2008 Cilt 21 Sayı 1

Permanent URI for this collectionhttps://hdl.handle.net/11452/11231

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    Distance education for biology teachers - two educational technologies
    (Uludağ Üniversitesi, 2008) Raycheva, Nadezhda
    The aim of this study is an application of two pedagogical technologies in distance education and the analysis of their effectiveness. The methods that were used are theoretical analysis and synthesis and pedagogical experiment. The development of distance education courses under the behavioristical conception (including neo-behavioristical ideas) is traditional in the area of distance education. As an alternative to this technology an traditional in the area of distance education. As an alternative to this technology an application the psychological theory for activity (theory about under escort formation of intellectual activities) is considered. In view of the results of this study the conclusion is that the psychological theory for activity is more suitable and effective in reaching high levels of operating with knowledge. At the lower levels no significant difference was detected between two theories and technologies. It is supposed that this is a result of the way of communication applied (guided didactic conversation) with these two technologies.
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    Transitivity and its reflections on some areas of grammar
    (Uludağ Üniversitesi, 2008) Can, Abdullah; Bursa Uludağ Üniversitesi/Eğitim Fakültesi.
    Traditionally verbs can be classified into transitive and intransitive verbs according to complementation and consistent with this classification, verbs that do not require an obligatory object complement while forming clauses are labeled as intransitive verbs. In early 1980s, as a further classification, intransitive verbs were divided into separate subclasses on the basis of their semantic and syntactic aspects. This study briefly explores the distinctive characteristics of two sub-classes of intransitive verbs, namely unergatives (e.g. “walk”, “smile”, “dream”, “swim”) and unaccusatives (e.g., “appear”, “emerge”, “exist”, “occur”) by comparing and contrasting their “Lexical-Semantic Representations” and “Argument Structures”, and examines how these differences between two sub-classes of intransitives affect various areas of grammar such as formation of -er nominals, adjectives and interpretation of pronoun “they”. At the end of the review, the findings are connected with grammar teaching briefly within the framework of Ausubel’s Meaningful Learning Theory.