networking technology in higher education. Teaching in higher education, 15(6), 703-714.
  • Ito, M.; Gutierrez, K.; Livingstone, S.; Penuel, B.; Rhodes, J.; Salen, K.; Schor,J.; Sefton-Green, J. ve Watkins, C. (2013). Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub
  • Johnson, L.; Levine, A. ve Smith, R. (2009). 2009 Horizon Report. Austin, TX: The New Media Consortium
  • Jovanovic, J., Chiong, R. ve Weise, T. (2012). Social networking, teaching, and learning. Interdisciplinary Journal of Information, Knowledge, and Management, 7, 39-41.
  • Kaplan, A. M. ve Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business horizons, 53(1), 59-68.
  • Killion, J. (2011). The changing face of professional development. Edge: The Latest Information for the Education Practitioner, 6(5), 3-19.
  • Klainbaum, D.G., Kupper, L. L. ve Muller, K.E. (1987). Applied regression analysis and other multivariate methods. California: Duxbury press.
  • Kline, P. (1994). An easy guide to factor analysis. New York: Routledge.
  • Kline, R. B. (2011). Principles and practice of structural equation modelling. New York, NY: Guilford Press.
  • Knezek, G., Mills, L. A. ve Wakefield, J. S. (2012). Measuring student attitudes toward learning with social media: Validation of the social media learning scale. M. Simonson (Ed.), Annual convention of the Association of Educational Communications and Technology Vol. 1 içinde (s. 127-134), Nova Southeastern University, Florida.
  • Kumpulainen, K. ve Sefton-Green, J. (2012). What is connected learning and how to research it?. International Journal of Learning and Media, 4(2), 7-18.
  • Liu, Y. (2003). Developing a scale to measure the interactivity of websites. Journal of Advertising Research, 43(02), 207–217.
  • Luehmann, A. L. ve Tinelli, L. (2008). Teacher professional identity development with social networking technologies: learning reform through blogging. Educational Media International, 45(4), 323-333.
  • Margolis, A. ve Parboosingh, J. (2015). Networked learning and network science: potential applications to health professionals’ continuing education and development. Journal of Continuing Education in the Health Professions, 35(3), 211-219.
  • McLoughlin, C. ve Lee, M. (2010). Personalised and self-regulated learning in the web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26 (1), 28-43.
  • Mills, L. A., Knezek, G. A. ve Wakefield, J. S. (2013). Learning with social media: Measurement tools for understanding information behavior in technology pervasive environments of the 21st century. iConference 2013 Proceedings konferansında sunulan bildiri (ss. 593-600). TX: Fort Worth.
  • Minocha, S. (2009). Role of social software tools in education: A literature review, Education + Training, 5(6), 353-369.
  • Parchoma, G. (2010). Toward diversity in researching teaching and technology philosophies-in-practice in e-learning communities. B. Daniel (ed.). Methods and techniques for studying virtual communities: Paradigms and phenomena içinde (s.61-86). Hershey, PA: IGI Global
  • Polit, D. F., Beck, C. T. ve Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in nursing & health, 30(4), 459-467.
  • Ryberg, T., Buus, L., & Georgsen, M. (2012). Differences in understandings of networked learning theory: Connectivity or collaboration? L. Dirckinck-Holmfeld, V. Hodgson, & D. McConnell (Eds.), Exploring the Theory, Pedagogy and Practice of Networked Learning içinde (s. 43-58). Berlin: Springer Science+Business Media.
  • Sabimbona, S. (2013). Sosyal ağların öğrenme aracı olarak değerlendirilmesi: burundi ve türkiye karşılaştırması, (Yayınlanmamış Yüksek Lisans Tezi). İstanbul Üniversitesi Fen Bilimleri Enstitüsü, İstanbul.
  • Schumacker, R.E. ve Lomax, R.G. (2004). A beginner's guide to structural equation modeling. New Jersey: Taylor & Francis.
  • Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. Erişim adresi: http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=2C6626ABCD61AA5A4391DF5FD8FEEFDE?doi=10.1.1.87.3793&rep=rep1&type=pdf
  • Şencan H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlik ve geçerlik. Ankara: Seçkin Yayıncılık.
  • Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş temel ilkeler ve LİSREL uygulamaları. Ankara: Ekinox
  • Tabachnick, B.G ve Fidell, L.S. (2013). Using multivariate statistics. Boston: Pearson.
  • Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayıncılık.
  • Tezbaşaran, A. (1996). Likert tipi ölçek geliştirme kılavuzu. Ankara: TPD Yayınları.
  • Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington DC: American Psychological Association.
  • Thorndike R. L.ve Hagen, E. (1977). Measurement and evaluation in psychology and education. Newyork: Chapman and Hall Ltd.
  • Veletsianos, G. (2011). Designing opportunities for transformation with emerging technologies. Educational Technology, 51(2), 41-46.
  • Waltz C.F., Strcikland O.L. ve Lenz E.R. (2010). Measurement in nursing and health research. New York: Springer Publishing Company
  • Webb, E. (2009). Engaging students with engaging tools. Educause Quarterly, 32(4), 1–7.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Gürol Yokuş 0000-0002-4849-5829

Tuğba Yanpar Yelken 0000-0002-0800-4802

Yayımlanma Tarihi 15 Nisan 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 15 Sayı: 1

Kaynak Göster

APA Yokuş, G., & Yanpar Yelken, T. (2019). Sosyal Ağlara Dayalı Öğrenme Algısı (SAD) Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 147-164. https://doi.org/10.17860/mersinefd.474226

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