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KENDİ HIZINDA ÖĞRENEN OLMAK: YAVAŞ OKUL VE TEMELLERİ

Yıl 2020, , 787 - 808, 18.12.2020
https://doi.org/10.26468/trakyasobed.754325

Öz

Bu çalışmada, Yavaş Okul yaklaşımı kavramsal ve teorik temelleri çerçevesinde incelenmektedir. Yavaş Okul yaklaşımının temel karakteristik özellikleri açıklanmaktadır. Temelleri 2001 yılında Maurice Holt tarafından atılmış olan Yavaş Eğitim, çocukların öğrendikleri şeylerin daha çok farkında olması amacıyla yenilikçi yollar arayan öğretmenler, ebeveynler ve akademisyenler tarafından dünya çapında yaygınlaşmaktadır. Yavaş Hareketi’nde bahsedilen yavaşlık yerelleşme, sanat eseri yaratma, kendini keşfetme ve ortaya çıkarma anlamlarına gelmektedir. Yavaş Gıda akımının temellerinde olduğu gibi, yeni edinilen bilginin, yeni yapılan bir işin, ürünün son kullanıcıya ulaşmadan önce özenle gözden geçirilmesi için yeterli zamana ihtiyaç vardır. Çünkü ortaya çıkacak ürünün yapan kişinin güdüsünü ve ilgilerini temsil etme niteliğine ulaşması gerekir. Bu süreçleri yaşarken, insanlar birbirleriyle etkileşime girer ve sosyalleşirler; bu durum da yerelleşmeyi beraberinde getirir. Yavaş Okul Hareketi, eğitim konuları üzerine etraflıca düşünmenin önemini vurgular. Öğrenciler bir şey öğrenirken, normatif bir çerçevenin içerisine sıkışmamalılar; aksine, bağımsız hareket edebilecekleri, ilgilerini keşfedebilecekleri ve meraklarını ortaya koyabilecekleri bir ortama sahip olmalıdırlar. Yavaş pedagojide öğrenme kişiye özel bir süreç olarak görülmektedir. Yavaş öğrenmenin temel özelliği bireylerin kendi hızlarında öğrenebilmesi ve keşfedebilmesidir. Daha rekabetçi ve telaşlı olma zamanı olarak anılan 21. yüzyılın gerektirdiklerinin aksine, yavaş pedagoji öğrencilerin kendi öğrenme süreçlerini belirleyip, atacakları adımlara karar vermekte daha az bağımlı ve daha özerk bireyler olma imkânı verir.

Kaynakça

  • Andrews, C., & Urbanska, W. (2009). Less is More. Canada: New Society Publishers.
  • Applebee, A. N. (1996). Curriculum as Conversation. Chicago, IL: University of Chicago Press.
  • Barker, I. (2012). Find the time for slow education. Times Education Supplement Scotland, 26(2290).
  • Berg, M., Seeber, B. K. (2016). The Slow Professor. University of Toronto Press.
  • Bracey, G. W. (2001). The 11th Bracey Report on the condition of public education. Phi Delta Kappan.
  • Britannica, T. E. (2020). Francis Parker. Encyclopædia Britannica. 25.04.2020. https://www.britannica.com/biography/Francis-Parker Caine, R., Caine G. (2000). 12 Brain/Mind Natural Learning Principles, NLRI.ORG.
  • Cherry, K. (2019). The cycle of poverty can lead to learned helplessness. K. L. Heitkamp (Dü.) içinde, Learned Helplessness, Greenheaven Publishing.
  • Collet, K. S., Berg, C. L., Verster, B., & Bozalek, V. (2018, Kasım 6). Incubating a slow sedagogy in professional academic development: an ethics of care perspective. South Afican Journal of Higher Education, 32(6), 117-136.
  • Demirel, F. (2019). John Dewey ve İsmail Hakkı Tonguç’un düşüncelerine göre insan doğasının eğitimle ilişkilendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 52(3), 967-987.
  • Dewey, J. (1997). Experience and Education. Touchstone.
  • Dewey, J. (2001). Democracy and Education. A Penn State Electronic Classics Series Publication.
  • Dewey, J. (1916, çev. 2004). Demokrasi ve eğitim [Democracy and Education]. (T. Göbekçin, Çev.). Ankara: Yeryüzü Yayınevi.
  • Doghonadze, N. (2016). Slow education movement as a student-centered approach. 6th International Research Conference on Education, Language & Literature, (s. 65-73).
  • Edwards, C., Gandini, L., & Forman, G. (1998). Conclusion: final reflections. C. Edwards, L. Gandini, ve G. Forman (Ed.) The Hundred Languages Of Children: The Reggio Emilia Approach—Advanced Reflections içinde. Ablex Publishing Corporation.
  • Euronews. (2015a). Slow education in spain: Taking time to learn. https://www.youtube.com/watch?v=EKe8s14ZBHE. Erişim tarihi: 25.02.2020.
  • Euronews. (2015b). Slow education: Back to the roots of Chinese culture. https://www.youtube.com/watch?v=v_ukxlUlGyI. Erişim tarihi: 25.02.2020.
  • Euronews. (2015c). Slow education: Less test-focused, personalized schooling. http://www.euronews.com/2015/06/12/slow-education-less-test-focused-personalised-schooling. Erişim tarihi: 25.02.2020.
  • Ferrer, F. (2014). Özgür Eğitim: Modern Okulun Kökenleri. İstanbul: Pales Yayınları.
  • Fredrickson, B. L. (2001). The role of positive emotions in positive psychology. American Psychologist, 56(3), 218-226.
  • Fromm, E. (1989, çev. 2019). Olma Sanatı. İstanbul: Say Yayınları.
  • Gardner, H. (1998). Foreword: Complementary perspectives on Reggio Emilia. C. Edwards, L. Gandini, ve G. Forman (Ed.), The Hundred Languages Of Children: The Reggio Emilia Approach—Advanced Reflections içinde. Ablex Publishing Corporation.
  • Gardner, H. (2019). Eğitilmemiş Zihin. ALFA Bilim.
  • Greiner, M. (2015). UK education mimics the worst aspects of a McDonald's production line: Interwiev by H. Welham. Erişim adresi: https://www.theguardian.com/teacher-network/2015/mar/08/uk-education-mimics-the-worst-aspects-of-a-mcdonalds-production-line. Erişim tarihi: 25.02.2020.
  • Greiner, M. (2019). The Profile by P. Wilby : Eton master who wants pupils to learn very. Erişim adresi: https://www.theguardian.com/education/2019/aug/13/eton-master-wants-pupils-learn-slow-education-mike-grenier#:~:text=Eton%20master%20who%20wants%20pupils%20to%20learn%20very%20slowly,crammed%20curriculum%2C%20argues%20Mike%20Grenier. Erişim tarihi: 25.02.2020.
  • Harland, T. (2016). Deliberate subversion of time: slow scholarship and learning through research. F. Trede, ve C. McEwen (Ed), Educating the Deliberate Professional: Preparing for future practices içinde. Springer.
  • Hartman, Y., Darab, S. (2012). A call for slow scholarship: A case study on the intensification of academic life and its implications for pedagogy. The Review of Education, Pedagogy, 34, 49-60. doi:10.1080/10714413.2012.643740
  • Holt, M. (2002). It’s time to start the slow school movement. Phi Delta Kappan, 84(4), s. 264-271. doi:https://doi.org/10.1177/003172170208400404
  • Honoré, C. (2004). In Praise of Slowness. Harper Collins e-books.
  • Honoré, C. (2008). Under Pressure: Rescuing Our Children from the Culture of Hyper-Parenting. Harper Collins.
  • Kass, H., MacDonald, A. L. (1999). The learning contribution of student self-directed building activity in science. Science Education, 83(4), 449–471.
  • Katz, L. G. (1998). What can we learn from Reggio Emilia? C. Edwards, L. Gandini, ve G. Forman (Ed.) The Hundred Languages Of Children: The Reggio Emila Approach - Advanced Reflections içinde. Ablex Publishing Corporation.
  • Kincheloe, J. L. (2018). Eleştirel Pedagoji. İstanbul: Yeni İnsan Yayınevi.
  • Kotaman, H. (2009). Rudolf Steiner ve Waldorf okulu. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 174-194.
  • Langer, E. J. (2000). Mindful learning. Current Directions in Psychological Science, 9(6), 220-223. doi:10.1111/1467-8721.00099
  • Lewis, H. R. (2004). Slow Down. Cambridge: Harvard College.
  • Lillard, A. S. (2018). Rethinking education: Montessori’s approach. SAGE, 27(6), 395-400. doi:10.1177/0963721418769878
  • Malaguzzi, L. (1998). History, Ideas, and Basic Philosophy: An Interview with Leila Gandini. C. Edwards, L. Gandini, ve G. Forman (Ed.) The Hundred Languages Of Children: The Reggio Emila Approach - Advanced Reflections içinde. Ablex Publishing Corporation.
  • Martell, L. (2014). The slow university: inequality, power and alternatives. Forum: Qualıtatıve Socıal Research, 15(3).
  • Miller, R. (2007). A brief history of alternative education. Erişim adresi: https://southerncrossreview.org/55/miller-education.htm (20.02.2020).
  • Mountz, A., Bonds, A., Mansfield B., Loyd, J., Hyndman, J., Walton-Robets, M. (2015). For Slow Scholarship: A feminist politics of resistance through collective action in the neoliberal university. ACME, 14(4), 1235-1259.
  • Patterson, B. J., & Bradley, P. (2011). Waldorf Yöntemiyle Çocuğumu Büyütüyorum: 0-7 yaş çocuk eğitimi. İstanbul: Kaknüs.
  • Petrini, C. (2001) Slow Food: The Case for Taste, New York: Columbia University Press
  • Petrini, C. (2013). Slow Food Nation: Why Our Food Should Be Good, Clean And Fair. New York, USA: Rizzoli Ex Libris.
  • Ramos-Stierle, F. (2017, Temmuz). Slow Science, Slow Food, Slow Down. Open Democracy.
  • Ritzer, G. (2011). Toplumun McDonaldlaştırılması: Çağdaş Toplum Yaşamının Değişen Karakteri Üzerine Bir İnceleme. İstanbul: Ayrıntı.
  • Ritzer, G. (2019). The Mcdonaldization of society: Into the digital age. SAGE.
  • Rousseau, J.-J. (1762, çev. 2019). Emile ya da Eğitim Üzerine, İstanbul: İş Bankası Kültür Yayınları.
  • Seligman, M. E. (1975). Helplessness: On Depression, Development, and Death. San Francisco: W. H. Freeman and Company. 2020 tarihinde alındı
  • Seligman, M. E. (2006). Learned Optimism: How to change your mind and your life. Vintage Books.
  • Shaw, P. A., Cole, B., & Russell, J. L. (2013). Determining our own tempos: exploring slow pedagogy, curriculum, assessment and professional development. To İmprove The Academy, 32, 319-334.
  • Smith, S. J. (2017). Slow down and smell the eucalypts: blue gum community school. Journal of Global Education and Research, 1(1).
  • Şahin, E., Erden, M. (2019) özyönetimli öğrenmeye hazirbulunusluk ölçeği’nin (öyöhö) geçerlik ve güvenirlik çalışması. E-jounal of New World Sciences Academy. 4 (3). 695-706.
  • Ulmer, J. B. (2017). Writing slow ontology. Qualitative Inquiry, 23(3), 201-211. doi:10.1177/1077800416643994
  • Upton, J. (Ed.). (1999). Taking learning seriously. News, 5. St. John's University Center for Teaching and Learning.
  • Yaley, K. (2018). The True Aim of a Parker Education. http://francisparkerschoolnews.com/2018/10/message-from-the-head-of-school-october-2018/ Erişim tarihi: 20.04.2020.

BEING A SELF-PACED LEARNER: SLOW SCHOOL AND ITS PRINCIPLES

Yıl 2020, , 787 - 808, 18.12.2020
https://doi.org/10.26468/trakyasobed.754325

Öz

In this study, the Slow School approach is examined within the framework of conceptual and theoretical foundations. The main characteristics of the Slow School approach are explained. Slow Education, whose foundations were established in 2001 by Maurice Holt, has been spreading all around the world by the teachers, parents, and scholars who are looking for new innovative ways for their children to be more aware of what they are learning. Slowness in the Slow Movement means localization, creating artwork, and revealing and discovering the self. As it is in Slow Food, the knowledge which has just been gained and the work which has just been done need enough time to be reviewed in order to represent the interests and motives of the maker and to turn them into end products. Also, during this process, people get interacted with each other and socialize, which ends up with localization, as well. Slow School movement highlights deliberative thinking. When students try to learn something, they should not be stuck in a normative framework, on the contrary; there should be an atmosphere where they can move independently and discover their own interests and present their curiosity. In slow pedagogy, learning is regarded as an individual’s private process. The fundamental feature of slow learning is that individuals learn and discover at their own pace. Compared to the requirements of the 21st century, when is the time to become more competitive and fussy, slow pedagogy enables individuals to have less dependency and more autonomy when they determine their own learning process and decide on their steps. 

Kaynakça

  • Andrews, C., & Urbanska, W. (2009). Less is More. Canada: New Society Publishers.
  • Applebee, A. N. (1996). Curriculum as Conversation. Chicago, IL: University of Chicago Press.
  • Barker, I. (2012). Find the time for slow education. Times Education Supplement Scotland, 26(2290).
  • Berg, M., Seeber, B. K. (2016). The Slow Professor. University of Toronto Press.
  • Bracey, G. W. (2001). The 11th Bracey Report on the condition of public education. Phi Delta Kappan.
  • Britannica, T. E. (2020). Francis Parker. Encyclopædia Britannica. 25.04.2020. https://www.britannica.com/biography/Francis-Parker Caine, R., Caine G. (2000). 12 Brain/Mind Natural Learning Principles, NLRI.ORG.
  • Cherry, K. (2019). The cycle of poverty can lead to learned helplessness. K. L. Heitkamp (Dü.) içinde, Learned Helplessness, Greenheaven Publishing.
  • Collet, K. S., Berg, C. L., Verster, B., & Bozalek, V. (2018, Kasım 6). Incubating a slow sedagogy in professional academic development: an ethics of care perspective. South Afican Journal of Higher Education, 32(6), 117-136.
  • Demirel, F. (2019). John Dewey ve İsmail Hakkı Tonguç’un düşüncelerine göre insan doğasının eğitimle ilişkilendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 52(3), 967-987.
  • Dewey, J. (1997). Experience and Education. Touchstone.
  • Dewey, J. (2001). Democracy and Education. A Penn State Electronic Classics Series Publication.
  • Dewey, J. (1916, çev. 2004). Demokrasi ve eğitim [Democracy and Education]. (T. Göbekçin, Çev.). Ankara: Yeryüzü Yayınevi.
  • Doghonadze, N. (2016). Slow education movement as a student-centered approach. 6th International Research Conference on Education, Language & Literature, (s. 65-73).
  • Edwards, C., Gandini, L., & Forman, G. (1998). Conclusion: final reflections. C. Edwards, L. Gandini, ve G. Forman (Ed.) The Hundred Languages Of Children: The Reggio Emilia Approach—Advanced Reflections içinde. Ablex Publishing Corporation.
  • Euronews. (2015a). Slow education in spain: Taking time to learn. https://www.youtube.com/watch?v=EKe8s14ZBHE. Erişim tarihi: 25.02.2020.
  • Euronews. (2015b). Slow education: Back to the roots of Chinese culture. https://www.youtube.com/watch?v=v_ukxlUlGyI. Erişim tarihi: 25.02.2020.
  • Euronews. (2015c). Slow education: Less test-focused, personalized schooling. http://www.euronews.com/2015/06/12/slow-education-less-test-focused-personalised-schooling. Erişim tarihi: 25.02.2020.
  • Ferrer, F. (2014). Özgür Eğitim: Modern Okulun Kökenleri. İstanbul: Pales Yayınları.
  • Fredrickson, B. L. (2001). The role of positive emotions in positive psychology. American Psychologist, 56(3), 218-226.
  • Fromm, E. (1989, çev. 2019). Olma Sanatı. İstanbul: Say Yayınları.
  • Gardner, H. (1998). Foreword: Complementary perspectives on Reggio Emilia. C. Edwards, L. Gandini, ve G. Forman (Ed.), The Hundred Languages Of Children: The Reggio Emilia Approach—Advanced Reflections içinde. Ablex Publishing Corporation.
  • Gardner, H. (2019). Eğitilmemiş Zihin. ALFA Bilim.
  • Greiner, M. (2015). UK education mimics the worst aspects of a McDonald's production line: Interwiev by H. Welham. Erişim adresi: https://www.theguardian.com/teacher-network/2015/mar/08/uk-education-mimics-the-worst-aspects-of-a-mcdonalds-production-line. Erişim tarihi: 25.02.2020.
  • Greiner, M. (2019). The Profile by P. Wilby : Eton master who wants pupils to learn very. Erişim adresi: https://www.theguardian.com/education/2019/aug/13/eton-master-wants-pupils-learn-slow-education-mike-grenier#:~:text=Eton%20master%20who%20wants%20pupils%20to%20learn%20very%20slowly,crammed%20curriculum%2C%20argues%20Mike%20Grenier. Erişim tarihi: 25.02.2020.
  • Harland, T. (2016). Deliberate subversion of time: slow scholarship and learning through research. F. Trede, ve C. McEwen (Ed), Educating the Deliberate Professional: Preparing for future practices içinde. Springer.
  • Hartman, Y., Darab, S. (2012). A call for slow scholarship: A case study on the intensification of academic life and its implications for pedagogy. The Review of Education, Pedagogy, 34, 49-60. doi:10.1080/10714413.2012.643740
  • Holt, M. (2002). It’s time to start the slow school movement. Phi Delta Kappan, 84(4), s. 264-271. doi:https://doi.org/10.1177/003172170208400404
  • Honoré, C. (2004). In Praise of Slowness. Harper Collins e-books.
  • Honoré, C. (2008). Under Pressure: Rescuing Our Children from the Culture of Hyper-Parenting. Harper Collins.
  • Kass, H., MacDonald, A. L. (1999). The learning contribution of student self-directed building activity in science. Science Education, 83(4), 449–471.
  • Katz, L. G. (1998). What can we learn from Reggio Emilia? C. Edwards, L. Gandini, ve G. Forman (Ed.) The Hundred Languages Of Children: The Reggio Emila Approach - Advanced Reflections içinde. Ablex Publishing Corporation.
  • Kincheloe, J. L. (2018). Eleştirel Pedagoji. İstanbul: Yeni İnsan Yayınevi.
  • Kotaman, H. (2009). Rudolf Steiner ve Waldorf okulu. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 174-194.
  • Langer, E. J. (2000). Mindful learning. Current Directions in Psychological Science, 9(6), 220-223. doi:10.1111/1467-8721.00099
  • Lewis, H. R. (2004). Slow Down. Cambridge: Harvard College.
  • Lillard, A. S. (2018). Rethinking education: Montessori’s approach. SAGE, 27(6), 395-400. doi:10.1177/0963721418769878
  • Malaguzzi, L. (1998). History, Ideas, and Basic Philosophy: An Interview with Leila Gandini. C. Edwards, L. Gandini, ve G. Forman (Ed.) The Hundred Languages Of Children: The Reggio Emila Approach - Advanced Reflections içinde. Ablex Publishing Corporation.
  • Martell, L. (2014). The slow university: inequality, power and alternatives. Forum: Qualıtatıve Socıal Research, 15(3).
  • Miller, R. (2007). A brief history of alternative education. Erişim adresi: https://southerncrossreview.org/55/miller-education.htm (20.02.2020).
  • Mountz, A., Bonds, A., Mansfield B., Loyd, J., Hyndman, J., Walton-Robets, M. (2015). For Slow Scholarship: A feminist politics of resistance through collective action in the neoliberal university. ACME, 14(4), 1235-1259.
  • Patterson, B. J., & Bradley, P. (2011). Waldorf Yöntemiyle Çocuğumu Büyütüyorum: 0-7 yaş çocuk eğitimi. İstanbul: Kaknüs.
  • Petrini, C. (2001) Slow Food: The Case for Taste, New York: Columbia University Press
  • Petrini, C. (2013). Slow Food Nation: Why Our Food Should Be Good, Clean And Fair. New York, USA: Rizzoli Ex Libris.
  • Ramos-Stierle, F. (2017, Temmuz). Slow Science, Slow Food, Slow Down. Open Democracy.
  • Ritzer, G. (2011). Toplumun McDonaldlaştırılması: Çağdaş Toplum Yaşamının Değişen Karakteri Üzerine Bir İnceleme. İstanbul: Ayrıntı.
  • Ritzer, G. (2019). The Mcdonaldization of society: Into the digital age. SAGE.
  • Rousseau, J.-J. (1762, çev. 2019). Emile ya da Eğitim Üzerine, İstanbul: İş Bankası Kültür Yayınları.
  • Seligman, M. E. (1975). Helplessness: On Depression, Development, and Death. San Francisco: W. H. Freeman and Company. 2020 tarihinde alındı
  • Seligman, M. E. (2006). Learned Optimism: How to change your mind and your life. Vintage Books.
  • Shaw, P. A., Cole, B., & Russell, J. L. (2013). Determining our own tempos: exploring slow pedagogy, curriculum, assessment and professional development. To İmprove The Academy, 32, 319-334.
  • Smith, S. J. (2017). Slow down and smell the eucalypts: blue gum community school. Journal of Global Education and Research, 1(1).
  • Şahin, E., Erden, M. (2019) özyönetimli öğrenmeye hazirbulunusluk ölçeği’nin (öyöhö) geçerlik ve güvenirlik çalışması. E-jounal of New World Sciences Academy. 4 (3). 695-706.
  • Ulmer, J. B. (2017). Writing slow ontology. Qualitative Inquiry, 23(3), 201-211. doi:10.1177/1077800416643994
  • Upton, J. (Ed.). (1999). Taking learning seriously. News, 5. St. John's University Center for Teaching and Learning.
  • Yaley, K. (2018). The True Aim of a Parker Education. http://francisparkerschoolnews.com/2018/10/message-from-the-head-of-school-october-2018/ Erişim tarihi: 20.04.2020.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Duygu Çavuşoğlu 0000-0002-8514-1923

Osman Yılmaz Kartal 0000-0003-2922-0069

Yayımlanma Tarihi 18 Aralık 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Çavuşoğlu, D., & Kartal, O. Y. (2020). KENDİ HIZINDA ÖĞRENEN OLMAK: YAVAŞ OKUL VE TEMELLERİ. Trakya Üniversitesi Sosyal Bilimler Dergisi, 22(2), 787-808. https://doi.org/10.26468/trakyasobed.754325
AMA Çavuşoğlu D, Kartal OY. KENDİ HIZINDA ÖĞRENEN OLMAK: YAVAŞ OKUL VE TEMELLERİ. Trakya University Journal of Social Science. Aralık 2020;22(2):787-808. doi:10.26468/trakyasobed.754325
Chicago Çavuşoğlu, Duygu, ve Osman Yılmaz Kartal. “KENDİ HIZINDA ÖĞRENEN OLMAK: YAVAŞ OKUL VE TEMELLERİ”. Trakya Üniversitesi Sosyal Bilimler Dergisi 22, sy. 2 (Aralık 2020): 787-808. https://doi.org/10.26468/trakyasobed.754325.
EndNote Çavuşoğlu D, Kartal OY (01 Aralık 2020) KENDİ HIZINDA ÖĞRENEN OLMAK: YAVAŞ OKUL VE TEMELLERİ. Trakya Üniversitesi Sosyal Bilimler Dergisi 22 2 787–808.
IEEE D. Çavuşoğlu ve O. Y. Kartal, “KENDİ HIZINDA ÖĞRENEN OLMAK: YAVAŞ OKUL VE TEMELLERİ”, Trakya University Journal of Social Science, c. 22, sy. 2, ss. 787–808, 2020, doi: 10.26468/trakyasobed.754325.
ISNAD Çavuşoğlu, Duygu - Kartal, Osman Yılmaz. “KENDİ HIZINDA ÖĞRENEN OLMAK: YAVAŞ OKUL VE TEMELLERİ”. Trakya Üniversitesi Sosyal Bilimler Dergisi 22/2 (Aralık 2020), 787-808. https://doi.org/10.26468/trakyasobed.754325.
JAMA Çavuşoğlu D, Kartal OY. KENDİ HIZINDA ÖĞRENEN OLMAK: YAVAŞ OKUL VE TEMELLERİ. Trakya University Journal of Social Science. 2020;22:787–808.
MLA Çavuşoğlu, Duygu ve Osman Yılmaz Kartal. “KENDİ HIZINDA ÖĞRENEN OLMAK: YAVAŞ OKUL VE TEMELLERİ”. Trakya Üniversitesi Sosyal Bilimler Dergisi, c. 22, sy. 2, 2020, ss. 787-08, doi:10.26468/trakyasobed.754325.
Vancouver Çavuşoğlu D, Kartal OY. KENDİ HIZINDA ÖĞRENEN OLMAK: YAVAŞ OKUL VE TEMELLERİ. Trakya University Journal of Social Science. 2020;22(2):787-808.
Resim

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