Araştırma Makalesi
THE ACHIEVEMENTS LEVELS OF ELEMENTARY SCHOOL STUDENTS IN THE SCIENCE CURRICULUM ON THE SUBSTANCE AND ITS NATURE: AN ANALYSIS THROUGH THE REVISED BLOOM'S TAXONOMY
Öz
The current study aims to determine knowledge areas and cognitive process dimensions of the Revised Bloom Taxonomy of elementary school
student achievements in the curriculum course unit of "The Substance and its Nature", as well as how the learning achievements are distributed across grade levels. The document review method, regarded to be one of the qualitative research methods, was used in the study. Accordingly, 52
achievements in the course unit of "The Substance and its Nature" were examined by the researchers. The reliability coefficient of the research data was determined as 0.73 which was considered to be enough for research reliability. The results of the study revealed that the most (35 learning achievements) achievements were emphasized in the conceptual knowledge dimension while the least achievements (1 item) was emphasized in the metacognitive knowledge dimension; the study also revealed that the most achievements (14 learning achievements) were emphasized in the application dimension while the least achievements (3 achievements) were emphasized in the analzing dimension.
Anahtar Kelimeler
The science curriculum the substance and its nature curriculum achievements revised Bloom
Destekleyen Kurum
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Proje Numarası
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Teşekkür
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Kaynakça
- Aktaş, E. (2017). Evaluation of the questioning skills of teachers candidates towards the different text types according to the renewed Bloom taxonomy. Turkish Studies, 12(25), 99-118. http://dx.doi.org/10.7827/TurkishStudies.12274 Altınok, M.A, Tunç, T., & Özcan, H. (2020). Comparative analysis of science education programs in the context of science-technology-society and environmental acquisitions from 1926 to the present. Journal of Amasya University Faculty of Education, 9(2), 230-257. https://dergipark.org.tr/tr/pub/amauefd/issue/58078/774030
- Amer, A.A. (2006). Reflections of Bloom’s revised taxonomy. Electronic Journal of Research in Educational Psychology, 4(8), 213-230. https://www.redalyc.org/pdf/2931/293123488010.pdf
- Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001). Taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. Needham Heights, MA: Allyn & Bacon.
- Anderson, L.W. (2005). Objectives, evaluation, and the improvement of education. Studies in Education Evaluation, 31, 102-113. https://doi.org/10.1016/j.stueduc.2005.05.004
- Anderson, L.W., & Krathwohl, D.R. (2010). A taxonomy for learning, teaching, and assessing. Pegem Publication. Arı, A. (2011). Finding acceptance of Bloom’s revised cognitive taxonomy on the international stage and in Turkey. Educational Sciences: Theory & Practice, 11(2), 749-772. https://www.idealonline.com.tr/IdealOnline/pdfViewer/index.xhtml?uId=2015&ioM=Paper&preview=true&isViewer=true#pagemode=bookmarks
- Avcı, F., Aslangiray, H., & Özyalçın, B. (2021). Analysis and evaluation of the learning outcomes of the 2018 science curriculum according to revised Bloom taxonomy in terms of subject and class level. Trakya Journal of Education, 11(2), 643-660. https://doi.org/10.24315/tred.689366
- Aydın, N., & Yılmaz, A. (2010). The effect of constructivist approach on students' high-level cognitive skills. Hacettepe University Faculty of Education Journal, 39(39), 57-68. http://efdergi.hacettepe.edu.tr/shw_artcl-459.html
- Ayvacı, H.Ş., & Türkdoğan, A. (2010). Analysing science and technology course exam
- questions according to revised Bloom taxonomy. Turkish Journal of Science Education, 7(1), 13-25. https://www.tused.org/index.php/tused/article/view/500/430
- Balkan-Kıyıcı, F., & Atabek-Yiğit, E. (2023). Examining environmental acquisitions in science curriculum: A comparison of Brazil and Turkey. Trakya Journal of Education, 13(1), 593-605. https://dergipark.org.tr/tr/download/article-file/2229792
- Başar, T. (2021). Analysis of the learning outcomes in the 2018 science course curriculum in terms of scientific process skills. Erzincan University Journal of Education Faculty, 23(1), 218-235. https://doi.org/10.17556/erziefd.756163
- Bekdemir, M., & Selim, Y. (2008). Revised Bloom taxonomy and its apllication in algebra area. Erzincan University Journal of Education Faculty, 10(2), 185-196. https://dergipark.org.tr/en/download/article-file/67433
- Bloom, B. (1956). Taxonomy of educational objectives: Cognitive and affective domains. New York: David McKay.
- Bowen, G.A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
- Brooks, S., Dobbins, K., Scott, J.J.A., Rawlinson, M., & Norman, R.I. (2014). Learning about learning outcomes: The student perspective. Teaching in Higher Education, 19(6), 721–733. http://dx.doi.org/10.1080/13562517.2014.901964
- Bümen, N.T. (2006). A revision of the Bloom’s taxonomy: A turning point in curriculum development. Education and Science, 31(142), 3-14. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/837
- Çepni, S., & Ayvacı, H.Ş. (2006). Measurement and evaluation in science and technology education. S. Çepni (Ed.), Science and technology teaching from theory to practice. In, (pp. 229-248). Pegem Publication.
- Çeken, R. (2022). Semantic extention problem in Turkish science curriculum. International Journal of Educational Sciences, 6(2), 56-70. http://dx.doi.org/10.46762/mamulebd.1186464
- Dobbins, K., Brooks, S., Scott, J.J.A., Rawlinson, M., & Norman, R.I. (2016). Understanding and enacting learning outcomes: The academic's perspective. Studies in Higher Education, 41(7), 1217–1235. http://dx.doi.org/10.1080/03075079.2014.966668
- Elmas, R., Canbazoğlu-Bilici, S., Adıgüzel-Ulutaş, M., & Yalçın, S. (2022). An international perspective on science curricula: Identifying science teachers’ views in private schools. Bulletin of Educational Studies, 1(1), 19-26. http://dx.doi.org/10.29329/bes.2022.480.03
- Güngör Cabbar, B., Gültekin, S., Güneş, E., Aytaç, E., & Daşgın, F. (2020). Analysis of environmental achievements in 2018 science and biology courses curriculum according to the revised Bloom taxonomy. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 14(1), 504-527. http://dx.doi.org/10.17522/balikesirnef.702537
- Kalemkuş, J. (2021). Investigation of science curriculum learning outcomes in terms of 21st century skills. Anadolu Journal of Educational Sciences International, 11(1), 63-87. http://dx.doi.org/10.18039/ajesi.800552
- Kalkan, Ö., & Tunç, T. (2020). A comparison of physics topics in middle school science curricula released between years 1924 and 2018. Journal of Ihlara Educational Research, 5(2), 294-326. https://doi.org/10.47479/ihead.807957
- Kaptan, F. (1999). Science teaching. Milli Eğitim Basımevi.
- Karalı, Y., Palancıoğlu, Ö.V., & Aydemir, H. (2021). Comparison of Turkey and Singapore primary school science programs. Journal of İnönü University Education Faculty, 22(1), 866-888. http://dx.doi.org/10.17679/inuefd.883126
- Krathwohl, D.R. (2002). A revision of Bloom's taxonomy: An overview. Theory into Practice, 41(4), 212-218. https://doi.org/10.1207/s15430421tip4104_2
- Mayer, R.E. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226-232. https://web.mit.edu/jrankin/www/teach_transfer/rote_v_meaning.pdf
- Turkish Ministry of National Education (MEB), (2006). Primary education science and technology lesson (6th, 7th and 8th grades) curriculum. http://ttkb.meb.gov.tr/program2.aspx
- Turkish Ministry of National Education (MEB), (2013). Primary education institutions science course (3th, 4th, 5th, 6th, 7th and 8th grades) curriculum. https://ridvansoydemir.com/2013-fen-bilimleri-ogretim-programi/ Turkish Ministry of National Education (MEB), (2018). Science course (3rd, 4th, 5th, 6th, 7th, 8th) curriculum, Ankara. http://mufredat.meb.gov.tr/Dosyalar/201812312311937-FEN%20B%C4%B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf
- Miles, M.B., & Huberman A.M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd Edition). California: Sage Publications.
- Özden, Y. (1997. Learning and teaching. Pegem Punlication.
- Roth, C.E. (1992). Environmental literacy: Its roots, evolution and directions in the 1990s. ERIC Clearinghouse for Science, Mathematics and Environmental Education, Columbus, Ohio, USA.
- Sadler, T. (2004). Informal reasoning regarding SSI: A critical review of research. Journal of Research in Science Teaching, 41(5), 513-536. https://doi.org/10.1002/tea.20009
- Sağlamöz, F., & Soysal, Y. (2021). Exploration of 2018 primary and elementary sciences course teaching programs outcomes according to the revised Bloom taxonomy. Journal of İstanbul Aydın University Education Faculty, 7(1), 111- 145. https://doi.org/10.17932/IAU.EFD.2015.013/efd_v07i006
- Şimşek, H. (2019). Turkish teachers’ opinions on realizability of renewed 5 th grade Turkish lesson curriculum outcomes (example of Kocaeli province). Unpublished master’s thesis. Sakarya: Sakarya University Institute of Educational Sciences.
- Tatar, N. (2006). The effect of inquiry-based learning approaches in the education of science in primary school on the science process skills, academic achivement and attitude. Unpublished doctoral thesis. Ankara: Gazi University Institute of Educational Sciences.
- Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons. Tutkun, Ö.F., & Okay, S. (2012). An overview on Bloom’s revised. Sakarya University Journal of Education, 1(3), 14-22. https://dergipark.org.tr/en/download/article-file/192275
- Venville, G.J., & Dawson, V.M. (2010). The impact of a classroom intervention on grade 10 students’ argumentation skills, informal reasoning, and conceptual understanding of science. Journal of Research in Science Teaching, 47(8), 952–977. https://psycnet.apa.org/record/2010-20931-003
- Yaşar, Ş., & Duban, N. (2009). Students’ opinions regarding to the inquiry-based learning approach. Elementary Education Online, 8(2), 457- 475.
- https://earsiv.anadolu.edu.tr/xmlui/bitstream/handle/11421/11264/11264.pdf?sequence=1
- Yıldırım, A., & Şimşek, H. (2016). Qualitative research methods in the social sciences. Seçkin Publication.
- Yıldız-Bıçak, C., & Bilir, V. (2023). Evaluation of the information regarding scientists in the science textbooks from the teacher's perspective. Journal of Mehmet Akif Ersoy University Faculty of Education, 65, 487-511. https://doi.org/10.21764/maeuefd.1107010
- Zorluoğlu, S.L., Kızılaslan, A., & Sözbilir, M. (2016). School chemistry curriculum according to revised Bloom taxonomy. Necetibey Education Faculty Electronic Journal of Science and Mathematics Education, 10(1), 260-279. https://doi.org/10.17522/nefefmed.22297
- Zorluoğlu, S.L., Şahintürk, A., & Bağrıyanık, K.E. (2017). Analysis and evaluation of science course curriculum learning outcomes of the year 2013 according to the revised Bloom taxonomy. Bartın University Journal of Faculty of Education, 6(1), 1-15. http://dx.doi.org/10.14686/buefad.267190
ORTAOKUL ÖĞRENCİLERİNİN FEN BİLİMLERİ ÖĞRETİM PROGRAMI MADDENİN DOĞASI KONUSUNDAKİ BAŞARI DÜZEYLERİ: YENİLENMİŞ BLOOM TAKSONOMİSİ ÜZERİNDEN BİR ANALİZ
Öz
Bu çalışma, 2018 Ortaokul Fen Bilimleri Dersi Öğretim Programındaki “Madde ve Doğası” konu alanında yer alan kazanımların yenilenmiş Bloom Taksonomisinin bilgi ve bilişsel süreç boyutunun hangi basamağında yer aldığı ve sınıf düzeylerine göre nasıl bir dağılım gösterdiğini belirlemek amacıyla yapılmıştır. Çalışmada nitel araştırma yöntemlerinden biri olan doküman inceleme yöntemi kullanılmıştır. Araştırmanın amacına yönelik olarak araştırmacılar tarafından “Madde ve Doğası” konu alanıyla ilgili 52 kazanım incelenmiştir. Elde edilen verilerin güvenirlik katsayısı da hesaplanmış ve 0,73 olarak belirlenmiştir. Elde edilen verilere göre bilgi boyutunda; en fazla (35 kazanım) kavramsal bilgi boyutundaki kazanımlara yer verildiği, en az (1 kazanım) ise üstbilişsel bilgi boyutundaki kazanımlara yer verildiği; bilişsel süreç boyutunda; en fazla (14 kazanım) uygulama boyutundaki kazanımlar, en az ise (3 kazanım) çözümleme boyutundaki kazanımlara yer verildiği belirlenmiştir. Sonuç olarak, “Madde ve Doğası” konu alanında çözümleme dışındaki diğer üst düzey düşünme boyutlarına yeteri kadar yer verildiği görülmüştür.
Anahtar Kelimeler
: Fen öğretim programı madde ve doğası öğretim programı kazanımları yenilenmiş Bloom taksonomisi
Proje Numarası
-
Kaynakça
- Aktaş, E. (2017). Evaluation of the questioning skills of teachers candidates towards the different text types according to the renewed Bloom taxonomy. Turkish Studies, 12(25), 99-118. http://dx.doi.org/10.7827/TurkishStudies.12274 Altınok, M.A, Tunç, T., & Özcan, H. (2020). Comparative analysis of science education programs in the context of science-technology-society and environmental acquisitions from 1926 to the present. Journal of Amasya University Faculty of Education, 9(2), 230-257. https://dergipark.org.tr/tr/pub/amauefd/issue/58078/774030
- Amer, A.A. (2006). Reflections of Bloom’s revised taxonomy. Electronic Journal of Research in Educational Psychology, 4(8), 213-230. https://www.redalyc.org/pdf/2931/293123488010.pdf
- Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001). Taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. Needham Heights, MA: Allyn & Bacon.
- Anderson, L.W. (2005). Objectives, evaluation, and the improvement of education. Studies in Education Evaluation, 31, 102-113. https://doi.org/10.1016/j.stueduc.2005.05.004
- Anderson, L.W., & Krathwohl, D.R. (2010). A taxonomy for learning, teaching, and assessing. Pegem Publication. Arı, A. (2011). Finding acceptance of Bloom’s revised cognitive taxonomy on the international stage and in Turkey. Educational Sciences: Theory & Practice, 11(2), 749-772. https://www.idealonline.com.tr/IdealOnline/pdfViewer/index.xhtml?uId=2015&ioM=Paper&preview=true&isViewer=true#pagemode=bookmarks
- Avcı, F., Aslangiray, H., & Özyalçın, B. (2021). Analysis and evaluation of the learning outcomes of the 2018 science curriculum according to revised Bloom taxonomy in terms of subject and class level. Trakya Journal of Education, 11(2), 643-660. https://doi.org/10.24315/tred.689366
- Aydın, N., & Yılmaz, A. (2010). The effect of constructivist approach on students' high-level cognitive skills. Hacettepe University Faculty of Education Journal, 39(39), 57-68. http://efdergi.hacettepe.edu.tr/shw_artcl-459.html
- Ayvacı, H.Ş., & Türkdoğan, A. (2010). Analysing science and technology course exam
- questions according to revised Bloom taxonomy. Turkish Journal of Science Education, 7(1), 13-25. https://www.tused.org/index.php/tused/article/view/500/430
- Balkan-Kıyıcı, F., & Atabek-Yiğit, E. (2023). Examining environmental acquisitions in science curriculum: A comparison of Brazil and Turkey. Trakya Journal of Education, 13(1), 593-605. https://dergipark.org.tr/tr/download/article-file/2229792
- Başar, T. (2021). Analysis of the learning outcomes in the 2018 science course curriculum in terms of scientific process skills. Erzincan University Journal of Education Faculty, 23(1), 218-235. https://doi.org/10.17556/erziefd.756163
- Bekdemir, M., & Selim, Y. (2008). Revised Bloom taxonomy and its apllication in algebra area. Erzincan University Journal of Education Faculty, 10(2), 185-196. https://dergipark.org.tr/en/download/article-file/67433
- Bloom, B. (1956). Taxonomy of educational objectives: Cognitive and affective domains. New York: David McKay.
- Bowen, G.A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
- Brooks, S., Dobbins, K., Scott, J.J.A., Rawlinson, M., & Norman, R.I. (2014). Learning about learning outcomes: The student perspective. Teaching in Higher Education, 19(6), 721–733. http://dx.doi.org/10.1080/13562517.2014.901964
- Bümen, N.T. (2006). A revision of the Bloom’s taxonomy: A turning point in curriculum development. Education and Science, 31(142), 3-14. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/837
- Çepni, S., & Ayvacı, H.Ş. (2006). Measurement and evaluation in science and technology education. S. Çepni (Ed.), Science and technology teaching from theory to practice. In, (pp. 229-248). Pegem Publication.
- Çeken, R. (2022). Semantic extention problem in Turkish science curriculum. International Journal of Educational Sciences, 6(2), 56-70. http://dx.doi.org/10.46762/mamulebd.1186464
- Dobbins, K., Brooks, S., Scott, J.J.A., Rawlinson, M., & Norman, R.I. (2016). Understanding and enacting learning outcomes: The academic's perspective. Studies in Higher Education, 41(7), 1217–1235. http://dx.doi.org/10.1080/03075079.2014.966668
- Elmas, R., Canbazoğlu-Bilici, S., Adıgüzel-Ulutaş, M., & Yalçın, S. (2022). An international perspective on science curricula: Identifying science teachers’ views in private schools. Bulletin of Educational Studies, 1(1), 19-26. http://dx.doi.org/10.29329/bes.2022.480.03
- Güngör Cabbar, B., Gültekin, S., Güneş, E., Aytaç, E., & Daşgın, F. (2020). Analysis of environmental achievements in 2018 science and biology courses curriculum according to the revised Bloom taxonomy. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 14(1), 504-527. http://dx.doi.org/10.17522/balikesirnef.702537
- Kalemkuş, J. (2021). Investigation of science curriculum learning outcomes in terms of 21st century skills. Anadolu Journal of Educational Sciences International, 11(1), 63-87. http://dx.doi.org/10.18039/ajesi.800552
- Kalkan, Ö., & Tunç, T. (2020). A comparison of physics topics in middle school science curricula released between years 1924 and 2018. Journal of Ihlara Educational Research, 5(2), 294-326. https://doi.org/10.47479/ihead.807957
- Kaptan, F. (1999). Science teaching. Milli Eğitim Basımevi.
- Karalı, Y., Palancıoğlu, Ö.V., & Aydemir, H. (2021). Comparison of Turkey and Singapore primary school science programs. Journal of İnönü University Education Faculty, 22(1), 866-888. http://dx.doi.org/10.17679/inuefd.883126
- Krathwohl, D.R. (2002). A revision of Bloom's taxonomy: An overview. Theory into Practice, 41(4), 212-218. https://doi.org/10.1207/s15430421tip4104_2
- Mayer, R.E. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226-232. https://web.mit.edu/jrankin/www/teach_transfer/rote_v_meaning.pdf
- Turkish Ministry of National Education (MEB), (2006). Primary education science and technology lesson (6th, 7th and 8th grades) curriculum. http://ttkb.meb.gov.tr/program2.aspx
- Turkish Ministry of National Education (MEB), (2013). Primary education institutions science course (3th, 4th, 5th, 6th, 7th and 8th grades) curriculum. https://ridvansoydemir.com/2013-fen-bilimleri-ogretim-programi/ Turkish Ministry of National Education (MEB), (2018). Science course (3rd, 4th, 5th, 6th, 7th, 8th) curriculum, Ankara. http://mufredat.meb.gov.tr/Dosyalar/201812312311937-FEN%20B%C4%B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf
- Miles, M.B., & Huberman A.M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd Edition). California: Sage Publications.
- Özden, Y. (1997. Learning and teaching. Pegem Punlication.
- Roth, C.E. (1992). Environmental literacy: Its roots, evolution and directions in the 1990s. ERIC Clearinghouse for Science, Mathematics and Environmental Education, Columbus, Ohio, USA.
- Sadler, T. (2004). Informal reasoning regarding SSI: A critical review of research. Journal of Research in Science Teaching, 41(5), 513-536. https://doi.org/10.1002/tea.20009
- Sağlamöz, F., & Soysal, Y. (2021). Exploration of 2018 primary and elementary sciences course teaching programs outcomes according to the revised Bloom taxonomy. Journal of İstanbul Aydın University Education Faculty, 7(1), 111- 145. https://doi.org/10.17932/IAU.EFD.2015.013/efd_v07i006
- Şimşek, H. (2019). Turkish teachers’ opinions on realizability of renewed 5 th grade Turkish lesson curriculum outcomes (example of Kocaeli province). Unpublished master’s thesis. Sakarya: Sakarya University Institute of Educational Sciences.
- Tatar, N. (2006). The effect of inquiry-based learning approaches in the education of science in primary school on the science process skills, academic achivement and attitude. Unpublished doctoral thesis. Ankara: Gazi University Institute of Educational Sciences.
- Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons. Tutkun, Ö.F., & Okay, S. (2012). An overview on Bloom’s revised. Sakarya University Journal of Education, 1(3), 14-22. https://dergipark.org.tr/en/download/article-file/192275
- Venville, G.J., & Dawson, V.M. (2010). The impact of a classroom intervention on grade 10 students’ argumentation skills, informal reasoning, and conceptual understanding of science. Journal of Research in Science Teaching, 47(8), 952–977. https://psycnet.apa.org/record/2010-20931-003
- Yaşar, Ş., & Duban, N. (2009). Students’ opinions regarding to the inquiry-based learning approach. Elementary Education Online, 8(2), 457- 475.
- https://earsiv.anadolu.edu.tr/xmlui/bitstream/handle/11421/11264/11264.pdf?sequence=1
- Yıldırım, A., & Şimşek, H. (2016). Qualitative research methods in the social sciences. Seçkin Publication.
- Yıldız-Bıçak, C., & Bilir, V. (2023). Evaluation of the information regarding scientists in the science textbooks from the teacher's perspective. Journal of Mehmet Akif Ersoy University Faculty of Education, 65, 487-511. https://doi.org/10.21764/maeuefd.1107010
- Zorluoğlu, S.L., Kızılaslan, A., & Sözbilir, M. (2016). School chemistry curriculum according to revised Bloom taxonomy. Necetibey Education Faculty Electronic Journal of Science and Mathematics Education, 10(1), 260-279. https://doi.org/10.17522/nefefmed.22297
- Zorluoğlu, S.L., Şahintürk, A., & Bağrıyanık, K.E. (2017). Analysis and evaluation of science course curriculum learning outcomes of the year 2013 according to the revised Bloom taxonomy. Bartın University Journal of Faculty of Education, 6(1), 1-15. http://dx.doi.org/10.14686/buefad.267190
Toplam 44 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitimde Program Değerlendirme |
| Bölüm | Makaleler |
| Yazarlar | |
| Proje Numarası | - |
| Yayımlanma Tarihi | 15 Eylül 2023 |
| Gönderilme Tarihi | 9 Ağustos 2023 |
| Kabul Tarihi | 2 Eylül 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 12 Sayı: 3 |
