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Bu araştırmanın amacı, eğitimde Endüstri 4.0 kavramlarına ilişkin akademisyenlerin yeterlik düzeylerine yönelik görüşlerini belirlemektir. Akademisyen görüşleri çok yüzeyli Rasch ölçme modeliyle incelenmiştir. Araştırmanın çalışma grubunu Türkiye'nin farklı bölgelerinde görev yapan 13 akademisyenden oluşan puanlayıcılar oluşturmaktadır. Rasch ölçme modeline göre araştırmanın üç yüzeyinden; ilki 13 adet puanlayıcı (jüri) olarak akademisyenler, diğeri dokuz adet Endüstri 4.0 ile ilişkili kavramlar, üçüncüsü de bu kavramlara yönelik belirlenen dokuz maddeden (ölçüt) oluşmaktadır. Araştırmada Endüstri 4.0 terminolojisinde sıklıkla kullanılan nesnelerin interneti, artırılmış gerçeklik, yapay zekâ, siber güvenlik, bulut bilişim teknolojisi, giyilebilir teknolojiler, sanal gerçeklik, simülasyon teknolojileri, büyük veri ve veri analitiği kavramları akademisyen görüşleri doğrultusunda incelenmiştir. Yapılan analiz sonucunda Endüstri 4.0 ile ilişkili kavramlardan yapay zekâ ile büyük veri ve veri analitiği kavramlarının en yüksek niteliğe sahip olduğu tespit edilmiştir. Diğer taraftan araştırmada giyilebilir teknolojiler ve siber güvenlik kavramlarının en düşük niteliğe sahip olduğu sonucuna ulaşılmıştır. Ayrıca katılımcıların araştırmada incelenen Endüstri 4.0 ilişkili kavramları öğrenme ortamlarını düzenleyebilme ve materyal hazırlama konusunda zorluk yaşayabilecekleri sonucu ortaya çıkmıştır. Diğer taraftan katılımcılar bu kavramlarla yaşam boyu öğrenmelerini ve kişisel gelişimlerini sürdürebileceklerini ifade etmişlerdir. Analiz sonucunda ayrıca jürilerin katılık ve cömertlikleri açısından ayrıldıkları tespit edilmiştir. Endüstri 4.0 ile ilişkili kavramların değerlendirilmesinde çok-yüzeyli Rasch ölçme modelinin etkin bir şekilde kullanılabileceği ve oldukça faydalı sonuçlar sağladığı sonucuna varılmıştır., The purpose of this research is to determine the opinions of academicians about the proficiency levels of industry 4.0 concepts in education. The opinions of the academicians were examined with the many-facet Rasch measurement model. The study group of the research consists of raters consisting of 13 academicians working in different regions of Turkey. According to the Rasch measurement model, the first of the three dimensions of the research consists of academicians as 13 raters (jury), the other dimension consists of nine concepts related to industry 4.0, and the third dimension consists of nine items (criteria) determined for these concepts. In the research, the concepts frequently used in industry 4.0 terminology: the internet of things, augmented reality, artificial intelligence, cyber security, cloud computing technology, wearable technologies, virtual reality, simulation technologies, big data and data analytics were examined in line with the opinions of academicians. As a result of the analysis, it was determined that the concepts of artificial intelligence, big data and data analytics, which are among the concepts related to industry 4.0, have the highest quality. On the other hand, in the research, it was concluded that the concepts of wearable technologies and cyber security had the lowest qualifications. On the other hand, in the research, it has been concluded that the concepts of wearable technologies and cyber security are the concepts with the lowest quality. In addition, it was concluded that the participants might have difficulties in organizing the teaching environments and preparing materials for Industry 4.0 related concepts examined in the research. On the other hand, the participants stated that they could continue their lifelong learning and personal development by using these concepts. As a result of the analysis, it was also determined that the juries differed from each other in terms of their severity and leniency. It has been concluded that the many facet Rasch measurement model can be used effectively in the evaluation of the concepts related to Industry 4.0 and provides quite useful results.

Bu araştırmanın amacı, eğitimde Web 2.0 araçlarının kullanımının öğretmen adaylarının mesleki yeterliklerine yönelik görüşlerini belirlemektir. Bu amaçla araştırmada nicel ve nitel yöntemlerden yararlanılmıştır. Öğretmen adaylarının görüşleri nicel bağlamda çok-yüzeyli Rasch ölçme modeliyle incelenmiştir. Nitel bağlamda ise içerik analizi kullanılarak veriler MAXQDA-11 paket programıyla analiz edilmiştir. Araştırmanın çalışma grubu, 2020-2021 eğitim-öğretim yılı bahar döneminde Türkiye’nin Güneydoğu Anadolu Bölgesi’ndeki bir devlet üniversitesinde öğrenim gören 18 öğretmen adayından oluşmaktadır. Rasch ölçme modeline göre araştırmanın üç yüzeyinden; ilki 18 adet jüri olarak öğretmen adayı, diğeri sekiz adet Web 2.0 aracı, üçüncüsü de bu araçlara yönelik belirlenen 13 maddeden oluşmaktadır. Araştırmada nicel verilerin toplanması için araştırmacılar tarafından uzman görüşleri doğrultusunda geliştirilen “Web 2.0 Araçlarını Değerlendirme Formu” kullanılmıştır. Nitel veri toplama aracı için ise açık uçlu sorulardan oluşan bir görüşme formundan yararlanılmıştır. Rasch analizi sonucunda sekiz Web 2.0 aracından WhatsApp ve Storyjumper araçları en yüksek niteliğe; Aurasma, Z-Kitap ve Edmodo araçlarının ise en düşük niteliğe sahip olduğu tespit edilmiştir. Nitel boyutta ise Web 2.0 araçlarının öğretmenlik mesleki yeterliklerin gelişiminde olumlu bir etkiye sahip olabileceği, görsel içerikle zenginleştirilmiş dersleri eğlenceli, akıcı ve anlaşılır hale getirerek kalıcı öğrenmeler sağlayabileceği belirlenmiştir. Ancak Web 2.0 araçlarını kullanırken internet ve teknoloji erişimi sıkıntısı, teknoloji bağımlılığı, sınırlı içerikle yeterli sunum oluşturamama, sosyal ortamlar yerine yalnızlaştırabilmesi, zihinsel ve fiziksel bazı yeterlikleri olumsuz etkilemesi gibi sorunların ön plana çıktığı tespit edilmiştir. Web 2.0 araçlarının eğitimde etkili bir şekilde kullanılabilmesi için bu tür sorunların giderilmesinin gerektiği önerilebilir. Araştırmada ulaşılan sonuçların konuyla ilgili yapılacak çalışmalara ve uygulamalara yön vereceği ve alana önemli katkılar sunacağı öngörülmektedir.

Augmented reality applications in STEM education have increasing importance in recent years and it draws attention that scientific studies on this subject have gained momentum in the literature. The purpose of this research is to conduct a bibliometric analysis of studies on the use of augmented reality applications in STEM education in the literature. The Web of Science database has been used to collect the data. A total of 741 studies were accessed by going through various screening processes for the research. Content analysis and bibliometric analysis have been used in the analysis of the data. In the research, the distribution of publications by years and countries and the most published authors, journals, and countries were accessed. As a result of the research, in terms of the institutions with which the authors work, "National Taiwan University of Science Technology" ranked near the top for the number of citations and "National Taiwan Normal University" ranked near the top for the number of publications as the most productive institutions. It has been detected that "Wu, H. –K." and "Chang, H. –Y" are the most effective and productive researchers. According to the analysis conducted in the context of journals, "Computers Education" and "Interactive Learning Environments" have been the journals that contributed the most to this subject. As a result of the analysis, it was found that the co-authorship network structure is predominant in England and Spain. Concepts that become apparent in clusters in co-occurrences analysis are "augmented reality", "virtual reality", "mobile learning", "science education" and "mixed reality".

While there has been an upsurge in transition to online learning taking place mostly in higher education, many countries around the world have had to leave their brick-and-mortar schools all of a s...

Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, co-citation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.

This study aims to examine the effectiveness of Computer-Supported Collaborative Learning (CSCL) on academic achievement. The study was conducted using the meta-analysis method. In the present study, a total of 40 studies that were carried out between 2010 and 2020 and met the inclusion criteria were subjected to meta-analysis. In the present study, the values of the effect size and combined effect size of each study included in the meta-analysis were calculated using Comprehensive Meta-Analysis (CMA) software. The sample of the study consists of 3474 participants. The results of the study revealed that the studies were usually conducted at the university stage with a medium sample size, and published as articles. It was also revealed that most of the studies were carried out in the field of sciences and social sciences. Considering the intervention durations, it was observed that the studies were particularly carried out within a period between 1 and 4 weeks (37.8%). According to the results of the analysis, the average effect size was calculated as 0.523. Considering the results, it can be stated that CSCL has a positive and moderate effect on academic achievement. Also, the results of the moderator analysis revealed that the effect of CSCL on academic achievement did not change by the learning stage, domain subject, and the sample size but it changed by the intervention duration.

Dijital teknolojilerin gelişmesiyle, insanların bilişim teknolojilerine erişimlerinin artmasına paralel olarak siber suç ve tehditler de artmıştır. Dijital yerli olarak dünyaya gelen Z kuşağı, dijital teknolojileri öğretmenlerinden ve ebeveynlerinden daha fazla kullanmakta ancak bu konuda karşılaşabileceği riskler ve olumsuzluklar konusunda aynı şansa sahip olmamaktadır. Yapılan çalışmada, TRC1 bölgesindeki Gaziantep ve Kilis illerinde yaşayan lise öğrencilerinin dijital okuryazarlık ve bilgi güvenliği farkındalık seviyeleri araştırılmıştır. Ayrıca öğrencilerin yaşadıkları şehir, cinsiyet ve sınıf düzeyine göre bilgi güvenliği farkındalıkları detaylı olarak incelenmiştir. Araştırma sonucunda, öğrencilerin dijital okuryazarlık seviyeleri ile bilgi güvenliği farkındalıkları arasında pozitif bir ilişki olduğu tespit edilmiştir. Ayrıca erkek öğrencilerin kadın öğrencilerden bilgi güvenliği farkındalığı konusunda daha yüksek seviyede olduğu anlaşılmıştır.

The purpose of this study is to assess teachers’ opinions about coding-based entertainment applications in the context of 21st-century skills. Teachers' opinions were analyzed using the Many facet Rasch measurement model. The study group of the research consists of 14 teachers working in different regions of Turkey. According to the Rasch measurement model, the study has three facets. The first of these facets is the teachers as 14 raters (judges). The other facet is six entertainment applications based on coding. The third facet consists of 11 items (criteria) established for these applications. In this study, coding-based applications such as Scratch, Code.org, CodeMonkey, CodeCombat, Mobil Kod (EBA), and mBlock were examined based on teachers' opinions. The analysis showed that the Scratch and mBlock applications had the highest quality while the Mobil Kod application had the lowest quality. In addition, it was found that through the use of coding-based applications, it may be difficult to develop students' understanding of solidarity and benevolence. On the other hand, teachers indicated that these applications arouse students' curiosity and interest in new developments and enable them to learn by doing. As a result of the analysis, it was also found that judges differ in terms of their severity and leniency. It is expected that the results of the study will contribute to this area.

This research aims to examine the experimental studies on the impact of simulation technique on students' academic achievement using the meta-analysis method. The previous studies that could be meta-analyzed were examined based on the criteria set out in this study. Finally, 91 studies that were conducted between 2010-2020 years and met the inclusion criteria were subjected to meta-analysis. The sample of the research consisted of 7575 participants. According to the results of the analysis performed using the random-effects model, the mean effect size was calculated as g=0.759 with a standard error of 0.075. Based on the findings, the simulation technique can be said to have a broad impact on students' academic achievement. The results of the publication bias analysis revealed that the present meta-analysis study had no publication bias. On the other hand, the results of the moderator analysis revealed that the impact of the simulation technique on the students' academic achievement did not differ by the teaching levels, course/subject area, and application times, however, it differed by the sample size.

This study was carried out to determine the effectiveness of the Flipped Classroom Model (FCM) in an educational setting. For this purpose, a multi-complementary approach (MCA) was used including both quantitative (meta-analysis) and qualitative (thematic). MCA consists of three parts, the first of which is the pre-complementary information stage. In this context, the data from sixty-four studies were used and it was analysed using CMA and MetaWin software. In addition, the meta-thematic data were obtained by analysing thirty-two qualitative studies of FCM and analysed through content analysis. In the second stage of the MCA, an experimental process took place involving the implementation of FCM. A thematic dimension was added to the second stage and analyses were made through MAXQDA software. In the last stage of the approach, the results of the first two stages were combined to get complementary and general outcomes. The results of the study showed that FCM had a positive impact on academic success in general, thus some recommendations were presented on the use of both FCM and MCA.

The purpose of this study is to reveal the status of scientific publications on learning analytics from the past to the present in terms of bibliometric indicators. A total of 659 publications on the subject between the years 2011-2021 were found in the search using keywords after various screening processes. Publications were revealed through descriptive and bibliometric analyses. In the study, the distribution of publications by years and citation numbers, the most published journals on the subject, the most frequently cited publications, the most prolific countries, institutions and authors were examined. In addition, the cooperation between the countries, authors and institutions that publish on the subject was mentioned and a network structure was created for the relations between the keywords. It has been determined that research in this field has progressed and the number of publications and citations has increased over the years. As a result of the bibliometric analysis, it was concluded that the most influential countries in the field of learning analytics are the USA, Australia and Spain. The University of Edinburgh and Open University UK ranked first in terms of the number of citations and Monash University as the most prolific institutions in terms of the number of publications. According to the keyword co-occurrence analysis, educational data mining, MOOCS, learning analytics, blended learning, social network analysis keywords stand out in the field of learning analytics.

Science, technology, engineering, and math (STEM) education plays a vital role in order to prepare students for the twenty-first century economy. Unfortunately, people with disabilities in countries throughout the world are vastly underrepresented in scientific and technological fields. Closing the gap in the STEM is vital for improving fairness and opportunities for the people with disabilities. The STEM industry is critical in a world where there are various environmental, health, and development issues. It is essential not only for increasing productivity and competitiveness, but also for ensuring individual and societal well-being. The STEM workforce is expected to rise exponentially in the future year in today's burgeoning knowledge-intensive economy. This chapter explores a current state-of-the-art literature review on the use of assistive robots in STEM education people with disabilities.

The aim of this study is to classify the methodological tendencies and outputs of the studies conducted on the use of Scratch software in education with their main lines and to examine them in a comprehensive and holistic way. A literature review was conducted based on different databases in line with the purpose of the study and we accessed 76 different studies within this scope. Document review steps were followed to explain the data obtained in the study and to access the necessary concepts and relations. Meta-thematic analyses were performed to complement the data obtained, and qualitative findings were obtained by referring to common codes and themes of qualitative studies. The results of the study indicate that the use of Scratch software in education was found to have positive effects on motivation, self-efficacy, attitude, higher-level thinking, and academic success. In addition, materializing software teaching by freeing it from its abstract and complex structure, enabling students to acquire 21st-century skills at an early age, encouraging students to trust themselves by boosting their interest and motivation can be defined as some of the positive aspects of the Scratch software. The limitations of the Scratch software were determined as being unsuitable for advanced coding, limited code structure, and difficulty in understanding the logic of some basic structures.

The present article attempts to reinterpret the findings of most recent studies investigating effect of using games for teaching purposes. A methodological approach combining a meta-analysis of qua...

The importance of mobile technologies in the educational process has directed the attention of many researchers to this field and has created an important body of academic research. The main purpose of this study is to determine the effect of mobile learning on students' learning performance. In this study, the meta-analysis method was employed. The literature was reviewed through different databases in order to access the relevant researches within the scope of the study. After reviewing the literature, study aspects and inclusion criteria were applied. The studies to be included in the meta-analysis were examined, and 104 studies conducted between the years of 2009 and 2019 that met the inclusion criteria were subjected to a meta-analysis. Education level, course/subject and the implementation period of the studies were determined as moderating variables. The sample of the study consists of 7,568 participants. As a result of the analysis performed according to the random effects model, the mean effect size value was calculated as 0.85 with an error of 0.07. It was determined that there was no publication bias in the meta-analysis. According to the results of the moderator analysis, it was found that the effect of mobile learning on the learning performance of the students did not change according to the education level and the implementation period, but it changed according to the course/subject. In addition to the aforementioned research results, this article also contains descriptive analysis of the results of the studies included in the meta-analysis.

Bu arastirmanin amaci, donusturulmus sinif modeline iliskin ogrenci goruslerini belirlemektir. Arastirmanin deseni durum calismasidir. Calisma dokuz hafta boyunca Fen Bilgisi Egitimi Anabilim Dalinda ogrenim goren 39 ogrenci ile yurutulmustur. Arastirmanin verileri, yari yapilandirilmis gorusme teknigi ile toplanmistir. Gorusmelerden alinan verileri analiz etmek icin icerik analizi yontemi kullanilmistir. Arastirma bulgularina dayanarak ogrencilerin donusturulmus sinif modeline iliskin onemli oranda olumlu gorus belirttikleri sonucuna ulasilmistir. Buna iliskin ogrenci gorusleri incelendiginde sinif ici zamanin verimli hale gelmesi, ogrenilenleri pekistirmeyi saglamasi, daha fazla uygulama yapma olanagi sunmasi, zaman ve mekan esnekliginin olmasi, tekrar etme olanagi sunmasi, kendi hizinda ogrenme olanagi sunmasi, kalici ve aktif ogrenmeyi saglamasi, derse hazirlikli gelinmesi, ogrencilerin sorumluluk almalari modelin bazi olumlu yonleri olarak tarif edilmistir. Model hakkinda en cok vurguladiklari olumsuz yonleri ise teknolojik yetersizlikler, teknik sorunlar, gecmis aliskanliklar, video surelerin uygun olmamasi, is yuku ve derse gelme zorunlulugudur. Ayrica ogrenciler modelin diger dersler icin de uygulanabilir bir yontem oldugunu ve meslek hayatlarinda bu model ile ders islemeyi tercih etmek istediklerini ifade etmislerdir.

The purpose of this study is to determine the effect of augmented reality (AR) applications on academic success through meta-analytic and thematic analysis. 51 items from 45 studies conducted between 2013 and 2019 were examined in different databases on the effect size of AR in relation on academic success, education level, and duration of the application. The effect size was found to exist at a medium level, considered to be significant which means that AR has positive effect on academic success. In terms of thematic analysis, with reference to common codes and themes found in qualitative studies conducted both nationally and internationally, qualitative findings were obtained. An emphasis on the effect of AR on learning, class environment and affective dimensions was made, together with a consideration of some limitations. It was stated that learning environments could be arranged in such a way that students could be motivated through the use of AR, leading to permanent and solid learning. Therefore, careful and planned use of AR can be said to encourage success.

Bu çalışmanın amacı ters-yüz sınıf modeli, harmanlanmış öğrenme ve geleneksel öğretim yöntemlerinin, öğrencilerin öz-düzenleme becerileri ve bilgisayar öz-yeterlik algıları üzerindeki etkisinin belirlenmesidir. Araştırmanın çalışma grubu 2017-2018 eğitim-öğretim yılı güz döneminde Kilis 7 Aralık Üniversitesi Muallim Rıfat Eğitim Fakültesi Fen Bilgisi Eğitimi, Türkçe Eğitimi ve Sınıf Eğitimi Ana Bilim Dalları'nda öğrenim gören toplam 119 öğrenciden oluşmaktadır. Uygulama kapsamında ikisi deney biri kontrol grubu olmak üzere üç grup oluşturulmuştur. Deney-I grubunda ters-yüz sınıf modeli, deney-II grubunda harmanlanmış öğrenme modeli uygulanırken kontrol grubunda geleneksel öğretim yöntemi uygulanmıştır. Araştırmada veri toplama aracı olarak öğrencilere uygulanan "Bilgisayara İlişkin Öz-yeterlik Algısı Ölçeği" ve "Öz-Düzenleme Ölçeği" kullanılmıştır. Elde edilen verileri analiz etmede betimsel istatistikler, t-testi ve ANOVA kullanılmıştır. Dokuz hafta süren uygulama süreci sonrasında deney-I, deney-II ve kontrol gruplarındaki öğrencilerin bilgisayar öz-yeterlik algıları ve öz-düzenleme becerileri arasında anlamlı bir farklılaşma olmadığı sonucuna ulaşılmıştır. Ayrıca ters-yüz sınıf modelinin, öğrencilerin öz-düzenleme becerilerine olumlu etkisi olduğu tespit edilmiştir.

The purpose of this study is to investigate whether off-task multitasking activities with mobile technologies, specifically social networking sites and short messaging services, used during real-time lectures have an effect on grade performance in higher education students. Two experimental groups and one control group were used in this research. While participants in experimental groups 1 and 2 were allowed to navigate Facebook and to exchange short messaging service messages via mobile phones during real time in class lecturing, the control group participants were allowed to take notes using only pen and paper in the same lecturing conditions during three consecutive experimental sessions. The results showed that when students were given the opportunity of non-lecture-related multitasking using mobile phones writing/sending short messaging services and looking at Facebook profiles/reading news feed/looking at shared multimedia/reading wall messages during the lecture, their grade performance was hindered compared to traditional pen and paper note-taking. Engaging in social media use while trying to follow instruction may reduce learners’ capacity for cognitive processing causing poor academic performance.

In this study, a flipped classroom was compared with blended learning and face-to-face learning environments and the aim was to identify the effect of these learning environments on students’ achievements, academic engagement and satisfaction levels. Based on this aim, one control and two experimental groups were formed. The students in Experiment-I learned the theoretical aspect of the course through the materials in the online learning environment which were prepared prior to the class study time in context with the “flipped classroom”. The students in Experiment-II learned the theoretical aspect of the course in the classroom in accordance with the blended learning model and fulfilled active learning activities out of class study time. The students in the control group learned the theoretical aspect of the course in the classroom according to the current curriculum and conducted active learning activities at their homes. It was found that the scores for the students in the experimental groups with regard to academic achievement and engagement were higher than the scores for those in the control group and the differences between the groups were statistically significant. It was revealed that the students were also generally satisfied with the flipped classroom.

Bu calismanin amaci ters-yuz sinif modeli, harmanlanmis ogrenme ve geleneksel ogretim yontemlerinin, ogrencilerin oz-duzenleme becerileri ve bilgisayar oz-yeterlik algilari uzerindeki etkisinin belirlenmesidir. Arastirmanin calisma grubu 2017-2018 egitim-ogretim yili guz doneminde Kilis 7 Aralik Universitesi Muallim Rifat Egitim Fakultesi Fen Bilgisi Egitimi, Turkce Egitimi ve Sinif Egitimi Ana Bilim Dallari'nda ogrenim goren toplam 119 ogrenciden olusmaktadir. Uygulama kapsaminda ikisi deney biri kontrol grubu olmak uzere uc grup olusturulmustur. Deney-I grubunda ters-yuz sinif modeli, deney-II grubunda harmanlanmis ogrenme modeli uygulanirken kontrol grubunda geleneksel ogretim yontemi uygulanmistir. Arastirmada veri toplama araci olarak ogrencilere uygulanan "Bilgisayara Iliskin Oz-yeterlik Algisi Olcegi" ve "Oz-Duzenleme Olcegi" kullanilmistir. Elde edilen verileri analiz etmede betimsel istatistikler, t-testi ve ANOVA kullanilmistir. Dokuz hafta suren uygulama sureci sonrasinda deney-I, deney-II ve kontrol gruplarindaki ogrencilerin bilgisayar oz-yeterlik algilari ve oz-duzenleme becerileri arasinda anlamli bir farklilasma olmadigi sonucuna ulasilmistir. Ayrica ters-yuz sinif modelinin, ogrencilerin oz-duzenleme becerilerine olumlu etkisi oldugu tespit edilmistir.