Sınıf öğretmenlerinin türkçe dersi metin işleme sürecine ilişkin bilgi düzeylerinin değerlendirilmesi
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Tarih
2010
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info:eu-repo/semantics/openAccess
Özet
2005 yılında yenilenen Türkçe Dersi (1-5. Sınıflar) Öğretim Programı Türkçe dersleri için önemli değişiklikler getirmiştir. Bu araştırmanın amacı, Türkçe Dersi (1-5. Sınıflar) Öğretim Programı’nda öngörülen metin işleme sürecine ilişkin öğretmenlerin bilgi düzeylerini değerlendirmektir. Araştırmada metin işleme sürecine ilişkin bilgi düzeylerini belirlemek üzere 268 sınıf öğretmenine bilgi testi uygulanmıştır. Tamamı araştırmacı tarafından geliştirilen veri toplama araçlarının kapsam ve görünüş geçerliğini sağlamak üzere belirtke tablosu oluşturulmuş ve uzman görüşü alınmıştır. Testin güvenirlik (Cronbach Alfa) katsayısı..75 olarak bulunmuştur. Elde edilen nicel verilerin çözümlenmesinde betimsel istatistik teknikleri (frekans, yüzde, ortalama, standart sapma) ve ilişkisiz örneklemler t testi, tek yönlü varyans analizi kullanılmıştır. Araştırmada öğretmenlerin bilgi testinde metin işleme sürecinin aşamalarına ilişkin başarı düzeyleri şu şekildedir. Hazırlık (% 56.1), Anlama (% 36.2), Metin Aracılığıyla Öğrenme (% 40.6), Kendini İfade Etme (% 45.8), Ölçme ve Değerlendirme (% 54.1). Öğretmenlerin metin işleme sürecinin tamamına ilişkin başarı ortalaması ise % 46.6’dır. Öğretmenlerin metin işleme süreciyle ilgili bilgi düzeylerine ilişkin analizlerde bayan öğretmenlerin erkeklere, kıdemi az olanların çok olanlara, programın tamamını inceleyenlerin incelemeyenlere göre daha başarılı oldukları belirlenmiştir.
Curriculum for Turkish language lessons as revised in 2005 (1st to 5th grade) and introduced important changes with respect to the Turkish language lessons. The aim of this study is to evaluate the knowledge levels of teachers regarding the process of teaching a text foreseen in the Curriculum for Turkish course (1st to 5th grades). As part of this study, a test was administered to 268 primary school teachers in order to find out their knowledge levels regarding the process of teaching a text. A table of specifications was drawn up and specialists were asked for their opinion to ensure content and face validity of the test were established by the researchers. Reliability co-efficient (Cronbach Alfa) was found as 0.75 in the knowledge test. The data driven through quantitative means were analyzed through descriptive statistics (frequency, percentage, mean, standard deviation), independent samples t test, and one-way ANOVA. The level of success of participant teachers in different stages of the process of teaching a text in the knowledge test were found as follows: preparation (56.1 %), comprehension (36.2 %), learning through texts (40.6 %), expressing oneself (45.8 %), assessment and evaluation (54.1 %).The average success level of the teachers regarding the whole process of teaching a text is 46.6 %. In the analysis of the knowledge levels about text working process of teachers; it was found that female teachers have been more successful than the male teachers; another point was that the teachers who were new in terms of seniority are more successful than the experienced teachers.
Curriculum for Turkish language lessons as revised in 2005 (1st to 5th grade) and introduced important changes with respect to the Turkish language lessons. The aim of this study is to evaluate the knowledge levels of teachers regarding the process of teaching a text foreseen in the Curriculum for Turkish course (1st to 5th grades). As part of this study, a test was administered to 268 primary school teachers in order to find out their knowledge levels regarding the process of teaching a text. A table of specifications was drawn up and specialists were asked for their opinion to ensure content and face validity of the test were established by the researchers. Reliability co-efficient (Cronbach Alfa) was found as 0.75 in the knowledge test. The data driven through quantitative means were analyzed through descriptive statistics (frequency, percentage, mean, standard deviation), independent samples t test, and one-way ANOVA. The level of success of participant teachers in different stages of the process of teaching a text in the knowledge test were found as follows: preparation (56.1 %), comprehension (36.2 %), learning through texts (40.6 %), expressing oneself (45.8 %), assessment and evaluation (54.1 %).The average success level of the teachers regarding the whole process of teaching a text is 46.6 %. In the analysis of the knowledge levels about text working process of teachers; it was found that female teachers have been more successful than the male teachers; another point was that the teachers who were new in terms of seniority are more successful than the experienced teachers.
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Türklük Bilimi Araştırmaları
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27
