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The term intangible cultural heritage has begun to be used with the convention for the safeguarding of the intangible cultural heritage of UNESCO and has been conceptualized. Intangible Cultural Heritage is defined; as practices, representation, expressions, skills which are defined by communities as part of their cultural heritages, and tools and cultural environments related to them. The fact that intangible cultural heritage is preserved to the extent it is transmitted requires evaluating the agenda related to education. Starting from this point, the main purpose of this study is to investigate elements of intangible cultural heritage included in Turkish language course books of grades 6 and 8. This study which tries to determine whether Turkish language course books fulfil the duty that they take is a qualitative research, and it has been evaluated through document review method. According to the findings; Intangible cultural heritage elements included in the UNESCO list and in the national inventory of the Ministry of Culture and Tourism and included in both class books: Minstrel Tradition and the Semah Ceremony; only grade 6 element is Karagöz; Grade 8 items only; Kırkpınar Oil Wrestling Festival, Traditional Tile Mastery, Alevi- Bektashi Ritual Semah, Marbling: Turkish Paper Decoration Art, Dede Qorqud Heritage: Epic Culture, Folk Tales and Music, Nawruz. In reference to the findings, it is likely to express that it is necessary to enrich Turkish language course books with texts involving more expressions related to intangible cultural values. [ABSTRACT FROM AUTHOR]

The term intangible cultural heritage has begun to be used with the convention for the safeguarding of the intangible cultural heritage of UNESCO and has been conceptualized. Intangible Cultural Heritage is defined; as practices, representation, expressions, skills which are defined by communities as part of their cultural heritages, and tools and cultural environments related to them. The fact that intangible cultural heritage is preserved to the extent it is transmittedrequires evaluating the agenda related to education. Starting from this point, the main purpose of this study is to investigate elements of intangible cultural heritage included in Turkish language course books of grades 6 and 8. This study which tries to determine whether Turkish language course books fulfil the duty that they take is a qualitative research, and it has been evaluated through document review method. According to the findings; Intangible cultural heritage elements included in the UNESCO list and in the national inventory of the Ministry of Culture and Tourism and included in both class books: Minstrel Tradition and the Semah Ceremony; only grade 6 element is Karagöz; Grade 8 items only; Kırkpınar Oil Wrestling Festival, Traditional Tile Mastery, Alevi-Bektashi Ritual Semah, Marbling: Turkish Paper Decoration Art, Dede Qorqud Heritage: Epic Culture, Folk Tales and Music, Nawruz. In reference to the findings, it is likely to express that it is necessary to enrich Turkish language course books with texts involving more expressions related to intangible cultural values. [ABSTRACT FROM AUTHOR]

Having the characteristics given in the definition of professional teacher is directly associated with reading habit and culture. In this regard, having reading habit at a good level is important for teacher candidates who are taken as models. The purpose of this research is to determine reading habit profiles of undergraduates of Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education. According to the results of the research; it was detected that most of the teacher candidates read 1-5 books, they selected "Not having reading habit" option principally among the factors preventing their reading; their reading habit did not change as to class levels distinctly; "advice from a friend" took the top place among the factors which were effective on their reading; novel and story took the top place among the genres preferred by them; reading in their department predominantly, the internet and TV lasted less than 1 hour, hanging out with friends took 2-3 hours; the writings on the social networking sites, literary books, newspaper on internet and religious magazines were in the first four among the materials mostly preferred, most widely read Turkish writers included İskender Pala, Elif Şafak, Sinan Yağmur, Canan Tan and Reşat Nuri Güntekin; most widely read foreign writers included Khaled Hosseini, Adam Fewer, Cengiz Aytmatov, Dostoyevski and Victor Hugo. [ABSTRACT FROM AUTHOR]

Course books are the tools which are mostly used in order to conduct curricula in a planned and systematical way and to create terminal behaviors in the target group. This study has been done to determine the perceptions of Turkish teacher candidates concerning "Turkish course books" through metaphors. The research findings show that the teacher candidates produced 67 metaphors related to "Turkish course books". These metaphors were categorized by examining their qualities. In consequence of the research, it has been determined that 49,36% of Turkish teacher candidates had positive perceptions, 37,5% of them had negative perceptions and 14,14% of them had both positive and negative perceptions regarding Turkish course books. [ABSTRACT FROM AUTHOR]

Listening which is actively used beginning from birth in social life and learning process has a changeable quality as in other skill areas. The effective role of listening, especially in the process of education, makes the development of this skill essential in a certain program and a systematic way. Applying listening methods and techniques, teaching students how to use them consciously and effectively will result in achievement of targeted goals in this process. In this research, in order to determine the effect of different listening methods on listening comprehension, the effect of selective listening and listening by note-taking was investigated, depending on the experimental method. The study group of the research consisted of 51 sixth grade students attending Mehmet Beğen Secondary School in Selçuklu District of Konya Province. In the research, a listening text and "Open Ended Listening Comprehension Questions" which were prepared based on this text were used in order to measure listening skills of students and the answers given to these questions were examined by using the document analysis which is one of the qualitative research methods. In the findings, it was determined that selective listening developed listening comprehension more in comparison with listening by notetaking, however, there was a considerable difference between pretest and posttest results of the control group in which listening education by note-taking was conducted. [ABSTRACT FROM AUTHOR]

In order to understand Atatürk in a real meaning, it is necessary to analyse well his personality, Ideas and the things he has done. One of the effective ways to tell these, Especially to youngs and children is poem. Because of this Atatürk was first in importance of theme in 20. century turkish poem. The poets who took place in Hisar literary communıty, which has got an important place in turkish poem of the distance between 1950 and 1980 has given place to the theme of Atatürk and Kemalism in their poems. This study is tendentious to evaluate the poems, whose themes are Atatürk, of the poets who forms the Hisar constitute. [ABSTRACT FROM AUTHOR]