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Okul Öncesi Dönemde Kültürel Miras Eğitimine İlişkin Öğretmen Görüşleri: Denizli İli Örneği

Yıl 2021, , 175 - 203, 27.03.2021
https://doi.org/10.32572/guntad.878268

Öz

Kültürel miras geçmişten günümüze gelen ve gelecek nesillere aktarılması gereken değerler bütünüdür. Bu çalışmada okul öncesi öğretmenlerin kültürel miras algısı ve okul öncesinde kültürel miras eğitime bakış açıları araştırılmıştır. Çalışma Denizli’de okul öncesi çocuklarla çalışan 74 öğretmeninin kültürel miras eğitimine ilişkin görüşlerinin belirlenmesini amaçlamaktadır ve çalışmada nitel araştırma yöntemlerinden tekli durum çalışması ve örnekleme yöntemlerinden amaçlı örnekleme yöntemi kullanılmıştır. Çalışmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen yapılandırılmış görüşme formu kullanılmıştır ve elde edilen verilerin analizinde betimsel analiz tekniğinden yararlanılmıştır. Çalışmada, öğretmenlerin yaklaşık yarısının kültürel miras denildiğinde “bir milletin geçmişten günümüze gelen maddi ve manevi değerleri” düşündükleri ortaya konulmuştur. Bunun yanı sıra gelenek, “gelenek, görenek, örf ve adetler”, “milli değerler” ve “evrensel değerler” gibi farklı cevaplar da verilmiştir. Öğretmenler kültürel mirası çoğunlukla bir milletin geçmişten günümüze gelen maddi-manevi değerleri olarak görmektedir (n=50; %48.54). Okul Öncesi öğretmenler kültürel miras öğeleri arasında doğal ve tarihi alanları (n=59; %38.31) ilk sırada görmektedirler. Ankete katılanların tamamı okul öncesi dönemde kültürel miras eğitimi verilmesi yönünde görüş belirtmiştir. Öğretmenlerinin okul öncesi dönemde kültürel miras eğitimine yer verilmesine yönelik nedenleri arasında en çok “ağaç yaş iken eğilir” (n=21; %24.14) ve “kültürü öğrenmek ve korumak için” (n=18; %20.69) nedenleri gelmektedir. Ankete katılan öğretmenlerin tümünün çocuklar ile kültürel miras eğitimine yönelik olarak, kültürel miras eğitiminde sanat etkinliği, fen etkinliği, matematik etkinliği, Türkçe etkinliği, oyun etkinliği, okuma yazma hazırlık etkinliği, alan gezisi ve drama etkinlikleri yaptırdıkları anlaşılmaktadır. Katılımcıların yarısından fazlasının (n=40; %54.05) eğitim programının kültürel miras eğitiminde beklentilerini karşıladığı görülürken, 34 katılımcının (%44.05) konu ile ilgili beklentilerini karşılamadığı anlaşılmaktadır. Öğretmenlerin büyük bir çoğunluğunun (n=68; %91.89) kültürel miras eğitiminde materyal kullandığı ve konu ile ilgili hizmet içi eğitim almadıkları (n=62; %83.78) görülmüştür.

Kaynakça

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  • Aerila, J. A., Rönkkö, M. L. ve Grönman, S. (2016). Field trip to a historic house museum with preschoolers: Stories and crafts as tools for cultural heritage education. Visitor Studies, 19(2), 144-155.
  • Aerila, J.-A. ve Rönkkö, M.-L. (2015). Enjoy and interpret picturebooks in a child-centred way. Reading Teacher, 68, 349–356. doi:10.1002/trtr.1313
  • Aslan, Z. ve Ardemagni, M. (2006). Introducing young people to the protection of heritage sites and historic cities. Rome, Italy: United Nations Educational, Scientific and Cultural Organization (UNESCO), Study of the Preservation and Restoration of Cultural Property (ICCROM).
  • Asunakutlu, T. ve Safran, B. (2004). Kültürel farklılıklardan kaynaklanan çatışmalara yönelik bir araştırma (Marmaris turizm sektörü örneği). Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(1), 26-49.
  • Avcı, M., ve Memişoğlu, H. (2016). Kültürel Miras Eğitimine İlişkin Sosyal Bilgiler Öğretmenlerin Görüşleri. Elementary Education Online, 15(1), 104-124.
  • Badran, A. (2011). The excluded past in Jordanian formal primary education: The introduction of archaeology. In K. Okamura, ve A. Matsuda (Eds.), New perspectives in global public archaeology (pp. 197-215). New York, NY: Springer.
  • Barghi, R., Zakaria, Z., Hamzah, A. ve Hashim, N. H. (2017). Heritage education in the primary school standard curriculum of Malaysia. Teaching and Teacher Education, 61, 124-131.
  • Bickford, J. E. (2013). Examining historical (mis)representations of Christopher Columbus within children’s literature (Paper 9). Retrieved from http://thekeep.eiu.edu/eemedu_fac/9
  • Bourotzoglou, E. A. (2018). Art, cultural heritage and parent counselling activities, as pioneering practices for kindergarten class management. Journal of Contemporary Education Theory & Research, 2(1), 21-26.
  • Campbell, R. (2001). Read-alouds with young children. Newark, NJ: International Reading Association.
  • Christou, E. ve Sigala, M. (2002). Innovation in hospitality and tourism education. International Journal of Tourism Research, 4(1), 65-67.
  • Cohen, B. (2011). Razumjeti sebe i druge: važnost mjesta odrastanja i vlastitog identiteta u multikulturalnom društvu. Dijete, vrtić, obitelj: Časopis za odgoj i naobrazbu predškolske djece namijenjen stručnjacima i roditeljima, 17(65), 2-5. from: Ivon, H. ve Kuscevic, D. (2013). School and the cultural-heritage environment: pedagogical, creative and artistic aspects. CEPS journal, 3(2), 29-50.
  • Collins, F. Ve Hollinshead, L. (2000). English and the historic environment: A teacher's guide. Education on site. London, England: English Heritage
  • Copeland, T. (1991). A teacher's guide to maths and the historic environment. London, England: English Heritage.
  • Copeland, T. (1993). A teacher's guide to geography and the historic environment. London, England: English Heritage.
  • Copeland, T. (2004). Heritage and education: A European perspective (pp. 18e22). The Hague Forum 2004.
  • Copeland, T. (2006). European democratic citizenship, heritage education and identity. Strasbourg, France: Council of Europe.
  • Curtis, R. ve Seymour, C. (2004). Louisiana heritage education program and heritage in the classroom: Children's attitudes toward cultural heritage. Journal of Social Studies Research, 28(2), 20e24.
  • Dönmez, C. ve Yeşilbursa, C. C. (2014). Kültürel miras eğitiminin öğrencilerin somut kültürel mirasa yönelik tutumlarına etkisi. Elementary Education Online, 13(2).
  • Eryazıcıoğlu, E. ve Cengiz, H. (2018). İnsan Hakları Odaklı Bir Kültürel Miras Sistemi İçin Değerlendirme Modeli. Megaron, 13(4).
  • Fleer M. ve Robbins J. (2007). A cultural-historical analysis of early childhood education: how do teachers appropriate new cultural tools? European Early Childhood Education Research Journal, vol. 15, no. 1, pp. 103–119.
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Teachers' Views on Cultural Heritage Education in Preschool: The Case of Denizli

Yıl 2021, , 175 - 203, 27.03.2021
https://doi.org/10.32572/guntad.878268

Öz

Cultural heritage is a set of values that have come from the past and should be passed on to future generations. In this study, preschool teachers' perception of cultural heritage and their perspective on cultural heritage education in preschool were investigated. The study aims to determine the views of 74 teachers on cultural heritage education who work with preschool children in Denizli. In the study, purposeful sampling method, among qualitative research methods, single case study and sampling methods were used. In the study, the structured interview form developed by the researchers was used as the data collection tool, and the descriptive analysis technique was used in the analysis of the data obtained. In the study, it was revealed that nearly half of the teachers think of "the material and moral values of a nation from the past to the present" when cultural heritage is mentioned. In addition, different answers were given such as “tradition”, "customs and traditions", "national values" and "universal values". Teachers mostly consider cultural heritage as the material-spiritual values of a nation from the past to the present (n = 50; 48.54%). Preschool teachers consider natural and historical areas (n = 59; 38.31%) in the first place among cultural heritage items. All of the respondents expressed their views on cultural heritage education in the preschool period. Among the reasons for teachers to include cultural heritage education in the preschool period, the most common reasons are "the tree bends at its age" (n = 21; 24.14%) and "to learn and protect culture" (n = 18; 20.69%). It is understood that all of the teachers participating in the questionnaire have organized art activities, science activities, mathematics activities, Turkish activities, games activities, literacy preparation activities, field trips and drama activities in cultural heritage education with children. While it is observed that more than half of the participants (n = 40; 54.05%) met their expectations in cultural heritage education, it is understood that 34 participants (44.05%) did not meet their expectations on the subject. It was observed that the majority of the teachers (n = 68; 91.89%) used materials in cultural heritage education and did not receive in-service training (n = 62; 83.78%).

Kaynakça

  • ACESE, (2009). Arts and Cultural Education at School in Europe, European Commission, Te Education, Audiovisual and Culture Executive Agency (EACEA P9 Eurydice), http://eacea.ec.europa.eu/education/eurydice/documents/thematic reports/113EN.pdf
  • Aerila, J. A., Rönkkö, M. L. ve Grönman, S. (2016). Field trip to a historic house museum with preschoolers: Stories and crafts as tools for cultural heritage education. Visitor Studies, 19(2), 144-155.
  • Aerila, J.-A. ve Rönkkö, M.-L. (2015). Enjoy and interpret picturebooks in a child-centred way. Reading Teacher, 68, 349–356. doi:10.1002/trtr.1313
  • Aslan, Z. ve Ardemagni, M. (2006). Introducing young people to the protection of heritage sites and historic cities. Rome, Italy: United Nations Educational, Scientific and Cultural Organization (UNESCO), Study of the Preservation and Restoration of Cultural Property (ICCROM).
  • Asunakutlu, T. ve Safran, B. (2004). Kültürel farklılıklardan kaynaklanan çatışmalara yönelik bir araştırma (Marmaris turizm sektörü örneği). Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(1), 26-49.
  • Avcı, M., ve Memişoğlu, H. (2016). Kültürel Miras Eğitimine İlişkin Sosyal Bilgiler Öğretmenlerin Görüşleri. Elementary Education Online, 15(1), 104-124.
  • Badran, A. (2011). The excluded past in Jordanian formal primary education: The introduction of archaeology. In K. Okamura, ve A. Matsuda (Eds.), New perspectives in global public archaeology (pp. 197-215). New York, NY: Springer.
  • Barghi, R., Zakaria, Z., Hamzah, A. ve Hashim, N. H. (2017). Heritage education in the primary school standard curriculum of Malaysia. Teaching and Teacher Education, 61, 124-131.
  • Bickford, J. E. (2013). Examining historical (mis)representations of Christopher Columbus within children’s literature (Paper 9). Retrieved from http://thekeep.eiu.edu/eemedu_fac/9
  • Bourotzoglou, E. A. (2018). Art, cultural heritage and parent counselling activities, as pioneering practices for kindergarten class management. Journal of Contemporary Education Theory & Research, 2(1), 21-26.
  • Campbell, R. (2001). Read-alouds with young children. Newark, NJ: International Reading Association.
  • Christou, E. ve Sigala, M. (2002). Innovation in hospitality and tourism education. International Journal of Tourism Research, 4(1), 65-67.
  • Cohen, B. (2011). Razumjeti sebe i druge: važnost mjesta odrastanja i vlastitog identiteta u multikulturalnom društvu. Dijete, vrtić, obitelj: Časopis za odgoj i naobrazbu predškolske djece namijenjen stručnjacima i roditeljima, 17(65), 2-5. from: Ivon, H. ve Kuscevic, D. (2013). School and the cultural-heritage environment: pedagogical, creative and artistic aspects. CEPS journal, 3(2), 29-50.
  • Collins, F. Ve Hollinshead, L. (2000). English and the historic environment: A teacher's guide. Education on site. London, England: English Heritage
  • Copeland, T. (1991). A teacher's guide to maths and the historic environment. London, England: English Heritage.
  • Copeland, T. (1993). A teacher's guide to geography and the historic environment. London, England: English Heritage.
  • Copeland, T. (2004). Heritage and education: A European perspective (pp. 18e22). The Hague Forum 2004.
  • Copeland, T. (2006). European democratic citizenship, heritage education and identity. Strasbourg, France: Council of Europe.
  • Curtis, R. ve Seymour, C. (2004). Louisiana heritage education program and heritage in the classroom: Children's attitudes toward cultural heritage. Journal of Social Studies Research, 28(2), 20e24.
  • Dönmez, C. ve Yeşilbursa, C. C. (2014). Kültürel miras eğitiminin öğrencilerin somut kültürel mirasa yönelik tutumlarına etkisi. Elementary Education Online, 13(2).
  • Eryazıcıoğlu, E. ve Cengiz, H. (2018). İnsan Hakları Odaklı Bir Kültürel Miras Sistemi İçin Değerlendirme Modeli. Megaron, 13(4).
  • Fleer M. ve Robbins J. (2007). A cultural-historical analysis of early childhood education: how do teachers appropriate new cultural tools? European Early Childhood Education Research Journal, vol. 15, no. 1, pp. 103–119.
  • Gardner H. (2006). How the child perceives the world. Methods of teaching in harmony with the ways of thinking of the child. Athens: Atrapos.
  • Glover, A. (1996). Children and bias. In B. Creaser & E. Dau (Eds.). The Anti-Bias Approach in Early Childhood. Sydney: Harper Educational.
  • Haddad, N. A. (2014). Heritage multimedia and children edutainment: assessment and recommendations. Advances in Multimedia.
  • Hade, D. (2013). Books in the classroom: The differences among us. Horn Book Magazine, 69, 642–645. Harrison, R. (2012). Heritage: critical approaches. London: Routledge.
  • Hewison, R. (1987). The Heritage Industry:Britain in a climate of decline.London: Methuen.
  • Hunter, K. (1988). Heritage education in the social studies. Bloomington, IN: Information Analysis.
  • Hunter, K. (1992). Heritage education: What's going on out there?. In Paper presented at the 107th annual meeting of the American Historical Association. Washington, DC: American Historical Association.
  • Ivon, H. ve Kuscevic, D. (2013). School and the cultural-heritage environment: pedagogical, creative and artistic aspects. CEPS journal, 3(2), 29-50.
  • Kailash, K. M. (2001). Curriculum Development for Cultural Heritage Studies, http://ignca.nic.in/nl001703.htm
  • Keskin, S. C. ve Keskin, Y. (2009). Cumhuriyet Dönemi İlkokul (İlköğretim 1. Kademe) Sosyal Bilgiler ve Onun Kapsamına Giren Ders Programlarında Bir Değer Olarak" Barış" ın Yeri. Değerler Eğitimi Dergisi, 7(17), 69-92.
  • Kourmousi, N. ve Koutras, B. (2011). Steps for Life: ¨ Program of individual and social skills for kindergarten. Athens: Papazisis.
  • Köroğlu, Ö., Ulusoy Y. H. ve Avcıkurt, C. (2018). Kültürel Miras Kavramına İlişkin Algıların Metafor Analizi Yoluyla İncelenmesi, Turizm Akademik Dergisi, 5 (1), 98-113.
  • KTB (2020), Kültür ve Turizm Bakanlığı, Somut Olmayan Kültürel Mirasın Korunması Sözleşmesi Hakkında, https://aregem.ktb.gov.tr/TR-50837/somut-olmayan-kulturel-mirasin-korunmasi-sozlesmesi-hak-.html. Erişim 9 Aralık 2020.
  • Langer, J. A. (1995). Envisioning literature. Literary understanding and literary instruction. New York, NY: IRA, Teacher’s College Press.
  • Lesourne, J. (1993). Obrazovanje & društvo: izazovi 2000. godine. Educa.
  • Lockey, M. ve Walmsley, D. (1999). Art and the historic environment. London, England: English Heritage.
  • Lukens, R. J. (2007). A critical handbook of children’s literature (8th ed.). Boston, MA: Pearson.
  • Lusted, K. (2012). Does Early Years Education have a Role in Creating Children’s Notion of Difference and Diversity? International Journal of Historical Learning, Teaching and Research, 11.1 (November 2012), 149-156. Lynch, E. ve Hanson, M. (Eds.) (1998). Developing cross-cultural competence: A guide for working with children and their families (2nd ed.). Baltimore: Paul H. Brookes.
  • McKercher, B. ve Du Cros, H. (2002). Cultural tourism: The partnership between tourism and cultural heritage management. Routledge.
  • MEB, (2013). 36-72 Aylık Çocuklar İçin Okul Öncesi Eğitim Programı. Ankara.
  • Mutlu Öztürk, H. ve Öztürk, H. K. (2019). Hidrolik Santrallerin Turizm ve Kültürel Mirası Üzerine Etkisi. Journal of Tourism and Gastronomy Studies, 7 (3), 2321-2335. DOI:10.21325/jotags.2019.474.
  • Nanzhao, Z. (1998). Suodnošenje obrazovanja i kulture u svrhu gospodarskog i ljudskog razvitka: iz azijske perspektive. In J. Delors, Učenje - Blago u nama (pp. 269–281). Zagreb: Educa. From: Ivon, H. ve Kuscevic, D. (2013). School and the cultural-heritage environment: pedagogical, creative and artistic aspects. CEPS journal, 3(2), 29-50.
  • Ogbu, J. G. ve Spajić, V. (1989). Pedagoška antropologija. Školske novine.
  • Öztürk Aynal, Ş. (2015). Eğitici oyuncak ve materyal hazırlamaya başlarken. Okul Öncesi Eğitimde Materyal Tasarlama. (Ed. Ş. Öztürk Aynal). (ss. 1-8). Ankara: Eğiten Kitap.
  • Özünel Ölçer, E. (2017). ‘‘İnsanlar, Gezegen Ve Refah İçin Bir Eylem Planı’’: Somut Olmayan Kültürel Miras Ve 2030 Sürdürülebilir Kalkınma Hedeflerine Eleştirel Yaklaşım. Milli Folklor Dergisi, 15(116), 18-32.
  • Palmer, G. (1990). Preschool children and race: an Australian study. Australian Journal of Early Childhood, 15(2), 3-8.
  • Patrick, J. (1988). Historic preservation and the school curriculum. Speeches/Meeting Papers, Bloomington, IN
  • Pownall, J. ve Hutson, N. (1992). A teacher's guide to science and the historic environment. London, England: English Heritage
  • Putz-Plecko, B. (2008). The promotion of cultural knowledge, creativity and intercultural understanding through education. Brussels, Belgium: Parliamentary Assembly, Council of Europe.
  • Ramsey, P. ve Myers, L. (1990). Salience of race in young children’s cognitive, affective and behavioral responses to social environments, Journal of Applied Behavioral Psychology, 11, 49-67
  • Ramsey, P. G. (2006). Early childhood multicultural education In B. Spodek ve O. N. Saracho (eds.), Handbook of research on the education of young children (pp. XVI, 600 s.: fg.). Mahwah, N.J.: Lawrence Erlbaum.
  • Richards, G. (2001). Cultural Attractions and European Tourism. Wallingford: CABI.
  • Richards, G. (2003). What is cultural tourism. Erfgoed voor Toerisme. Nationaal Contact Monumenten.
  • Ridgway, A. (2014). The past-present dialectic: A new methodological tool for seeing the historical dynamic in cultural-historical research. In Visual methodologies and digital tools for researching with young children (pp. 55-72). Springer, Cham.
  • Riihelä, M. (2001). The Storycrafting Method & The Storycrafting Video.Helsinki, Finland: Stakes. From Aerila, J. A., Rönkkö, M. L. ve Grönman, S. (2016). Field trip to a historic house museum with preschoolers: Stories and crafts as tools for cultural heritage education. Visitor Studies, 19(2), 144-155.
  • Schindler, R. K. ve Bonebright, T. L. (2011). Teaching archaeological ethics: Student attitudes towards cultural heritage. Retrieved from http://www.depauw.edu/files/resources/teaching-arch-ethics.
  • Serafni, F. (2014). Reading the visual: An introduction to teaching multimodal literacy. New York, NY: Teachers College Press.
  • Skjæveland, Y. (2016). Teaching Cultural Heritage In Culturally Diverse Early Childhood Centres In Norway. History Education Research Journal, 13(2), 82-92.
  • Skjæveland, Y., Moen, K. H. ve Buaas, E. H. (2013). Danning gjennom historie og tradisjonsformidling i barnehagen. In I. Pareliussen (ed.), Proceedings of FoU i praksis 2012 (pp. 9 s). Trondheim: Akademika.
  • Smardz, K. ve Smith, S. J. (2000). The Archaeology Education Handbook: Sharing the Past with Kids. AltaMira Press, A Division of Rowman & Littlefield, Publishers, Inc., 1630 North Main Street, Suite 367, Walnut Creek, CA 94596; Web site:(http://www. altamirapress. com).
  • Stevanović, M. (2002). Modelski pristup baštini kao izvorištu odgojno – obrazovnog rada s djecom predškolske i mlađe školske dobi. In R. Bacalja, Živa baština (pp.145-155). Zadar: Visoka učiteljska škola u Zadru.
  • Stone, P. G. ve Molyneaux, B. (1994): The Presented Past: Heritage, Museums, and Education, London: Routledge.
  • Terhart, E. (2001). Metode poučavanja i učenja; Uvod u probleme metodičke organizacije poučavanja iučenja. Zagreb: Educa
  • Uçar, M. (2014). İlköğretim düzeyinde kültür varlığı ve koruma konularındaki eğitiminin etkinliği ve sivil toplum örgütlerinin eğitime katkısının değerlendirilmesi. Megaron, 9(2), 85.
  • Virta, A. (2015). Historiaa Koiramäen kautta: Miten lapset tulkitsevat mennyttä kuvakirjasta. [History through the picture book of the Doghill Farm by Mauri Kunnas: How children interpret the past from the picture book]. Kasvatus & Aika, 4, 25–39.
  • Vygotsky, L. S. (1997). The history of the development of higher mental functions. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky (Vol. 4). New York: Plenum Press.
  • Yeşilbursa, C. ve Uslu, S. (2014). The comparison of Turkish and American preservice social studies teachers' attitudes toward heritage education. Turkish Studies, 9(8), 879-891. Retrieved from http://www.turkishstudies.net/ Makaleler/1741598746_51Ye%C5%9FilbursaCemilCahit-vd-sos_S-879-891.pdf.
  • Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları.
  • Youngs, S. (2010). Peritextual discussions of historical fction picturebooks. In R. T. Jiminez, V. J. Risko, D. Wells Rowe, & M. K. Hundley (Eds.), National reading conference yearbook (Vol. 59, pp. 16–22). Oak Creek, WI: National Reading Conference.
  • Youngs, S. (2012). Understanding history through the visual images in historical fction. Language Arts, 89, 379–395.
  • Youngs, S. ve Serafni, F. (2011). Comprehension strategies for reading historical fction picturebooks. The Reading Teacher, 66(2), 115–124.
  • Zeppel, H. ve Hall, C. M. (1991). Selling art and history: Cultural heritage and tourism. Journal of Tourism Studies, 2(1), 29-45.
Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Turizm (Diğer)
Bölüm Makaleler
Yazarlar

Hande Mutlu Öztürk 0000-0002-4404-0106

Hande Güngör 0000-0002-3016-1775

Hülya Gülay Ogelman 0000-0002-4245-0208

Yayımlanma Tarihi 27 Mart 2021
Kabul Tarihi 26 Mart 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Mutlu Öztürk, H., Güngör, H., & Gülay Ogelman, H. (2021). Okul Öncesi Dönemde Kültürel Miras Eğitimine İlişkin Öğretmen Görüşleri: Denizli İli Örneği. Güncel Turizm Araştırmaları Dergisi, 5(1), 175-203. https://doi.org/10.32572/guntad.878268

Değerli Araştırmacılar,

Dergimize gönderilen çalışmalar geliş sırasına ve konusuna göre öncelikle editör değerlendirmesinden geçmekte, editör görüşü doğrultusunda hakem değerlendirmesine karar verilmektedir. Değerlendirme süreci tamamlanan çalışmalar da aynı şekilde değerlendirmenin tamamlanma tarihlerine, türlerine ve kapsamlarına göre yayıma kabul edilmektedir. Bu yüzden GTAD'a gönderilen çalışmaların herhangi bir sayıda yayıma kabul edileceğinin planlanarak önerilmemesi gerektiğini tekrar hatırlatmak isteriz. Detaylı bilgi için yayın politkası incelenebilir.