Bu yaz\u0131da ayn\u0131 bilginin Bloom’un taksonomisinde farkl\u0131 d\u00fczeylerde nas\u0131l \u00f6l\u00e7\u00fcld\u00fc\u011f\u00fcne daire bir deneme yap\u0131lm\u0131\u015ft\u0131r.<\/p>\n
<\/p>\n
BENJAMIN BLOOM\u2019UN TAKSONOM\u0130S\u0130 ILE UYUMLU SORU \u00d6RNEKLER\u0130<\/p>\n
Sorular\u0131n sorulaca\u011f\u0131 konu: E\u011fitimin ve \u00f6\u011fretimin tan\u0131mlar\u0131<\/strong><\/p>\n Dikkat edilecek olursa \u00a0madde numaras\u0131 artt\u0131k\u00e7a \u00f6l\u00e7\u00fclen bilgiye sahip olman\u0131n kalitesi artmaktad\u0131r. \u00d6rne\u011fin 1. Maddeye sadece haf\u0131za kuvveti ile do\u011fru cevap verilebilirken 3. Soruya cevap verebilmek i\u00e7in e\u011fitim ve \u00f6\u011frenme kavramlar\u0131n\u0131 ayr\u0131 ayr\u0131 bilmek ve aralar\u0131ndaki ili\u015fkiyi kurabilir hale gelmi\u015f olmak gereklidir (Bu bilgilerin e\u011fitim esnas\u0131nda verilmedi\u011fi varsay\u0131lmaktad\u0131r). 5. Soruyu do\u011fru yan\u0131tlayabilmek i\u00e7in ise hem e\u011fitimin tan\u0131m\u0131n\u0131 bilmek, hem e\u011fitim ve \u00f6\u011frenme ili\u015fkisini bilmek ve bu iki bilgiyi birle\u015ftirerek daha \u00f6nce rastlamad\u0131\u011f\u0131 bir problem durumuna \u00e7\u00f6z\u00fcm bulmak durumundad\u0131r. Burada \u00f6nemli olan bu sorular\u0131n hepsinin asl\u0131nda \u201ce\u011fitim\u201di biliyor olmay\u0131 \u00f6l\u00e7t\u00fc\u011f\u00fcd\u00fcr. Fakat bu sorulara s\u0131ras\u0131yla do\u011fru cevap verebilmek i\u00e7in daha \u201ckaliteli\u201d bilgiye ihtiya\u00e7 vard\u0131r. \u00dcst d\u00fczey d\u00fc\u015f\u00fcnme beceri denirken kastedilen de bu daha kaliteli bilme halidir.<\/p>\n B\u0130LG\u0130 (HATIRLAMA): Ezber Sorusu- Alt D\u00fczey soru A. \u00d6\u011frencinin davran\u0131\u015flar\u0131n\u0131 kendisinin de\u011fi\u015ftirmesi s\u00fcrecidir<\/p>\n B.Ya\u015fant\u0131lar sonucu davran\u0131\u015flar\u0131n de\u011fi\u015fmesi s\u00fcrecidir<\/p>\n C. Davran\u0131\u015flar\u0131n ya\u015fant\u0131larla uyumlu hale gelmesi i\u00e7in de\u011fi\u015ftirilmesi s\u00fcrecidir<\/p>\n D.Davran\u0131\u015flar\u0131n ya\u015fant\u0131lar sonucu istendik y\u00f6nde de\u011fi\u015ftirilmesi s\u00fcrecidir<\/p>\n E. \u00d6\u011frencinin ya\u015fam\u0131n\u0131 istedi\u011fi y\u00f6nde de\u011fi\u015ftirmesi i\u00e7in davran\u0131\u015f kazanma s\u00fcrecidir<\/p>\n Cevap : D<\/strong><\/p>\n KAVRAMA (ANLAMA): (\u0130li\u015fki Kurma, benzerli\u011fi fark\u0131 g\u00f6rme, gafik okuma sorusu) Alt d\u00fczey soru 2. Baz\u0131 uzmanlar, e\u011fitimin ama\u00e7l\u0131 bir s\u00fcre\u00e7 oldu\u011funu \u00f6\u011frenmenin ise belli ama\u00e7 olmadan da ger\u00e7ekle\u015febilece\u011fini savunmaktad\u0131r.<\/p>\n A\u015fa\u011f\u0131dakilerden hangisi e\u011fitim ile \u00f6\u011frenmeyi yukar\u0131daki ifadeye uygun olarak ay\u0131rt eden bir \u00f6rnektir?<\/strong><\/p>\n Cevap: A<\/strong><\/p>\n UYGULAMA: \u00d6\u011frendiklerinden yararlan\u0131p yeni bir problemi \u00e7\u00f6zme sorusu. \u00dcst d\u00fczey bilme sorusu 3. Bir \u00f6\u011fretmenin s\u0131n\u0131f\u0131nda ders etkinliklerine kat\u0131lmakta zorluk ya\u015fayan bir \u00f6\u011frenci bulunmaktad\u0131r. \u00d6\u011frenci s\u0131k s\u0131k \u00f6\u011fretmenin s\u00f6z\u00fcn\u00fc kesmekte, dersle ilgisiz konu\u015fmalar yapmakta, arkada\u015flar\u0131n\u0131 rahats\u0131z etmekte ve \u00f6devlerini d\u00fczenli yapmamaktad\u0131r. \u00d6\u011fretmen \u00f6\u011frencinin ailesiyle yapt\u0131\u011f\u0131 g\u00f6r\u00fc\u015fmelerde \u00f6\u011frencinin zek\u00e2s\u0131n\u0131n normalin biraz alt\u0131nda oldu\u011fu bilgisini edinmi\u015ftir. Ayr\u0131ca \u00f6\u011frencinin dikkat eksikli\u011fi de bulunmaktad\u0131r.<\/p>\n Yukar\u0131daki \u00f6\u011frencinin derse kat\u0131l\u0131m\u0131n\u0131 artt\u0131rabilmek i\u00e7in \u00f6\u011fretmenin a\u015fa\u011f\u0131dakilerden hangisini yapmas\u0131 en uygundur?<\/strong><\/p>\n A. \u00d6\u011frenciyle s\u0131k s\u0131k konu\u015farak onu anlad\u0131\u011f\u0131n\u0131 s\u00f6ylemesi<\/p>\n B. Ba\u015fka \u00f6\u011frencileri \u00f6rnek g\u00f6stererek modeller olu\u015fturmas\u0131<\/p>\n C. Yanl\u0131\u015f davran\u0131\u015flar\u0131 i\u00e7in ceza verirken do\u011fru davran\u0131\u015flar\u0131n\u0131 \u00f6d\u00fcllendirmesi<\/p>\n D. \u0130stenmeyen davran\u0131\u015flar\u0131n\u0131 g\u00f6rmezden gelmesi<\/p>\n E. \u00d6\u011frencinin yanl\u0131\u015f davran\u0131\u015flar\u0131n\u0131n sonu\u00e7lar\u0131n\u0131 d\u00fc\u015f\u00fcnmesi i\u00e7in time-out y\u00f6ntemini kullanmas\u0131<\/p>\n Cevap: C<\/strong><\/p>\n Not: Yukar\u0131daki sorunun uygulama d\u00fczeyinden \u00f6l\u00e7\u00fcm yapabilmesi i\u00e7in benzeri sorular\u0131n s\u0131n\u0131fta \u00e7\u00f6z\u00fclmemi\u015f olmas\u0131 ya da ders materyalinde \u00f6rne\u011finin bulunmamas\u0131 gerekir. Aksi durumda sorular kavrama d\u00fczeyinde \u00f6l\u00e7me yapar. <\/strong><\/p>\n ANAL\u0130Z:Bir b\u00fct\u00fcn\u00fc par\u00e7alar\u0131na ay\u0131rabilme sorusu. \u00dcst d\u00fczey bilme sorusu 4. Bir Filozof e\u011fitimi \u201cBireyin kamu yarar\u0131na kendi akl\u0131ndan vazge\u00e7meye ikna edilme s\u00fcreci\u201d olarak tan\u0131mlar. Bu tan\u0131ma g\u00f6re birey kendi akl\u0131ndan tamamen vazge\u00e7erek akl\u0131n\u0131 sadece kamu yarar\u0131na \u00e7al\u0131\u015ft\u0131r\u0131r hale geldi\u011finde e\u011fitim ba\u015far\u0131ya ula\u015fm\u0131\u015f demektir. Bireyin kendi akl\u0131ndan vazge\u00e7me i\u015flemine ikna olabilmesi i\u00e7in bireyin \u00fczerinde uzun s\u00fcre u\u011fra\u015fmak gerekir. Bahsedilen filozofa g\u00f6re toplumlar, bireyleri ikna etmeye \u00e7abalamak yerine \u00e7ok k\u00fc\u00e7\u00fck ya\u015flarda okullara alarak erkenden kamu yarar\u0131na d\u00fc\u015f\u00fcn\u00fcr hale getirirler.<\/p>\n Yukar\u0131da bahsedilen e\u011fitim tan\u0131m\u0131 i\u00e7inde hangi \u00f6ge yer almazsa, tan\u0131m \u00f6\u011frenmenin geleneksel tan\u0131m\u0131na d\u00f6n\u00fc\u015fm\u00fc\u015f olur?<\/strong><\/p>\n A. Kamu yarar\u0131<\/p>\n B. Kendi akl\u0131<\/p>\n C. Birey<\/p>\n D. \u0130kna edilme<\/p>\n E. S\u00fcre\u00e7<\/p>\n Cevap: A<\/strong><\/p>\n \u00a0<\/strong><\/p>\n SENTEZ: Par\u00e7alardan bir b\u00fct\u00fcn olu\u015fturabilme sorusu. \u00dcSt d\u00fczey bilme sorusu 5.<\/p>\n Yukar\u0131daki ko\u015fullar dikkate al\u0131nd\u0131\u011f\u0131nda a\u015fa\u011f\u0131daki \u00e7\u0131kar\u0131mlardan hangisine var\u0131labilir?<\/strong><\/p>\n A. Yap\u0131lan s\u0131navlar \u00e7ok zordur<\/p>\n B. \u00d6\u011frencilerin motivasyonu d\u00fc\u015f\u00fckt\u00fcr<\/p>\n C. \u00d6\u011fretim elemanlar\u0131n\u0131n motivasyonu d\u00fc\u015f\u00fckt\u00fcr<\/p>\n D. E\u011fitim s\u00fcreci iyi kurgulanmam\u0131\u015ft\u0131r<\/p>\n E. Ders materyali anla\u015f\u0131l\u0131r de\u011fildir<\/p>\n Cevap: D<\/strong><\/p>\n DE\u011eERLEND\u0130RME: Verilen kriterlere g\u00f6re karar verebilme sorusu. \u00dcst d\u00fczey bilme sorusu A. Se\u00e7meli derslerin say\u0131s\u0131n\u0131n artt\u0131r\u0131lmas\u0131 \u00f6\u011frencilerin en az\u0131ndan kavrama d\u00fczeyinde \u00f6\u011frenme ger\u00e7ekle\u015ftireceklerini garanti alt\u0131na almaktad\u0131r<\/p>\n B. Arap\u00e7a dersinin ilkokulda verilecek olmas\u0131 \u00fclkemizdeki Arap\u00e7a konu\u015fan n\u00fcfusun h\u0131zla artt\u0131\u011f\u0131 dikkate al\u0131n\u0131rsa en az\u0131ndan uygulama d\u00fczeyinde kazan\u0131mlar elde edilmesini sa\u011flayacakt\u0131r<\/p>\n C. \u0130lkokullarda Yap\u0131land\u0131rmac\u0131 e\u011fitim anlay\u0131\u015f\u0131na dayal\u0131 \u00fcr\u00fcn ortaya koyma etkinliklerinin say\u0131s\u0131n\u0131n artt\u0131r\u0131lmas\u0131n\u0131n \u00f6nerilmesi duyu\u015fsal alan\u0131n en az \u00f6rg\u00fctleme basama\u011f\u0131ndan kazan\u0131mlar\u0131n edinilmesini garanti alt\u0131na alacakt\u0131r<\/p>\n D. \u0130lkokullarda tekli \u00f6\u011fretime ge\u00e7ilmesi \u00f6nerisi \u00f6\u011frencilerin e\u011fitim hedeflerinin tamam\u0131na eri\u015fmesi garantisini beraberinde getirecektir<\/p>\n E. se\u00e7meli ders mod\u00fcl\u00fcnde yer alan fen bilimleri alan\u0131na fen bilimlerine giri\u015f dersinin konulmas\u0131 temel kavramlar\u0131n iyi \u00f6\u011frenilerek taksonominin \u00fcst d\u00fczeyinde kazan\u0131mlar edinilmesine yard\u0131mc\u0131 olacakt\u0131r.<\/p>\n Cevap: C<\/strong><\/p>\n Ba\u015fka bir konuda ayn\u0131 i\u015flemin denenmesi<\/p>\n \u00d6l\u00e7\u00fclecek konu: G\u00fcvenilirlik<\/strong><\/p>\n 1. Bir \u00f6l\u00e7\u00fcm\u00fcn her tekrarda ayn\u0131 sonucu vermesi o \u00f6l\u00e7\u00fcm\u00fcn hangi \u00f6zelli\u011fe sahip oldu\u011funu g\u00f6sterir?<\/p>\n A. Ge\u00e7erlilik<\/p>\n B. G\u00fcvenirlik<\/p>\n C. Objektiflik<\/p>\n D. Duyarl\u0131l\u0131k<\/p>\n E. E\u015fitlik<\/p>\n Cevap : B<\/strong><\/p>\n Not: Yukar\u0131daki iki soruda kullan\u0131lan ifadeler ders materyalinde ya da ders esnas\u0131nda birebir kullan\u0131lm\u0131\u015f olmas\u0131 durumunda bu sorular bilgi d\u00fczeyinde \u00f6l\u00e7\u00fcm yaparlar.<\/strong><\/p>\n 2. Yukar\u0131da bir testin iki kez uygulanmas\u0131ndan elde edilmi\u015f sonu\u00e7lar\u0131n \u00e7izgi grafi\u011fi verilmi\u015ftir. Bu \u00e7al\u0131\u015fman\u0131n sonucuna g\u00f6re testin g\u00fcvenirli\u011fi a\u015fa\u011f\u0131daki de\u011ferlerden hangisine daha yak\u0131nd\u0131r?<\/p>\n a. -1,00\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 b. -0,50\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 c. 0,00\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 d. 0,50\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 e. 1,00<\/p>\n Cevap: D<\/strong><\/p>\n Not: Yukar\u0131daki iki sorunun kavrama d\u00fczeyinde \u00f6l\u00e7\u00fcm yap\u0131yor olmas\u0131 i\u00e7in sorularda kullan\u0131lan materyallerin derste ya da materyalde hi\u00e7 kullan\u0131lmam\u0131\u015f olmas\u0131 gerekir. Aksi durumda bu sorular bilgi d\u00fczeyinde \u00f6l\u00e7\u00fcm yap\u0131yor olurlar. <\/strong><\/p>\n Uygulama<\/strong><\/p>\n 3. Madde g\u00fc\u00e7l\u00fcklerinin tamam\u0131 0,50 olan 10 maddelik bir \u00f6l\u00e7me arac\u0131n\u0131n standart sapmas\u0131 10\u2019dur. Bu \u00f6l\u00e7me arac\u0131n\u0131n KR20 g\u00fcvenirlik de\u011feri a\u015fa\u011f\u0131dakilerden hangisidir?<\/p>\n a. 0,50\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 b. 0,63\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 c. 0,75\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 d. 0,83\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 e. 0,95<\/p>\n Cevap: D<\/strong><\/p>\n \u00a0<\/strong><\/p>\n Analiz<\/strong><\/p>\n 4. Geleneksel g\u00fcvenirlik belirleme y\u00f6ntemleri \u00f6l\u00e7\u00fcmlerin en az iki kez tekrar edilmesini gerektirir. Oysa bug\u00fcn\u00fcn modern g\u00fcvenirlik belirleme y\u00f6ntemleri ilgilenilen de\u011fi\u015fkenin a\u00e7\u0131klanabilen ortalama de\u011fi\u015fkenlik miktar\u0131na dayanmaktad\u0131r. Bu nedenle art\u0131k g\u00fcvenirlik, tekrarl\u0131 \u00f6l\u00e7\u00fcmlerin benzerli\u011fi de\u011fil ele al\u0131nan konu hakk\u0131nda daha \u00e7ok bilgi edinebilmek demektir.<\/p>\n Bir \u00fclkede modern g\u00fcvenirlik anlay\u0131\u015f\u0131na ge\u00e7i\u015f, yap\u0131lan yay\u0131nlara ve sunulan bulgulara ra\u011fmen beklendi\u011fi kadar h\u0131zl\u0131 ger\u00e7ekle\u015fmemi\u015ftir. A\u015fa\u011f\u0131dakilerden hangisinin sa\u011flanmas\u0131 bu \u00fclkede geleneksel g\u00fcvenirlik anlay\u0131\u015f\u0131ndan modern g\u00fcvenirlik anlay\u0131\u015f\u0131na ge\u00e7i\u015fi daha \u00e7ok<\/u> h\u0131zland\u0131r?<\/strong><\/p>\n A. Modern g\u00fcvenirlik belirleme yakla\u015f\u0131m\u0131n\u0131n yay\u0131nlarda daha s\u0131k kullan\u0131lmas\u0131<\/p>\n B. Modern g\u00fcvenirlik belirleme yakla\u015f\u0131m\u0131n\u0131n tan\u0131t\u0131m\u0131n\u0131n artt\u0131r\u0131lmas\u0131<\/p>\n C. Ortalama de\u011fi\u015fkenlik kavram\u0131n\u0131n tan\u0131t\u0131m\u0131na \u00f6nem verilmesi<\/p>\n D. Tekrarl\u0131 \u00f6l\u00e7\u00fcm\u00fcn g\u00fcvenirli\u011fin daha az bilgi veren bir kestirimi oldu\u011funun g\u00f6sterilmesi<\/p>\n E. G\u00fcvenirli\u011fin ge\u00e7erlilikten daha az \u00f6nemli oldu\u011funun g\u00f6sterilmesi<\/p>\n Sentez<\/strong><\/p>\n Cevap : D<\/strong><\/p>\n 5. Bir \u00f6l\u00e7me arac\u0131 bir gruba e\u011fitim s\u00fcrecinin durdu\u011fu bir d\u00f6nemin ba\u015f\u0131nda ve sonunda olmak \u00fczere iki kez uygulanm\u0131\u015ft\u0131r. \u0130ki uygulamadan elde edilen puanlar aras\u0131 korelasyon 0.66 bulunmu\u015ftur. Ara\u015ft\u0131rmac\u0131 son uygulamadan elde etti\u011fi madde puanlar\u0131ndan yola \u00e7\u0131karak maddelerin i\u00e7 tutarl\u0131l\u0131\u011f\u0131n\u0131 KR20 y\u00f6ntemiyle hesaplam\u0131\u015f ve 0,89 bulmu\u015ftur. \u00d6l\u00e7me arac\u0131n\u0131n iki yar\u0131 g\u00fcvenirli\u011fi ise 0,83\u2019t\u00fcr. Ara\u015ft\u0131rmac\u0131 bu \u00f6l\u00e7me arac\u0131n\u0131 1 y\u0131l s\u00fcrecek bir e\u011fitim s\u00fcrecinin ba\u015f\u0131nda ve sonunda kullanarak e\u011fitimin etkili olup olmad\u0131\u011f\u0131n\u0131 test etmeyi ama\u00e7lamaktad\u0131r.<\/p>\n Yukar\u0131da anlat\u0131lan \u00f6l\u00e7me arac\u0131n\u0131n g\u00fcvenirlik de\u011ferleri ve ara\u015ft\u0131rman\u0131n amac\u0131 dikkate al\u0131nd\u0131\u011f\u0131nda a\u015fa\u011f\u0131daki \u00e7\u0131kar\u0131mlardan hangisi do\u011fru kabul edilebilir?<\/strong><\/p>\n A. \u00d6l\u00e7me arac\u0131 ara\u015ft\u0131rma amac\u0131na orta d\u00fczeyde uygundur<\/p>\n B. Ara\u015ft\u0131rman\u0131n bu \u00f6l\u00e7me arac\u0131yla ger\u00e7ekle\u015ftirilmesi durumunda ara\u015ft\u0131rman\u0131n amac\u0131 i\u00e7in gerekli olan g\u00fcvenirlik katsay\u0131s\u0131n\u0131n d\u00fc\u015f\u00fck olmas\u0131 nedeniyle sonu\u00e7lar hatal\u0131 olacakt\u0131r<\/p>\n C. Ara\u015ft\u0131rmac\u0131n\u0131n KR20 de\u011ferini y\u00fcksek bulmas\u0131 maddelerin hepsinin ayn\u0131 \u00f6zelli\u011fi tutarl\u0131 bir \u015fekilde \u00f6l\u00e7t\u00fc\u011f\u00fcn\u00fc g\u00f6sterdi\u011finden \u00f6l\u00e7e\u011fin ara\u015ft\u0131rma amac\u0131na y\u00fcksek d\u00fczeyde hizmet etti\u011finin bir kan\u0131t\u0131 olarak kullan\u0131labilir.<\/p>\n D. \u00d6l\u00e7me arac\u0131n\u0131n g\u00fcvenilirlik de\u011ferlerinin y\u00fcksek \u00e7\u0131kmas\u0131 ile ara\u015ft\u0131rmac\u0131n\u0131n amac\u0131 birbirinden farkl\u0131 \u00f6zellikler oldu\u011fundan herhangi bir karar vermek m\u00fcmk\u00fcn de\u011fildir<\/p>\n E. Ara\u015ft\u0131rman\u0131n tekrarlanarak bu de\u011ferlerin yeniden elde edilebildi\u011finin bir kez daha kontrol edilmesi gerekmektedir<\/p>\n Cevap: B<\/strong><\/p>\n De\u011ferlendirme<\/strong><\/p>\n 6. Maddelerinin her birinin ilgilenilen \u00f6zelli\u011fi m\u00fcmk\u00fcn olan en az hata ile \u00f6l\u00e7t\u00fc\u011f\u00fcnden emin olmak isteyen bir \u00f6\u011fretmenin geli\u015ftirece\u011fi \u00f6l\u00e7me arac\u0131n\u0131n g\u00fcvenirli\u011fini a\u015fa\u011f\u0131daki y\u00f6ntemlerden hangisiyle bulmas\u0131 beklenir?<\/p>\n A. Test-Tekrar test<\/p>\n B. E\u015fde\u011fer testler<\/p>\n C. \u0130ki yar\u0131<\/p>\n D. KR20<\/p>\n E. Standart hata<\/p>\n YARATMA (\u00dcRETME): <\/strong><\/p>\n Bu d\u00fczeyde \u00e7oktan se\u00e7meli soru yazmak d\u00fczeyin do\u011fas\u0131 gere\u011fi m\u00fcmk\u00fcn de\u011fildir. Bu d\u00fczeyde yaz\u0131l\u0131 bir yoklama yap\u0131lacaksa a\u00e7\u0131k u\u00e7lu sorulardan faydalan\u0131lmas\u0131 daha do\u011fru olacakt\u0131r.<\/p>\n","protected":false},"excerpt":{"rendered":" Bu yaz\u0131da ayn\u0131 bilginin Bloom’un taksonomisinde farkl\u0131 d\u00fczeylerde nas\u0131l \u00f6l\u00e7\u00fcld\u00fc\u011f\u00fcne daire bir deneme yap\u0131lm\u0131\u015ft\u0131r.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":"","footnotes":""},"categories":[],"tags":[],"class_list":["post-312","post","type-post","status-publish","format-standard","hentry"],"_links":{"self":[{"href":"https:\/\/www.istatistik.gen.tr\/index.php?rest_route=\/wp\/v2\/posts\/312","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.istatistik.gen.tr\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.istatistik.gen.tr\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.istatistik.gen.tr\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.istatistik.gen.tr\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=312"}],"version-history":[{"count":16,"href":"https:\/\/www.istatistik.gen.tr\/index.php?rest_route=\/wp\/v2\/posts\/312\/revisions"}],"predecessor-version":[{"id":480,"href":"https:\/\/www.istatistik.gen.tr\/index.php?rest_route=\/wp\/v2\/posts\/312\/revisions\/480"}],"wp:attachment":[{"href":"https:\/\/www.istatistik.gen.tr\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=312"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.istatistik.gen.tr\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=312"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.istatistik.gen.tr\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=312"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
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\n \u00a0<\/strong><\/td>\n \u00d6\u011frenme<\/strong><\/td>\n E\u011fitim<\/strong><\/td>\n<\/tr>\n \n a.<\/td>\n Bir kedinin s\u00fcrekli yemek ald\u0131\u011f\u0131 saatte yemek kab\u0131na yakla\u015fma iste\u011fi hissetmesi<\/td>\n Bir kedinin, yeme\u011fini kab\u0131n\u0131n d\u0131\u015f\u0131na \u00e7ekerek yedi\u011finde yeme\u011fi al\u0131nd\u0131\u011f\u0131 i\u00e7in sadece kab\u0131nda yemesi<\/td>\n<\/tr>\n \n b.<\/td>\n Bir \u00f6\u011frencinin \u00f6\u011fretmeni azarlamas\u0131n diye \u00f6devlerini d\u00fczenli yapmas\u0131<\/td>\n Bir \u00f6\u011frencinin, \u00f6devlerini s\u0131k\u0131c\u0131 buldu\u011fu i\u00e7in ailesine \u00f6devim yok diyerek \u00f6devden kurtulaca\u011f\u0131n\u0131 d\u00fc\u015f\u00fcnmesi<\/td>\n<\/tr>\n \n c.<\/td>\n Bir bebe\u011fin limon yedi\u011finde a\u011fz\u0131n\u0131n sulanmas\u0131<\/td>\n Bir bebe\u011fin limon g\u00f6rd\u00fc\u011f\u00fcnde a\u011fz\u0131n\u0131n sulanmas\u0131<\/td>\n<\/tr>\n \n d.<\/td>\n \u00d6nl\u00fc\u011f\u00fcne d\u00f6kmeden yemek yiyen \u00e7ocu\u011fa \u015feker verildi\u011fi i\u00e7in \u00e7ocu\u011fun yemek d\u00f6kmemeye \u00e7abalamas\u0131<\/td>\n \u00d6nl\u00fc\u011f\u00fcne her yemek d\u00f6k\u00fc\u015f\u00fcnde annesi taraf\u0131ndan azarlanan ve \u00fcz\u00fclen bebe\u011fin \u00f6nl\u00fc\u011f\u00fcn\u00fc g\u00f6rd\u00fc\u011f\u00fcnde \u00fcz\u00fclmesi<\/td>\n<\/tr>\n \n e.<\/td>\n \u0130nternette i\u00e7eri\u011fin \u00f6zg\u00fcr oldu\u011funu \u00f6\u011frenen kullan\u0131c\u0131lar\u0131n kendi g\u00f6r\u00fc\u015flerini daha \u00e7ok belirtmeye ba\u015flamas\u0131<\/td>\n \u0130nternette e\u011flenceli i\u00e7eri\u011fin kullan\u0131c\u0131lar taraf\u0131ndan daha \u00e7ok tercih edilmesi<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
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