Araştırma Makalesi
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Görsel Sanatlar Öğretmen Eğitiminde Toplumsal Konuların Sorgulanması

Yıl 2024, , 524 - 547, 30.07.2024
https://doi.org/10.18039/ajesi.1414392

Öz

Toplumun daha adil ve demokratik olabilmesi için bireylerin kendilerini çevreleyen toplumsal konulara yönelik farkındalık kazanmaları ve bu konularla nasıl etkileşimde bulundukları ve bunların doğurduğu sorunlara nasıl tepki vereceklerini bilmeleri önemlidir. Çevre, iklim krizi, insan hakları, ayrımcılık, eşitlik ve kalıp yargılar gibi pek çok konu, toplumsal farkındalık yaratmak için günümüz sanatçıları tarafından ele alınmaktadır. Bu konular görsel sanatlar eğitiminde öğrencilerin topluma ve çevreye ilişkin anlayış geliştirmelerine yardımcı olabilir. Bu araştırmada konu odaklı sanat eğitimi yaklaşımı benimsenerek iki toplumsal konuyu ele alan öğrenme etkinliği tasarlanmıştır. Bu etkinliklerden yola çıkarak görsel sanatlar öğretmen adaylarının toplumsal konuları nasıl algıladıklarını ve sanatsal uygulamalarına nasıl yansıttıklarını incelemek amaçlanmıştır. Sanat temelli araştırma yönteminin benimsendiği bu araştırmaya Türkiye’deki bir devlet üniversitesinde Resim-İş Öğretmenliği programında 2. sınıf düzeyinde öğrenim gören toplam 10 görsel sanatlar öğretmen adayı katılmıştır. Veriler; sanatsal çalışmalar, çalışma yaprakları ve yarı yapılandırılmış görüşme yoluyla toplanmış; tümevarımcı analiz yoluyla çözümlenmiştir. Veri analizi sonucunda ulaşılan bulgular; süreçte yapılan sorgulamalar ve yorumlar ve tüm sürece dair yapılan değerlendirmeler olmak üzere iki ana tema üzerinden açıklanmıştır. Araştırmanın sonucuna göre; öğretmen adaylarının sanat eserlerini sorgulayarak farklı bakış açısı kazandıkları, kendisinden farklı olanla empati kurmada istekli oldukları, sanatın toplumdan beslendiğini ve bu nedenle toplumu ilgilendiren her konunun görsel sanatlar derslerinde ele alınmasının gerekliliğini vurguladıkları görülmüştür.

Kaynakça

  • Agarwal-Rangnath, R. (2015). Social studies, literacy, and social justice in the common core classroom: A guide for teachers. Teachers College Press.
  • Alazmi, F. M. (2017). Art education as a means of promoting democracy: Preparing pre- service art teachers for social justice education. [Unpublished doctoral dissertation]. Florida State University.
  • Albakri, Ghadah Shukri H. (2020). Transforming art education in saudi arabia: Inclusion of social ıssues in art education. [Unpublished doctoral dissertation]. University of North Texas.
  • Anderson, T., & Milbrandt, M. K. (2005). Art for life authentic instruction in art. McGraw-Hill.
  • Azılıoğlu, K. ve Yılmaz, M. (2021). Toplumsal ve kültürel değişimlerin sanat eğitimine yansımaları. Eğitim ve Toplum Araştırmaları Dergisi, 8 (2), 443-461. https://doi.org/10.51725/etad.1034600 adresinden 1.08.2023 tarihinde erişilmiştir.
  • Ballengee-Morris, C., & Stuhr, P. L. (2001). Multicultural art and visual cultural education in a changing world. Art Education, 54(4), 6-13.
  • Boyd, J. E. (2011). A multicultural and social reconstructionist approach to art education: A framework for social justice through art curriculum. [Unpublished doctoral dissertation]. Ohio State University.
  • Bolat, K. E. (2021). Reading contemporary art: Comparative art history education through themes. Eurasian Journal of Educational Research, 92, 227-252. https://files.eric.ed.gov/fulltext/EJ1293641.pdf adresinden 4.07.2024 tarihinde erişilmiştir.
  • Cahnmann-Taylor, M., & R. Siegesmund. (2018). Introduction. In M. Cahnmann-Taylor & R. Siegesmund (Ed.), Arts-Based Research in Education: Foundations for Practice (2nd ed. Pp. 1-11). Routledge.
  • Chung, S. K. (2008). An exploration of the issue of stereotyping in the artroom. Art Education, 61(3), 22-35. Retrieved July 3, 2023, from https://doi.org/10.1080/00043125.2008.11652056
  • Chang, E., Lim, M., & Kim, M. (2012). Three approaches to teaching art methods courses: Child art, visual culture, and issues-based art education. Art Education, 65 (3), 17-24. Retrieved July 18, 2023, from https://doi.org/10.1080/00043125.2012.11519172
  • Chung, S. K., & Li, D. (2020). Socially engaged art education: Exploring issues of homelessness in an elementary art classroom. International Journal of Education & the Arts, 21(21), 1-21. Retrieved June 24, 2023, from http://doi.org/10.26209/ijea21n21
  • Cornelius, A., Sherow, E., & Carpenter II, B. S. (2010). Water: Social issues and contemporary art education. Art Education, 63(6), 25-32. Retrieved July 24, 2023, from https://doi.org/10.1080/00043125.2010.11519099
  • Danker, S. H. (2018). Art activism through a critical approach to place: Charity White's prescriptive space. Art Education, 71(6), 45-50. Retrieved November 3, 2023, from https://doi.org/10.1080/00043125.2018.1505390
  • Derby, J. (2011). Disability studies and art education. Studies in Art Education, 52(2), 94-111. Retrieved August 18, 2023, from https://doi.org/10.1080/00393541.2011.11518827
  • Dewhurst, M. (2010). An inevitable question: Exploring the defining features of social justice art education. Art Education, 63(5), 6-13. Retrieved July, 21, 2023, from https://doi.org/10.1080/00043125.2010.11519082
  • Dewhurst, M. (2011). Where is the action? three lenses to analyze social justice art education. Equity & Excellence in Education, 44 (3), 364-378. Retrieved June 24, 2023, from https://doi.org/10.1080/10665684.2011.591261
  • Dey, I. (1993). Qualitative data analysis a user-friendly guide for social scientists. Routledge.
  • Elliott, D., Silverman, M., & Bowman, W. (Eds.). (2016). Artistic citizenship: Artistry, social responsibility, and ethical praxis. Oxford University Press.
  • Finley, S. (2008). Arts-Based Research. In J.G. Knowles & A.L. Cole (Ed.), In handbook of the arts in qualitative research: perspectives, methodologies, examples, and ıssues, (pp. 71–82) Thousand Oaks, Sage Publications.
  • Freedman, K. (2000). Social perspectives on art education in the US: Teaching visual culture in a democracy. Studies in Art Education, 41(4), 314-329. Retrieved November 22, 2023, from https://doi.org/10.1080/00393541.2000.11651684
  • Garber, E. (2004). Social justice and art education. Visual Arts Research, 30(2), 4-22. Retrieved July18, 2023, from https://www.jstor.org/stable/20715349
  • Gaudelius, Y., & Speirs, P. (Eds). (2002). Contemporary issues in art education. Pearson Education.
  • Güler, E. (2021). Social justice perception of pre-service visual arts teachers: Visual inquiries," International Journal of Educational Methodology, 7 (3), 517-545. Retrieved November 12, 2023, from 10.12973/ijem.7.3.517
  • Gude, O. (2007). Principles of possibility: considerations for a 21st century art and culture curriculum. Art Education, 60 (1), 6-15. Retrieved December 11, 2023, from https://doi.org/10.1080/00043125.2007.11651621
  • Halsey-Dutton, B. (2016). Concepts of creative risk-taking: Issues-based instructional strategies for preservice educators. Art Education, 69(1), 38-44. Retrieved August 22, 2023, from https://doi.org/10.1080/00043125.2016.1106863
  • Kırışoğlu, O. T. (2009). Sanat kültür yaratıcılık görsel sanatlar ve kültür eğitimi- öğretimi. Pegem Yayınevi.
  • Kuru, A.Ş. (2016). Bilgi Üretim Formu olarak sanat ve pedagojik projeler. Yedi: Sanat, Tasarım, Bilim Dergisi, 15, 1-10. https://dergipark.org.tr/en/download/article-file/203786 adresinden 28 Temmuz 2023 tarihinde erişilmiştir.
  • Leake, M. D. (2012). Art as social practice: Exploring the contemporary. Art Education, 65(2), 25-32. Retrieved August 18, 2023, from https://doi.org/10.1080/00043125.2012.11519165
  • Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Publications.
  • Li, D. (2018). Using issues-based art education to facilitate middle school students’ learning in racial issues. International Journal of Education & the Arts, 19(12). 1-18. Retrieved from September 24, 2023, from https://doi.org/10.18113/P8ijea1912
  • Li, D. (2020). Teachers' Perspectives on Social Justice Art Education. [Unpublished doctoral dissertation]. University of Houston.
  • Mamur, N. (2014). Görsel sanatlar öğretmen eğitiminde görsel kültür öğretimi (pensilvanya eyalet üniversitesi örneği). 21. Yüzyılda Eğitim ve Toplum Eğitim Bilimleri ve Sosyal Araştırmalar Dergisi, 3(8), 103-120. https://dergipark.org.tr/en/download/article-file/59536 adresinden 10.10.2023 tarihinde erişilmiştir.
  • Mamur, N. (2019). 21. Yüzyıl sanatı ve görsel sanatlar öğretimi. V. Özsoy ve N. Mamur (Ed.), Görsel sanatlar öğrenme ve öğretim yaklaşımları içinde (ss. 167-180). Pegem Akademi.
  • Mamur, N. (2019). Öğrenme kuramları ve görsel sanatlar öğretimi. V. Özsoy ve N. Mamur (Ed.), Görsel sanatlar öğrenme ve öğretim yaklaşımları içinde (ss. 137-166). Ankara: Pegem Akademi.
  • Mendieta, A. (1973). Flowers on body [Painting]. San Francisco Museum of Modern Art. https://historia-arte.com/obras/flores-en-el-cuerpo
  • Mertler, C. A. (2006). Action research: Teachers as researchers in the classroom. Sage Publications.
  • Mercin, L. ve Alakuş, A. O. (2007). Birey ve toplum için sanat eğitiminin gerekliliği. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (9), 14-20. https://dergipark.org.tr/en/download/article-file/787186 adresinden 09.10.2023 tarihinde erişilmiştir.
  • Özcan, Ö. (2021). Jean Jacques Rousseau’da insan, toplum ve eğitim. [Yayınlanmamış yüksek lisans tezi]. Ondokuz Mayıs Üniversitesi.
  • Ploof, J., & Hochtritt, L. (2018). Practicing social justice art education: Reclaiming our agency through collective curriculum. Art Education, 71(1), 38-44. Retrieved July 21, 2023, from https://doi.org/10.1080/00043125.2018.1389592
  • Powell, K., & Serriere, S. (2013). Image-based participatory pedagogies: Reimagining social justice. International Journal of Education & the Arts, 14(15), 1-27. Retrieved September 14, 2023, from http://www.ijea.org/v14n15/
  • Ringgold, F. (1996). The sunflower quilting bee at arles [Painting]. Philadelphia Museum of Art. https://philamuseum.org/collection/object/90056
  • Risner, D., & Costantino, T. E. (2007). Prelude: social and cultural perspectives in arts education research. In L. Bresler (Ed.), International Handbook of Research in Arts Education, (pp.941-944) Springer.
  • Schreier, M. (2012). Qualitative content analysis in practice. Sage Publications.
  • Seidler, C. O. (2011). Fighting disability stereotypes with comics:“I cannot see you, but I know you are staring at me”. Art Education, 64(6), 20-24. Retrieved September 19, 2023, from https://doi.org/10.1080/00043125.2011.11519148
  • Türkcan, B. (2020). Sanat. S.Tuna ve A.O. Alakuş (Ed.), Görsel sanatlar öğretimi içinde (ss.1-24). Nobel Akademik Yayıncılık.
  • Yıldırım, A., ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınevi.

Questioning Social Issues in Visual Arts Teacher Education

Yıl 2024, , 524 - 547, 30.07.2024
https://doi.org/10.18039/ajesi.1414392

Öz

In order for society to be more just and democratic, it is important for individuals to be aware of the social issues that surround them and to know how they interact with and respond to the problems they create. Today, many social issues such as the environment, climate crisis, human rights, discrimination, equality and stereotypes are addressed by artists to raise awareness. These issues can help students develop an understanding of society and the environment in visual arts education. In this study, two teaching activities were designed by adopting an issues-based art education approach. Based on these activities, it was aimed to examine how visual arts pre-service teachers perceive social issues and how they reflect them in their artistic practices. A total of 10 pre-service teachers studying at the 2nd grade level in the Art Education program at a state university in Turkey participated in this study in which the art-based research method was adopted. In this study, data were collected through artistic works, worksheets and semi-structured interviews and analyzed through inductive analysis. As a result of the data analysis, the findings were discussed under two main themes: the inquiries and comments made during the process and the evaluations made on the whole process. According to the findings of the study, it was seen that the pre-service teachers gained a different perspective by questioning the works of art, were willing to empathize with those who were different from themselves, and emphasized that art is fed by society and therefore every issue concerning the society should be addressed in visual arts courses.

Etik Beyan

Anadolu Üniversitesi Sosyal ve Beşeri Bilimler Bilimsel Araştırma ve Yayın Etiği Kurulu’nun 31.10.2023 tarih ve 622523 protokol numaralı Etik Kurul Onayı alınmıştır.

Kaynakça

  • Agarwal-Rangnath, R. (2015). Social studies, literacy, and social justice in the common core classroom: A guide for teachers. Teachers College Press.
  • Alazmi, F. M. (2017). Art education as a means of promoting democracy: Preparing pre- service art teachers for social justice education. [Unpublished doctoral dissertation]. Florida State University.
  • Albakri, Ghadah Shukri H. (2020). Transforming art education in saudi arabia: Inclusion of social ıssues in art education. [Unpublished doctoral dissertation]. University of North Texas.
  • Anderson, T., & Milbrandt, M. K. (2005). Art for life authentic instruction in art. McGraw-Hill.
  • Azılıoğlu, K. ve Yılmaz, M. (2021). Toplumsal ve kültürel değişimlerin sanat eğitimine yansımaları. Eğitim ve Toplum Araştırmaları Dergisi, 8 (2), 443-461. https://doi.org/10.51725/etad.1034600 adresinden 1.08.2023 tarihinde erişilmiştir.
  • Ballengee-Morris, C., & Stuhr, P. L. (2001). Multicultural art and visual cultural education in a changing world. Art Education, 54(4), 6-13.
  • Boyd, J. E. (2011). A multicultural and social reconstructionist approach to art education: A framework for social justice through art curriculum. [Unpublished doctoral dissertation]. Ohio State University.
  • Bolat, K. E. (2021). Reading contemporary art: Comparative art history education through themes. Eurasian Journal of Educational Research, 92, 227-252. https://files.eric.ed.gov/fulltext/EJ1293641.pdf adresinden 4.07.2024 tarihinde erişilmiştir.
  • Cahnmann-Taylor, M., & R. Siegesmund. (2018). Introduction. In M. Cahnmann-Taylor & R. Siegesmund (Ed.), Arts-Based Research in Education: Foundations for Practice (2nd ed. Pp. 1-11). Routledge.
  • Chung, S. K. (2008). An exploration of the issue of stereotyping in the artroom. Art Education, 61(3), 22-35. Retrieved July 3, 2023, from https://doi.org/10.1080/00043125.2008.11652056
  • Chang, E., Lim, M., & Kim, M. (2012). Three approaches to teaching art methods courses: Child art, visual culture, and issues-based art education. Art Education, 65 (3), 17-24. Retrieved July 18, 2023, from https://doi.org/10.1080/00043125.2012.11519172
  • Chung, S. K., & Li, D. (2020). Socially engaged art education: Exploring issues of homelessness in an elementary art classroom. International Journal of Education & the Arts, 21(21), 1-21. Retrieved June 24, 2023, from http://doi.org/10.26209/ijea21n21
  • Cornelius, A., Sherow, E., & Carpenter II, B. S. (2010). Water: Social issues and contemporary art education. Art Education, 63(6), 25-32. Retrieved July 24, 2023, from https://doi.org/10.1080/00043125.2010.11519099
  • Danker, S. H. (2018). Art activism through a critical approach to place: Charity White's prescriptive space. Art Education, 71(6), 45-50. Retrieved November 3, 2023, from https://doi.org/10.1080/00043125.2018.1505390
  • Derby, J. (2011). Disability studies and art education. Studies in Art Education, 52(2), 94-111. Retrieved August 18, 2023, from https://doi.org/10.1080/00393541.2011.11518827
  • Dewhurst, M. (2010). An inevitable question: Exploring the defining features of social justice art education. Art Education, 63(5), 6-13. Retrieved July, 21, 2023, from https://doi.org/10.1080/00043125.2010.11519082
  • Dewhurst, M. (2011). Where is the action? three lenses to analyze social justice art education. Equity & Excellence in Education, 44 (3), 364-378. Retrieved June 24, 2023, from https://doi.org/10.1080/10665684.2011.591261
  • Dey, I. (1993). Qualitative data analysis a user-friendly guide for social scientists. Routledge.
  • Elliott, D., Silverman, M., & Bowman, W. (Eds.). (2016). Artistic citizenship: Artistry, social responsibility, and ethical praxis. Oxford University Press.
  • Finley, S. (2008). Arts-Based Research. In J.G. Knowles & A.L. Cole (Ed.), In handbook of the arts in qualitative research: perspectives, methodologies, examples, and ıssues, (pp. 71–82) Thousand Oaks, Sage Publications.
  • Freedman, K. (2000). Social perspectives on art education in the US: Teaching visual culture in a democracy. Studies in Art Education, 41(4), 314-329. Retrieved November 22, 2023, from https://doi.org/10.1080/00393541.2000.11651684
  • Garber, E. (2004). Social justice and art education. Visual Arts Research, 30(2), 4-22. Retrieved July18, 2023, from https://www.jstor.org/stable/20715349
  • Gaudelius, Y., & Speirs, P. (Eds). (2002). Contemporary issues in art education. Pearson Education.
  • Güler, E. (2021). Social justice perception of pre-service visual arts teachers: Visual inquiries," International Journal of Educational Methodology, 7 (3), 517-545. Retrieved November 12, 2023, from 10.12973/ijem.7.3.517
  • Gude, O. (2007). Principles of possibility: considerations for a 21st century art and culture curriculum. Art Education, 60 (1), 6-15. Retrieved December 11, 2023, from https://doi.org/10.1080/00043125.2007.11651621
  • Halsey-Dutton, B. (2016). Concepts of creative risk-taking: Issues-based instructional strategies for preservice educators. Art Education, 69(1), 38-44. Retrieved August 22, 2023, from https://doi.org/10.1080/00043125.2016.1106863
  • Kırışoğlu, O. T. (2009). Sanat kültür yaratıcılık görsel sanatlar ve kültür eğitimi- öğretimi. Pegem Yayınevi.
  • Kuru, A.Ş. (2016). Bilgi Üretim Formu olarak sanat ve pedagojik projeler. Yedi: Sanat, Tasarım, Bilim Dergisi, 15, 1-10. https://dergipark.org.tr/en/download/article-file/203786 adresinden 28 Temmuz 2023 tarihinde erişilmiştir.
  • Leake, M. D. (2012). Art as social practice: Exploring the contemporary. Art Education, 65(2), 25-32. Retrieved August 18, 2023, from https://doi.org/10.1080/00043125.2012.11519165
  • Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Publications.
  • Li, D. (2018). Using issues-based art education to facilitate middle school students’ learning in racial issues. International Journal of Education & the Arts, 19(12). 1-18. Retrieved from September 24, 2023, from https://doi.org/10.18113/P8ijea1912
  • Li, D. (2020). Teachers' Perspectives on Social Justice Art Education. [Unpublished doctoral dissertation]. University of Houston.
  • Mamur, N. (2014). Görsel sanatlar öğretmen eğitiminde görsel kültür öğretimi (pensilvanya eyalet üniversitesi örneği). 21. Yüzyılda Eğitim ve Toplum Eğitim Bilimleri ve Sosyal Araştırmalar Dergisi, 3(8), 103-120. https://dergipark.org.tr/en/download/article-file/59536 adresinden 10.10.2023 tarihinde erişilmiştir.
  • Mamur, N. (2019). 21. Yüzyıl sanatı ve görsel sanatlar öğretimi. V. Özsoy ve N. Mamur (Ed.), Görsel sanatlar öğrenme ve öğretim yaklaşımları içinde (ss. 167-180). Pegem Akademi.
  • Mamur, N. (2019). Öğrenme kuramları ve görsel sanatlar öğretimi. V. Özsoy ve N. Mamur (Ed.), Görsel sanatlar öğrenme ve öğretim yaklaşımları içinde (ss. 137-166). Ankara: Pegem Akademi.
  • Mendieta, A. (1973). Flowers on body [Painting]. San Francisco Museum of Modern Art. https://historia-arte.com/obras/flores-en-el-cuerpo
  • Mertler, C. A. (2006). Action research: Teachers as researchers in the classroom. Sage Publications.
  • Mercin, L. ve Alakuş, A. O. (2007). Birey ve toplum için sanat eğitiminin gerekliliği. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (9), 14-20. https://dergipark.org.tr/en/download/article-file/787186 adresinden 09.10.2023 tarihinde erişilmiştir.
  • Özcan, Ö. (2021). Jean Jacques Rousseau’da insan, toplum ve eğitim. [Yayınlanmamış yüksek lisans tezi]. Ondokuz Mayıs Üniversitesi.
  • Ploof, J., & Hochtritt, L. (2018). Practicing social justice art education: Reclaiming our agency through collective curriculum. Art Education, 71(1), 38-44. Retrieved July 21, 2023, from https://doi.org/10.1080/00043125.2018.1389592
  • Powell, K., & Serriere, S. (2013). Image-based participatory pedagogies: Reimagining social justice. International Journal of Education & the Arts, 14(15), 1-27. Retrieved September 14, 2023, from http://www.ijea.org/v14n15/
  • Ringgold, F. (1996). The sunflower quilting bee at arles [Painting]. Philadelphia Museum of Art. https://philamuseum.org/collection/object/90056
  • Risner, D., & Costantino, T. E. (2007). Prelude: social and cultural perspectives in arts education research. In L. Bresler (Ed.), International Handbook of Research in Arts Education, (pp.941-944) Springer.
  • Schreier, M. (2012). Qualitative content analysis in practice. Sage Publications.
  • Seidler, C. O. (2011). Fighting disability stereotypes with comics:“I cannot see you, but I know you are staring at me”. Art Education, 64(6), 20-24. Retrieved September 19, 2023, from https://doi.org/10.1080/00043125.2011.11519148
  • Türkcan, B. (2020). Sanat. S.Tuna ve A.O. Alakuş (Ed.), Görsel sanatlar öğretimi içinde (ss.1-24). Nobel Akademik Yayıncılık.
  • Yıldırım, A., ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınevi.
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Güzel Sanatlar Eğitimi
Bölüm Araştırma Makalesi
Yazarlar

Sevcan Saribaş 0000-0002-0608-4888

Yayımlanma Tarihi 30 Temmuz 2024
Gönderilme Tarihi 3 Ocak 2024
Kabul Tarihi 6 Temmuz 2024
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

APA Saribaş, S. (2024). Görsel Sanatlar Öğretmen Eğitiminde Toplumsal Konuların Sorgulanması. Anadolu Journal of Educational Sciences International, 14(2), 524-547. https://doi.org/10.18039/ajesi.1414392
AMA Saribaş S. Görsel Sanatlar Öğretmen Eğitiminde Toplumsal Konuların Sorgulanması. AJESI. Temmuz 2024;14(2):524-547. doi:10.18039/ajesi.1414392
Chicago Saribaş, Sevcan. “Görsel Sanatlar Öğretmen Eğitiminde Toplumsal Konuların Sorgulanması”. Anadolu Journal of Educational Sciences International 14, sy. 2 (Temmuz 2024): 524-47. https://doi.org/10.18039/ajesi.1414392.
EndNote Saribaş S (01 Temmuz 2024) Görsel Sanatlar Öğretmen Eğitiminde Toplumsal Konuların Sorgulanması. Anadolu Journal of Educational Sciences International 14 2 524–547.
IEEE S. Saribaş, “Görsel Sanatlar Öğretmen Eğitiminde Toplumsal Konuların Sorgulanması”, AJESI, c. 14, sy. 2, ss. 524–547, 2024, doi: 10.18039/ajesi.1414392.
ISNAD Saribaş, Sevcan. “Görsel Sanatlar Öğretmen Eğitiminde Toplumsal Konuların Sorgulanması”. Anadolu Journal of Educational Sciences International 14/2 (Temmuz 2024), 524-547. https://doi.org/10.18039/ajesi.1414392.
JAMA Saribaş S. Görsel Sanatlar Öğretmen Eğitiminde Toplumsal Konuların Sorgulanması. AJESI. 2024;14:524–547.
MLA Saribaş, Sevcan. “Görsel Sanatlar Öğretmen Eğitiminde Toplumsal Konuların Sorgulanması”. Anadolu Journal of Educational Sciences International, c. 14, sy. 2, 2024, ss. 524-47, doi:10.18039/ajesi.1414392.
Vancouver Saribaş S. Görsel Sanatlar Öğretmen Eğitiminde Toplumsal Konuların Sorgulanması. AJESI. 2024;14(2):524-47.