Bu araştırmanın amacı eğitimde medya okuryazarlığı ile ilgili yayımlanan akademik çalışmaları bibliyometrik açıdan incelemektir. Araştırmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Çalışma sürecinde WoS veri tabanlarında “Media Literacy” anahtar kelimesi kullanılarak araştırma temalarında arama yapılmıştır. Arama kriteri olarak “doküman başlığı, özet, anahtar kelime” seçilmiştir. Araştırmaya 1970-2021 yılları arasında yayımlanan yayınlar dâhil edilmiştir. WoS ‘ta eğitim araştırmaları kategorisinde yer alan 919 akademik çalışmaya ait bibliyometrik veri, çalışmanın veri setini oluşturmaktadır. Araştırmada ulaşılan sonuçlara göre; eğitimde medya okuryazarlığı ile ilgili yayımlanan akademik çalışmalar 2008 yılı sonrasında, ilerleyen yıllara paralel bir şekilde artmıştır. Eğitimde medya okuryazarlığı alanında en sık yayın yapılan diller sırasıyla İngilizce, İspanyolca ve Rusça, en çok yapılan akademik çalışma ise makale, bildiri ve kitap bölümüdür. Huelva Üniversitesi, Cantabria Üniversitesi ve Pennsylvania İngiliz Milletler Topluluğu Yükseköğretim Sistemi en çok yayın yapan araştırmacıların bulunduğu kurumlardır. Türkiye’de ise Anadolu Üniversitesi eğitimde medya okuryazarlığıyla ilgili en çok yayın yapan yazarların çalıştığı kurumdur. ABD ve İspanya ise sırasıyla medya okuryazarlığı ile ilgili yayınların en çok yayımlandığı iki ülkedir. 2000 yılı sonrasında yayımlanan akademik yayınların atıf sayılarında, her geçen yıl artan bir durum söz konusudur. Medya okuryazarlığı ile ilgili yapılan akademik yayınlarda en çok kullanılan anahtar kelimeler ise “medya okuryazarlığı, medya eğitimi, eğitim ve dijital okuryazarlık” kavramlarıdır. The purpose of this study is to examine the published academic studies on media literacy in education from a bibliometric perspective. The study used the case study design, which is a qualitative research design. The keyword "Media Literacy" was searched in research topics in the Web of Science (WoS) database. "Document title", "abstract", and "keyword" were chosen as search criteria. Studies published between 1970 and 2021 were included in the analysis. The bibliometric data of 919 academic studies contained in WoS educational researchs category constitute the data set of the study. The study found that academic studies on media literacy in education increased especially as of 2008 and this trend continued in the following years. The most frequent languages of publication in the field of media literacy in education are English, Spanish and Russian, respectively, and the most frequent types of academic research are articles, papers, and book chapters. The University of Huelva, the University of Cantabria, and the Pennsylvania Commonwealth System of Higher Education are the affiliations with the highest number of publishing researchers. In Turkey, Anadolu University is the affiliation with the biggest number of authors publishing research on media literacy in education. The USA and Spain are the two countries where studies on media literacy in education are published the most, respectively. The number of citations of academic studies published after 2000 is increasing every passing year. The most frequently used keywords in academic studies on media literacy in education are the concepts of "media literacy", "media education", "education", "digital literacy" and "media".

Humans have been living in an environment since its existence. Human approaches and attitudes towards the environment in which they live have changed over time. It is hoped the negative attitudes of humans towards nature, the environment and environmental problems will change in a positive way, due to increasing levels of awareness occurring through environmental education. The aim of this study is to measure secondary school students' level of awareness about environmental education concepts. A quantitative survey model is used in this study. The sample of the study was taken at several central secondary schools in the Sivas province for students in Grades 5 – 8. There are a total of 524 students in the study. The “Environmental education concepts awareness scale (ÇEKFÖ)”, developed by Ötün, Artun, Temur & Tozlu (2017) consists of 22 items and is a data collection tool for this study. The IBM SPSS statistical 23 package program was used to analyze the data. The results were analyzed by means of arithmetic-mean, standard-deviation, Mann-Whitney U test and Kruskal-Wallis test. The data was evaluated with a significance level of 0.05. As a result of the research, it was concluded that secondary school students who participated in ths research had a high level of awareness about the concepts of environmental education overall. On the other hand, it was concluded that there was no significant difference in secondary school students‘ awareness of environmental education concepts compared to gender and family speech status variables on environmental issues. İt was observed that there was a significant difference between variables such as class, mothers’ education, fathers’ education and family monthly income levels.

The purpose of this study is to examine the educational researches published about social media from a bibliometric perspective. The study used the case study design, which is a qualitative research design. The keyword “Social Media” was searched in research topics in the Web of Science (WoS) database. “Document title”, “abstract” and “keyword” were chosen as search criteria. Studies published between 2007 and 2021 were included in the analysis. The bibliometric data of 3861 academic studies contained in WoS educational researchs category constitute the data set of the study. The study found that educational researches on social media especially as of 2008 and this trend continued in the following years. The most frequent languages of publication in the field of social media in education are English, Spanish and Portuguese, respectively, and the most frequent types of academic research are articles, papers, and book chapters. Michigan State University, Florida State University System and University of North Carolina are the affiliations with the highest number of publishing researchers. In Turkey, Anadolu University is the affiliation with the biggest number of authors publishing research about social media in education. The USA, England and Australia are the three countries where studies about social media in education are published the most, respectively. The number of citations of academic studies published after 2010 is increasing every passing year. The most frequently used keywords in academic studies on media literacy in education are the concepts of “social media”, “higher education”, “Facebook”, “Twitter”, “e-learning”, “social networks” and "Web 2.0". Keywords: Social media, education, bibliometric analysis, Web of Science

Bilginin Görsel İfadesi: Haritalar Coğrafya Eğitimi “Ben askerî meseleri olduğu gibi, siyasi meseleleri de haritadan mütaala ederim.” Mustafa Kemal ATATÜRK “Bir harita sizlerle konuşur ve beni dikkatlice oku, beni yakından takip edin, benim doğrularımdan şüphe etme... Ben avucunuzun içindeki dünyayım.” Bery MARKHA

Introduction The use of digital maps has increased especially in the last twenty years. Digital maps are being used in history, biology, natural history, social sciences and medical epidemiology as well as geography and geography-related subjects. Besides, they provide convenience to individuals in circumstances like finding direction during travelling or shopping. Considering their extensive use, it can be inferred that learning how to read and interpret these maps can be considered as a lifelong learning skill (Jones, A., Blake, C., Davies, C. & Scanlon, E., 2004). Online map concept can be explained as electronic maps prepared by software firms based on the data and visuals obtained from observational satellites in earth’s orbit, which has more up-to-date content than the printed maps and can present the content in two or three dimensions. (Yeşiltaş, 2013). Online maps are practical tools for Social Sciences instruction due to the information and images they present. By using online maps, students can be exposed to map display, satellite image, and road plans of the region they live in, and can be taught a lot of concepts such as how to find direction and scale calculation. Moreover, a more efficient instruction about how to interpret and use maps can be provided to the students with the help of address description feature of these maps. (Yeşiltaş, 2011). These maps can be structured and enriched by markings, explanations, visuals, videos, and drawings for specific purposes to the extent that the software firms allow. In order to make these adjustments on online maps, API (Application Programming Interface), which was released by software firms, is used. When the studies focusing on maps and education are examined, it can be said that the research conducted by Aladağ (2010), titled as “The Effects of GIS on Students’ Academic Achievement and Motivation in Seventh-Grade Social Studies Lessons in Turkey”, investigated the effects of geographical information systems on students’ academic achievement and their motivation levels. According to the data obtained from this quasi experimental study carried out with 44 students, the level of academic achievement and motivation of the experimental group exposed to geographical information systems turned out to be higher than the control group who were exposed to a coursebook set provided by Ministry of Education. In the study “Internet-Based GIS in An Inductive Learning Environment: A Case Study of Ninth-Grade Geography Students” by Milson and Earle (2008) internet-based geography information systems were integrated into 9th grade Geography curriculum as an instructional technology tool. The study revealed that internet-based geography information systems can be effective tools in an inductive learning environment. Moreover, as a result of the analysis of focus group discussion and example of students’ work, it was found out that internet-based geography systems enhances the development of cultural awareness and empathy skills of the students. In his study titled as “Google Earth as A (Not Just) Geography Education Tool”, Patterson (2007) pointed out that Google Earth software has a crucial potential for improving geography instructional methods and other skills of the students. In addition, he emphasized that Google Earth software increases the geographical awareness and improves critical thinking, analysis, and questioning skills of the students in pre-college learning environments. Aktürk, Yazıcı, and Bulut (2013) aimed to develop spatial perception skills which was supposed to be acquired by the students in ‘Living on the Earth’ unit of 6th grade Social Sciences course by using digital maps in their study titled as “The effects of using animation and digital maps in Social Sciences course on spatial perception skills of the students”. In this experimental study, the study group was 50 students. 25 of them took place in the experimental group and the other half of the students were placed in the control group. According to the results of this study, using animation and digital maps has a positive effect on academic achievement level. When the related studies are examined, it can be said that there is no research focusing on the use of web-based online maps in Social Sciences education and structuring online maps for Social Sciences education. The fact that there is no research focusing on online maps which can be an efficient instructional material and activity tool in Social Sciences is considered as a research gap in the related literature. This study was aimed to investigate to what extent the structured online maps in the form of a webpage contribute to the academic achievement level of the students in Social Studies course. Methodology This study, a total of 110 students participated in the study including 60 students at the 6th grade studying in Sivas Mehmet Akif Ersoy Primary School and 50 students at the 6th grade from Amasya Fatih Middle School. In both schools, one of the groups was determined as the experimental group while the other was determined to be the control group according to simple random sampling. While forming the groups, the class size, readiness of the students and their learning features were taken into consideration. In order to equilibrate the experimental and control group, both of them were exposed to a pretest. The average of the pretest scores of the groups were tested with “t” test. The data obtained was analyzed with SPSS 18.0 software. The significance of the results was evaluated within 0.05 significance level. The data obtained was analyzed with two way analysis of variance and independent samples t test. Findings and Conclusion According to the results of the study, it can be concluded that using online maps in Social Studies course increases the academic achievement...

Bu kitap, sosyal bilgiler öğretiminde kullanılan eğitim teknolojileri ve materyallerini konu edinmektedir. Yapılandırmacı kuramın ilkelerine dayalı olarak eğitimin verildiği ülkemizde, öğrenme- öğretme sürecinde öğrencinin aktif olması iççin birtakım etkinlikler yapılmaktadır. Bu etkinl