Turkish Teacher Candidates’ Views on the “Mass Communication and Turkish” Course in the Context of Social Media Use
Bibliographic record
Abstract
It was aimed in this study to determine the Turkish teacher candidates’ views on the “Mass Communication and Turkish” course in the context of social media use. A case study method was used in the study. Semi-structured interview forms for students were used in the process of gathering data. Certain data obtained as a result of interviews were interpreted through descriptive analyses within the scope of scientific research methods. The study was conducted at a university in the Eastern Black Sea region of Turkey on 20 teacher candidates studying in the Department of Turkish Education. As a data collection instrument, interview forms were used to obtain the teacher candidates’ views on the relationship between mass communication and language, their habits of using mass media, the influence of mass media on language and on the teacher candidates, language problems in the context of the use of social media, the basic factors causing these problems and their suggestions for the solution of the problems within the scope of “Mass Communication and Turkish” course. The data obtained through the interview forms were recorded within the participant’s knowledge, and then transcribed by using the content analysis method. It was ensured that the data were complete, intact, and reliable. They were confirmed by the participants. Then, the voice recordings were destroyed based on ethical principles. Based on the data obtained from the interview forms, a content analysis was carried out to make explanations and do evaluations. As a result of the study, the teacher candidates saw the Mass Communication and Turkish course as a useful and necessary course for themselves. According to the teacher candidates, mass communication was important, and it was important to use the mass communication tools correctly and effectively in terms of language. Mass communication tools were not used in a conscious and sensitive way, especially in the context of social media. There were problems especially in the use of Turkish. A unity could not be established in language. A national consciousness could not be achieved. The “Mass Communication and Turkish” course expanded the horizons of the Turkish teacher candidates and made them more conscious in the use of language. After taking this course, they were clearly more familiar with the concept of mass communication. They learned the functions of mass media better. Again, according to the teacher candidates, they understood the importance of using Turkish correctly in mass communication in the context of social media. In the context of social media, the “Mass Communication and Turkish” course was found to fulfill important functions in the communication skills of Turkish teacher candidates in gaining the habit of using Turkish correctly and effectively. As a result of this study, it was found that this course provided an important contribution with a national consciousness to the reading, writing, listening and speaking of language/Turkish, which is the most basic tool for mass communication today that we call the information age. In this sense, as a result of the study, solutions were proposed for problems related to Turkish education and teaching in the context of mass communication.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".