https://cukar.org/?mod=sayi_detay&sayi_id=1281 Çukurova Araştırmaları en 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=44209 https://cukar.org/?mod=makale_tr_ozet&makale_id=44209 Hasan UŞTUAyşe MENTİŞ TAŞ The concept of curriculum integration is a complex and challenging process that it is more than simply putting different subject areas together in the same lesson. The fact that how a discipline can be taught in an interdisciplinary way by integrating with others is not a new phenomenon in the literature. However, the emergence of approaches that promise interdisciplinary teaching, such as STEM education, makes it necessary to handle these approaches for interdisciplinary teaching. Because the idea of curriculum integration derives from educators’ awareness that problems are not divided into separate disciplines in the real world. In this study, the concept of interdisciplinary education and the approaches in the literature to provide interdisciplinary education are discussed in the context of the integration of integrated STEM education for the primary school level. We can say that these approaches will help teachers to provide interdisciplinary education for STEM integration at the primary level.  When the characteristics of these approaches which were given in the literature are examined, we can say that because STEM education provides an opportunity to use different approaches, different approaches do not have superiority against each other for the STEM integration. It can be preferred according to the real-life problem situation, the scope of content and subject, skills to be taught to students, or student interest and orientation for integration. All approaches mentioned below add wealth to the STEM integration and can be used at the primary level. Also, it can be said that many more discussions and researches should be done to develop and enrich the STEM integration and to provide more effective approaches for teachers in their classrooms. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=44126 https://cukar.org/?mod=makale_tr_ozet&makale_id=44126 Ahmet ADIGÜZEL Hamza-nâmes, consisting of a totaly 72 volumes, was brought into Old Anatolian Turkish by Hamzavî in the 14. century. Oeuvre's 72. wolume has been mentioned in this work: [99/b] (15) [apostil:] Sene bin iki yüz yirmi yidi senesi Rebîülevvel'in on üçüncü gece salı gecesi saat dokuz buçukda şevketlü efendimiz dünyāya bir erkek evlâdı dünyāya teşrif eyledi. The study's text which was analysed in the 14th century,  was copied in 13 Rebîülevvel Muslim calendar 1227, and this date overlaps with the date of 27 March 1812. It is clearly understood from the apostil that it was copied at the beginning of the 19. century. In other words, copied five hundred years after the copyright date is important for the Turkish language historical development. When the text is analyzed according to language features, it is seen 18. century Turkish language features as well as Old Turkish and 14. century Old Anatolian Turkish language features. It can be seen Old Turkish tün, bürü Old Anatolian Turkish Language features: eytmek, karındaş, irte, kanı, kangı depre, gice and affixes can be seen more clearly according to the language features of the 18. century Turkish, for examble ; “yor” aglayor, virmiyor; “AcAk”, idecek, dönecek, virecek; “dur(ur)” Turkish Language is a rich language with verbs. Another issue that increases this richness and makes functionaly it is the gerundial’s structure, flexibility and their useges. Verbal-noun, verbal-adjective and gerundium can produce temporary words and functions that can be easily procesed in the sentence's structure. It determined that Some verbal adjective and verbal noun can have a open usage by taking inflectional suffix and possessive suffixes, but only some gerundiums can take possessive suffix. Verb conjugations and the verbs which are used highly functional and intensevly in Hamza - names 72. volume support this view. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=44717 https://cukar.org/?mod=makale_tr_ozet&makale_id=44717 Ayşenur KIZILMEŞEFulya TOPÇUOĞLU ÜNAL Studies in the field of foreign language education have intensified in recent years. In this context, language teaching methods have changed over time. Traditional, teacher-centered methods have been replaced by contemporary, student-centered methods. One of these methods is Suggestopedia (suggestion method), which is known as Lozanov method. In the study, the method of suggestion, which is encountered as a fast and effective method in the field of foreign language teaching, which attracts attention and is used in many countries, is discussed. Suggestopedia (suggestion method), developed by Bulgarian psychotherapist Georgi Lozanov, is often used in foreign language teaching while finding a place in many fields. According to the suggestion method, the student comes to learning with many obstacles in his mind. It is aimed to get rid of these obstacles that students create against learning with suggestion method. With certain techniques and suggestions included in the method, students are able to get rid of their obstacles to learning. It was claimed by Lozanov that students in a classroom where language teaching using suggestion method, learned the language faster than students in a classroom where language teaching was done using traditional method. In this study, it is aimed to give information about what suggestion method is, its features, how it is used in the teaching process, the duties of the teacher and student while using the method, criticism about the method and how Turkish is used in teaching as a foreign language. The study was designed with a documentary scanning model and data was collected through document review. In the article, information about the application stages, their emergence and the founder of the suggestion method instead of teaching Turkish as a foreign language is tried to be given. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=46070 https://cukar.org/?mod=makale_tr_ozet&makale_id=46070 Derya YILDIZEnise OLUKÇU Qualified children's books are tools that introduce children to the vocabulary and rules of the mother tongue, make them feel the possibilities of expression, and create language elements that children can emulate with an appropriate approach to their language development and meaning universes. There are various criteria accepted in the literature on which works prepared for children should be based. In this study, ten children's books (Câbir bin Hayyan, Hârizmî, Bîrûnî, İbni Sina, Cezerî, Akşemseddin, Ali Kuşçu, Pîrî Reis, Mimar Sinan, Erzurumlu İbrahim Hakkı) included in the series of Great Turkish Scholars were examined in terms of language and expression that are the basic principles of children's literature. The research was carried out with the document analysis method, one of the qualitative research methods. The books were analyzed according to the document review method. All ten books in the series were examined separately in terms of language and expression, which are children's books' interior features. In the research, the data were analyzed using descriptive methods. As a result of the examination, it was seen that the books had positive features in terms of language and expression. The sentences in the works in the series are regular, short, and straightforward. A fluent language was used in the works. İsmail Bilgin frequently used reduplications and idioms in the Great Turkish Scholars series. Quotations are rarely included. In the books examined, the author kept the words whose meaning is unknown in general at a certain level in the books. The child stated the meanings of the words that the reader thought he did not know the meaning of, sometimes in parentheses immediately after using the word, and sometimes footnotes were dropped. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=45540 https://cukar.org/?mod=makale_tr_ozet&makale_id=45540 Ahmet Zeki GÜVENEmrullah BANAZ Today, which is called the information age, technology has found a place in almost every segment. Technological tools, which are actively used in many different educational fields, are also used to teach the necessary skills in teaching Turkish as a foreign language. The study aims to examine the opinions of the students who learn Turkish as a foreign language about the Lyrics Training application, which is one of the Web 2.0 tools in the listening skill process. For this purpose, the phenomenology design, one of the qualitative research methods, was used in the study. The study sample consists of 11 students who have completed the B1 and B2 levels in Akdeniz University TÖMER. One-on-one interviews were done with each student participating in the study after the application, and these interviews were recorded with a tape recorder and were written down. Then, the interviews recorded with a tape recorder were transcribed, and they were matched with the recorded interview minutes. These notes were shown to the interviewees, and their approval was obtained, and then the answers given to each interview question were coded separately by the researchers under question headings. These codes were grouped separately by both researchers under themes at the last stage. Afterward, both researchers' coding process was compared, and the rate of agreement was determined as 94%. After the codes and themes were finalized, the quotations obtained were given under these themes and interpreted. Based on the study's findings, it was concluded that the students liked the application of Lyrics Training, found it exciting and enjoyable and that the application could contribute to writing and speaking skills and improve their listening skills. It is thought that this research will contribute to the studies on technology-based applications and Web 2.0 tools in teaching Turkish as a foreign language. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=46717 https://cukar.org/?mod=makale_tr_ozet&makale_id=46717 Pınar AKMANBurcu DEMİROGLARI, Filiz TUNCEL, Mahmut Oğuz KUTLU When the literature on lifelong learning and adult education is examined, the definition of the term lifelong learning and adult education, what adults learn, what teaching methods are appropriate when working with adults, and how adults' educational activities should be designed and organized are focused. The term adult education is used to describe all educational activities designed specifically for adults. Lifelong learning and adult education are fundamental to creating identity and are not a luxury that can be used in a society governed by production dynamics, but a vital need that touches every individual. The importance of literature studies for researchers cannot be denied. It is thought that determining the extent of the research to be conducted and by whom is one of the most important steps facilitating the research process, and it is an essential guide on how to access information most accurately and shortly. In the light of this information, the research aims to provide an overview of the concept of lifelong learning and adult education while at the same time examining lifelong development, adult learning, the term andragogy, adult learning theories, and basic skills. In order to achieve this aim, the literature (source) scanning method has been used in this research. The foundations of lifelong learning and adult education have been determined, and important parts of the issues in the process are mentioned. In this context, the developments of lifelong learning and adult education have been discussed. To overcome the deficiencies in this area, it has been suggested that universities should consider adult education as a discipline and carry out more research on lifelong learning and adult education. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=47602 https://cukar.org/?mod=makale_tr_ozet&makale_id=47602 Melek ÇUBUKCU The first work put forward in the 11th century after the Turks accepted Islam is the work named "Kutadgu Bilig" written by Yusuf Has Hacip in 1069. In this work, which means the knowledge that gives happiness, the author tried to explain the ways of making people happy both in this world and in the hereafter. In the introduction part of the book, Yusuf Has Hacip says that he called the book “Kutadgu Bilig” so that he may congratulate the reader and guide him. At the same time, this work, which has the characteristics of a politics, was presented to Tabgaç Uluğ Buğra Karahan, the ruler of the Karakhanids. In his work, Yusuf Has Hacip discusses the features that should be in politicians symbolically through four concepts. The work has an allegorical feature in that it describes the concepts through individuals, as well as having an instructive quality. Kutadgu Bilig shows us that, in thousands of years of Turkish history, despite many changes in geography, climate, religion, culture, and civilization, the understanding of society and state whose main lines remain roughly the same continues. In this study, all couplets of Kutadgu Bilig were examined in terms of "expressions of love," The related words are given together with couplet number, translation of the related couplets, and modern Turkish. Expressions of affection were classified according to different fields such as love for God, love for the prophet, love for the beloved, love for the ruler, and numerical information was given about these expressions. The most passing and least passing love expressions were determined. The study aims to reveal the vocabulary of the work in line with a theme. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=47942 https://cukar.org/?mod=makale_tr_ozet&makale_id=47942 Muhittin ELİAÇIK The fatwas of the Ottoman sheikhulislams and their muftis, who were referred to as Mufti'l-enam (Mufti of the People), were generally written in plain language and this situation did not change much in the ones written in verse. Although some of the fatwas found advanced metaphors and allegories, they were said as a natural requirement of daily language. However, far from simplicity, there are also many fatwas written in an artfully and waxed prose, and they were written by the sheikhulislams and muftis, who had a respectable position among Ottoman divan poets. These persons, who are equipped with all kinds of science, have also worked vigorously and produced hundreds of works. One of them is Hodja Sadeddin Efendi, one of the great scholars and statesmen of the Ottoman Empire's brightest century. He was given the title of Câmüi'r-riyaseteyn due to his leadership as sheikhulislam and sultan teacher together. His sons and grandchildren, who are called Hocazâde concerning him, also held many Ottoman scholarship positions, especially as sheikhulislam. The artful style and expression exhibited in this work by Hodja Sadeddin Efendi, who also wrote the history book titled Tâcü't-Tevârîh, was frequently exhibited in his fatwas. In this study, such fatwas are introduced. 2026-07-16 https://cukar.org/?mod=makale_tr_ozet&makale_id=47855 https://cukar.org/?mod=makale_tr_ozet&makale_id=47855 Barış ÖZKANZiya TOK The interjection is an essential element that assumes a grammatical task in a language and gives various meanings to the text. In general, the interjection, which has usage in every language in one way or another, is universal in terms of this feature. In this context, it is possible that the interjection, which has a common appearance in languages in terms of structure and usage, may have some semantic differences from one language to another. Therefore, as with many grammatical elements, the determination of such differences by considering the interjection in the context of the languages is important both in terms of language and translation. It can be said that the differences in grammatical elements between languages may cause difficulties in translation. This study aims to evaluate the translation of French interjections into Turkish to examine the differences in the meaning of the interjections according to languages. In line with this purpose, Molière's playwright named The Miser (Fr. L'Avare), in which interjection examples are frequently included was examined as a sample in the study. Based on this literary sample, the determination of French interjection types and their translation into Turkish were examined. As a method, first of all, the types of interjection in French and their uses were determined based on the sample. Then, the translations of these interjections into Turkish were shown on the tables, and some suggestions were made on how to translate which interjection point. It is expected that the study will contribute to foreign language learning in general and translation studies in particular. 2026-07-16