https://cukar.org/?mod=sayi_detay&sayi_id=1025 Çukurova Araştırmaları en 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=43137 https://cukar.org/?mod=makale_tr_ozet&makale_id=43137 Bahar BERBEROĞLU, The Turks have supported scientific studies throughout history and have shown outstanding achievements in scientific studies. Especially during the Seljuk period Nizamiye Madrasas were established as an important State’s Education Policy and they created a milestone in Turkish history and civilization. During this period, Turks became the leader of Islam and produced important Islamic works. These madrasas, which were institutions of higher education, taught not only religious sciences, but also intellectual sciences such as mathematics, astronomy, geometry, medicine, physics, philosophy, literature and history. The best scientists of the period taught in these institutions and qualified people were raised. Scientists who escaped from the Mongol invasion took refuge in the Seljuk State, which had a strong political authority that protected science and scholars. The tradition of establishing this madrasah, initiated by the Great Seljuks, continued in Anatolia over time. During the Anatolian Principalities Period, which started after the Anatolian Seljuk State, the activities of establishing madrasahs continued and many them were established in many provinces of Anatolia. In this study, we examined these madrasas, which were built especially in Anatolia, in terms of the province, construction date, the person who built it and the types of education given. In addition, we continued our research on the scholars, artifacts, science field, period and the sovereignty period of Seljuks and we put this information into tables in detail. In this way, we summarized the information we produce from the literature by using the tabulation which is frequently used in descriptive statistics studies. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=43139 https://cukar.org/?mod=makale_tr_ozet&makale_id=43139 Enes GÜLEÇMustafa ÖZDEMİR The main purpose of teaching Turkish to foreigners is to provide the best teaching to the people who want to learn Turkish in our country and abroad. Teaching Turkish to foreigners from the past to the present has begun in old times. As stated in many studies, it’s assumed that the foundation of this profession was laid with the work of Mahmut of Kaşgarlı name Divanü Lugati't-Türk. Many studies have done on teaching Turkish to foreigners but these studies haven’t reached a sufficient level in our country until now. Institutional Turkish teaching began in 1980 with the Turkish Teaching Centers established by Ankara University. Especially after 2000, it’s seen that researchers focus on this field. Today, there’s still a significant increase in the number of studies on this field. The reason for this, that Turkey is a powerful country in the Middle East with its political, social, military, technological and cultural. The aim of this study is to present the important works (boks and papers) which is created in the last 3 years (2017,2018 and 2019) and can be used as a source to academic researchers who want to work on this area in Turkey. This study was conducted as a literature review. Data were collected from YÖK Thesis National Thesis Center, ULAKBİM, Google Scholar, Academia, Research Gate, YÖK Academic Databases and Pegem, Kesit, Nobel publishers. As a result of the scannings conducted for this purpose 317 (7 one writers books, 58 book chapter and 252 papers) prepared for teaching Turkish to foreigners study has been identified. This bibliography study, which has been compiled and prepared in the last 3 years, is thought will be beneficial for the researchers who will work on the literature. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=43177 https://cukar.org/?mod=makale_tr_ozet&makale_id=43177 Ömer Gökhan ULUM Ethnography, as an approach, was primarily utilized by cultural anthropologists to investigate the culture of a community. Classroom ethnography is an approach to the study of classroom settings. Ethnographic studies also analyze motivational structures and dimensions of learning. Prominently, if an ethnographic account is centralized on an individual’s behaviors, then the individual is naturally considered the sample of the referred group. Ethnographers deal with the community because it is the people of a community who are monitored, interviewed, and with whom the ethnographer fosters personal ties. Ethnographic studies focus on groups rather than individuals as cultural behaviors are the shared behaviors of a group. For instance, an ethnographer observing a language classroom is expected to pinpoint to the function of classroom coordination in learners’ attaining language input, rather than focusing on personal language-learning problems because motivation plays an important role in helping learners achieve their goals. Ethnography is related to the inquiry of other people, not ourselves. Further, ethnography is based on participant-observation in the related context rather than being experimental. Ethnography is a kind of qualitative method employed to examine educational matters which cannot be efficiently inspected by experimental studies or other sorts of quantitative methods. Ethnographers deal with the community because it is the people of a community who are monitored, interviewed, and with whom the ethnographer fosters personal ties. Ethnographic studies focus on groups rather than individuals as cultural behaviors are the shared behaviors of a group. Considering all these in mind, this paper inquires the ethnography of a classroom from a first-person perspective. The findings of the study suggest that the consequence of the boost in technology and social media, as well as globalization formed a common classroom culture which may be encountered all around the world. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=43243 https://cukar.org/?mod=makale_tr_ozet&makale_id=43243 Muhammed Eyyüp SALLABAŞOğuz Serkan YILMAZ With the developments in the world, people try to learn at least one foreign language in order to comply with the requirements of the age they live in and not to fall behind. The desire of people to learn foreign languages is the emergence of many teaching methods, techniques and strategies in order to teach a foreign language in the best, fast and effective way; it has increased the scientific studies on language teaching. Speaking education is an important step since speaking skill, which has a great place in foreign language teaching, is the first step in communicating. Considering that language is a basic communication tool, it will be understood that speaking skill is one of the main elements of language. One of the course materials in which the speaking skill is used in teaching Turkish language is textbooks. Similarities and differences can be determined by comparing the textbooks of English language, which is one of the accepted languages in foreign language teaching, with the textbooks used in teaching Turkish as a foreign language. For the subject of the study, “Yedi Iklim Turkish Education Set-B1” used in teaching Turkish as a foreign language and “New Language Leader-Intermediate” books used in teaching English as a foreign language were selected. These books were evaluated in terms of speaking skill. Analysis was made in the light of the data obtained through qualitative research methods, document analysis. It is concluded that the number of activities in the Turkish teaching book is insufficient. In addition, the 'pronunciation' field in the English teaching book is not included in the Turkish teaching book. Various suggestions were brought in line with the results obtained in the study. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=43134 https://cukar.org/?mod=makale_tr_ozet&makale_id=43134 Emel KIRATBülent GÜVEN In the curriculum which are continuously developed, especially in the 2005-2006 academic year, there has been a radical change in the light of constructivist theory applications based on the philosophy of progressive education. In this study, it is aimed to examine the researches related to the 2005, 2009, 2015, 2017, 2018 life science curriculum which has been developing since 2005. The universe of the research consists of all master's and doctoral theses on life science course programs. In the descriptive study, the data were collected by literature scanning technique and document analysis was performed in accordance with the determined sub-objectives. Based on the findings; It was seen that the theses carried out within the scope of life science course were formed more in number depending on the established university institutions, and the master thesis studies were given more place among these thesis studies than the doctoral theses. After the contemporary approach was based on the curriculum, it was determined that the number of researches increased in 2007 and other years following this year. When the findings obtained regarding the research contents are examined, it is seen that the content determined as student practices and teacher views repeats at a high rate. In addition, it is possible to see that various research methods are used frequently while the researches carried out within the scope of the course are generally carried out with students and teachers. Within the scope of the researches, the frequency of using the Likert type scale attracts attention. Accordingly, it was determined that the research pattern carried out in the form of SPSS package program and scanning pattern was frequently used in the studies. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=43295 https://cukar.org/?mod=makale_tr_ozet&makale_id=43295 Ali GÖÇER The ability to use language effectively is an important indicator of competence and competence that affects individuals in every field, from their success in education to their relationships in their social life. Listening skill, understanding, comprehension, proper and correct reaction etc. with dimensions has an important function in effective use of language. The importance of listening sufficiency is undeniable from communication skills to collaboration, from appreciation to empathy, from understanding to evaluation, in all educational activities and in real life situations. In this regard, is studied to be provided some achievements to students about listening skill in education and learning processes. In this direction, the plans, applications and results achieved should be maintained in accordance with the principles of measurement and evaluation. In this context, some measurement tools and assessment techniques should be used in determining the attainment status of students for listening skills. In the process of gaining students the competencies related to listening skills and the ability to use this skill effectively is important to use measurement tools and assessment approaches, including the product introduced, and the performance exhibited in the process. In this framework, should be prepared and used especially and mostly graded scoring keys besides measuring tools such as checklists, observation records, worksheets, peer and self-assessment forms in the assessment of listening skill. Because, graded scoring keys is the most appropriate assessment tool -due to their special preparation for the study- are used in determining students' competencies and attitudes towards a field, and their competency related to cognitive, affective, moral and linguistic skills. With this feature, a graded scoring key is a measurement tool that is used in order to reveal the appearance of the products presented by students or the performances that they should exhibit in different aspects, by separating them into several dimensions. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=43444 https://cukar.org/?mod=makale_tr_ozet&makale_id=43444 Mustafa KAYAMehmet Nuri KARDAŞ The aim of this study is to determine the effect of bilingual Arab students on their role-playing activities on Turkish speaking anxiety. Within the scope of this aim, the experimental pattern with control group based on the pre-test and post-test measurements, which is one of the patterns used in the quantitative method, was used in the study. The study groups of the research consist of 6th grade students of a secondary school where students of Arab origin are educated in Güroymak district of Bitlis. 22 of the 6th grade students of Arab origin constituted the experimental group and 20 of them constituted the control group. The students in the experimental and control groups were determined by random assignment. While the role-playing activities developed by the researcher were carried out in the experimental group, the control group was given speech training in accordance with the MEB curriculum. Applications were carried out in Turkish classes for 8 weeks in the spring term of 2018-2019 academic year. Turkish Speech Anxiety Scale was used to collect pretest-posttest data. This scale was filled in by students in the pretest and posttest applications. SPSS 20.0 package program was used to analyze the data collected with the scale. In the analysis of normally distributed data, t-test, which is one of the parametric tests, was preferred. As a result of the experimental applications that lasted 8 weeks and 16 hours in total, it was determined that the training performed with role-playing activities gave more positive results on the bilingual Arabic-language students' Turkish-language anxiety compared to the activities proposed by MEB. This result reveals that role-based activities should be used more frequently in relieving students' speech anxiety. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=43374 https://cukar.org/?mod=makale_tr_ozet&makale_id=43374 Erkan AYDINSedat EROL, Mustafa KAYA The aim of this research is to determine the effect of critical reading method on students' reading comprehension skills. In the research, a control group model that is not synchronized from semi-experimental designs was used. The study group of the research consists of 8th grade students who attend in a secondary school in Adıyaman in 2019-2020 academic year. In the selection of the 8th grade students in the study group, a special way was not followed for the equalization of the groups through neutral assignment, but attention was paid to the participants having similar qualifications as much as possible. In the research, "Critical Reading Achievement Test (EOBT)" developed by the researcher was used as a data collection tool. At the beginning and end of the experimental process, the same text was studied in the experimental and control groups and success test was carried out. Throughout the experimental process, one text was studied each week in experimental group totally three texts were studied via critical reading method and same texts were studied with the present reading method in the control group. As a result of the research, comparing the students in the experimental group who were taking lessons with critical reading method and the control group students who were taking lessons with the present reading method, it was determined that there was a significant difference on behalf of experimental group students. It is concluded that the reader, who exhibits competencies and attitudes specific to critical thinking based on critical reading, performs meaningful learning and develops mental independence skills. Based on this result, it was recommended to include questions that will support the development of critical thinking skills in the sub-text questions prepared to interpret the texts in Turkish course books and to design activities that support critical thinking skills. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=43474 https://cukar.org/?mod=makale_tr_ozet&makale_id=43474 Cengiz GÖKŞENElif DORUK The bride has an exceptional place in our society because it is the foundation of family and society. For this reason, not everyone gets every girl as a bride, and not every girl becames the bride of people who want them to be their bride. People demand some characteristics both from a bride and the place where the bride will live after the marriage. İn the bride and the brideis the place to go are looking for some features in the destination. Besides, the bride is the symbol of beauty, simplicity, innocence, cleanliness in our society. The best expressing the beauties of the traditional life style of Turkish society in his poetry, and therefore referred to as the poet of nature and love-love and in this context, the bride figure in many poems of Karacaoğlan, one of the most outstanding representatives of the Minstrel Style Turkish Poetry, draws attention. Karacaoğlan, in many of his poems, focuses on the theme of the bride, while in some of his poems, he highlights the characteristic of the bride as a cornerstone. In some of his poems, Karacaoğlan depicts the bride as the symbol of beauty and charity, while in some of his poems, he worked only with its erotic aspects. In the second kind of poetry, Karacaoğlan is viewed as a hedonist figure. In this paper, the bride figure handled by Karacaoğlan's poems was examined, and the purpose of the bride figure was determined. In the study, a qualitative method was applied, and the poems in Karacaoğlan's book prepared by Müjgan Cumbur were taken as the basis. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=43370 https://cukar.org/?mod=makale_tr_ozet&makale_id=43370 Duygu SABANEsra KASAPBAŞI Today’s opportunities and awareness; requires efforts to protect our historical and cultural assets that enable us to connect with our past. The contribution of institutional structures in the world, especially in the last twenty-five years; is important in ensuring the continuity of cultural assets, which are the corner stones of urban identity in addition to keeping the historical and cultural accumulation of societies alive and transferring them to the future. In this context, this study focuses on the important steps in the development process of conservation awareness on an international and local scale and conservation practices in the city of Gaziantep. Aiming to examine the steps taken to protect the cultural heritage in the city, the study focuses on the conservation practices in the historical city center consisting of Gaziantep Castle and its surroundings, where projects are implemented and are in use for a certain period of time. Within the context of the study, face to face interviews are undertaken with 30 people comprised of local residents, local craftsman and turists. The study revealed that conservation practices were perceived as successful in terms of rehabilitation of the physical environment, enhancement in the value and quality of the historical city centre, creating awareness and contribution made to the local economy through investments in tourism, whereas improvements in traffic management and infrastructure are noted to be problematic. It has to be noted that problems considering the vehicular traffic and inadequate capacity of car parks were emphasized more by local residents and craftsman compared to tourists. As a result of this study, it is possible to argue that more determined steps should be taken in traffic management and car park planning in towns where tourism has become a major financial input as a result of successful conservation practices. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=43293 https://cukar.org/?mod=makale_tr_ozet&makale_id=43293 Tuba KAPLAN Kilis is a passageway from the Mediterranean Region to the Southeastern Anatolia Region and a border city neighbouring Syria. Kilis, hosted numerous tribes (Babylon, Hittite, Huri-Mitanni, Arami, Assyrian, Persian, Macedonia, Byzantine, Seljukian, Mameluke / Kölemen, Ottoman) because of its nature and geography that made settlement favorable. First, VIII. Turks, who sent pioneering troops to the region in the 16th century, became the absolute rulers of the region after the 1071 Manzikert Victory. The Turkmen who settled in the region on a crossing route have preserved their cultural values brought from the country to the present day. One of these cultural values is fairy tales, which can accept them as fragmented forms of myths. Tales can both expand incorporating various features of the culture and geography they spread over time and also can lose many features through cultural deterioration. New motives may join in the constitution of tales or plenty of distinct motives that constitute the basis of tales may disappear. Yet, the mythical elements that form the basis of tales maintain their existence unless they are exposed to a certain pressure. In this study, the elements related with the underworld which is a symbol of the mythical world that appear in the tales compiled from Kilis were mentioned. 44 tale texts were included into the research from the work Compilation and Analysis of Kilis Tales. The study adopted qualitative research method and content analysis was carried out through document analysis. In this way, the elements of the underworld in tales (living things in the underworld, the attributions of the underworld, contact with the underworld and exit from the underworld) were establishes. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=43528 https://cukar.org/?mod=makale_tr_ozet&makale_id=43528 Mesut GÜNHilal ÇİFÇİ The variety of the answers to the question of why one should learn a foreign language increases the number of people who learn a foreign language. As the number of the people learning foreign language increases, more and more studies have also been done in the field. Common European Framework of Reference for Languages (CEFR) has been published as a reference source by European Council first in 2001 in the result of long years of study in the field. CEFR offers a comprehensive framework addressing every known subject in the field of teaching, learning and evaluating a foreign language and it makes foreign language education with internationally defined limits and standards possible. Common European Framework of Reference for Languages was extended and re-published in 2018. In this study where document analysis method is used, the focus is on the creative writing skills. The extended version of CEFR is the main ground and there is a comparison made between the current text and the first text. Regarding this, the similarities, differences, added and updated sections between both texts have been identified and explained in detail. As a result, it has been found that the updated text has been extended with additional description, detailed explanations of the scope of the title and new descriptors for language levels. It has been observed that the updated text (2018) in which the current achievements have been preserved and developed is more functional and provides a more open, understandable, comprehensive and concrete framework for both language learners and teachers. There have been made suggestions from the research data. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=43386 https://cukar.org/?mod=makale_tr_ozet&makale_id=43386 Mehmet ÖZKARCIMustafa ERYAMAN Central Anatolia Region has the cities in which the effects of historical buildings can be preserved. Niğde is considered to be quite rich in historical and cultural heritage derived from Anatolian Seljuks, Principalities and Ottomans. The City has also lots of historical and cultural heritage’s samples such as tombs and fountains In this study, the newly identifed Niğde Kalender Baba Tomb (1340) and Bor / Kürkçü Village - Dervish Baba Tomb (1799) and Bor / Kürkçü Village - Tekke Fountain (1808) will be examined and introduced to the world of science. Niğde Kalender Baba Tomb belongs to the group of single storey, iwan type tombs. The structure is covered with a sharp barrel vault supported by local sharp reinforcement belts. Inside the tomb, which can be understood to be built during the Eratna Principality period, there is a marble sarcophagus dated to 741 H. / 1341 M., probably belonging to Muhammed Bayezit, whom we think was the sheikh or dervish of Kalenderi. Bor / Kürkçü Village-Derviş Baba Tomb (1799); belongs to the group of single storey, rectangular tombs. In the original shape of the building; we think that it consists of a domed part on the west side and a small mosque part covered with a barrel vault in the east part. When the cradle vault of the masjid section was subsequently demolished, it was covered with a flat concrete roof during repairs. The connection between the spaces was backed up with a sharp arch opening. Bor/ Kürkçü Village - Tekke Fountain continues its function and was built as a “square fountain”. On the front of the fountain there are two sharp arched niches. The fountain was built with a single bowl. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=43689 https://cukar.org/?mod=makale_tr_ozet&makale_id=43689 Ramazan ŞİMŞEK The number of studies on Turkish vocabulary has been increasing in recent years. The standard of vocabulary studies in international sense is also observed in studies on Turkish. The basis of these standards is compilation based studies. The vocabulary study carried out in this research was shaped based on the collection and the main study item of the research is textbooks. Textbooks play a key role in bringing vocabulary to the target audience. Textsbooks are the basic material of formal or informal educational activities. The texts in the textbooks are the framewoork for the curriculum and the tutor. Grammar structures, semantic contents and vocabulary that are planned to be taught in the process, are relayed to students with these texts. With this aspect, textbooks are holistic tools for education. Factors such as technological changes and transformation, there are lats of stimuli today; affect the vocabulary of the target audience considering the mass addressed by the textbooks. Textbooks are renewed and updated within this scope. The textbooks were updated with the update of Turkish curriculum in 2019 within the framework of these criteria. Along with the new curriculum, textbooks were started to be published by both MEB and private publishers. In this study, the vocabulary of textbooks was examined through the reading texts in the Turkish textbooks used at the secondary school level; and these are compared with the most frequently used words in Turkish that is revealed by the study, which is based on a collection, prepared by Aksan (2017). 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=43553 https://cukar.org/?mod=makale_tr_ozet&makale_id=43553 Yasin Ali ARSLANTAŞ 2026-07-16