Publication: İlköğretim ikinci kademe Türkçe dil bilgisi derslerinde kavram haritası tekniğinin öğrenci başarısına etkisi ve hatırlamaya etkisi
Abstract
İLKÖĞRETİM İKİNCİ KADEME DİL BİLGİSİ DERSLERİNDE KAVRAM HARİTASI TEKNİĞİNİN ÖĞRENCİ BAŞARISINA VE HATIRLAMAYA ETKİSİ Bu çalışma, ilköğretim ikinci kademe Türkçe dil bilgisi derslerinde kavram haritası tekniği kullanımının öğrenci başarısına etkisini belirlemek amacıyla yapılmıştır. Bu amaçla İstanbul ili Üsküdar ilçesinden biri özel diğeri devlet olmak üzere iki ilköğretim okulu seçilmiş, bu okulların yedinci sınıflarında bir deney grubu ve bir kontrol grubu oluşturulmuştur. Örneklemde toplam 95 öğrenci yer almaktadır. Araştırmada ‘ön test-son test kontrol gruplu deneme modeli’ kullanılmıştır. İlköğretim yedinci sınıf öğrencilerine ‘Kelime Türleri’ konusu deney grubunda kavram haritası tekniğiyle; kontrol grubunda geleneksel yöntemle işlenmiştir. Çalışmanın başında ve sonunda tüm gruplara bilgi testi, açık uçlu soru formu ve ‘Türkçe Dersi Tutum Ölçeği’ uygulanmıştır. Ayrıca deney grubu öğrencileriyle mülâkat yapılmış, deney grubunun bazı dersleri video kamerayla kaydedilmiştir. Türkçe Programındaki (2005) dil bilgisi öğretim alanına ait kazanımlara göre kavram haritaları çizilmiştir. Araştırmada nicel ve nitel yöntemler birlikte kullanılmıştır. Bilgi testi sonuçları nicel değerlendirme teknikleriyle; açık uçlu sorular, mülâkat ve video kamera kayıtları nitel değerlendirme teknikleriyle yorumlanmıştır. İstatistiksel değerlendirmelerde çapraz tablo (Crosstab) analizi yapılmış, frekans ve yüzde değerleri verilmiştir. Ayrıca Mann Whitney U testi ve Wilcoxon testi kullanılmıştır. Nitel değerlendirmelerde, açık uçlu sorular için içerik analizlerinden ‘frekans analizi’; video kamera kayıtları için ‘özetleyici nitel içerik analizi’; mülâkat kayıtları için ‘kategorisel içerik analizi’ uygulanmıştır. Araştırma sonuçlarına göre; •Kavram haritası, geleneksel yönteme göre Türkçe dil bilgisi öğretiminde başarıyı artırmaktadır. •Kavram haritalarıyla yapılan Türkçe dil bilgisi öğretimi, öğrencilerdeki kavram yanılgılarını azaltmıştır. •Kavram haritası tekniği, öğrencilerin derse güdülenmesine ve katılımın artmasına katkı sağlamaktadır. •Türkçe dil bilgisi öğretiminde kavram haritası kullanımı, öğrencilerin Türkçe dersine karşı tutumunu olumlu yönde etkilemiştir. •Özel ilköğretim okulu öğrencileri, devlet ilköğretim okulu öğrencilerine göre Türkçe dil bilgisi kavramlarını öğrenmede daha başarılı bulunmuştur.
THE EFFECTS OF THE CONCEPT MAP TECHNIQUE IN GRAMMAR LESSONS DURING THE SECOND LEVEL OF THE PRIMARY EDUCATIONON THE STUDENT SUCCESS AND THE ACT OF REMEMBERING This study is carried out in order to determine the effect of the concept map technique in Turkish grammar lessons during the second level of the primary education on the student success and the act of remembering. Given this aim, two primary schools were chosen from an administrative district of Istanbul, Uskudar: one private and one state school. And one experimental and one control group were formed by the students of the seventh class. The number of students that contributed to the sample is 95. For the study, “the control pre- and post-test model” was adopted. The “Words Types” topic was analysed with the experimental group on the basis of the concept map technique, and with the control group on a traditional method. At the beginning and end of the study, both groups are given the information test, open-ended question form and “Turkish Lesson Attitude Scale”. Besides, an interview was made with the students of the experimental group and some of their lessons were video-recorded. Both the qualitative and quantitative methods were used during the research. While the results of the information test were interpreted on the quantitative evaluation techniques, those of the open-ended questions, interviews and video-records were commented on the qualitative ones. The Crosstab analysis was preferred for the statistical evaluations and frequency and percentage rates were provided. Mann Whitney U Test and Wilcoxon rank sum test were also used. Within the context of qualitative evaluations, “the frequency analysis” is used for the open-ended questions; the “summarizing qualitative content analysis” for the video records and “the cathegorical content analysis” for the interviews records. According the the results of the research; •Compared to the traditional method, the use of the concept map increases success in Turkish grammar teaching. •The Turkish grammar teaching which is based on the concept map technique decreases concepts errors of the students. •The concept map technique increases the motivation and participation of the students. •The use of the concept map in the Turkish grammar teaching has positive effects on the students attitudes towards lessons. •The students of the private schools are more successful than those of the state schools in learning the concepts of Turkish grammar.
THE EFFECTS OF THE CONCEPT MAP TECHNIQUE IN GRAMMAR LESSONS DURING THE SECOND LEVEL OF THE PRIMARY EDUCATIONON THE STUDENT SUCCESS AND THE ACT OF REMEMBERING This study is carried out in order to determine the effect of the concept map technique in Turkish grammar lessons during the second level of the primary education on the student success and the act of remembering. Given this aim, two primary schools were chosen from an administrative district of Istanbul, Uskudar: one private and one state school. And one experimental and one control group were formed by the students of the seventh class. The number of students that contributed to the sample is 95. For the study, “the control pre- and post-test model” was adopted. The “Words Types” topic was analysed with the experimental group on the basis of the concept map technique, and with the control group on a traditional method. At the beginning and end of the study, both groups are given the information test, open-ended question form and “Turkish Lesson Attitude Scale”. Besides, an interview was made with the students of the experimental group and some of their lessons were video-recorded. Both the qualitative and quantitative methods were used during the research. While the results of the information test were interpreted on the quantitative evaluation techniques, those of the open-ended questions, interviews and video-records were commented on the qualitative ones. The Crosstab analysis was preferred for the statistical evaluations and frequency and percentage rates were provided. Mann Whitney U Test and Wilcoxon rank sum test were also used. Within the context of qualitative evaluations, “the frequency analysis” is used for the open-ended questions; the “summarizing qualitative content analysis” for the video records and “the cathegorical content analysis” for the interviews records. According the the results of the research; •Compared to the traditional method, the use of the concept map increases success in Turkish grammar teaching. •The Turkish grammar teaching which is based on the concept map technique decreases concepts errors of the students. •The concept map technique increases the motivation and participation of the students. •The use of the concept map in the Turkish grammar teaching has positive effects on the students attitudes towards lessons. •The students of the private schools are more successful than those of the state schools in learning the concepts of Turkish grammar.