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Öğe The Analysis of the Effects of Olfactive Stimulus in Learning in Context of Educational Technology(Elsevier Science Bv, 2013) Akpinar, Burhan; Ozdas, Faysal; Yildirim, Bilal; Batdi, VeliWhen the educational Technologies, which are used in the process of learning-teaching process, are associated with sensory organs, the least used one becomes the olfactive stimuli. Nowadays, because of being foreground of visual-audio Technologies, Positivism is based on vision and audition but it ignores the other senses. Although seeing and hearing play important roles, the ineffectiveness of other senses is delusion in this process. In this delusion the impact of visual-audio Technologic devices from telescope to television, internet, mobile phones is inevitable. However sensation and learning is wholistic and based on togetherness of five senses. Thus, with the delusion olfactive stimulus which is rejected from the educational field is effective on senses, attention, concentration and memory in learning. The purpose of this study, which is in form literature review, is to discuss the nature of olfactive stimulus the effectiveness in education, areas of usage in context of educational technology, to deduce and to make suggestions. (C) 2013 The Authors. Published by Elsevier Ltd.Öğe Effects of lemon essential oil aroma on the learning behaviors of rats(Riyadh Armed Forces Hospital, 2010) Ogeturk, Murat; Kose, Evren; Sarsilmaz, Mustafa; Akpinar, Burhan; Kus, Ilter; Meydan, Sedat[Abstract Not Available]Öğe The evaluation of the epistemological views of secondary education pre-service teachers(Elsevier Science Bv, 2013) Akpinar, Burhan; Ozdas, Faysal; Yildirim, Bilal; Karahan, OsmanThe aim of this study is to determine the epistemological views of secondary education pre-service teachers and to evaluate those views. The data used in the study, which was carried out using survey model, was obtained through a questionnaire applied to 420 pre-service teachers studying pedagogical formation at Firat University. The data were analyzed using descriptive statistics techniques. In the study, it was discovered that teacher candidates had views similar to those defended by quantum and post-modern paradigm regarding the three basic dimensions of epistemological belief: source, certainty, and simplicity of knowledge. As for the dimension of the source of information, it was observed that male teacher candidates and Mathematics Department teacher candidates had more positivist views compared to others. Regarding the dimension of complexity of knowledge, female teacher candidates were closer to positivism, and as for the certainty of knowledge, teacher candidates from the departments of physics, chemistry and biology had views closer to quantum and post-modern epistemology. (C) 2013 The Authors. Published by Elsevier Ltd.Öğe Mobile Phone Use at School as an Element of Hidden Curriculum: M-Hidden Curriculum(Common Ground Research Networks, 2016) Akpinar, Burhan; Batdi, Veli; Yıldırım, Bilal; Kuloglu, Aysenur; Özeren, EnderMobile phone is a new educational phenomenon that can be related with students' health, academic and social development. There a number of studies in literature on this subject. However, there aren't any studies on the relation of mobile phone with informal processes at school. Mobile phone is a new phenomenon which builds school culture with informal ways or reproduces the existing culture. The relation of this element with the hidden curriculum at school is disputable. The aim of this study is to determine the views of high school students in Turkey on the reasons of their mobile phone use in the context of hidden curriculum and evaluate those views in terms of different variables. The study was carried out on 289 students enrolled at state schools in the cities of Elazig and Malatya in 2013-2014 educational year. The data obtained via a questionnaire form were analyzed using SPSS package program. As a result of the analysis, it was determined that most of the high school students in Turkey have mobile phones and they bring them into classes although it is banned by the regulations. Students prefer to use mobile phones to communicate, listen to music, share announcements, send text messages, take photos, connect to social networks and for educational purposes. These preferences are, in a sense, means of building a school culture or reproducing it, which is described as hidden curriculum. This case can be considered as the sign of a new hidden curriculum, being built by mobile phones informally. This curriculum can be named as m-hidden curriculum or e-hidden curriculum. © 2016 International Journal of Learning and Teaching. All Rights Reserved.
