Publication: Okul Öncesi Öğretmenlerinin Sohbet ve Hikaye Etkinliklerinde Kullandıkları Öğretim Yöntemlerinin İncelenmesi
Abstract
Bu araştırma, okul öncesi eğitimi öğretmenlerinin sohbet ve hikâye etkinliklerini uygularken kullanmayı tercih ettikleri yöntemlerin neler olduğunu belirlemek ve bu yöntemleri uygulamada kullanmalarına ilişkin sonuçları değerlendirmek amacıyla yapılmıştır. Araştırmanın örneklemini, İstanbul ilinin yedi ilçesinde tesadüfi örnekleme yöntemiyle seçilen, Millî Eğitim Bakanlığına bağlı resmî ve özel ilköğretim okullarında ve anaokullarında çalışan 100 okul öncesi öğretmeni oluşturmaktadır. Araştırmada veriler, kişisel bilgiler ve konu ile ilgili soruları içeren anket formu ile sohbet ve hikâye etkinlikleri için hazırlanan gözlem formları kullanılarak toplanmıştır. Anket formları öğretmenler tarafından, gözlem formları ise araştırmacı tarafından bizzat sohbet ve hikâye etkinlikleri gözlemlenerek doldurulmuştur. Verilerin değerlendirmesi sonucunda, okul türüne göre okul öncesi öğretmenlerinin sohbet ve hikâye etkinliklerini uygularken kullandıkları öğretim yöntemlerinin neler olduğu belirlenmiştir. İstatistiksel değerlendirmelerde öğretmenlerin kişisel bilgileri kısmında frekans ve yüzde kullanılmıştır. Resmî ve özel anaokullarında görev yapan öğretmenlerin görüşleri arasında bağımlılığın belirlenmesi için kay-kare (X2) testi uygulanmıştır. Ayrıca öğretmenlerden alınan bilgiler ile araştırmacının yaptığı gözlem sonuçları arasındaki korelasyona bakılmıştır. Elde edilen sonuçlara göre, okul türü değişkeni ile sohbet etkinliklerinde tartışma, gezi ve gözlem-deney yöntemleri, hikâye etkinliklerinde problem çözme, gezi örnek olay yöntemleri arasında bağımlılıklar söz konusudur.
This research was evaluated conversation and story reading and telling activities used by pre-school education teachers and determined the results related to these activities. A hundred pre-school education teachers, working in private and public primary schools and kindergartens in seven municipalities in Istanbul, participated in this study. A questionnaire composed of some demographic information, items related the research topic, and an observation form prepared for the conversation and story telling activities were used to collect the data. The questionnaire form was tilled out by the teachers but the observation forms were rated by the researchers, observing the teachers during the conversation and story telling activities. The teaching methods implemented during the story and conversation activities by the teachers were compared according to school types. Demographic information of the teachers was analyzed with frequencies and percentages. The opinions of the teachers working in the private and public kindergartens were compared and contrasted with chi-square. Also correlation values between the information gathered from teachers and the observation results of the researchers were computed. The results revealed that the discussion during conversation, traveling and observation-experiment methods, problem solving, and sample case methods during story telling changed according to school type. Also it was determined that role playing technique during conversation activities and the question-answer technique during story activities were implemented by the teachers according to both the researchers' observation and the teachers own reports. There is no relation between the teachers' expressions and the observers' opinions regarding the other techniques.
This research was evaluated conversation and story reading and telling activities used by pre-school education teachers and determined the results related to these activities. A hundred pre-school education teachers, working in private and public primary schools and kindergartens in seven municipalities in Istanbul, participated in this study. A questionnaire composed of some demographic information, items related the research topic, and an observation form prepared for the conversation and story telling activities were used to collect the data. The questionnaire form was tilled out by the teachers but the observation forms were rated by the researchers, observing the teachers during the conversation and story telling activities. The teaching methods implemented during the story and conversation activities by the teachers were compared according to school types. Demographic information of the teachers was analyzed with frequencies and percentages. The opinions of the teachers working in the private and public kindergartens were compared and contrasted with chi-square. Also correlation values between the information gathered from teachers and the observation results of the researchers were computed. The results revealed that the discussion during conversation, traveling and observation-experiment methods, problem solving, and sample case methods during story telling changed according to school type. Also it was determined that role playing technique during conversation activities and the question-answer technique during story activities were implemented by the teachers according to both the researchers' observation and the teachers own reports. There is no relation between the teachers' expressions and the observers' opinions regarding the other techniques.