Browsing by Author "Eren, Bilgehan"

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Bursa ili anaokullarındaki 4, 5, 6 yaş grubu çocukların müzik eğitimine yönelik ihtiyaçların tespiti ve değerlendirilmesi
(Uludağ Üniversitesi, 2006-08-28) Eren, Bilgehan; Sağlam, Atilla; Uludağ Üniversitesi/Sosyal Bilimler Enstitüsü/Güzel Sanatlar Eğitimi Anabilim Dalı/Müzik Eğitimi Bilim Dalı.
Bu araştırmayla, okulöncesi eğitim kurumlarının müzik alanına yönelik öğretmeöğrenme ve ölçme-değerlendirme durumları ile görevli öğretmenlerin lisans döneminde aldıkları müzik eğitimin yeterliliğine ilişkin görüşleri ve müzik eğitimine yönelik önerileri alınmıştır. Araştırmanın problem cümlesi “Bursa İli Anaokullarındaki 4,5,6 Yaş Grubu Çocukların Müzik Eğitimine Yönelik İhtiyaçlar Nelerdir?” şeklinde belirlenmiş olup problem cümlesine bağlı olarak “Okul öncesi eğitim kurumlarının öğretme durumları, öğretmenlerin müzik alanına yönelik eğitim durumu ve mesleki donanımları ile her üç basamağa yönelik görüş ve öneriler” 3 alt problem olarak araştırma basamaklarını oluşturmuştur. Araştırmada, Bursa anaokullarında görev yapmakta olan 142 öğretmenden anket ve görüşme yoluyla elde edilen veriler çeşitli frekans tabloları, ilişki bulmaya yönelik korelasyon ve neden-sonuç etkileşimi gösteren regresyon uygulamalarıyla değerlendirilmiş, yorumlanmış ve sonuçlar çıkartılarak özgün öneriler yapılmıştır. Elde edilen bulgu, sonuç ve önerilere örnek olarak şunlar verilebilir: Lisans döneminde alınan müzik eğitiminin yeterliliğine ilişkin öğretmenlerin görüşleri %34,5’i beklenen düzeyde, %41,5’i beklenen düzeyin altında ve %24’ü beklenmeyen düzeydedir. Lisans döneminde izlenen müzik eğitiminde verilen teorik bilgilerin uygulanabilirliğini arttırmak için öğretmen adaylarına yeterli uygulama imkanı sunulmalıdır. “Öğretmenlerin müzik konusunda bilgi, beceri yeterliliği” değişkeni ile “Yürüttükleri müzik dersine ilişkin memnuniyet” değişkeni arasındaki ilişki katsayısı r=0,367**’dir. Buna göre α=0,01 alındığında değişkenler arasında pozitif yönde, güçlü ve anlamlı bir ilişki bulunmaktadır. Öğretmenlerin bu değişkenlerden biri hakkındaki görüşleri arttıkça diğer değişken hakkındaki görüşleri de artmaktadır. Öyleyse öğretmenlerin, müzik eğitimine yönelik memnuniyetinin arttırılması yönünde tedbirler alınmalıdır. “Müzik Çalışmalarına Ayrılan Süre”ye ilişkin olarak pozitif görüşlere sahip sınıf öğretmeni “müzik çalışmaları ve mekân durumu”na yönelik görüşlere de sahiptir.
The effectiveness of embedded teaching through the most-to-least prompting procedure in concept teaching to children with autism within Orff-based music activities
(EDAM, 2013) Deniz, Jale; Düzkantar, Ayten; Eren, Bilgehan; Uludağ Üniversitesi/Eğitim Fakültesi/Müzik ve Güzel Sanatlar Bölümü.; JWP-0528-2024; 55795155300
The purpose of this study was to demonstrate the effectiveness of embedded teaching through the most-to-least prompting procedure in concept teaching to children with autism in Orff-based music activities. In this research, being one of the single subject research designs, multiple probe design was used. The generalization effect of the research was assessed in the form of a pre-test and post-test, discussing the organization about interpersonal generalization in different environment. The maintenance of learning was checked by means of the observation sessions applied one, two, and four weeks after the practice was completed. The research was conducted with 3 children with autism between the ages of 3-6 in Nova Special Training and Rehabilitation Center in Istanbul. In research process, full probe, daily probe, teaching, observing and generalizing sessions have been organized. All of the sessions were done by one-to-one teaching method. The data of reliability among the observers and of application reliability were collected. According to research results, it was clear that the embedding teaching through the most-to-least prompting in Orff-based music activities is effective to teach concepts to the chilren with autism. It was understood that the maintenance was kept after the training was completed. It was also clear that the concept which was thought is effective in the generalization of different settings, different people and different materials. Additionally, social validity was verified in research to determine the importance of purposes of research, teaching methods to reach these purposes and research results.
The use of music interventions to improve social skills in adolescents with autism spectrum disorders in integrated group music therapy sessions
(Elsevier Science, 2015-01-01) Eren, Bilgehan; Alevriadou, A.; EREN, BİLGEHAN; Uludağ Üniversitesi/Eğitim Fakültesi/Özel Eğitim Bölümü.; Alevriadou, A.; JWP-0528-2024
The lack of social interest is one of the core features of individuals with Autism Spectrum Disorders (ASD). Individuals with ASD suffer direct and indirect consequences related to their social interaction deficits. The effect of these deficits often increases during adolescence. In this period, adolescents with ASD start to report their desire for peer social interaction, and may also experience more loneliness than their typically developing peers. It is especially vital for adolescents with ASD to have emotionally non-threatening social experiences. The non-threatening and acquiescent nature of music helps to decrease the anxiety experienced during direct interaction with others and improve the social skills of adolescents with ASD. In this study, video recordings of music therapy activities carried out with a group of adolescents with ASD are analyzed, and the outcomes are presented. While activities such as singing, rhythmic games, creative movement and dance were performed; adolescents were asked to work in dyads, in small groups and in a large group. Adolescents initiated and sustained social interactions during music sessions and less resistance was observed while interacting with their peers.
Use of music in special education and application examples from Turkey
(Elsevier, 2014) Eren, Bilgehan; Uludağ Üniversitesi/Eğitim Fakültesi/Güzel Sanatlar Bölümü.
Music, as in the case of every individual, is an essential element which makes life liven up and raises its quality for the individuals with special needs as well. Music, besides being entertaining, provides educators and/or therapists with a lot of opportunities for using it with the purpose of education and therapy on various aspects. Many researches related to these functions of music show that using music in the educational programmes of the individuals with special needs yields effective and useful results just like in the case of normally developing individuals. Music can be used in different ways with individuals with disabilities. Both in "music education" in which the musical knowledge and skills are in the centre and the development of these skills through voice and instrument training is the aim and in "education through music" where the music is used as embedded teaching to support the other developments of kids (like cognitive, sensual, psychomotor), the existence of music in the education programmes of the individuals with special needs increases the effectiveness and permanence of the education and facilitates conducting more enjoyable and highly motivating activities. "Music therapy", which indicates the use of music for therapeutic purpose is also important as a complementary element in training activities. Whether with the aim of education or therapy, the use of music both in the individual and group education creates an important, inclusive, integrative and stabilizing atmosphere. Conducting music activities using multi-sensational music education approaches which offer opportunities for creativity and improvisation is a factor that improves efficiency. In this study, by mentioning various uses of music in the field of special education, some examples of application in the field of special education in Turkey are cited. (C) 2013 The Authors. Published by Elsevier Ltd.