Montessori Uygulayıcısı Erken Çocukluk Dönemi Eğitimcilerinin Bilimsel Süreç Becerilerinin Kazandırılmasına İlişkin Görüş ve Uygulamalarının İncelenmesi

Adsız, E., & Kutluca, A. Y. (2023). Bilimsel süreç becerilerinin bütünleştirilmiş fen ve matematik etkinlikleri aracılığıyla kazandırılmasına yönelik öğretmen görüşleri: Bilimin doğası anlayışlarının etkisi. Educational Academic Research, 48, 27-41. https://doi.org/10.5152/AUJKKEF.2023.1023067 DOI: https://doi.org/10.5152/AUJKKEF.2023.1023067

Ak, İ. S. (2019). Investigating the views of montessori preschool teachers on inclusive education in montessori approach [Yayımlanmamış yüksek lisans tezi]. Orta Doğu Teknik Üniversitesi.

Akcanca, N., Gürler, S. A., & Alkan, H. (2017). Okul öncesi öğretmenlerinin fen eğitimi uygulamalarına yönelik görüşlerinin belirlenmesi. Caucasian Journal of Science, 4(1), 1-19.

Akşam, E., & Kutluca, A. Y. (2021). Okul öncesi öğretmenlerinin fen öğretimi uygulamalarının teorik ve pratik doğasının keşfedilmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 34(1), 386-435. https://doi.org/10.19171/uefad.867333 DOI: https://doi.org/10.19171/uefad.867333

Andersson, K., & Gullberg, A. (2014). What is science in preschool and what do teachers have to know to empower children? Cultural Studies of Science Education, 9(2), 275-296. https://doi.org/10.1007/s11422-012-9439-6 DOI: https://doi.org/10.1007/s11422-012-9439-6

Ayyıldız, E., & Üzümcü, Ö. (2016). Uluslararası eğitimde bir seçenek: uluslararası bakalorya ilk yıllar programı (IBPYP). Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 1(2), 64-73.

Balat, G. U., Akman, B., & Günşen, G. (2018). Fen eğitimine karşı tutum, öz yeterlilik algısı ve bilişsel harita bulguları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 756-777. https://doi.org/10.17860/mersinefd.355520 DOI: https://doi.org/10.17860/mersinefd.355520

Barenthien, J., Lindner, M. A., Ziegler, T., & Steffensky, M. (2020). Exploring preschool teachers’ science-specific knowledge. Early Years, 40(3), 335-350. https://doi.org/10.1080/09575146.2018.1443321 DOI: https://doi.org/10.1080/09575146.2018.1443321

Bartan, M. (2014). Okulöncesi öğretmenleri için bilimsel süreç becerilerine yönelik eğitim programı geliştirilmesi ve uygulanması [Yayımlanmamış doktora tezi]. Bursa Uludağ Üniversitesi.

Bartan, M., & Başal H. A. (2018). Okul öncesi eğitimi öğretmenlerinin bilimsel süreç becerilerine ilişkin görüşleri ve sınıf içi uygulamaları. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(4), 1938-1959. https://doi.org/10.17240/aibuefd.2018.18.41844-430543 DOI: https://doi.org/10.17240/aibuefd.2018.18.41844-430543

Benner, S. M., & Hatch, J. A. (2010). From the editors: Preparing early childhood educators for 21st century children. Journal of Early Childhood Teacher Education, 31(2), 103-105. https://doi.org/10.1080/10901021003781080 DOI: https://doi.org/10.1080/10901021003781080

Büyüktaşkapu, S., Çeliköz, N., & Akman, B. (2012). Yapılandırmacı bilim eğitimi programı’nın 6 yaş çocuklarının bilimsel süreç becerilerine etkisi. Eğitim ve Bilim, 37(165), 275-292. http://213.14.10.181/index.php/EB/article/view/1296

Candela, A. G. (2019). Exploring the function of member checking. The Qualitative Report, 24(3), 619-628. DOI: https://doi.org/10.46743/2160-3715/2019.3726

Chen, J. J., & Groot Kim, S. (2014). The quality of teachers’ interactive conversations with preschool children from low-income families during small-group and large-group activities. Early Years, 34(3), 271-288. https://doi.org/10.1080/09575146.2014.912203 DOI: https://doi.org/10.1080/09575146.2014.912203

Chmiliar, L. (2010). Multiple-Case designs. A. J. Mills, G. Eurepas and E. Wiebe (Eds.) Encyclopedia of Case Study Research içinde (ss.583–584). Sage.

Christensen, O. (2016). Proving Montessori: Identity and dilemmas in a Montessori teacher’s lived experience. Journal of Montessori Research, 2(2), 35-48. https://doi.org/10.17161/jomr.v2i2.5067 DOI: https://doi.org/10.17161/jomr.v2i2.5067

Connelly, L. M. (2016). Trustworthiness in qualitative research. Medsurg Nursing, 25(6), 435-436.

Cossentino, J. (2005). Ritualizing expertise: A non-Montessorian view of the Montessori method. American Journal of Education, 111(2), 211-244. https://doi.org/10.1086/426838 DOI: https://doi.org/10.1086/426838

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.

Creswell, J. W. (2018). Nitel araştırma yöntemleri beş yaklaşıma göre nitel araştırma ve araştırma deseni. (Çev. M. Bütün ve S. B. Demir). Siyasal Kitabevi.

Çakır, Z., & Yalçın, S. A. (2020). Okul öncesi eğitiminde gerçekleştirilen STEM eğitimlerinin öğretmen ve veli görüşleri açısından değerlendirilmesi. International Journal of Active Learning, 5(2), 142-178. https://doi.org/10.48067/ijal.823224 DOI: https://doi.org/10.48067/ijal.823224

Çakır, Z., Yalçın, S. A., & Yalçın, P. (2019). Montessori yaklaşımı temelli STEM etkinliklerinin okul öncesi öğretmen adaylarının yaratıcılık becerilerine etkisi. Uluslararası Bilimsel Araştırmalar Dergisi, 4(2), 392-409. https://doi.org/10.21733/ibad.548456 DOI: https://doi.org/10.21733/ibad.548456

Dağdelen, E. N., & Atasoy, V. (2023). Investigation of the conceptual knowledge of preschool teacher candidates on science education. Kastamonu Eğitim Dergisi, 31(2), 242-253. https://doi.org/10.24106/kefdergi.1271514 DOI: https://doi.org/10.24106/kefdergi.1271514

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4–12 years old. Science, 333(6045), 959-964. https://doi.org/10.1126/science.1204529 DOI: https://doi.org/10.1126/science.1204529

Ekinci, R. (2019). Özel eğitimde Montessori yönteminin kullanımına yönelik öğretmen görüşlerinin belirlenmesi [Yayımlanmamış yüksek lisans tezi]. Yakın Doğu Üniversitesi.

Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood? Journal Of Science Education and Technology, 14(3), 315- 336. https://doi.org/10.1007/s10956-005-7198-9 DOI: https://doi.org/10.1007/s10956-005-7198-9

Fleer, M. (2019). Scientific playworlds: A model of teaching science in play-based settings. Research in Science Education, 49(5), 1257-1278. https://doi.org/10.1007/s11165-017-9653-z DOI: https://doi.org/10.1007/s11165-017-9653-z

Flick, U. (2018). Triangulation in data collection. The SAGE handbook of qualitative data collection. DOI: https://doi.org/10.4135/9781526416070

Frierson, P. R. (2015a). Maria Montessori's moral-sense theory. History Of Philosophy Quarterly, 3(23), 271-292.

Frierson, P. R. (2015b). Maria Montessori’s philosophy of experimental psychology. The Journal Of The International Society For The History Of Philosophy Of Science, 5(2), 240-268. DOI: https://doi.org/10.1086/682395

Glaser, B. G., & Strauss, A. L. (2017). Discovery of grounded theory: Strategies for qualitative research. Routledge. DOI: https://doi.org/10.4324/9780203793206

Gomes, J., & Fleer, M. (2019). The development of a scientific motive: How preschool science and home play reciprocally contribute to science learning. Research in Science Education, 49, 613-634. https://doi.org/10.1007/s11165-017-9631-5 DOI: https://doi.org/10.1007/s11165-017-9631-5

Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education and Development, 20(2), 238-264. https://doi.org/10.1080/10409280802595441 DOI: https://doi.org/10.1080/10409280802595441

Gropen, J. Kook, J. F. Hoisington, C., & Clark-Chiarelli, N. (2017). Foundations of science literacy: efficacy of a preschool professional development program in science on classroom i̇nstruction, teachers’ pedagogical content knowledge, and children’s observations and predictions. Early Education And Development, 28(5), 607-631. https://doi.org/10.1080/10409289.2017.1279527 DOI: https://doi.org/10.1080/10409289.2017.1279527

Gülkanat, P. (2015). Okul öncesi öğretmenlerinin Montessori yöntemi ile gerçekleştirilen eğitim uygulamalarına ilişkin görüşlerinin incelenmesi [Yayımlanmamış yüksek lisans tezi]. Yeditepe Üniversitesi.

Houser, J. (2021). Nursing Research: Reading, using, and creating evidence (5th Ed.). Jones & Bartlett Learning.

Jirout, J., & Zimmerman, C. (2015). Development of science process skills in the early childhood years. Cabe Trundle, K. and Saçkes, M. (Ed.). Research in early childhood science education içinde (ss.143-165). Springer. https://doi.org/10.1007/978-94-017-9505-0_7 DOI: https://doi.org/10.1007/978-94-017-9505-0_7

Jones, S. J. (2017). Technology in the montessori classroom: Teachers' beliefs and technology use. Journal of Montessori Research, 3(1), 16-29. https://doi.org/10.17161/jomr.v3i1.6458 DOI: https://doi.org/10.17161/jomr.v3i1.6458

Kagan, D. M. (1990). Ways of evaluating teacher cognition: inferences concerning the goldilocks principle. Review Of Educational Research, 60(3), 419–469. https://doi.org/10.3102/00346543060003419 DOI: https://doi.org/10.3102/00346543060003419

Kartal, A., & Çelik, S. (2022). İlkokulda Montessori modeli: Bir meta-sentez çalışması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 42(2), 1109-1142. https://doi.org/11109-1142. 10.17152/gefad.976284 DOI: https://doi.org/10.17152/gefad.976284

Kefi, S., Çeliköz, N., & Erişen, Y. (2013). Okul öncesi eğitim öğretmenlerinin temel bilimsel süreç becerilerini kullanım düzeyleri. Eğitim ve Öğretim Araştırmaları Dergisi, 3(2), 300-319.

Kirch, S. A. (2007). Re/Production of science process skills and a scientific ethos in an early childhood classroom. Cultural Studies of Science Education, 2(4), 785-845. https://doi.org/10.1007/s11422-007-9072-y DOI: https://doi.org/10.1007/s11422-007-9072-y

Kolb, S. M. (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal Of Emerging Trends in Educational Research And Policy Studies, 3(1), 83-86.

Kuru, N., & Akman, B. (2017). Okul öncesi dönem çocuklarının bilimsel süreç becerilerinin öğretmen ve çocuk değişkenleri açısından incelenmesi. Eğitim ve Bilim, 42(190), 269-279. http://dx.doi.org/10.15390/EB.2017.6433 DOI: https://doi.org/10.15390/EB.2017.6433

Kuşkaya, İ., Akgün, A., Öztürk, M., Çelik, A., Aslan, E., & Sarp, A. (2023). Okul öncesi eğitim programının etkililiği hakkında öğretmen görüşlerinin incelenmesi. Socrates Journal of Interdisciplinary Social Studies, 9(25), 77–94. https://doi.org/10.51293/socrates25-216

Kutluca, A. Y. (2021). Investigation of the interactions among preschool teachers' components of pedagogical content knowledge for early science teaching. Southeast Asia Early Childhood Journal, 10(1), 117-137. https://doi.org/10.37134/saecj.vol10.1.10.2021

Kutluca, A. Y., & Aşar, D. (2021). Exploration of pyp practitioner preschool teachers' science teaching practices: The effect of pedagogical beliefs. Acta Educationis Generalis, 11(2), 1-23. https://doi.org/10.2478/atd-2021-0011 DOI: https://doi.org/10.2478/atd-2021-0011

Kutluca, A. Y., & Mercan, N. (2022). Exploring the effects of preschool teachers' epistemological beliefs on content-based pedagogical conceptualizations and PCK integrations towards science teaching. European Journal of Science and Mathematics Education, 10(2), 170-193. https://doi.org/10.30935/scimath/11661 DOI: https://doi.org/10.30935/scimath/11661

Kyngäs, H. (2020). Inductive content analysis. Kyngäs, H., Mikkonen, K., Kääriäinen, M. (Ed.) The application of content analysis in nursing science research içinde (ss.13-21). Springer. https://doi.org/10.1007/978-3-030-30199-6_2 DOI: https://doi.org/10.1007/978-3-030-30199-6_2

Lammert, C., Sharma, R., & Hand, B. (2023). Beyond pedagogy: the role of epistemic orientation and knowledge generation environments in early childhood science teaching. International Journal of Science Education, 45(6), 431-450.. https://doi.org/10.1080/09500693.2022.2164474 DOI: https://doi.org/10.1080/09500693.2022.2164474

Leuchter, M., Saalbach, H., Studhalter, U., & Tettenborn, A. (2020). Teaching for conceptual change in preschool science: Relations among teachers’ professional beliefs, knowledge, and instructional practice. International Journal of Science Education, 42(12), 1941-1967. https://doi.org/10.1080/09500693.2020.1805137 DOI: https://doi.org/10.1080/09500693.2020.1805137

Lillard, A. S. (2021). Montessori as an alternative early childhood education. Early Child Development and Care, 190(7-8), 1-12. https://doi.org/10.1080/03004430.2020.1832998 DOI: https://doi.org/10.1080/03004430.2020.1832998

Lincoln, Y. S., & Guba, E. G. (1990). Judging the quality of case study reports. Internation Journal of Qualitative Studies in Education, 3(1), 53- 59. https://doi.org/10.1080/0951839900030105 DOI: https://doi.org/10.1080/0951839900030105

Lind, K. K. (1999). Science in early childhood: Developing and acquiring fundamental concepts and skills. D. Burts, C. Hart and R. Charlesworth (Ed.) Dialogue on early childhood science, mathematics, and technology education: First experience in science, mathematics, and technology içinde (ss.73-83). http://www.project2061.org/publications/earlychild/online/experience/lind.htm

Lindeman, K. W., & Anderson, E. M. (2015). Using blocks to develop 21st century skills. YC Young Children, 70(1), 36-43.

Loughran, J. (2019). Pedagogical reasoning: the foundation of the professional knowledge of teaching. Teachers and Teaching, 25(5), 523-535. https://doi.org/10.1080/13540602.2019.1633294 DOI: https://doi.org/10.1080/13540602.2019.1633294

Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370-391. https://doi.org/10.1002/tea.20007 DOI: https://doi.org/10.1002/tea.20007

Martin, R. E., Sexton, C. M., & Franklin, T. (2002). Teaching science for all children: Lessons for constructing understanding. Allyn and Bacon.

Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber. (Çev. S. Turan). Nobel.

Merriam, S. B., & Grenier, R. S. (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons.

Miles, E. (2010) In-Servıce elementary teachers’ famılıarıty, interest, conceptual knowledge and performance on science process skills [Unpublished master’s thesis]. Southern Illinois University.

Milli Eğitim Bakanlığı [MEB]. (2013). Okul öncesi eğitim programı. Ankara.

Mooney, C. G. (2013). Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf.

Morse, J. M. (2015). Critical analysis of strategies for determining rigor in qualitative inquiry. Qualitative Health Research, 25(9), 1212-1222. https://doi.org/10.1177/1049732315588501 DOI: https://doi.org/10.1177/1049732315588501

Motulsky, S. L. (2021). Is member checking the gold standard of quality in qualitative research?. Qualitative Psychology, 8(3), 389-406. https://doi.org/10.1037/qup0000215 DOI: https://doi.org/10.1037/qup0000215

Nacar, S., & Kutluca, A. Y. (2020). Bir okul öncesi öğretmeninin fen öğretimine yönelik pedagojik alan bilgisinin keşfedilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 529-545. https://doi.org/10.17860/mersinefd.727664 DOI: https://doi.org/10.17860/mersinefd.727664

Natow, R. S. (2020). The use of triangulation in qualitative studies employing elite interviews. Qualitative Research, 20(2), 160-173. https://psycnet.apa.org/doi/10.1177/1468794119830077 DOI: https://doi.org/10.1177/1468794119830077

Neuman, S. B., & Danielson, K. (2021). Enacting content-rich curriculum in early childhood: The role of teacher knowledge and pedagogy. Early Education and Development, 32(3), 443-458. https://doi.org/10.1080/10409289.2020.1753463 DOI: https://doi.org/10.1080/10409289.2020.1753463

Newton, P., Driver, R., & Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21(5), 553-576. https://doi.org/10.1080/095006999290570 DOI: https://doi.org/10.1080/095006999290570

Nilsson, P., & Elm, A. (2017). Capturing and developing early childhood teachers’ science pedagogical content knowledge through cores. Journal Of Science Teacher Education, 28(5), 406-424. https://doi.org/10.1080/1046560X.2017.1347980 DOI: https://doi.org/10.1080/1046560X.2017.1347980

Nilsson, P., & Loughran, J. (2012). Exploring the development of pre-service science elementary teachers’ pedagogical content knowledge. Journal of Science Teacher Education, 23(7), 699-721. https://doi.org/10.1007/s10972-011-9239-y DOI: https://doi.org/10.1007/s10972-011-9239-y

North American Montessori Center [NAMC] (2021). Cosmic education in early childhood (3-6 Years old). http://www.montessoritraining.net

O'Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19, 1-13. https://doi.org/10.1177/1609406919899220 DOI: https://doi.org/10.1177/1609406919899220

Oppermann, E., Hummel, T., & Anders, Y. (2021). Preschool teachers’ science practices: Associations with teachers’ qualifications and their self-efficacy beliefs in science. Early Child Development and Care, 191(5), 800-814. https://doi.org/10.1080/03004430.2019.1647191 DOI: https://doi.org/10.1080/03004430.2019.1647191

Özok-Bulut, N. (2020). Okul öncesi öğretmenlerinin fene yönelik bilgi ve tutum düzeylerinin fen eğitimi uygulamalarına yansımaları [Yayımlanmamış yüksek lisans tezi]. Anadolu Üniversitesi.

Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research In Science Education, 38, 261-284. https://doi.org/10.1007/s11165-007-9049-6 DOI: https://doi.org/10.1007/s11165-007-9049-6

Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage.

Piasta, S. B., Logan, J. A., Thomas, L. J., Zettler-Greeley, C. M., Bailet, L. L., & Lewis, K. (2021). Implementation of a small-group emergent literacy intervention by preschool teachers and community aides. Early Childhood Research Quarterly, 54, 31-43. https://doi.org/10.1016/j.ecresq.2020.08.002 DOI: https://doi.org/10.1016/j.ecresq.2020.08.002

Rambusch, N. M. (2010). Freedom, order, and the child. Montessori Life, 22(1), 38-43.

Sak Şahin. İ. (2014). Okul öncesi öğretmen adaylarının Montessori ve Reggio Emilia yaklaşımları ile ilgili görüşleri. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 15(3), 1-20. https://doi.org/10.17679/iuefd.58218 DOI: https://doi.org/10.17679/iuefd.58218

Seefeldt, C., Galper, A., & Jones, I. (2012). Active experiences for active children: Science. Pearson.

Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education For Information, 22(2), 63-75. https://doi.org/10.3233/EFI-2004-22201 DOI: https://doi.org/10.3233/EFI-2004-22201

Silverman, D. (2019). Interpreting qualitative data. Sage.

Simsar, A., & Doğan, Y. (2019). Okul öncesi öğretmenlerinin fen eğitimi süreçleri üzerine görüşlerinin incelenmesi. E-Kafkas Journal Of Educational Research, 6(2), 19-32. https://doi.org/10.30900/kafkasegt.590361 DOI: https://doi.org/10.30900/kafkasegt.590361

Soydan, S. (2017). Bilimsel süreç becerileri. B. Akman, G. Uyanık Balat ve T. Güler Yıldız (Eds.) Okul öncesi dönemde fen eğitimi içinde (ss.51-98). Anı Yayıncılık.

Stake, R. E. (2013). Multiple case study analysis. Guilford.

Thomas, E., & Magilvy, J. K. (2011). Qualitative rigor or research validity in qualitative research. Journal For Specialists In Pediatric Nursing, 16(2), 151-155. https://doi.org/10.1111/j.1744-6155.2011.00283.x DOI: https://doi.org/10.1111/j.1744-6155.2011.00283.x

Torrance, M., & Chattin-McNichols, J. (2005). Montessori education today, approaches to early childhood education. Prentice Hall.

Trundle, C. K. (2015). The inclusion of science in early childhood classrooms. Cabe Trundle, K. and Saçkes, M. (Ed.) Research in early childhood science education içinde (ss.1-6). Springer. https://doi.org/10.1007/978-94-017-9505-0_1 DOI: https://doi.org/10.1007/978-94-017-9505-0_1

Trundle, K. C., & Smith, M. M. (2017). Preschool: A hearts-on, hands-on, minds-on model for preschool science learning. YC Young Children, 72(1), 80-86.

Tugluk, M. N. (2020). The effect of primary years program (PYP) on children's science process skills (SPS) in early childhood education. Cypriot Journal of Educational Sciences, 15(5), 1276-1287. https://doi.org/10.18844/cjes.v15i5.4622 DOI: https://doi.org/10.18844/cjes.v15i5.4622

Ültay, N., Ültay, E., & Çilingir, S. K. (2018). Okul öncesi öğretmenlerinin fen konularındaki uygulamalarının incelenmesi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22, 773-792.

Vallberg-Roth, A. C., & Månsson, A. (2011). Individual development plans from a critical didactic perspective: Focusing on Montessori-and Reggio Emilia-profiled preschools in Sweden. Journal of Early Childhood Research, 9(3), 247-261. https://doi.org/10.1177/1476718X10389148 DOI: https://doi.org/10.1177/1476718X10389148

Whorrall, J., & Cabell, SQ (2016). To Support children's oral language development in the preschool classroom. Journal Of Early Childhood Education, 44(4), 335-341. https://doi.org/10.1007/s10643-015-0719-0 DOI: https://doi.org/10.1007/s10643-015-0719-0

Worth, K. (2010). Science in early childhood classrooms: Content and process. Early Childhood Research and Practice, 12(2), 1-21. https://ecrp.illinois.edu/beyond/seed/worth.html

Yüksel, D. K., & Kartal, S. (2020). Okul öncesi dönemde alternatif bir eğitim modeli: Waldorf yaklaşımı ve materyallerine yönelik öğretmen görüşleri. Cumhuriyet Uluslararası Eğitim Dergisi, 9(3), 845-859. https://doi.org/10.30703/cije.656302 DOI: https://doi.org/10.30703/cije.656302