Çetin Toraman - Emel Akay - Hasan Fehmi Özdemir - Engin Karadağ This book is intended to explain to researchers how to perform multilevel regression models and analysis through the HLM program. In the first part of the book, which consists of four parts, the statistical foundations of multilevel regression models have been tried to be mentioned. In the second, third and fourth sections, applications are given on a completely exemplary research situation. In these sections, firstly, an exemplary research situation is explained, then how to transfer the data of this research situation to the HLM program and how the analysis is carried out are explained in detail with visuals. Since one of the most important problems for researchers is how to report their analyzes, a table and an example of interpretation are also included in the sections where the applications are made. In the book, the application of analysis is given priority rather than theoretical foundations.

Arif Sabuncuoğlu This book contains solutions to exercises from the author's book “Analytical Geometry”. It is prepared for the benefit of our students in the Analytical Geometry courses taught in the first (or second) grades of universities.
The problems in this book will not only cover the topics that our students will need in the lessons they will study in the advanced grades, but also will help them in the topics that prospective teachers will teach while teaching in high schools. If the solutions of the exercises are included in the "Analytical Geometry" book, it was thought that it would be more appropriate to collect it in a separate book, since the volume of the book would increase a lot.
The problems are ordered from easy to difficult, and abstract problems are placed at the end. The problems included in the book are not very specific problems in this field, but rather the type of questions that can be easily understood by the students, that will make them love the Analytical Geometry course and that will provide a basis for the courses they will read in the advanced classes, and will better understand and reinforce their knowledge of Analytical Geometry. The problems, results and the actions to be taken while obtaining these results have been chosen in a way that will not tire the reader.

Erdal Güvenoğlu The first subject that a person who decides to write a program and learn about programming processes should learn is algorithm design and development technique. These techniques need to be reinforced and applied. The most suitable language for understanding programming logic is C programming language. Today, C language comes to the fore in the construction of almost all operating systems, writing the modules of operating systems and almost everywhere where speed is required.
There are many books on the shelves of many publishing houses in the world that describe algorithms and programming in C language. However, there are not enough examples of applications in any of them. In this book, 365 examples with solutions are given to reinforce the basic programming logic of people who are starting to write programs. These examples start from the basics and work their way up to advanced topics. In addition, in the last part of the book, sorting and search algorithms that are frequently used in data structures are included. With this feature, the book also serves as a basis for the data structures course. Some of the examples used have been compiled from certain websites and books and are indicated in the references section.

Hakan Eygü The fields of probability and statistics, which are widely used in many fields today, contain theorems that are difficult to understand and are complicated by students. Therefore, the aim of this book is; The aim is to teach probability and statistics fields more easily to students studying in all departments of universities, especially science, social and health, with an easy-to-understand expression and using a plain language. In order to achieve this, many solved examples from daily life are given in the chapters and at the end of the chapters of the book.
Since the book is prepared in accordance with the contents of Probability and Mathematical Statistics courses, which are generally taught in two semesters in many departments of universities, the textbook at the undergraduate level can also be used as a supplementary resource in graduate programs.

Adnan Görür The Microwave Technique with Solved Examples book has been prepared as a supplementary textbook covering the basic topics in the field of microwave theory and technique. The topics in the book are presented in an appropriate manner to undergraduate students studying in the field of electrical and electronic engineering. Assuming that the students have sufficient knowledge about electromagnetic fields and waves, it started with a very short summary of electromagnetic theory. Transmission Lines, Impedance Conversion and Impedance Matching, Smith Diagram, Rectangular and Circular Waveguides, Microwave Hole Resonators and Two-Gate Circuit Analysis; It has been prepared taking into account the understanding, comprehension and application abilities of undergraduate students. At the end of each chapter, more than 120 solved examples are given in the book, in sufficient number and variety.

Salih Güney Behavioral Sciences is a book that will benefit anyone who wants to know themselves, understand the reasons for the attitudes and behaviors exhibited, and complete their personal development in the field of human relations. The book consists of 19 units. In units 1 and 2, the development and basic concepts of behavioral sciences, and in units 3, 4, 5 and 6, culture, cultural change, social influence and conformity behavior, social structure, social relations and social institutions are emphasized. Learning and perception in units 7 and 8, social groups in unit 9, emotional intelligence, personality and self in units 10 and 11 are explained in detail.
Attitude and prejudice in the 12th unit, individual communication, adaptation problems and defense mechanisms, behavioral disorders in the 13th, 14th and 15th units, methods of coping with stress in the 16th, 17th and 18th units, motivation and leadership, and time management in the 19th unit. has been elaborated upon in detail.
In the units enriched with up-to-date examples, a plain language that can be easily understood by anyone who reads it is used.

Lütfi Sunar What is social change?
How do societies change?
What are the main theories explaining change?
What are the main dynamics of change in Turkey?

Social change is a fundamental field that concerns all subjects, concepts and theories of sociology. From the beginning to the present, many explanations about change have emerged in the sociology literature. Understanding the accumulation of these explanations is very important for a sociology student. Understanding change is essential for analyzing the workings of society.
Turkey's social structure is in a rapid and permanent change. Comprehensive and sustained research and new perspectives are needed to understand and explain this change. However, social change has not attracted much attention from sociology in Turkey. The number of theoretical studies, conceptual studies and empirical researches in the field is very few. This work in your hand was written within the scope of Social Structure Research Program to fill such a gap.
This book, which consists of 16 chapters, examines the concepts, theories and approaches related to change in sociology. The topics covered in this book, which is also designed as a textbook, are handled simply and expanded with examples. With the concept explanations, biographies and reading passages added to the chapters, the flow of the book is tried to be relaxed and different windows are opened in the mind of the reader.

Emre Ulaş Özdal Albert Einstein said, “Learning is experience. Everything else is just information.” His word supported and encouraged me to transform my knowledge into experience, enabling me to understand the importance of experience in the learning processes I have been involved in throughout my life.
At every stage of human life, he learns by experiencing everything and directs his life accordingly. "In this life, the highest and most honorable experience should be to leave artifacts to the world we live in that future generations can benefit from." With that in mind, I decided to write this book.
The purpose of this book; Adhering to the philosophy of "Live to explore, be open to learning!" is to offer the Experiential Learning model that can be a solution to learning, training and development strategies at all stages of life. The basic philosophy in Experiential Learning is that "Learning has no place, time, age, or end, learning can only be done by living". and it will be realized effectively by experience”.
This book; It provides principles for the empowerment of all vital universes in individuals' learning processes with experiential learning methods and gives information and examples on how experiential learning can be applied with curriculum development, individual development, academic research and institutional development programs as well as its contributions to individuals' learning processes.

Timur Karaçay Thanks to the technological developments in computer hardware, it has been calculated that the life expectancy of a newly emerging language is 10 years on average. All languages ​​make updates and adjustments parallel to the development of hardware and computer science. The language that does not do this job completes its average life span and withdraws from the scene.
Java emerged in the 1995's and has always kept its flagship place. Because Java brought great innovations to computer science. The last version of Java at the time of writing this book was Java 9. Java 9 differs from previous versions; Deep Java 9 describes these differences and innovations.
All versions of Java are backwards compatible up to Java 9. By breaking this rule, Java 9 also brought innovations that are considered revolutionary in the language.
Java 9 continues to support previous versions. This means that Java can be used as is the JCF:Java Collections Framework, which has revolutionized computer science.
Java, which has not lost its place in the flagship since its emergence, will continue to be a robust and reliable language preferred by large enterprises from now on.
This book describes the innovations brought by Java up to version 9. These topics, which are not given much importance in the Introduction to Java lessons, are the hand tools of the professional programmer.
Deep Java 9 is for those with an introductory knowledge of Java. For the non-Java reader, we recommend reading a good java book before starting this one.

Aslı Saylan Kırmızıgül, Bekir Yıldırım, Cihad Şentürk, Cihat Abdioğlu, Dilek Karışan, Esra Bozkurt Altan, Esra Kızılay, Kibar Sungur Gül, Mustafa Çevik, Nurhan Öztürk, Rıdvan Ata, Salih Gülen, Sema Altun Yalçın, Sema Tan, Yasemin Hacıoğlu Terms such as multi-disciplinary, interdisciplinary and supra-disciplinary have recently started to be spoken more and more with the impact of STEM education. Although our curricula in our country are not suitable for the education of integrated disciplines such as STEM, scientists, teachers and education administrators were caught up in this exciting trend in the world and continued their studies immediately. The main starting point of this book is to give the disciplinary achievements to the students in an integrated, meaningful and effective way instead of separately. The book has been written within the framework of the effectiveness and necessity of STEM education, which is applied by academicians who are experts in the field of STEM with teaching-learning approaches in the field. Each chapter begins with a brief introduction of the scientist who introduced the relevant teaching-learning approach and continues with literature reviews on the relevant teaching-learning approach of STEM education and how both can be used together. These parts, which are mentioned in many chapters in the book, have also been tried to be schematized by the authors. You will understand that every part of the book was written with a different excitement and scientific passion, when you can't put the book in your hands and put it down. The last part that will make students, teachers and academicians addicted to the book is the part where the authors explain the STEM activities they have implemented in detail in the "Lesson Plan" setup. A book has been put forward in which both our teachers and the academic community can clearly see how teaching-learning approaches and disciplines are integrated and product-oriented studies can be done. In this context, the book has a different place from other STEM books. We hope that this book, which we think will open the way for interdisciplinary studies as well as transdisciplinary studies, will be beneficial to the world of science.

Use the power of the integrated disciplines approach!

Bülent Ayanlar Differential Equations is one of the cornerstones of modern mathematics and, together with Linear Algebra, is a necessary discipline for solving many problems in engineering, natural sciences, economics, physical and social sciences. R&D studies on computer technologies have revealed new techniques for the solution of differential equations. In this way, it became possible to solve the problems modeled with Differential Equation Systems.

This book has been prepared to be taught in the Differential Equations course in the Academic Program of Universities. Book; In addition to the information that forms the basis of Differential Equations, it also includes the topics related to the applications in the field courses taught in the Academic Program of Engineering.

Book; It consists of the titles of First Order Differential Equations, Applications of First Order Differential Equations, Higher Order Linear Differential Equations, Laplace Transform, Applications of Second Order Differential Equations and Linear Differential Equations with Variable Coefficients.

Hüseyin Bereketoğlu This book was created by blending the lecture notes used for years for the Differential Equations course taught in the Department of Mathematics, Faculty of Science, Ankara University, with the current literature, and rearranging them in the required width and depth in an original way. Consisting of fifteen chapters and 554 pages, this book is designed to be taught in undergraduate mathematics programs for two semesters.
In this book, basic concepts, theorems and solution methods, which are indispensable for differential equations, are emphasized and attention is drawn to the real-life application areas of differential equations. Graphs were drawn, tables were set up, sufficient number of examples were solved and many exercises were given so that the concepts, theorems and solution methods covered could be easily understood. In addition, sample problems for different application areas of differential equations were examined and a series of exercises were prepared in this context. Finally, the answers to most of the exercises left to the reader are shared at the end of the book for self-control. In this respect, this book has general norms that can be followed and taught as a textbook not only in mathematics departments, but also in physics, astronomy and space sciences and engineering departments. In summary, anyone who has undergraduate or graduate education in basic sciences, engineering, economics and health and needs differential equations can easily benefit from this book as much as they want.

Figen Karaceylan Çakmakcı “Attention Deficit Hyperactivity Disorder” (ADHD) is a neuropsychiatric disorder that can disrupt an individual's social life, academic life and family relationships. Although it is a disease that can completely change the future of the child if it is not treated and intervened correctly, satisfactory answers begin to emerge as a result of the right approach and appropriate interventions.
In my 20-year career as a Child and Adolescent Psychiatrist, I have experienced many times that only drug therapy is not sufficient in the treatment of Attention Deficit and Hyperactivity Disorder. The fact that family attitudes and the interventions of the teacher in the classroom are as important as psychopharmacological treatment has motivated me to write such a book.
With this book, it is aimed to inform about the mistakes that we know to be true about Attention Deficit and Hyperactivity Disorder, which is heard by everyone and perhaps defined as today's fashion disease. In addition, it is aimed both to ensure that children with ADHD are understood and to strengthen effective behavior management for families and teachers by providing accurate information and tips to our families and teachers about the relationship between ADHD and learning, which causes misunderstandings and prejudices.
We hope that this book, which offers solutions suitable for the needs of children who are our future, will be a useful resource for everyone who reads it.

A. Meltem Üstündağ Budak, Ahmet Gül, Aktan Acar, Alişan Burak Yaşar, Arzu Erkan Yüce, Arzu Hergüner, Aslı Bahar İnan, Aybüke Halime Yaldız, Aylin İlden Koçkar, Ayşe Irkörücü Küçük, Azime Şebnem Soysal Acar, Başak Karateke, Belgin Üstün Güllü, Bilge Uzun, Bilgen Işık Karaşahin, Birgül Ural Bayoğlu, Burcu Akın Sarı, Buse Ekren, Bülent Elbasan, Cemil Özal, Deniz Menderes, Devran Tan, Ebru Arhan, Ece Eryılmaz, Elgiz Henden, Elif Güldemir, Elif Ünver, Elmas Gülcan Atalar, Emel Kalınkılıç, Ercan Demir, Erhan Aksoy, Esra Döğer, Esra Güney, Esra Kısacık, Ezgi Özalp Akın, Ezgi Tuna, Fatih Hilmi Çetin, Fatma Mahperi Uluyol, Ferah Çekici, Figen Paslı, Filiz Sayar, Gamze Şen, Gizem Sarıgül, Gonca Bumin, Gönül Hazneci, Gözde Emik Aksoy, Gülnur Tanyeri Kesgin, Gülşah Sevinç, Güney Erkılıç, H. Tuna Çak Esen, Halime Şenay Güzel, Hande Kaynak, Hasra Avcı, Hatice Kafadar, İdil Alaftar, İdil Alaftar, İlay Aktoprak Şanda, İlbilge Ertoy Karagöl, İlkiz Altınoğlu Dikmeer, İlyas Okur, Kıvılcım Gücüyener, Kızbes Meral Kılıç, Leman Tekin Orgun, Makbule Esen Öksüzoğlu, Meltem Çiğdem Kirazlı, Metehan Irak, Mine Cihanoğlu, Mintaze Kerem Günel, Müşerrefe Nur Keleş, Nakşidil Torun Yazıhan, Nalan Mastar Akduman, Nevin Eracar, Nilay Evirgen, Nilgün Pekçağlıyan, Obelya Eşbah, Özge Kantaş, Özge Şahin, Özlem Sürücü, Pervin Oya Taneri, Pınar Bıçaksız, Rukiye Bozbulut, Sabri Hergüner, Seda Tan, Sencan Sertçelik, Serkan Şahin, Sevgi Kılınç, Seylan İmre, Sibel Düzakın, Yasemin Taş Torun, Zehra Çakır, Zekiye Küpçü, Zeynep Aydın Sünbül, Zeynep Maçkalı, Zeynep Öztürk Changing the world is about the way we experience it.
This book, which is a candidate to guide the curious about attention deficit hyperactivity disorder, actually allows us to meet a multi-layered public health problem. The reason why it is different from other books written on this subject so far is hidden in the way it deals with the subject. 96 scientists from 23 different professions tried to embrace today's most common neuropsychiatric disorder by signing 86 chapters. The purpose of this meeting is to draw a general framework for the most common neurodevelopmental problem of childhood, to turn "different" perspectives into "normal". This transdisciplinary meeting is never to reject and/or reduce the problem, but to create a roadmap to use all available resources effectively while struggling with a multi-layered situation.

Nesrin Bayraktar This book is an introductory book prepared especially for Turkish Language and Literature Departments. Here, the studies that brought Linguistics to this day, the fields of study of Linguistics, important Linguists and Linguistics perspectives are discussed. While examining the basic concepts of linguistics, examples from life, Turkish language and Turkish literature are given. Thus, it is aimed to make an introduction to Linguistics and to make Linguistics meaningful and accessible.

Bilginer ONAN This work, which is the first in its field; It was written in order to identify and bring together the concepts and terms that determine the scientific field of language teaching. In the book, nearly 500 terms and concepts are explained and interpreted in alphabetical order. An encyclopedic style was followed in the explanations made. Interrelated terms and concepts are specifically mentioned at the end of the explanations. In determining the concepts and terms, mother tongue education, foreign language teaching, linguistics, education-teaching principles and methods, special teaching methods, learning psychology, bilingualism, communication, text knowledge, brain, memory, language diseases, reading education, speech education, writing education, listening education, primary literacy education, etc. the sources written in the fields were scanned; The determined terms were included in the book by being subjected to a certain elimination. In the selection of concepts and terms; their prevalence in academic studies and their frequency of use at undergraduate and graduate levels were taken into account.
This book, prepared for teacher candidates and teachers studying in the fields of Turkish teaching, classroom teaching, foreign language teaching, special education and educational sciences, will be useful to candidates who have graduated from philology departments and want to pursue postgraduate education in the field of language education, and especially valuable academics working in this field.

Abdurrahman Güzel, Ayşe Yücel Çetin, Halil Çeltik, İsmet Çetin, Musa Çifci, Abdulkerim Karadeniz, Aliye Uslu Üstten, Mustafa Türkyılmaz, Remzi Can, Salim Pilav, Ayşe Derya Eskimen, Halide Gamze İnce Yakar, Hilmi Demiral, Yasemin Uzun Language, which is the means of expression of the created and lived cultural area, also means the perception, interpretation and shaping of the universe. The language that gives meaning to life carries the elements it takes from experiences to a fictional world. In this fictional world, a realm that is not disconnected from life is created and works expressing this realm emerge. These are sometimes seen in the form of poetry, sometimes in the form of stories. This means that language is a tool for creating works as well as being a means of agreement. Language, which is the sound and verbal world of nations, and the works created with language are not only the guarantee of the existence of the nations, but also the expression of their historical knowledge and experience.
The book includes methods and techniques used or required to be used in language and literature teaching. In addition to the methods and techniques frequently used in Turkey, the methods, approaches and techniques used in the Western world are also included in this study. The historical flow of teaching Turkish and Turkish literature, its current situation; Information about approaches to language and literature teaching, applied lectures, planning, measurement and evaluation are included.

Abdulvahit Çakır, Aliye Genç, Ana-Maria Panțu, Başak Uysal, Bülent Okay, Ece Dillioğlu, Fatma Ahsen Turan, Filiz Çölmekçioğlu, Hasan Güneş, Hatice Köroğlu Türközü, İbrahim Kelağa Ahmet, Makbule Sabziyeva, Mariia Talianova Eren, Melahat Pars, Melek Gedik, Mustafa Sarper Alap, Nazan Tutaş, Necdet Yaşar Bayatlı, Neriman Hasan, Nihal Kalkan Yağcı, Nisa Harika Güzel Köşker, Okan Haluk Akbay, Ömer Aksoy, Pamuk Nurdan Gümüştepe, Perihan Yalçın, Seda Köycü, Şengül Demirel, Tolga Dillioğlu, Ülker Şen, Z. Görkem Duran Gültekin The Adventure of the Fairy Tale from the East to the West: Tales of the World opens the door to the magnificent world of tales in this vast geography from China to India, from Türkiye to Norway. Tales are a cultural transmission. We can find the value judgments, aesthetics and beauty of the culture to which he belongs in fairy tales. Tales with roots in the past are also a future planner. Tales hide a life lesson within the narrative. Tales give the necessary advice to the listener or reader in that fascinating style. It is almost a personal development training because it imposes success, hope, effort, and a desire to overcome obstacles.
Fatma Ahsen Turan

İsmail Kocaçalışkan In the book, first, seed, cutting and grafting and plant propagation methods are given briefly, then water and sand cultures and embryo, meristem, callus, anther, ovary, cell and protoplast cultures based on these methods are explained. Animal and human tissue (cell) cultures (cell culture definition, types, methods, media, passage, freezing, thawing, viability tests, cell count and macrophage culture) are presented in a separate section. Therefore, the book contains information about both plant and animal tissue and cell cultures. After explaining with examples how to apply each culture method, its application areas in practice are explained. I believe that the book will be useful as a basic reference book for students and academics working in basic sciences such as Molecular Biology, Biochemistry, Biotechnology and applied sciences such as Agriculture, Bioengineering, Genetic Engineering, Health Sciences.

Fatma Gül Cirhinlioğlu Emotions that add color to our experiences play a very important role in our lives because they have very important functions. Emotions have individual functions, such as helping us act quickly with minimal thinking, preparing our bodies for immediate action, influencing our thoughts, and motivating us to act. Emotional expressions; It also has interpersonal functions such as facilitating certain behaviors for the perceiver, providing information about the nature of interpersonal relationships, and regulating social interaction. On the other hand, our culturally shaped emotions help us orient ourselves towards socially appropriate behaviors defined by our culture.

Didem Sinem Altınel, Hürcan Kabakcı, Leyla Boy Akdağ, Nazime Ebru Özkul, Semra Güney, Uğur Güngör, Yasin Kartal One of the areas where effective leadership practices produce important results is organizational life and especially companies.
This book called Leadership from Past to Present it includes topics that will benefit managers and leaders who will manage organizations, institutions and businesses, and people with leadership characteristics who will create change and transformation in society and nations. Leadership theories and styles are at the forefront of the topics covered in the book. In addition, women's leadership, self-leadership, culture and leadership, ethics and leadership, adaptive leadership and entrepreneurial leadership, which are not covered much in the book, are also discussed. The work also includes the dark side of the leadership phenomenon, which is always considered as a positive concept.
Leadership from Past to Present book is a reference source for those who will write a graduation homework, project, master's and doctoral thesis.

Abdulkadir Kırbaş, Ahmet Karadoğan, Ayşegül Kayar, Bahadır Gücüyeter, Bayram Arici, Bekir Gökçe, Beytullah Karagöz, Bünyamin Sarıkaya, Dilek Ünveren Kapanadze, Elif Atalay, Erhan Şen, Fatih Torun, Fatih Veyis, Fettah Kuzu, Fetullah Uyumaz, Hüseyin Öztürk, İbrahim Doyumğaç, İzzet Şeref, Lokman Turan, Mehmet Nuri Kardaş, Mustafa Kaya, Nur Hümeyra Özdemir Erem, Nurullah Aydın, Oğuzhan Sevim, Oğuzhan Sevim, Reşat Coşkun, Yusuf Söylemez World literature, perceived together with different geographies and countries, has a polyphonic structure that cannot be limited to time or place. Every society or nation contributes to this structure to the extent of its own literary ability. In this structure, it is seen that the feelings, thoughts, views of the people who lived in different times or geographies, and the way they express their own existence are shaped by national and local characteristics and become universal.
While national literatures address certain societies, world literature addresses humanity; It is the common heritage of all humanity. While the issue of which authors and works should be considered as a priority when it comes to world literature is open to debate, what matters here is what we hear and feel from these writers and works, regardless of their language, religion and nationality. Regardless of nationality, the language of emotions is common.
In this work called World Literature Studies, world literature and world classics are introduced in general, from the first examples to the present, and then information about literary movements is given; Russian, French, English, Greek, Latin, German, American, Spanish, Italian, Scandinavian, Chinese, Arabic, Persian, Indian, Turkish and Japanese literatures are discussed with examples. In the last part of the work, classical works selected from both Eastern and Western literature have been tried to be analyzed in the light of contemporary analysis methods. In this respect, it is thought that the work will constitute an important resource for researchers and art lovers who are interested in world literature.

Ertuğrul Aydın Literary Theory and Reviews focuses on topics and concepts such as the sociology of literature, the relationship between literature and psychology, the history of literature, the theory of literature / novel, comparative literature, postmodernism, the relationship between globalization and literature. The book sheds light on the theoretical, sociological and practical aspects of literature by moving from the relationship between text-fiction-formation, with analyzes and evaluations centered on some prominent authors and works of Turkish and world literature. These studies are based on literature-sociology, literature sociology and literary text analysis methods, in line with criteria such as literary history, author biography, cultural dynamics. This book, which covers both the lectures we taught at the university, the experiences we gained from the international symposium papers and articles, and the information on the theoretical and sociological aspects of literature, tries to reveal the connection between literature, work and reader with examples.

Ayşe Yıldırım, Çağdaş Demirci, Çiğdem Kara, Erdinç Kineşçi, Hasan Münüsoğlu, Melike Kaplan, Pınar Kasapoğlu Akyol, Saim Örnek, Sanem Kulak Gökçe, Z. Nilüfer Nahya, Zeynep Kantemur Social and cultural anthropology, which started to focus on education through child-rearing, childhood and psychological anthropology studies, gradually focused on education, class, ethnicity, language and religion, as well as with space, production, relations, institutions, etc. formed a coherent point of view. Thanks to ethnography, anthropologists write studies that can go into details and aim to understand and explain the community in depth and pattern. Learning, teaching, school and schooling, acculturation, identity, difference, discrimination, access to education, adequacy of educational opportunities, etc. They conduct research that addresses economic, political and social inequalities.
With the aim of making an introductory contribution to the developing educational anthropology studies in Turkey, this book covers educational anthropology with a broad perspective from the history of education to school ethnographies, the content of anthropology to its theories, the importance of language in education to cultural heritage, multiculturalism and globalization. Thus, the book offers a versatile content that appeals to sociology and educational sciences as well as social and cultural anthropology.

Zekeriyya Uludağ The history of humanity is the name of the time when the being reached its own realization. This is an effort to catch the permanent in a relative moment and to dedicate oneself to eternity. One aspect of this history is the spirit shaped by thought, and the other aspect is the education that helps the mind and will to be embodied, almost to enter the mold of the body. While man wants to reach happiness and truth within the time frame given to him, he has benefited from three basic disciplines to achieve them. These; religion, philosophy and science. Therefore, no human activity is outside of these three disciplines. The first of these belongs to the emotion, the second belongs to the mind, and the third belongs to the body, that is, to see, and none of them can be considered separately from the other. Whoever wants to create a world, a mentality based on only one, will not be able to catch the whole. Because being is a whole made up of parts.
Since the 18th century, we are trying to shape our world of thought and education based on these theories, which we have transmitted from the West. However, we are faced with the fact that we cannot develop an educational idea of ​​our own because we do not take into account the essential elements of our culture. Since the essential elements of the culture that make up civilizations are kept out of sight, the question "What kind of human do we want to raise?" No meaningful answer could be found.
This study tries to express a holistic understanding in terms of our philosophy of education, although it deals with the subjects that are touched upon in the classical philosophy of education books in our country. For this reason, while approaching the thoughts of philosophers who have a strong influence on education in the West from time to time, he also included the development process of the Turkish-Islamic civilization that made us who we are and conducive to the formation of the essential elements, and the thoughts of some personalities who contributed to it. . In addition, some of our contemporary thinkers who contributed to the thinking dimension of our education were also discussed. In short, this study was written to raise a question in the minds of both prospective teachers who are interested in education and those who are interested in this field.

Emine Feyza Aktaş, Erdoğan Tezci, Eyüp Yünkül, Fahri Sezer, Halil Çoban, Hüseyin Fırat Şenol, Mehmet Akif Erdener, Nihat Uyangör, Sabiha Bilgi, Serdan Kervan, Sümer Aktan, Ünal Deniz, Vefa Taşdelen, Yalçın Dilekli, Yusuf Ceylan Looking at the development process of humanity from a historical perspective, it is seen that every social structure has some basic problems. Among these problems, how that society will continue to exist from the past to the future has emerged as a fundamental and vital problem. Every social structure first asks, “What kind of person do we want?” seeks an answer to the question. This answer determines the horizon lines of the border points that the future and development line of that society will reach. The philosophy of education is the name of the most basic intellectual activity that speculates about the border point that the future of a society will reach and discusses the nature of this border point and guides to construct a clear vision for the future. Philosophy of education, as a philosophical action, is at the center of all educational decisions. So much so that, while the philosophy of education guides the determination of high policies in the ministry of education as an abstract structure, in the classroom of a small village school it becomes flesh and bone with the curriculum, teaching methodology and teacher. The philosophy of education is right next to the teacher with all its majesty in all of the time a teacher spends at school and in every action related to education outside of school. However, teachers and school administrators do not have much time to spare for philosophical thought in a busy working day, which is often spent with the speed, bustle and hustle and bustle of daily life. However, every conversation about the students in the teachers' room, every decision taken in the principal's room, every idea put forward in the branch meetings shows that the education philosophy is alive in the school.
This is the main purpose of this book! This book aims to find an answer to the question of what the philosophy of education is, what kind of structure it consists of, and which schools are formed by differentiating the answers to the basic problems. It contributes to the development of a perspective in the reader as to why these schools emerged while meeting with many different traditions, from the most rooted schools of thought of the philosophy of education to the schools of thought we call modern. The main audience of this study, which is designed in a way that anyone who thinks about education can benefit, naturally consists of teachers and education faculty students. Texts on philosophy are often described as difficult. This is perhaps due to the rather complex nature of the topics covered. While discussing the subjects in this work, a plain expression was preferred as much as possible and the subjects were handled very clearly with the examples given. With this aspect, the work can be used as a basic text for the philosophy of education courses in the education faculties program, and can also be read as a basic introductory text for anyone interested in this field.

İsmail Doğan This book is the product of many years of experience and knowledge devoted to the "Social and Historical Foundations of Education". prof. Dr. In this work, İsmail Doğan brings together the theoretical and conceptual dimensions of the sociology of education with the educational and cultural realities of Turkish society. In addition to Western sociologists and theorists, Turkish intellectuals and thinkers who have opened an educational corridor to the problems of the country and society have an important place in the content of the book in proportion to their closeness and inclination to the sociological style and method. The contributions of Ali Suavi, Münif Pasha, Prince Sabahattin, Ziya Gökalp, İsmail Hakkı Baltacıoğlu, Mümtaz Turhan, Nurettin Topçu, Nusret Köymen and many Turkish intellectuals to the sociology of education are considered in this context.
From Ibn Khaldun to Emile Durkheim, from Max Weber to Paulo Freire, the story gives a universal perspective and experience to the academic problems of the sociology of education. The content that stands out in this framework, on the other hand, provides an objective journey to the traditional and current problems of the sociology of education.

Ayşe Tuğba Öner, Berna Karakoç, Beyza Aksu Dünya, Erkan H. Atalmış, Esen Turan Özpolat, Halil İbrahim Sarı, Hülya Yürekli, İbrahim Delen, İbrahim Yıldırım, Kevser Eryılmaz, Lokman Akbay, M. Fatih Karacabey, Mahmut Kalman, Mesut Yıldırım, Murat Doğan Şahin, Ragıp Terzi, Sedat Şen, Serkan Uçan, Sevilay Çırak Kurt, Tuncer Akbay Undoubtedly, it has been the scientific method that sheds the most light on human beings, who are in search of understanding nature and discovering the unknown, in this process. The scientific method has gone through different phases throughout history; It has taken many years for a scientific research process on which scientists have agreed to become clear. In this process, science was influenced by different philosophies and different approaches emerged. Although the positivist perspective of science and social sciences is common, post-positivist, social constructivist and pragmatist perspectives in social sciences are also accepted as a scientific approach. Educational sciences under the umbrella of social sciences also follow the methodology in social sciences. Educational scientists need to have a command of scientific methodology as well as their own field. The books to be published in this field are important in terms of meeting the needs of educational researchers. The "Research Methods in Education" book prepared in this context is a scientific research methods book enriched with examples and details in the field of education.
This book can be used as an undergraduate and graduate course book in Education Faculties and Institutes. Considering the scope and content of the book, it will be seen that it can be used as a textbook as well as an academic resource as a guide for education researchers. While the research methods books in the literature tend to focus on a single approach, each approach has been tried to be given in detail in this book.
The first part of the book covers the foundations of scientific research, ways of knowing, paradigms that guide scientific research processes, scientific research process and ethical rules. In the second part, the definition of the research problem and the literature review, sampling and sampling methods are discussed. In the third part of the book, research methods are presented in detail and each method is supported by an example from the field of education. In the fourth and fifth sections, respectively, data collection and analysis techniques are mentioned. In the last part of the book, the reporting of scientific research is presented in detail.

Metin Özkan, Yeşim Özer Özkan, Şule Betül Tosuntaş, Nuray Yıldırım, Zehra Keser Özmantar, Metin Özkan, Yeşim Özer Özkan, Ramazan Cansoy, Muhammet Emin Türkoğlu, Selahattin Turan, Yeşim Özer Özkan, Sabiha Dulay, Elif Aydoğdu Research Methods in Education is a bedside resource that provides information on the patterning of scientific research, data collection, analysis and reporting. In the first part of the book; “Why do we need research?” The answer to the question was sought, and it was emphasized how a prospective teacher or educational scientist should be a researcher. In the second part; The planning processes of educational researches were discussed in all aspects, and these processes were supported with examples. In the third part; “Where should I start the research?” It was tried to answer the question, literature review, ways and methods of accessing primary sources, major databases, journals and internet resources of the field of educational sciences. In the fourth chapter; The problem, problem selection and writing processes, which are the first steps of the research, are explained in detail. In the fifth section; common research types in educational research; In the sixth chapter, the ways and methods about whom and where to apply to solve the problem in educational research are discussed. In the seventh chapter, the methods of obtaining the data needed for the solution of the data; in the eighth chapter, techniques for analyzing data; In the ninth chapter, the issues of checking the accuracy and credibility of the results are discussed in detail. The tenth chapter of this book deals with the subject of “teacher as an action researcher” in detail, which we think is very important for teachers and teacher candidates. In the eleventh and last chapter of this book, ethnography research and processes in education are explained.

Ayşe Hicret Güdük, Ceylan Özbek Ayaz, Çiğdem Şahin Çakır, Duriye Esra Angın, Eda Erdaş Kartal, Elif Buldu, Elif Çelebi Öncü, Erdal Bay, Erdinç Öcal, Gonca Uludağ, Güzin Özyılmaz Akamca, Hacer Tekerci, Hasan Er, Hülya Tokuç, İnanç Eti, Mehmet Başaran, Merve Canbeldek, Murat Bartan, N. Bilge Koçak Tümer, Nefise Semra Erkan, Özge Özkan Kılıç, Özlem Yurt, Sara Kefi Do you remember what you were curious about when you were a little kid? Where the sun goes at night, how a spider weaves its web, how birds can fly, how our eyes can see, how ships can swim without sinking, how snow is formed, why our shadow is sometimes too long and sometimes too short… Children wonder about all these and much more. . Every experience to seek answers to the questions created by their curiosity is a science-related experience. Because science is life itself.
Curiosity, desire to explore and explore… A child's desire to learn about the world he was born into, the objects around him, matter, people, nature and many other things brings him together with concepts and subjects related to science. Therefore, the need to include science education in early childhood is an important fact. Based on this fact, this book, prepared by academicians who are experts in their fields, includes scientific information on "science education in early childhood", examples of activities, suggestions for teachers and parents, examples from practices in the world and in our country, and various resource suggestions that can be used. Topics covered in the book are:
• Science Education and Its Importance in Early Childhood Period
• Understanding the Nature of Science in Early Childhood
• Interaction of Science with Mathematics, Art, Literature, Literacy, History, Creativity, Technology and Play
• Acquisition of Science Concepts in Early Childhood Period
• Scientific Process Skills
• Use of Thinking Routines in Early Childhood Science Education
• Methods and Techniques in Early Childhood Science Education
• Project Based Approach and Project Examples in Early Childhood Science Education
• Drama in Early Childhood Science Education
• STEM Approach in Early Childhood Science Education
• Coding, Robotic and Computational Thinking in Early Childhood
• The Importance of Making Scientific Explanations in Science Education and Various Subjects
• Planning, Implementation and Evaluation Processes of Science Activities in Early Childhood Education
• The Role of the Teacher in Early Childhood Science Education
• The Role of Parents in Early Childhood Science Education
• The Place of Science Education in Early Childhood Education Approaches
• Early Childhood Science Education Programs
• Environmental Education in Early Childhood Period
• Geography Education in Early Childhood Period
• “Science” with Stories
• “Science Activities” with the Experiences of a Preschool Teacher.
We hope that the book will contribute to valuable researchers working in the field of early childhood education, valuable teachers and teacher candidates, dear parents and all our readers who are interested in the subject, especially our beloved children in early childhood.

Aylin Sop, Aylin Sözer Çapan, Banu Aktaş, Binnur Yıldırım Hacıibrahimoğlu, Feride Gök Çolak, Gonca Uludağ, Hülya Tokuç, Mehmet Mart, Menekşe Boz, Meryem Çelik, Oğuz Serdar Kesicioğlu, Perihan Tuğba Şeker, Türker Sezer, Yıldız Güven, Zeynep Topcu Bilir Early childhood is referred to as the magical years of life. Mathematics is one of the remarkable subjects in this period when a child is eager and curious to learn all the information about the world. So what is math? What does math do? Is math difficult? Can't math be learned or taught? What does mathematics education in early childhood mean? Is it possible to raise children who love mathematics and are at peace with mathematics? What can be done about it? In this book, which was prepared by considering the answers to all these questions, it is aimed to reveal the theoretical knowledge about "mathematics education in early childhood" and the reflections of the theoretical knowledge in practice. The following topics are discussed in this publication, which is a scientific book prepared by field expert authors who carry out graduate and/or doctoral thesis studies in the field of early childhood mathematics education and have academic studies and/or practical experience on this subject:
• What is Mathematics?
• Mathematics Education in Early Childhood Period
• Development of Mathematics Concepts in Early Childhood Period
• Early Childhood Mathematics Skills
• Count, Count, Operation
• Measuring
• Data Analysis, Graphing and Probability
• Geometry, Spatial Thinking and Shape
• Learning Mathematics in Early Childhood
• Mathematics Programs in Early Childhood Education
• Child Recognition and Evaluation in Early Childhood Mathematics Education
• The Role of Family and Teacher in Early Childhood Mathematics Education
• Event Examples
We hope that the book will contribute to researchers working in the field of early childhood education, especially to children in early childhood, to teachers, teacher candidates, parents and all readers.

Berna Sicim Sevim, Burcu Çabuk, Eda Çizioğlu, Emine Hande Aydos, Emine Yılmaz Bolat, Esma Dumanlı Kadızade, Firdevs Burçak, Oğuzcan Çığ, Ömer Dilek, Simge Yılmaz Uysal, Sümeyra Büşra Eroğlu, Şenil Ünlü, Şule Alıcı, Tuna Coşkun Tuncay “…This book shows how children's early exposure to nature provides fertile ground for the training of the heart and spirit as well as the mind.”
Dr. Louise Chawla

“…Developing a shared understanding of Forest School practices and cultural structure (ethos) will reassure teachers and help parents understand that their children will enjoy learning through play at Forest School.”
Dr. Frances Harris

“…This book covers important topics that will increase readers' knowledge of practice and theory by focusing on the underlying theories and philosophy of the Forest School and how this approach can contribute to holistic child development.”
Dr. Liz O'Brien

“…The Forest School in the UK is a model assumed to have evolved by those of us lucky enough to be there, building on and discussing the collective background knowledge and experience and cultural contexts we come from, and continues to be shaped and developed by practitioners today.”
Dr. Sarah Knight

“...This book is a handbook that aims to increase the theoretical and practical knowledge of individuals' learning in nature and the approach known worldwide as the Forest School. I think all educators, researchers, parents and people interested in learning in nature with children, learning with nature and learning through nature will find something valuable in this handbook.”
Dr. Mark Leather

“...Children will be our future; they will be the policy makers, the parents, the people who make the decisions that will affect the world we live in. The authors of this book are committed to allowing our children the opportunity to grow and develop and become the best people they can be.”
Sarah Blackwell

Ayşe Bilge Selçuk, Burcu Gündüz Maşalacı, Cansu Serttaş Franzini, Dilan Bayındır, Dilek Acer Çakar, Ebru Aktan Acar, Ebru Ersay, Eda Yazgın, Fatma Yalçın, Feyza Tantekin Erden, Mine Göl Güven, Nalan Babür, Selçuk Şirin, Selda Aras, Selin Kitiş, Şükran Evirgen, Tülin Güler Yıldız, Yavuz Samur, Zeynep B. Erdiller Yatmaz In this book, we set out to bring you comprehensive, up-to-date and scientific information about early childhood education and to bring a contemporary perspective to today's early childhood education practices. Early childhood education, which is the subject of our book, has been prepared for publication with the valuable contributions of competent and successful lecturers and educators from different universities and NGOs in the light of current literature and academic information. The authors, in our book; The importance of early childhood education, its philosophical foundations, early childhood education in the world and in Turkey with a historical flow, early childhood policies, types of institutions, regulations, personnel, teacher qualification and teacher training, early childhood education programs, learning environments, family participation and school - family-society cooperation, documentation and assessment, early childhood development, temperament, parenting and psychological development, special education in early childhood, primary school readiness, early childhood education curriculum models that shape the 20th century, and technology in early childhood.
Our Introduction to Early Childhood Education book is primarily dedicated to our teacher candidates, all educators who care about early childhood education and touch the child, child development specialists, psychological counselors and guidance teachers, special education teachers, parents, in short, all segments of society, but most importantly, to our children, to whom we will entrust our future. making a contribution; We hope that education will be our most important agenda not only today but also "every day" by creating a climate where young generations can create value in their own country and offer a wealth of ideas, focusing on keeping values ​​based on science, freedom of thought and consensus on the path drawn by our great leader Mustafa Kemal ATATÜRK.

Atilla Batur, Muvaffak Eflatun, Ömer Özkan, Ümran Ay, Yavuz Bayram This book focuses on revealing the development of the old Turkish literature tradition from the foundation period to the maturity period, with sample texts. For this purpose, in addition to the historical process related to old Turkish literature, sample texts that will represent this process are also included. Parts related to the historical process; Assoc. Dr. Muvaffak Eflatun, Prof. Dr. Atilla Batur and Prof. Dr. Prepared by Omer Ozkan. The commentaries of the sample texts are provided by Assoc. Dr. Umran Ay, Prof. Dr. Yavuz Bayram and Prof. Dr. Made by Omer Ozkan.
While preparing the book, care was taken not to drown the reader in the confusion of the historical process and not to get lost in the seemingly incomprehensible world of old Turkish literature texts. For this purpose, a simple content, an understandable style and an observable method were preferred. This book, which presents the period from the foundation of the old Turkish literature to the maturation process, without rushing into quantity and exaggerating academic evaluations, has been presented to the attention of its readers.
The ghazals annotated in the book are given both in the old letters with their original alphabets and in the new letters. In addition, after each couplet, the meanings of words that are not widely known are given, then the couplet is translated into prose with today's Turkish, and finally, the commentary of the couplet is given.

Ahmet Yenikale, Gülcan Alıcı, Kaplan Üstüner, Lütfi Alıcı, Mustafa Erdoğan, Muvaffak Eflatun, Şevkiye Kazan Nas, Yavuz Bayram Eski Türk Edebiyatı II (16.Yüzyıl) kitabı; giriş ve metin şerhleri olmak üzere iki bölümden oluşmaktadır. “16. Yüzyıl Klasik Türk Edebiyatı” başlığını taşıyan girişte; incelenen yüzyıl hakkında hem tarih hem de edebiyat tarihi bilgisi verilmiştir. Yüzyılın önemli edebî şahsiyetleri (Fuzûlî, Bâkî, Hayâlî Bey, Zâtî, Yahyâ Bey, Muhibbî, Edirneli Nazmî, Nev'î, Lâmiî, Bağdatlı Rûhî) ve bunları edebî açıdan temsil eden metinler, kitabın ikinci kısmında yer almıştır. Bu bölümde öncelikle, ele alınan şahsiyetlerin hayatı, edebî kişiliği ve eserleri hakkında bilgi verilmiş; daha sonra seçilen metinler eski Türk edebiyatı geleneği çerçevesinde şerh edilmiştir. Metin şerhinden sonra her bölüme aynı şahsiyete ait iki örnek şiir ile seçme beyitler de ilave edilmiştir. Şerhi yapılan şiirler, hem özgün alfabeleriyle eski harfli olarak hem de yeni harfli olarak verilmiştir. Böylelikle metnin eski harfli olarak okunması imkânı da sağlanmıştır. Şiirler şerh edilirken her beyitten sonra yaygın olarak bilinemeyeceği düşünülen kelimelerin anlamları verilmiş, ardından beytin günümüz Türkçesiyle düzyazıya dil içi aktarımı yapılmış ve nihayet beytin şerhine yer verilmiştir. Kitap bu muhtevasıyla eski Türk edebiyatı alanında kaynak ve model olabilecek mahiyettedir.

Abdullah Aydın, Ahmet Mermer, Ahmet Serdar Erkan, Atilla Batur, İsrafil Babacan, Lokman Turan, Muvaffak Eflatun, Neslihan Koç Keskin, Ömer Özkan, Şevkiye Kazan Nas Old Turkish Literature III (17th Century) book; It consists of two parts, the introduction and the text annotations. “17. In the entry titled “An Overview of the Historical, Political and Literary Image of the 19th Century Ottoman State”; Both history and literary history information were given about the examined century. The important literary figures of the century and the texts representing them in terms of literature are included in the second part of the book. Here, first of all, information about the life, literary personality and works of the person discussed is given, and then the annotations of the selected texts are given. The annotated texts are also given in their original alphabets, that is, in old letters, in order to be able to determine the original text correctly and to present a sample Ottoman Turkish text. Next to the old letter text, the new letter text is also given, thus providing a comparison opportunity between the two texts. While the annotation is being made, the meanings of the words that are thought to be not widely known are given after each couplet, then the couplet is translated into prose with today's Turkish and finally the commentary of the couplet is given. An index of personal names is also included at the end of the book.

Recep Tayfun A person who can communicate with the other end of the world and is instantly aware of what is happening finds it natural that he does not know his neighbor living in the same building. In today's world, where a new technology is put into the service of humanity every day, such negativities show that the role of effective communication is more and more important than ever before.
The narratives, far from claiming to be the last word or to form definitive judgments, aim to help each person discover the essence of communication and especially body language. The slightest contribution to have a positive and different perspective in your communication with the people around you will ensure that the work achieves its purpose.

Bekir Kürşat Doruk, Cahit Aytekin, Fatih Karakuş, Gülşah Batdal Karaduman, İbrahim Çetin, İlknur Özpınar, Mehmet Filiz, Melike Tural Sönmez, Muhammet Arıcan, Oğuz Köklü, Serdal Baltacı, Suphi Önder Bütüner, Şahin Danişman, Tuba Gökçek Probability and Statistics teaching aims to develop data collection tools for students to analyze real-life problems, to acquire data, to visualize these collected data or to interpret them through various calculations. When the studies are examined, it is seen that both students and teachers experience various difficulties in the teaching and learning of probability and statistics. The reasons for these difficulties are that most of the students try to memorize the formula instead of understanding the subject, cannot understand the question and cannot use appropriate teaching materials. This work, which was prepared to establish a solid bridge between theory and practice in the teaching of probability and statistics, The First Step to Data Science: Teaching Probability and Statistics, Basic Concepts and Teaching Related to Probability, Use of Simulation in Teaching Probability, Teaching Probability Distributions, Statistical Problem Solving Process: Research Question It consists of 9 main sections under the headings of Creating, Data Collection, Organizing and Analyzing, Distribution Concept and Teaching Frequency Distributions, Teaching Central Tendency Measures, Teaching Central Dispersion (Change) Measures, Difficulties Experienced by Students, Causes and Solution Suggestions.
Each of the sections in the work; It has been written by academics who are experts in their fields and continue their academic studies in different universities in Turkey. We hope that the prepared work will be beneficial to academicians, teachers, students studying in undergraduate and graduate programs with its rich content and application examples and will contribute to the field of mathematics education.

Fatma Kimsesiz This book serves as a guide for English teachers who teach at the pre-school and primary school levels, for preservice teachers who will teach English to young learners after graduation, and for bilingual parents who want to review pedagogical sources and practical samples, particularly for following an effective route in teaching English to young learners. The book introduces key concepts through definitions, explanations, and theoretical information with implementable and accessible activities and samples that can broaden the limits of classroom learning. Literally, the book presents general information about theoretical considerations relevant to the nature of language, syllabus design for English lessons and commonly used methods in teaching English to young learners with practical samples. Plus, techniques, principles, and materials needed to develop language skills in foreign language teaching and to improve vocabulary are focused. Exploring how to teach grammar in a comprehensible and remarkable way, classroom management, assessment techniques and the relationship between the language and culture in teaching English to young learners are also addressed. Last but not least, the book aims to encourage language teachers to consider interesting ways to make their classroom more colourful when teaching English as a foreign language to young learners.

Süleyman Hayri Bolay Dictionary of Philosophy Doctrines and Terms, mainly to prevent conceptual anarchy; in order to fill a large gap in the philosophy dictionary in the market, to arouse interest in philosophical issues, to warn especially young people against the bad and destructive effects and suggestions of negative currents, to show them the roots of these currents, to facilitate and give clues to those who are in the field of philosophy in the research they want to do. has been written. This dictionary; In addition to being a helpful book especially for philosophy teachers, students, and those who are closely or distantly interested in philosophy, it introduces readers from all fields to certain philosophical doctrines.

Özge Özdemir This book consists of lesson plans developed for the implementation of the Philosophy for Children (P4C) method.
It has been prepared based on the needs of teachers who want to practice with their students in their classrooms. It can also be used by Philosophy for Children practitioners and parents.
Lesson plans include philosophical inquiries into the topics in primary school Life Studies and Social Studies courses. Eighteen lesson plans, in which picture books are used as stimuli, cover not only the subjects and achievements in the curriculum of these lessons, but also basic skills and values.
Dr. Özge Özdemir carries out academic studies in the field of philosophy. Philosophy for Children is her specialty.
He wrote the lesson plans in this book after hundreds of hours of work with children, students and teachers.

Bayram Ali Çetinkaya Among the many definitions of man, perhaps the most accepted definition is the one made by Aristotle. Aristotle, who defines man as a 'thinking creature', begins his Metaphysics with the sentence "Man naturally wants to know". If this is true, that is, if 'wanting to know' is man's most natural activity, the history of humanity is, in a way, the history of thought. And therefore, all sciences should be considered as projections of philosophy in other dimensions of existence.
This approach brings with it the fact that no matter what discipline one works in, one should have an idea about the history of thought.
The main motivation of this study is the acceptance that the history of philosophy is a field that will nourish and strengthen all fields of study.

Ahmet Cevizci Introduction to Philosophy is written for those seeking an introduction to philosophy as a discipline and intellectual activity. The work aims to make this introduction by introducing philosophy itself, its basic concepts, trends and subjects, and ways of thinking and reasoning specific to philosophy. In the work, which consists of eight chapters, after a first chapter that aims to establish an acquaintance with philosophy, issues related to epistemology, philosophy of science, philosophy of being, ethics, political philosophy, philosophy of religion and philosophy of art are included.
Introduction to Philosophy appeals to all those who want to meet philosophy and want to include philosophy, which we can define as "thinking on big questions in an argumentative and questioning way", into their lives in some way. Written for future teacher candidates. The most important feature of the work is that it deals with the subjects of philosophy with a constructivist approach, that is, the book, Introduction to Philosophy, has been created by using diagrams and visual materials in a way that will enable the student to think about philosophical questions and problems and make the necessary inquiries, instead of conveying ready-made information about the subjects and problems of philosophy.

Murat Arıcı, Pakize Arıkan Sandıkcıoğlu, Selma Aydın Bayram, Levent Bayraktar, Ahmet Eyim, Cem Kamözüt, Yurdagül Kılınç Adanalı, Deniz Kundakçı, Remzi Onur Kükürt, Ercan Salgar, Zikri Yavuz, Aziz F. Zambak This work is the product of a long-term, meticulous and detailed study. It aimed to be different from its counterparts in Turkish philosophy literature in many aspects. With a total of fourteen chapters written by twelve authors, it encompasses almost all of the main problems in different fields of philosophy. The work not only deals with the problems in their context within the history of philosophy, but also interprets them from a contemporary perspective. There are three features that make the work stand out and make it exceptional:
First, it focuses on the very philosophical problems it deals with it examines the problems with an argumentative and dialectical method: First, it presents the reasoning that reveals the problems, then the views and theories for the solution of the problems, then the reasons and arguments that support these views and theories, and then the counter-arguments against the views and theories under the heading of criticism. Thus, the work does not describe a sub-field of philosophy with the views of philosophers, but actively follows the traces of the problems that built that field and brings it to the present day.
Secondly, we can say that this work has not received any share from the sad fate of the content and method disorganization of the edition books. Although the fourteen chapters were written by twelve different authors, the content of all chapters; has the same logical organization, parallel flow of thought, similar subject handling, and equivalent use of concepts and terms. The work has both the collective richness produced by twelve different minds and a systematic integrity as if produced by a single mind.
Third, as far as we know, the visual richness of this work has no analogues in the related philosophical literature. This work in your hand presents nearly three hundred images with a philosophical content that is both informative and questioning by associating them with the subject.

Ahmet Tekbıyık, Aykut Emre Bozdoğan, Bayram Coştu, Behzat Bektaşlı, Betül Demirdöğen, Duygu Sönmez, Engin Karahan, Evrim Ural, Ferah Özer, Gökçe Top, Gökhan Kaya, Gültekin Çakmakcı, Gülten Şendur, Metin Şardağ, Murat Sağlam, Mustafa Ürey, Nihal Doğan, Orhan Ercan, S. Nihal Yeşiloğlu, Sedat Uçar, Sedef Canbazoğlu Bilici, Sıddık Doğruluk, Süleyman Yaman, Şengül Atasoy, Tuğba Ecevit, Yalcin Yalaki Our current situation in international assessments, the change in student interests and needs, the search for alternative learning approaches to gain the life skills expected from individuals in society; The reasons such as the fact that our country can compete with other countries in the economic and technological field have brought along important updates in the curriculum in the field of science. In addition, it is seen that a STEM education approach that aims to apply creative solutions to solve integrated and daily life problems in the fields of Science, Technology, Engineering and Mathematics (STEM) has become widespread especially in developed countries. This work, which emerged with the need for alternative publications that can guide both in-service and pre-service teachers in order to increase the opportunities for reflecting these developments in learning environments; It has been prepared by academicians, educators and teachers who are experts in their fields working in various universities in Turkey. In the book; By adopting the understanding of turning from theory to practice, from practice to product, the readers are asked, “How should an effective Science Teaching and STEM education be?” It is aimed to answer the question and present more.

Rahmi Köseoğlu, Fevzi Köksal Optics and Photonics book examines lenses, mirrors, telescopes, interference, diffraction, polarization, which are the basis of Science and Engineering, and the innovations brought by these events and their use in technology. It also explains the phenomena of optical wires (fiberoptics), photoconductivity, lasers, holography, photovoltaicity and photoelasticity in plain language. The uses of events in Science, Engineering, Medicine and Biology are indicated. Examples of exercises with solutions in each topic of the book and the solutions of the chapter exercises are given at the end of the book. The book covers all topics in short at undergraduate level, slightly above the level of optics studied in basic physics.

Ahmet Tekbıyık, Aysun Öztuna Kaplan, Elif Atabek Yiğit, Harun Çelik, Tezcan Kartal, Salih Değirmenci, Hüseyin Küçüközer, Mustafa Yılmazlar, Orhan Karamustafaoğlu, Uğur Sarı This work, which was created as a result of the careful and devoted work of faculty members working in different universities and experts in their fields, is in accordance with the course definition of Physics 3 course in the Science Teaching programs of the Faculty of Education, Department of Mathematics and Science Education, created by the Council of Higher Education (YÖK). has been prepared. In the content of this work, the sections "Common Misconceptions About Temperature and Heat, Thermodynamics, Optics, Waves, Alternating Current (AC) Circuits, Atom and Atom Models, Relativity, Light Theories, Physics-3 Experiments and Physics-3" sections are included respectively.
While preparing the work, the most emphasized part was to make the subjects that are difficult to understand by the students understandable and to have plenty of examples about them. At the end of the chapter, various types of evaluation questions were asked and it was thought that the students would control themselves. With the hope that the book will be useful to the instructors and students who will teach on related subjects...

Ethem Gelir, Mitat Koz, Gülfem Ersöz In this book; the organs and organ systems that make up the human body, how the organism functions in its integrity, and how the functional organization of our body takes place are explained in a simple level.
Firstly; in the structural and functional organization part of the human body, it is explained how the basic elements that exist in nature come together to form first chemical compounds, then cells, tissues, organs, systems and finally the whole of the organism and how they work in harmony by completing each other.
In the next parts of the book, cells, which are the functional unit of the organism, respectively; blood, which has basic functions such as transport, protection and regulation; nervous system with functions such as rapid control, coordination and learning-memory between systems; muscular system that elicits movements; the heart and circulatory system, which ensures that blood circulates throughout the body; the respiratory system that provides oxygen, which is the most basic requirement of life; digestive system, which allows energy sources and metabolic building blocks to enter the body; excretory system that allows the wastes formed in the body to be excreted through urine; the sensory system that ensures harmony with our environment through communication; endocrine system, which provides long-term and permanent coordination between systems; the reproductive system that maintains the species; nutrition, metabolism and thermoregulation events are explained separately in each section with the support of some anatomy knowledge.

İrfan Erdoğan, Çare Sertelin Mercan, Ayşegül Kılıçaslan Çelikkol, Cengiz Poyraz, Tamer Ergin, Hatice Ergin, İlkay Demir, S. Armağan Yıldız, Esra İşmen Gazioğlu Developmental Psychology; it is a branch of science that examines the characteristics of an individual in various life periods. Developmental psychology, which is based on basic scientific principles and methods; examines the physical, cognitive, emotional and psycho-social changes that an individual experiences throughout his or her life.
In this work; after explaining the theories and research methods in developmental psychology and the basic concepts of development, areas such as physical development, cognitive development, emotional development, self, identity and personality, and moral development are given in order; afterwards, family and school, which affect development, were considered as a system and also the developmental characteristics of children with different individual development were also examined. This book, in which the development is discussed and explained in detail and comprehensively, will be one of the main reference sources to be used in the field.

Aliye Uslu Üstten This book is a study that evaluates the developmental characteristics of young people and the concept of youth literature together and aims to fill the gap in this field. At the same time, it is a source for drawing attention to the existence of youth literature, which has been between children's and adult literature for many years, and for the development of this field.

With this study, the cognitive, social and psychological development of young people; The effect of emotions, thoughts and dreams in determining the characteristics of youth literature works has been revealed in the light of scientific developments.