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OKUL ve SOSYALLEŞME İLİŞKİSİNDE KATALİZÖR OLARAK DONATI TASARIMI

Yıl 2022, Cilt: 51 Sayı: 235, 2363 - 2396, 15.08.2022
https://doi.org/10.37669/milliegitim.900874

Öz

Eğitim yöntemlerinin değişmesi, 21. yüzyıl becerilerinin önem kazanması ve iş birlikçi yaklaşımların benimsenmesiyle okul ortamlarının sosyalleşmeye olanak tanıması beklenmektedir. Eğitim mekanlarında, öğrencilerin bireysel ve rekabetçi davranışlarını destekleyerek sosyalleşmelerini, iş birliği yapmalarını sınırlandıran geleneksel organizasyonun aksine, 2000 yılı sonrasında üretmeyi, iş birliği yapmayı, sosyalleşmeyi destekleyecek ve aynı zamanda her bir öğrencinin söz konusu eylemlerdeki çeşitlenen ihtiyaçlarını karşılayacak mekan tasarımı anlayışı ağırlık kazanmıştır. Bu noktada; iyi organize edilmiş, tasarım açısından zengin, gerektirdiği işlevleri karşılayan donatılar sosyalleşmeye katkı sağlayan önemli birer tasarım öğesine dönüşmektedir. Buradan hareketle yapılan çalışmanın amacı; okullarda kullanılan donatıların, sosyalleşme eylemine tür, tasarım ve konum olarak sunduğu katkıyı irdelemektir. Bu doğrultuda yenilikçi eğitim yaklaşımlarının fiziksel yansımalarının daha yoğun biçimde görüldüğü, son on beş yılda tasarlanmış ve açıklama, çizim ve görsellerinin erişilebilir olduğu on adet okul seçilmiştir. Okullarda yer alan donatıların sosyalleşme eylemine olan katkısı görsel analizler yoluyla ne (donatıların türü), nerede (donatıların konumu) ve nasıl (donatıların nitelikleri) soru zarflarıyla belirlenmeye çalışılmıştır. Çalışmada yenilikçi eğitim yaklaşımlarını dikkate alarak tasarlanan okullarda oturma-dinlenme, çalışma, oyun, yeme-içme, sergileme donatılarının bulunduğu; donatıların kamusal ve yarı kamusal alanlarda yer aldığı; niteliklerinin (organizasyon, biçim, çeşitlilik, esneklik, konfor, renk) algısal ve işlevsel odak oluşturarak sosyalleşme potansiyelini önemli ölçüde artıracağı sonuçlarına varılmıştır.

Kaynakça

  • Ag Vespa. (tarihsiz). Campus Hardenvoort, https://www.agvespa.be/projecten/campus-hardenvoort#
  • Altan, İ. (1992). Mimarlıkta mekân kavramı, mimarlık ve şehircilikte mekân, Yıldız Üniversitesi Yerleşme ve Mimarlık Bilimleri, Uygulamalı Araştırma Merkezi.
  • ArchDaily. (2015). Bildungscampus Sonnwendviertel / PPAG architects, https://www.archdaily.com/643970/bildungscampus-sonnwendviertel-ppag-architects
  • ArchDaily. (2017). Hardenvoort Campus for Youth & Children / B2Ai, https://www.archdaily.com/797216/hardenvoort-campus-for-youth-and-children-buro-ii-and-archi-plus-i
  • ArchDaily. (2018a). Chaoyang Future School / Crossboundaries, https://www.archdaily.com/889250/not-ready-chaoyang-future-school-crossboundaries
  • ArchDaily. (2018b). Ayb Middle School / Storaket Architectural Studio, https://www.archdaily.com/892313/ayb-middle-school-storaket-architectural-studio
  • ArchDaily. (2019a). Festival Folk High School / MVRDV + Cobe, https://www.archdaily.com/912035/roskilde-festival-folk-high-school-mvrdv-plus-cobe
  • ArchDaily. (2019b). KB Primary and Secondary School / HIBINOSEKKEI + Youji no Shiro + Kids Design Labo, https://www.archdaily.com/924188/kb-primary-and-secondary-school-hibinosekkei-plus-youji-no-shiro-plus-kids-design-labo
  • ArchDaily. (2019c). Bobergsskolan School / Max Arkitekter, https://www.archdaily.com/929761/bobergsskolan-school-max-arkitekter
  • ArchDaily. (2019d). Tarbut V’Torah Community Day School / LPA, https://www.archdaily.com/912759/tarbut-vtorah-community-day-school-lpa
  • ArchDaily. (2020a). MLC Nicholas Learning Centre / McIldowie Partners, https://www.archdaily.com/941057/mlc-nicholas-learning-centre-mcildowie-partners
  • ArchDaily. (2020b). St. Andrew’s Scots School / Rosan Bosch Studio, https://www.archdaily.com/934479/st-andrews-scots-school-rosan-bosch-studio
  • A4LE. (tarihsiz). Tarbut V’torah Expansion, https://media.a4le.org/southwest/socal/2019Awards/TarbutVTorahUpperSchool.pdf
  • B2Ai (tarihsiz). Hardenvoort passive campus for children and youngsters Antwerpen, https://b2ai.com/en/projects/passieve-kinder-en- jongerencampus-hardenvoort-antwerpen/
  • Barrett, P. and Zhang, Y. (2009). Optimal learning spaces design implications for primary schools, salfrod centre for research and innovation research report 2, University of Salford.
  • CDI Spaces. (2018). Top educational classroom design & furniture trends for 2019, https://cdispaces.ca/blog/top-educational-classroom-design-furniture-trends-2019/
  • Cobe. (tarihsiz). Making room, for creativity, https://www.cobe.dk/place/roskilde-festival-hojskole
  • Cornell, P. (2002). The impact of changes in teaching and learning on furniture and the learning environment, New Directions for Teaching and Learning, Winter, 33-42. http://doi:10.1002/tl.77.
  • Çubukçu, Z. ve Gültekin, M. (2006). İlköğretimde öğrencilere kazandırılması gereken sosyal beceriler, Bilig, Bahar, 37, 155-174.
  • DIVISARE. (tarihsiz.a). Buro II & Archi+I Hardenvoort Passive Campus for Children and Youngsters, https://divisare.com/projects/324490-buro-ii-archi-i-danica-kus-hardenvoort-passive-campus-for-children-and-youngsters
  • DIVISARE. (tarihsiz.b). PPAG Architects Ztgmbh Sonnwendviertel Education Campus, https://divisare.com/projects/334080-ppag-architects-ztgmbh-sonnwendviertel-education-campus
  • Duthilleul, Y., Blyth, A., Imms, W. and Maslauskaıte, K. (2018). Design and learning environments in the city of Espoo, Finland, Council of Europe Development Bank.
  • Düzgün, E. (2017). Günümüz tasarım anlayışında iç mekân donatısı olarak mobilyanın biçim-işlev-malzeme yönünden değerlendirilmesi, [Yayımlanmamış yüksek lisans tezi], Mimar Sinan Güzel Sanatlar Üniversitesi, Fen Bilimleri Enstitüsü, İç Mimarlık Ana Bilim Dalı, İstanbul.
  • EE&K. (2019). The design of elementary schools, http://www.eekarchitects.com/community/4-in-the-news/123-the-design-of-elementary-schools
  • Elibol, G. C., Kılıç, Y. ve Burdurlu, E. (2006). Okul öncesi çocuk oyuncaklarında malzeme kullanımı ve 4-6 yaş çocuklarının renk tercihleri, Sosyal Politika Çalışmaları Dergisi, 9 (9), 35-44.
  • Erman, O. (2019). Eğitim yapılarının tarihsel gelişimi, Al Şensoy, S. (Edt.), Eğitim yapıları ve tasarımı içinde (207-222), Pegem Akademi.
  • Ferreira, C. (2014). Children’s house: the prepared environment as an oasis, The NAMTA Journal, Vol. 39, No.1, Winter, 25-39
  • Fisher, K. (2005). Linking pedagogy and space: proposed planning principles, Department of Education and Training.
  • Garibaldi, M. and Josias, L. (2015). Designing schools to support socialization process of students, Procedia Manufacturing 3, 1587-1594.
  • Gehl, J. (2011). Life between buildings: using public space, Island Press.
  • Genç, S. Z. ve Eryaman, M. Y. (2007). Değişen değerler ve yeni eğitim paradigması, Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, IX(1), 89-102.
  • Gürkaynak, İ. (1988). Çevresel psikoloji: doğası, tarihçesi, yöntemleri, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 21(1), 1-9.
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  • Hamid, P. N. and Newport, A. G. (1989). Effect of colour on physical strength and mood in children, Perceptual and Motor Skills, 69, 179-185.
  • Hertzberger, H. (2008). Space and learning, 010 Publishers.
  • Hidayetoğlu, M. L. (2019). Eğitim mekânlarında ışık ve renk, Al Şensoy, S. (Edt.), Eğitim yapıları ve tasarımı içinde (267-298), Pegem Akademi.
  • International Bureau of Education. (1998). Curriculum development, Educational Innovation and Information, 97, 1-8.
  • Johnson, N. B. (1982). Education as environmental socialization: classroom spatial patterns and the transmission of sociocultural norms, Anthropological Quarterly, Jan., 55, No. 1, 31-43.
  • Lang, J. (1987). Creating architectural theory: the role of the behavioral sciences in environmental design, Van Nostrand Reinhold.
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FURNITURE DESIGN AS A CATALYST IN THE RELATIONSHIP OF EDUCATIONAL ENVIRONMENT AND SOCIALIZATION

Yıl 2022, Cilt: 51 Sayı: 235, 2363 - 2396, 15.08.2022
https://doi.org/10.37669/milliegitim.900874

Öz

It is expected that school environments will allow socialization with the change of education methods, the importance of 21st-century skills, and the adoption of collaborative approaches. Contrary to the traditional organization that limits students' socialization and cooperation by supporting their individual and competitive behaviors in educational spaces, the understanding of space design that will support production, cooperation, and socialization and at the same time meet the diversifying needs of each student in these actions has gained weight after the 2000s. So, well-organized, design-rich furniture that meets the required functions turns into an essential design element contributing to socialization. From this point of view, the study aims to examine the contribution of the furniture used in schools for socialization in terms of type, design, and location. In this direction, ten schools, designed in the last fifteen years and where the physical reflections of innovative education approaches are more intense, have been selected, with accessible explanations, drawings, and visuals. For this purpose, the contribution of furniture in innovative educational environments to socialization tried to be determined with visual analysis by three basic questions: what, where, and how. As a result of the study, it was seen that innovative schools have sitting-resting, working, playing, eating and drinking, exhibition furniture, and this furniture in public and semi-public spaces and their qualities provide enrichment for socialization activities.

Kaynakça

  • Ag Vespa. (tarihsiz). Campus Hardenvoort, https://www.agvespa.be/projecten/campus-hardenvoort#
  • Altan, İ. (1992). Mimarlıkta mekân kavramı, mimarlık ve şehircilikte mekân, Yıldız Üniversitesi Yerleşme ve Mimarlık Bilimleri, Uygulamalı Araştırma Merkezi.
  • ArchDaily. (2015). Bildungscampus Sonnwendviertel / PPAG architects, https://www.archdaily.com/643970/bildungscampus-sonnwendviertel-ppag-architects
  • ArchDaily. (2017). Hardenvoort Campus for Youth & Children / B2Ai, https://www.archdaily.com/797216/hardenvoort-campus-for-youth-and-children-buro-ii-and-archi-plus-i
  • ArchDaily. (2018a). Chaoyang Future School / Crossboundaries, https://www.archdaily.com/889250/not-ready-chaoyang-future-school-crossboundaries
  • ArchDaily. (2018b). Ayb Middle School / Storaket Architectural Studio, https://www.archdaily.com/892313/ayb-middle-school-storaket-architectural-studio
  • ArchDaily. (2019a). Festival Folk High School / MVRDV + Cobe, https://www.archdaily.com/912035/roskilde-festival-folk-high-school-mvrdv-plus-cobe
  • ArchDaily. (2019b). KB Primary and Secondary School / HIBINOSEKKEI + Youji no Shiro + Kids Design Labo, https://www.archdaily.com/924188/kb-primary-and-secondary-school-hibinosekkei-plus-youji-no-shiro-plus-kids-design-labo
  • ArchDaily. (2019c). Bobergsskolan School / Max Arkitekter, https://www.archdaily.com/929761/bobergsskolan-school-max-arkitekter
  • ArchDaily. (2019d). Tarbut V’Torah Community Day School / LPA, https://www.archdaily.com/912759/tarbut-vtorah-community-day-school-lpa
  • ArchDaily. (2020a). MLC Nicholas Learning Centre / McIldowie Partners, https://www.archdaily.com/941057/mlc-nicholas-learning-centre-mcildowie-partners
  • ArchDaily. (2020b). St. Andrew’s Scots School / Rosan Bosch Studio, https://www.archdaily.com/934479/st-andrews-scots-school-rosan-bosch-studio
  • A4LE. (tarihsiz). Tarbut V’torah Expansion, https://media.a4le.org/southwest/socal/2019Awards/TarbutVTorahUpperSchool.pdf
  • B2Ai (tarihsiz). Hardenvoort passive campus for children and youngsters Antwerpen, https://b2ai.com/en/projects/passieve-kinder-en- jongerencampus-hardenvoort-antwerpen/
  • Barrett, P. and Zhang, Y. (2009). Optimal learning spaces design implications for primary schools, salfrod centre for research and innovation research report 2, University of Salford.
  • CDI Spaces. (2018). Top educational classroom design & furniture trends for 2019, https://cdispaces.ca/blog/top-educational-classroom-design-furniture-trends-2019/
  • Cobe. (tarihsiz). Making room, for creativity, https://www.cobe.dk/place/roskilde-festival-hojskole
  • Cornell, P. (2002). The impact of changes in teaching and learning on furniture and the learning environment, New Directions for Teaching and Learning, Winter, 33-42. http://doi:10.1002/tl.77.
  • Çubukçu, Z. ve Gültekin, M. (2006). İlköğretimde öğrencilere kazandırılması gereken sosyal beceriler, Bilig, Bahar, 37, 155-174.
  • DIVISARE. (tarihsiz.a). Buro II & Archi+I Hardenvoort Passive Campus for Children and Youngsters, https://divisare.com/projects/324490-buro-ii-archi-i-danica-kus-hardenvoort-passive-campus-for-children-and-youngsters
  • DIVISARE. (tarihsiz.b). PPAG Architects Ztgmbh Sonnwendviertel Education Campus, https://divisare.com/projects/334080-ppag-architects-ztgmbh-sonnwendviertel-education-campus
  • Duthilleul, Y., Blyth, A., Imms, W. and Maslauskaıte, K. (2018). Design and learning environments in the city of Espoo, Finland, Council of Europe Development Bank.
  • Düzgün, E. (2017). Günümüz tasarım anlayışında iç mekân donatısı olarak mobilyanın biçim-işlev-malzeme yönünden değerlendirilmesi, [Yayımlanmamış yüksek lisans tezi], Mimar Sinan Güzel Sanatlar Üniversitesi, Fen Bilimleri Enstitüsü, İç Mimarlık Ana Bilim Dalı, İstanbul.
  • EE&K. (2019). The design of elementary schools, http://www.eekarchitects.com/community/4-in-the-news/123-the-design-of-elementary-schools
  • Elibol, G. C., Kılıç, Y. ve Burdurlu, E. (2006). Okul öncesi çocuk oyuncaklarında malzeme kullanımı ve 4-6 yaş çocuklarının renk tercihleri, Sosyal Politika Çalışmaları Dergisi, 9 (9), 35-44.
  • Erman, O. (2019). Eğitim yapılarının tarihsel gelişimi, Al Şensoy, S. (Edt.), Eğitim yapıları ve tasarımı içinde (207-222), Pegem Akademi.
  • Ferreira, C. (2014). Children’s house: the prepared environment as an oasis, The NAMTA Journal, Vol. 39, No.1, Winter, 25-39
  • Fisher, K. (2005). Linking pedagogy and space: proposed planning principles, Department of Education and Training.
  • Garibaldi, M. and Josias, L. (2015). Designing schools to support socialization process of students, Procedia Manufacturing 3, 1587-1594.
  • Gehl, J. (2011). Life between buildings: using public space, Island Press.
  • Genç, S. Z. ve Eryaman, M. Y. (2007). Değişen değerler ve yeni eğitim paradigması, Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, IX(1), 89-102.
  • Gürkaynak, İ. (1988). Çevresel psikoloji: doğası, tarihçesi, yöntemleri, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 21(1), 1-9.
  • Hall, E. 1976. The anthropology of space: an organizing model, In Proshansky, H. M., Ittelson, W. H. and Rivlin, L. G. (Eds.), Environmental psychology, people and their physical settings (158-189), Holt, Rinehart and Winston.
  • Hamid, P. N. and Newport, A. G. (1989). Effect of colour on physical strength and mood in children, Perceptual and Motor Skills, 69, 179-185.
  • Hertzberger, H. (2008). Space and learning, 010 Publishers.
  • Hidayetoğlu, M. L. (2019). Eğitim mekânlarında ışık ve renk, Al Şensoy, S. (Edt.), Eğitim yapıları ve tasarımı içinde (267-298), Pegem Akademi.
  • International Bureau of Education. (1998). Curriculum development, Educational Innovation and Information, 97, 1-8.
  • Johnson, N. B. (1982). Education as environmental socialization: classroom spatial patterns and the transmission of sociocultural norms, Anthropological Quarterly, Jan., 55, No. 1, 31-43.
  • Lang, J. (1987). Creating architectural theory: the role of the behavioral sciences in environmental design, Van Nostrand Reinhold.
  • Leiringer, R. and Cardellino, P. (2011). Schools for the twenty-first century: school design and educational transformation, British Educational Research Journal, 37(6), 915-934.
  • LPA. (2019). Tarbut V'torah Upper School, https://lpadesignstudios.com/projects/tarbut-vtorah-upper-school
  • Marmot, A. (2006). Spaces for learning: a review of learning spaces in further and higher education, AMA.
  • Max Arkitekter. (2019). Bobergsskolan, https://www.maxarkitekter.se/bobergskolan
  • MHA Labs. (2019a). Collaboration, http://mhalabs.org/skill-building-blocks/collaboration/
  • MHA Labs. (2019b). Verbal communication, http://mhalabs.org/skill-building-blocks/verbal-communication/
  • Midilli Sarı, R. (2019). Herkes için eğitim ve evrensel tasarım odaklı okullar, Al Şensoy, S. (Edt.), Eğitim yapıları ve tasarımı içinde (373-410), Pegem Akademi.
  • Moser, G., Uzzell, D. (2003). Environmental psychology, In Weiner, I., Millon, T. and Lerner, M. (Eds.), Handbook of psychology, personality and social psychology (419-445).
  • Nair, P. (2017). Blueprint for tomorrow, redesigning schools for student- centered learning, Harvard Education Press.
  • Nair, P. and Zimmer Doctori, R. (2020). Transforming school design in a post-coronavirus world, Education Design International.
  • Oblinger, D. G. (2006). Learning how to see, In Oblinger D. G. (Eds.), Learning spaces (14.1-14.11), https://www.educause.edu/ir/library/pdf/PUB7102.pdf
  • Öymen Gür, Ş. (1996). Mekân örgütlenmesi, Gür Yayıncılık.
  • Özdağ, A. (2014). Montessori metodu’nun eğitim mekânlarına yansıması üzerine kavramsal bir analiz, [yüksek lisans tezi], Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Mimarlık Ana Bilim Dalı, Trabzon.
  • Özer, M. A. (2005). Etkin öğrenmede yeni arayışlar: işbirliğine dayalı öğrenme ve buluş yoluyla öğrenme, Türk Dünyası Sosyal Bilimler Dergisi, 35, 105-131.
  • Parsons, C. S. (2017). Reforming the environment: the ınfluence of the roundtable classroom design on ınteractive learning, Journal of Learning Spaces, 6(3), 23‐33.
  • Robinson, S. K. (2019). Yaratıcılık mücadelesi, Cannon Design, VS Furniture ve Bruce Mau Design (Edt.), Üçüncü öğretmen: tasarımı kullanarak eğitim ve öğretimi dönüştürmenin 79 yolu içinde (56-58), Elma Basım.
  • San Andres, a. (tarihsiz). https://www1.sanandres.esc.edu.ar/Home?Lang=EN
  • San Andres, b. (tarihsiz). MASTERplan campus san Andrew’s, https://www1.sanandres.esc.edu.ar/content/Site/campus/MASTERPLAN.pdf
  • Sanoff, H. and Walden, R. (2012). School environments, In Clayton, S. D. Clayton (Eds.), Handbook of Environmental and Conservation Psychology (276-294), Oxford University Press.
  • Schilling, K. (2011). Montessori approach to teaching/learning and use of didactic materials. Education Graduate Symposium on University of Manitoba, 1-16.
  • Shawcontract. (tarihsiz). MLC Nicholas Learning Centre, https://www.shawcontract.com/en-us/events/projectwinnerdetailspage?winnerProjectId=903163f3-2d23-4704-3323-08d86485769d
  • Shuman, R. (2011). From a can of paint: publicolor’s use of design in transforming schools and students,https://www.catalystreview.net/from-a-can-of-paint-publicolor%E2%80%99s-use-of-design-in-transforming-schools-and-students/
  • Stanković, D. (2011). The environmental revitalization of the space for children, Architecture and Civil Engineering, 9 (3), 481-489. https://doi.org/10.2298/FUACE1103481S.
  • Stedelijk Onderwıjs. (tarihsiz). Stedelijk Lyceum Hardenvoort, https://www.stedelijkonderwijs.be/stedelijklyceumhardenvoort/het-gebouw
  • Steelcase education. (2015). Active learning space, https://www.steelcase.com/content/uploads/2015/01/Steelcase-Education-Insights-Guide-Version-4.pdf
  • Stokols, D. (1978). Environmental psychology, Annual Reviews Psychology, 29,253-295, https://doi.org/10.1146/annurev.ps.29.020178.001345.
  • Storaket a. (tarihsiz). http://www.storaket.com/ayb-middle-school/
  • Storaket b (tarihsiz). http://www.storaket.com/ayb-high-school/
  • TEDMEM. (2020). COVID-19 sürecinde eğitim: uzaktan öğrenme, sorunlar ve çözüm önerileri, TEDMEM Analiz Dizisi 7, Türk Eğitim Derneği Yayınları.
  • Tezcan, M. (1993). Eğitim sosyolojisinde çağdaş kuramlar ve Türkiye, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları.
  • The Plan. (2018). Chaoyang Future School, https://www.theplan.it/eng/award-2018-renovation/chaoyang-future-school-1
  • Trilling, B., Fadel, C. (2009). 21st century skills, learning for life in our times, Josses-Bass.
  • Tunç, B. (2012). Eğitimin tarihsel gelişimi ve 21. yüzyılda eğitim biliminde yönelimler, Memduhoğlu, H. B. veYılmaz, K. (Edt.) Eğitim bilimine giriş içinde (173-196), Pegem Akademi.
  • Yalçın, M. (2011). Okulöncesi eğitim mekânlarında fiziksel çevrenin çocuk gelişimine etkisi ve mekân oluşumunu etkileyen psiko-sosyal belirleyiciler, [Yayımlanmamış sanatta yeterlik tezi], Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, İç Mimarlık ve Çevre Tasarımı Ana Bilim Dalı, Ankara.
  • Yıldırım, K., Cagatay, K. ve Ayalp, N. (2015). Effect of wall colour on the perception of classrooms, Indoor and Built Environment, 24(5), 607-616.
Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Reyhan Midilli Sarı 0000-0002-9069-5656

Eda Aktürk 0000-0002-2122-6725

Yayımlanma Tarihi 15 Ağustos 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 51 Sayı: 235

Kaynak Göster

APA Midilli Sarı, R., & Aktürk, E. (2022). OKUL ve SOSYALLEŞME İLİŞKİSİNDE KATALİZÖR OLARAK DONATI TASARIMI. Milli Eğitim Dergisi, 51(235), 2363-2396. https://doi.org/10.37669/milliegitim.900874