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İngilizce Öğretmen Adaylarının Web 2.0 Teknoloji Entegrasyonu için Kaygı Aşamaları

Yıl 2021, Cilt 22, Sayı 2, 1083 - 1114, 31.08.2021
https://doi.org/10.17679/inuefd.837412

Öz

Bu çalışma, İngilizce öğretmen adaylarının, Teknolojiyi Tasarlayarak Öğrenme (TTÖ) yaklaşımı tabanında hazırlanmış bir derste, Web 2.0 teknoloji entegrasyonuna yönelik kaygı aşamalarını araştırmaktadır. Çalışma öğretmen adaylarının kaygılarını belirlemeyi ve daha iyi anlamayı amaçlamaktadır. Öğretmen adaylarının bu konudaki kaygılarını araştırmak, asıl hizmet içi deneyimlerden önce ihtiyaçları tanımlama ve ele alma fırsatını sunmaktadır. Çalışmanın teorik çerçevesi olarak Kaygı tabanlı adaptasyon modelinin bir bileşini olan Kaygı aşamaları kullanılmıştır. 24 İngilizce öğretmen adayını içeren gömülü bir karma yöntem tasarımı uygulanmıştır. Öğretmen adayları, Web 2.0 teknolojileri içeren TTÖ aktivitelerinin uygulandığı derse bir dönem boyunca katılmışlardır. Çalışmadaki nicel veriler kaygı aşamaları ölçeği ile toplanırken, nitel veriler odak grup ve bireysel görüşmelerden alınmıştır. Bulgular, öğretmen adaylarının Web 2.0 teknolojilerine yönelik bilgi ve becerilerinin geliştiğini ve kaygı aşamalarından biri olan Sonuç aşamasının yoğunluğunun istatistiksel olarak arttığını göstermiştir. Diğer bir ifadeyle, öğretmen adayları öğrenmeyi artırabilmek amacıyla teknoloji ile desteklenmiş ders etkinliklerinin tasarımı konusunda bir anlayış kazanmışlardır. Bulgular ayrıca Kaygısız, Bilgilendirici ve Kişisel aşamaların yoğunluklarının dönem boyunca baskın ve değişmeden kaldığını da ortaya koymuştur. Bu doğrultuda, bu çalışma öğretmen adaylarının teknoloji entegrasyonuna yönelik kararlılıklarını sağlamak için, TTÖ etkinliklerinin İngilizce öğretimi müfredatına entegre edilmesini ve bu etkinliklerin modelleme, mentorluk yada öğretim deneyimi uygulamaları ile zenginleştirilmesini önermektedir.

Kaynakça

  • Alayyar, G.M. (2011). Developing preservice teacher competencies for ICT integration through design teams. University of Twente. https://doi.org/10.3990/1.9789036532341
  • Al-rawajfih, K., Fook, F.S., & Idros, S.N.S. (2010). Stages of Concern in Integrating E-Learning in Discovery Schools. Asian Social Science, 6(8), 54–63. https://doi.org/10.5539/ass.v6n8p54
  • Anderson, S.E., & Maninger, R.M. (2007). Preservice Teachers’ Abilities, Beliefs, and Intentions regarding Technology Integration. Journal of Educational Computing Research, 37(2), 151–172. https://doi.org/10.2190%2FH1M8-562W-18J1-634P
  • Antenos-Conforti, E. (2009). Microblogging on Twitter: Social Networking in Intermediate Italian Classes. In The Next Generation Social Networking and Online Collaboration in Foreign Language Learning (pp. 59–90). San Marcos, Texas: CALICO.
  • Aşıksoy, G. (2018). ELT students’ attitudes and awareness towards the use of WEB 2.0 technologies for language learning. Journal of Language and Linguistic Studies, 14(2), 240-251.
  • Babbie, E. (2001). Practice of Social Research (9th Ed). Belmont, CA: Wadsworth Thomson Learning.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
  • Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380. https://doi.org/10.1016/j.system.2011.07.009
  • Boz, Y., & Boz, N. (2010). The nature of the relationship between teaching concerns and sense of efficacy. European Journal of Teacher Education, 33(3), 279–291. https://doi.org/10.1080/02619768.2010.490910
  • Burke, P.F., Schuck, S., Aubusson, P., Kearney, M., & Frischknecht, B. (2018). Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption. Technology, Pedagogy and Education, 27(2), 149-163. https://doi.org/10.1080/1475939X.2017.1387602
  • Büyüköztürk, Ş. (2009). Sosyal Bilimler için Veri Analizi El Kitabı. Ankara: Pegem Akademi.
  • Cephe, P. T., & Balcikanli, C. (2012). Web 2.0 Tools in Language Teaching: What do Student Teachers Think? International Journal on New Trends in Education and Their Implications, 3(1), 1–12.
  • Chen, Y.-H., & Jang, S.-J. (2014). Interrelationship between Stages of Concern and Technological, Pedagogical, and Content Knowledge: A study on Taiwanese senior high school in-service teachers. Computers in Human Behavior, 32, 79–91. https://doi.org/10.1016/j.chb.2013.11.011
  • Creswell, J.W., & Clark, V.P. (2007). Designing and Conducting Mixed Methods Research (1st ed.). SAGE Publications.
  • Cullen, T., & Greene, B. (2011). Preservice teachers’ beliefs, attitudes, and motivation about technology integration. Journal of Educational Computing Research, 45(1), 29–47. https://doi.org/10.2190/EC.45.1.b
  • Ducate, C.L., & Lomicka, L.L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9–28. https://doi.org/10.1080/09588220701865474
  • Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
  • Faizi, R. (2018). Teachers’ perceptions towards using Web 2.0 in language learning and teaching. Education and Information Technologies Volume, 23, 1219–1230. https://doi.org/10.1007/s10639-017-9661-7
  • Fessakis, G., Tatsis, K., & Dimitracopoulou, A. (2008). Supporting “Learning by Design” Activities Using Group Blogs. Educational Technology & Society, 11(4), 199–212. Retrieved from https://eric.ed.gov/?id=EJ825111
  • Field, A. (2009). Discovering Statistics Using SPSS (3rd ed.). Sage Publications.
  • Fırat, E.A., & Koksal, M.S. (2017). The relationship between use of Web 2.0 tools by prospective science teachers and their biotechnology literacy. Computers in Human Behavior, 70, 44–50. https://doi.org/10.1016/j.chb.2016.12.067
  • George, A.A., Hall, G.E., & Stiegelbauer, S.M. (2006). Measuring Implementation in Schools: The Stages of Concern Questionnaire. Austin, TX: SEDL.
  • Ghaith, G., & Shaaban, K. (1999). The relationship between perceptions of teaching concerns, teacher efficacy and selected teacher characteristics. Teaching and Teacher Education, 15(5), 487–496. https://doi.org/10.1016/S0742-051X(99)00009-8
  • Goktas, Y., Yildirim, Z., & Yildirim, S. (2009). Main Barriers and Possible Enablers of ICTs Integration into Preservice Teacher Education Programs. Educational Technology & Society, 12(1), 193–204. Retrieved from https://eric.ed.gov/?id=EJ833426
  • Groth, L.A., Dunlap, K.L., & Kidd, J.K. (2007). Becoming technology literate through technology integration in PK-12 preservice literacy courses: Three case studies. Reading Research and Instruction, 46(4), 363–386. https://doi.org/10.1080/19388070709558476
  • Gülbahar, Y. (2008). Improving The Technology Integration Skills of Prospective Teachers Through Practice: A Case Study. The Turkish Online Journal of Educational Technology, 7(4), 71–81. Retrieved from https://eric.ed.gov/?id=EJ1102940
  • Hall, G.E. (1976). The study of individual teacher and professor concerns about innovations. Journal of Teacher Education, 27(1), 22–23. https://doi.org/10.1177%2F002248717602700106
  • Hall, G.E., & Hord, S.M. (2001). Implementing Change: Patterns, Principles, and Potholes. Boston: Pearson/Allyn &Bacon.
  • Hall, G.E., & Hord, S.M. (2014). Implementing Change: Patterns, Principles, and Potholes (4th ed.). Pearson.
  • Hall, G.E., George, A.A. (1979). Stages of Concern About the Innovation: The Concept, Initial Verification and Some Implications. Retrieved from https://eric.ed.gov/?id=ED187716
  • Hall, J.A. (2018). Flipping with the First Principles of Instruction: An Examination of Preservice Teachers’ Technology Integration Development. Journal of Digital Learning in Teacher Education, 34(4), 201–218. https://doi.org/10.1080/21532974.2018.1494520
  • Handal, B., Campbell, C., & Perkins, T. (2019). Learning About Mobile Learning: Pre-Service Teachers’ Perspectives. TechTrends, 63, 711–722. https://doi.org/10.1007/s11528-019-00430-1
  • Hao, Y., & Lee, K.S. (2017). Inquiry of preservice teachers’ concern about integrating Web 2.0 into instruction. European Journal of Teacher Education, 40(2), 191–209. https://doi.org/10.1080/02619768.2017.1285278
  • Hur, J.W., Shen, Y.W., Kale, U., & Cullen, T.A. (2015). An exploration of pre-service teachers intention to use mobile devices for teaching. International Journal of Mobile and Blended Learning, 7(3), 1–17. http://doi.org/10.4018/IJMBL.2015070101
  • Kayaduman, H., & Delialioglu, Ö. (2016). Investigating Pre-Service English Teachers Stages of Concern toward Using Wiki. Mersin University Journal of the Faculty of Education, 12(2), 588–600. https://doi.org/10.17860/efd.89600
  • Kayaduman, H. & Delialioglu, Ö. (2017). Effect of Learning Technology by Design (LBD) Activities on Technology Integration Self-Efficacy Beliefs of Pre-Service English Teachers. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2017 (pp. 843-849). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/178393
  • Kayaduman, H., & Demirel, T. (2019). Investigating the Concerns of First-Time Distance Education Instructors. The International Review of Research in Open and Distributed Learning (IRRODL), 20(5), 85-103. https://doi.org/10.19173/irrodl.v20i5.4467
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English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration

Yıl 2021, Cilt 22, Sayı 2, 1083 - 1114, 31.08.2021
https://doi.org/10.17679/inuefd.837412

Öz

This study explores the English Language preservice teachers (PST)’ stages of concern (SoC) for Web 2.0 technology integration in the Learning Technology by Design (LBD) based course. It aims to identify and better understand PSTs’ concerns. Understanding the concerns has advantages of describing and addressing the needs of PSTs prior to actual in-service experiences. SoC model, a component of the Concerns-Based Adoption Model, was used as the theoretical framework. An embedded mixed methods design was implemented, which included 24 English language PSTs. The PSTs attended a semester-long course in which they were involved in LBD activities that included Web 2.0 technologies. While the quantitative data were collected through the SoC questionnaire, the qualitative data were gathered from the focus group and individual interviews. According to the findings, the PSTs improved their knowledge and skills regarding Web 2.0 technology integration and increased the Consequence stage’s intensity significantly. Namely, the PSTs gained an understanding of how to design technology-integrated lesson activities that can promote learning. The findings further identified that the Unconcerned, Informational, and Personal stages’ intensities remained predominant and unchanged over the semester. Recommendations for addressing the PSTs’ concerns include: integrating LBD activities into the English language teaching curriculum and reinforcing the LBD activities with modeling, mentoring, or teaching practices to assure PSTs’ commitments for technology integration.

Kaynakça

  • Alayyar, G.M. (2011). Developing preservice teacher competencies for ICT integration through design teams. University of Twente. https://doi.org/10.3990/1.9789036532341
  • Al-rawajfih, K., Fook, F.S., & Idros, S.N.S. (2010). Stages of Concern in Integrating E-Learning in Discovery Schools. Asian Social Science, 6(8), 54–63. https://doi.org/10.5539/ass.v6n8p54
  • Anderson, S.E., & Maninger, R.M. (2007). Preservice Teachers’ Abilities, Beliefs, and Intentions regarding Technology Integration. Journal of Educational Computing Research, 37(2), 151–172. https://doi.org/10.2190%2FH1M8-562W-18J1-634P
  • Antenos-Conforti, E. (2009). Microblogging on Twitter: Social Networking in Intermediate Italian Classes. In The Next Generation Social Networking and Online Collaboration in Foreign Language Learning (pp. 59–90). San Marcos, Texas: CALICO.
  • Aşıksoy, G. (2018). ELT students’ attitudes and awareness towards the use of WEB 2.0 technologies for language learning. Journal of Language and Linguistic Studies, 14(2), 240-251.
  • Babbie, E. (2001). Practice of Social Research (9th Ed). Belmont, CA: Wadsworth Thomson Learning.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
  • Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380. https://doi.org/10.1016/j.system.2011.07.009
  • Boz, Y., & Boz, N. (2010). The nature of the relationship between teaching concerns and sense of efficacy. European Journal of Teacher Education, 33(3), 279–291. https://doi.org/10.1080/02619768.2010.490910
  • Burke, P.F., Schuck, S., Aubusson, P., Kearney, M., & Frischknecht, B. (2018). Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption. Technology, Pedagogy and Education, 27(2), 149-163. https://doi.org/10.1080/1475939X.2017.1387602
  • Büyüköztürk, Ş. (2009). Sosyal Bilimler için Veri Analizi El Kitabı. Ankara: Pegem Akademi.
  • Cephe, P. T., & Balcikanli, C. (2012). Web 2.0 Tools in Language Teaching: What do Student Teachers Think? International Journal on New Trends in Education and Their Implications, 3(1), 1–12.
  • Chen, Y.-H., & Jang, S.-J. (2014). Interrelationship between Stages of Concern and Technological, Pedagogical, and Content Knowledge: A study on Taiwanese senior high school in-service teachers. Computers in Human Behavior, 32, 79–91. https://doi.org/10.1016/j.chb.2013.11.011
  • Creswell, J.W., & Clark, V.P. (2007). Designing and Conducting Mixed Methods Research (1st ed.). SAGE Publications.
  • Cullen, T., & Greene, B. (2011). Preservice teachers’ beliefs, attitudes, and motivation about technology integration. Journal of Educational Computing Research, 45(1), 29–47. https://doi.org/10.2190/EC.45.1.b
  • Ducate, C.L., & Lomicka, L.L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9–28. https://doi.org/10.1080/09588220701865474
  • Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
  • Faizi, R. (2018). Teachers’ perceptions towards using Web 2.0 in language learning and teaching. Education and Information Technologies Volume, 23, 1219–1230. https://doi.org/10.1007/s10639-017-9661-7
  • Fessakis, G., Tatsis, K., & Dimitracopoulou, A. (2008). Supporting “Learning by Design” Activities Using Group Blogs. Educational Technology & Society, 11(4), 199–212. Retrieved from https://eric.ed.gov/?id=EJ825111
  • Field, A. (2009). Discovering Statistics Using SPSS (3rd ed.). Sage Publications.
  • Fırat, E.A., & Koksal, M.S. (2017). The relationship between use of Web 2.0 tools by prospective science teachers and their biotechnology literacy. Computers in Human Behavior, 70, 44–50. https://doi.org/10.1016/j.chb.2016.12.067
  • George, A.A., Hall, G.E., & Stiegelbauer, S.M. (2006). Measuring Implementation in Schools: The Stages of Concern Questionnaire. Austin, TX: SEDL.
  • Ghaith, G., & Shaaban, K. (1999). The relationship between perceptions of teaching concerns, teacher efficacy and selected teacher characteristics. Teaching and Teacher Education, 15(5), 487–496. https://doi.org/10.1016/S0742-051X(99)00009-8
  • Goktas, Y., Yildirim, Z., & Yildirim, S. (2009). Main Barriers and Possible Enablers of ICTs Integration into Preservice Teacher Education Programs. Educational Technology & Society, 12(1), 193–204. Retrieved from https://eric.ed.gov/?id=EJ833426
  • Groth, L.A., Dunlap, K.L., & Kidd, J.K. (2007). Becoming technology literate through technology integration in PK-12 preservice literacy courses: Three case studies. Reading Research and Instruction, 46(4), 363–386. https://doi.org/10.1080/19388070709558476
  • Gülbahar, Y. (2008). Improving The Technology Integration Skills of Prospective Teachers Through Practice: A Case Study. The Turkish Online Journal of Educational Technology, 7(4), 71–81. Retrieved from https://eric.ed.gov/?id=EJ1102940
  • Hall, G.E. (1976). The study of individual teacher and professor concerns about innovations. Journal of Teacher Education, 27(1), 22–23. https://doi.org/10.1177%2F002248717602700106
  • Hall, G.E., & Hord, S.M. (2001). Implementing Change: Patterns, Principles, and Potholes. Boston: Pearson/Allyn &Bacon.
  • Hall, G.E., & Hord, S.M. (2014). Implementing Change: Patterns, Principles, and Potholes (4th ed.). Pearson.
  • Hall, G.E., George, A.A. (1979). Stages of Concern About the Innovation: The Concept, Initial Verification and Some Implications. Retrieved from https://eric.ed.gov/?id=ED187716
  • Hall, J.A. (2018). Flipping with the First Principles of Instruction: An Examination of Preservice Teachers’ Technology Integration Development. Journal of Digital Learning in Teacher Education, 34(4), 201–218. https://doi.org/10.1080/21532974.2018.1494520
  • Handal, B., Campbell, C., & Perkins, T. (2019). Learning About Mobile Learning: Pre-Service Teachers’ Perspectives. TechTrends, 63, 711–722. https://doi.org/10.1007/s11528-019-00430-1
  • Hao, Y., & Lee, K.S. (2017). Inquiry of preservice teachers’ concern about integrating Web 2.0 into instruction. European Journal of Teacher Education, 40(2), 191–209. https://doi.org/10.1080/02619768.2017.1285278
  • Hur, J.W., Shen, Y.W., Kale, U., & Cullen, T.A. (2015). An exploration of pre-service teachers intention to use mobile devices for teaching. International Journal of Mobile and Blended Learning, 7(3), 1–17. http://doi.org/10.4018/IJMBL.2015070101
  • Kayaduman, H., & Delialioglu, Ö. (2016). Investigating Pre-Service English Teachers Stages of Concern toward Using Wiki. Mersin University Journal of the Faculty of Education, 12(2), 588–600. https://doi.org/10.17860/efd.89600
  • Kayaduman, H. & Delialioglu, Ö. (2017). Effect of Learning Technology by Design (LBD) Activities on Technology Integration Self-Efficacy Beliefs of Pre-Service English Teachers. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2017 (pp. 843-849). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/178393
  • Kayaduman, H., & Demirel, T. (2019). Investigating the Concerns of First-Time Distance Education Instructors. The International Review of Research in Open and Distributed Learning (IRRODL), 20(5), 85-103. https://doi.org/10.19173/irrodl.v20i5.4467
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Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Makaleler
Yazarlar

Halil KAYADUMAN (Sorumlu Yazar)
İNÖNÜ ÜNİVERSİTESİ
0000-0001-5316-1893
Türkiye


Ömer DELİALİOĞLU
ORTA DOĞU TEKNİK ÜNİVERSİTESİ
0000-0001-6515-3516
Türkiye

Yayımlanma Tarihi 31 Ağustos 2021
Yayınlandığı Sayı Yıl 2021, Cilt 22, Sayı 2

Kaynak Göster

Bibtex @araştırma makalesi { inuefd837412, journal = {İnönü Üniversitesi Eğitim Fakültesi Dergisi}, issn = {1300-2899}, eissn = {2149-9683}, address = {}, publisher = {İnönü Üniversitesi}, year = {2021}, volume = {22}, number = {2}, pages = {1083 - 1114}, doi = {10.17679/inuefd.837412}, title = {English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration}, key = {cite}, author = {Kayaduman, Halil and Delialioğlu, Ömer} }
APA Kayaduman, H. & Delialioğlu, Ö. (2021). English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration . İnönü Üniversitesi Eğitim Fakültesi Dergisi , 22 (2) , 1083-1114 . DOI: 10.17679/inuefd.837412
MLA Kayaduman, H. , Delialioğlu, Ö. "English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration" . İnönü Üniversitesi Eğitim Fakültesi Dergisi 22 (2021 ): 1083-1114 <https://dergipark.org.tr/tr/pub/inuefd/issue/64392/837412>
Chicago Kayaduman, H. , Delialioğlu, Ö. "English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration". İnönü Üniversitesi Eğitim Fakültesi Dergisi 22 (2021 ): 1083-1114
RIS TY - JOUR T1 - English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration AU - Halil Kayaduman , Ömer Delialioğlu Y1 - 2021 PY - 2021 N1 - doi: 10.17679/inuefd.837412 DO - 10.17679/inuefd.837412 T2 - İnönü Üniversitesi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 1083 EP - 1114 VL - 22 IS - 2 SN - 1300-2899-2149-9683 M3 - doi: 10.17679/inuefd.837412 UR - https://doi.org/10.17679/inuefd.837412 Y2 - 2021 ER -
EndNote %0 İnönü Üniversitesi Eğitim Fakültesi Dergisi English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration %A Halil Kayaduman , Ömer Delialioğlu %T English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration %D 2021 %J İnönü Üniversitesi Eğitim Fakültesi Dergisi %P 1300-2899-2149-9683 %V 22 %N 2 %R doi: 10.17679/inuefd.837412 %U 10.17679/inuefd.837412
ISNAD Kayaduman, Halil , Delialioğlu, Ömer . "English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration". İnönü Üniversitesi Eğitim Fakültesi Dergisi 22 / 2 (Ağustos 2021): 1083-1114 . https://doi.org/10.17679/inuefd.837412
AMA Kayaduman H. , Delialioğlu Ö. English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration. INUEFD. 2021; 22(2): 1083-1114.
Vancouver Kayaduman H. , Delialioğlu Ö. English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration. İnönü Üniversitesi Eğitim Fakültesi Dergisi. 2021; 22(2): 1083-1114.
IEEE H. Kayaduman ve Ö. Delialioğlu , "English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration", İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 22, sayı. 2, ss. 1083-1114, Ağu. 2021, doi:10.17679/inuefd.837412

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