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  • Founded in 2016
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INSTRUCTIONAL TECHNOLOGIES In this book, beyond the basic concepts and theoretical contents, it is not limited to traditional materials, tools and areas of use, but also includes sections where learners and teachers in the 21st century can enrich their teaching environment with up-to-date technologies. -FATİH project, EBA, interactive whiteboards, -Using social media and web tools in education, -Gamification, -Online learning environments, -Augmented and virtual reality applications, -Presentation preparation tools (Powerpoint, Prezi etc.), -Animation, simulation and the use of video, -E-evaluation tools (Kahoot, Plickers etc.), -List of the most up-to-date web tools and websites. Who is this book for? -I cannot find an up-to-date book on Instructional Technologies and Materials! - I do not know how to benefit from applications like Virtual reality, augmented reality, gamification, etc! -I want to improve my own material! -I'm having a hard time finding suitable material for my course! -I cannot support my lesson with current technologies! -I cannot get the attention and stimulate the interests of my students! - I want to raise students with high digital competence! This was prepared with great care and effort for our teachers who have worries for these subjects. Hoping to contribute to our educational world ...
DESIGN PRACTICES BASED ON UNDERSTANDING(UbD) In the teaching process, two basic false beliefs appear as important obstacles to understanding. One of them is that success in central exams is seen as an indicator of effective teaching and therefore, achieving success in central exams is a goal in teaching. Another false belief is that the purpose of teaching is to gain content. This situation causes teachers to aim to convey the content, make an effort to catch the curriculum and measure the content knowledge. However, permanent learning of the student is possible only by understanding and it is a multi-dimensional concept beyond knowing. Understanding Based Design (UbD) provides meaningful learning by incorporating all dimensions of understanding, aiming to develop students' 21st century skills, supporting their individual differences, revealing their performance, and providing students with the opportunity to transfer information to real life. This book is a guide for teachers, academics and graduate students who want to make an UbD. It is an original book in the field of instructional design in terms of covering the applications within the context of the 5th Grade Social Studies Course alongside the theoretical information about UbD. The book includes the UbD design examples of the 5th Grade Social Studies Lesson units as well as the application results of the designs in İzmir and Kahramanmaraş. In this way, it is thought that the book will guide not only Social Studies teachers, but also educators who want to design UbD and make the teaching process qualified and facilitating.
CLASSROOM MANAGEMENT Dear teacher candidates, it is aimed to raise individuals who will ensure the continuity of societies with educational activities. For this purpose, teachers are expected to achieve their educational and instructional goals at the highest possible level. At this stage, let's consider a class. For example, a classroom with 30 students. In fact, when we say 30 students, we are talking about 30 different worlds that come from 30 different social environments and families with 30 different socio-economic levels, 30 different cultures, 30 different mental development levels, 30 different communication skills. The duty of the teacher is to be the sun on these worlds; enlightening the classroom full of differences with the light of education and training, and managing the class like a conductor. Well, in a classroom where there are so many differences, how and with what abilities can the teacher do what is expected of him alone, simply? In this book, answers were sought for these and many similar questions, it was aimed to make in-depth analysis with case studies, and the level of learning was tried to be determined at the end of each chapter with end-of-chapter evaluation questions.
NOKAY ECEGE Superintendent Koray, a former National Security Service employee, wakes up with a terrible dream. The phone ringing is the harbinger of a murder. This murder will drag him into the past. Old showdowns, diverted games, revenge, greed, hatred and arrogance. In addition, the sphere of Zulkarneyn, which gives the power to rule the world, will be the main purpose in these murder games. A never-ending tension, an adventure that will push the limits of the mind ...
JUDEO-KHAZAR CORRESPONDENCES IN THE LIGHT OF ORIGINAL DOCUMENTS The book "Judeo-Khazar Correspondence in the Light of Original Documents" contains invaluable critical reviews that Kokovtsov made to manuscripts. The book in your hand which makes strong references to disciplines such as history, geography, language, literature, philology, etymology, and theology; offers new opportunities to field researchers. ?WHY HAZARS?? Is it so interesting in Turkish history that only the Khazars accept a different religion than others? You ask me in your letter which nation and which lineage I come from. I declare to you that I am one of the sons of Japheth, a descendant of Togarma. I found information in the genealogy books of my ancestors that Togarma had ten sons. Their names are as follows: Aviyor, Turis, Avaz, Uguz, Biz-l, T-r-n-a, Hazar, Yanu, B-l-g-r, Savir. I come from the sons of the seventh son - Hazar.? (From the response letter of Hazar Khan Yusuf-Extended version p.103) *** 'Then I herded particularly the troubled ones of the cut herd. I took two wands; I named one "Grace" and the other "Unity". So I started to herd. In one month I got rid of three shepherds. Because I was tired of the herd, and the herd was disgusted with me. / To the herd, I said '' I will not herd you anymore. Let you die or be slaughtered, and the rest of you eat each other's flesh. Then I took my wand called `` Grace '' and broke it to break the treaty I had made with all nations. Thus, the treaty was broken that day. The troubled flock watching me realized that the Lord's word was fulfilled. (Torah; Zechariah 11: 7-11.) P.61
TURKISH LANGUAGE WITH QUESTIONS The Turkish Language book with questions aims to be useful for undergraduate, graduate and doctoral students and researchers who will work in this field, based on the concept of Turkish language, and has tried to convey the controversial issues in the field with the opinions of the scientists who write on those topics. While doing these, the reference sources for the related questions are given in the book as a reference. No comments or discussions were made regarding the answers to the questions in the book. Moreover, the book does not aim to solve any problem in terms of content. The book only aims to meet the needs of those working in the field of Turcology through a book. The content of our book Turkish Language with Questions; Kokturk, Uygur, Karahan Turkish, Harezm Turkish, Kipchak Turkish and Chagatai Turkish, Old Anatolian Turkish, Ottoman era Turkish, Turkey Turkish Phonetics, Morphology, Syntax, Semantic Information, Lexicology, Teaching Turkish as a Foreign Language, Turkey Turkish Dialects and the concept of language.