Publication: Öğretici hikayeler yoluyla düşünce ve duygu eğitimi tanımlar ve yöntemler
Abstract
ÖĞRETİCİ HİKÂYELER YOLUYLA DÜŞÜNCE VE DUYGU EĞİTİMİ TANIMLAR VE YÖNTEMLER Araştırmada “hangi sınırlılıklara sahip, nasıl bir değer eğitimi ve niçin öğretici hikâye kullanma ihtiyacı” sorularına cevap aranmıştır. Araştırmanın evreni olarak seçilen öğretici hikâyeler arasından, amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi yoluyla belirlenmiş 44 hikâye, örneklemi oluşturmaktadır. Araştırma sorusunu cevaplandırmak amacıyla, bütün bölümler için alan taraması yapılmıştır. Öğretici hikâyelerin düşünce ve duygu eğitimindeki etkisini belirginleştirmek amacıyla geliştirilen soru-cevap-sorgulama testi, ilköğretim 8. sınıf, yüksek öğretim ve yüksek lisans öğrencilerine uygulanarak aşama aşama geliştirilmiştir. İlköğretim Türkçe, sınıf ve okul rehber öğretmenlerinden oluşan altı kişilik gruba önce, hikâyelerin özellikleri ile ilgili açık uçlu sorulardan oluşturulmuş anket uygulanmıştır. Sonra hikâyelerin eğitim vasıtası olarak görülüp görülmediğine dair altı sorudan oluşan görüşme formu uygulanmıştır. Biri psikiyatri uzmanı, üçü öğretim üyesi olan dört kişiden örnek hikayede kullanılan testler hakkında uzman görüşü alınmıştır. Sonuç olarak, alan taraması sonucu elde edilen veriler araştırma konusunu destekler niteliktedir. Test geliştirme aşamalarında öğrencilere yöneltilen soruların cevapları araştırmada kullanılan tanım ve yöntemlerin amaçlanan duygu ve düşünce gelişimini birebir sağladığını göstermiştir. Öğretmenler hikayelerin özellikleriyle ilgili soruların hepsine olumlu görüş bildirmişlerdir. Hikayelerin eğitim vasıtası olarak görülüp görülmediğini araştıran görüşmeden de olumlu sonuçlara ulaşılmıştır. Görüşlerine başvurulan uzmanlar, hem birebir görüşmelerde hem de katılımcı olarak hikayeye bağlı bildirdikleri görüşlerde, hikayelerin beklenen düşünce ve duygu gelişimini sağlayacağını belirtmişlerdir. Bu veriler çerçevesinde eğitici öğretici hikayelerin düşünce ve duygu gelişimindeki etkin rolü belirginleşmiş ve araştırmanın amacı gerçekleşmiştir
EDUCATION OF THOUGHTS AND EMOTIONS BY MEANS OF DIDACTIC STORIES / DEFINITIONS AND METHODS In our research,we search the answers to the questions below: -What are the perimeters of the research? -What kind of an education of values do we need? -What’s the reason of the neccesity of using didactic stories? The example involves forty-four stories identified through the criterion method which is one of the methods of intentional examplifying. In order to answer the question of the research -The study was confirmed in all departments -The question-answer test, which was developed in order to signify the effects of didactic stories on the education of ideas and emotions,was developed step by step by being applied to the 8th class students and the students of bachelor’s and master’s degree. -At the beginning, a questionnaire,including questions about the characteristics of stories,was applied to a group of six people including primary school teachers,consultants and secondary school Turkish teachers. -In the next step an anterview form was applied whether the stories are considered as a means of education or not -Then a group of four people including a psychiatrist and three lecturers were consulted about the tests used in the model story In conclusion, -The reports developed at the end of the survey support the subject of the research. -The answers of the questions asked to the students on the stages of the development of the test showed that the methods and the definations used in the research supplied the progress of thoughts and emotions. -The teachers had a positive attitude towards all the questions about the characteristics of stories. -The results of the interviews on the question of whether stories are considered as a means of education were also positive -The experts who were consulted mentioned both in their efficacious interviews and as a participant in their point of view on stories that stories will supply the expected development of emotions and thoughts. The confirmations make the active role of stories in the development of thoughts and emotions clear.As a result the aim of the research was confirmed.
EDUCATION OF THOUGHTS AND EMOTIONS BY MEANS OF DIDACTIC STORIES / DEFINITIONS AND METHODS In our research,we search the answers to the questions below: -What are the perimeters of the research? -What kind of an education of values do we need? -What’s the reason of the neccesity of using didactic stories? The example involves forty-four stories identified through the criterion method which is one of the methods of intentional examplifying. In order to answer the question of the research -The study was confirmed in all departments -The question-answer test, which was developed in order to signify the effects of didactic stories on the education of ideas and emotions,was developed step by step by being applied to the 8th class students and the students of bachelor’s and master’s degree. -At the beginning, a questionnaire,including questions about the characteristics of stories,was applied to a group of six people including primary school teachers,consultants and secondary school Turkish teachers. -In the next step an anterview form was applied whether the stories are considered as a means of education or not -Then a group of four people including a psychiatrist and three lecturers were consulted about the tests used in the model story In conclusion, -The reports developed at the end of the survey support the subject of the research. -The answers of the questions asked to the students on the stages of the development of the test showed that the methods and the definations used in the research supplied the progress of thoughts and emotions. -The teachers had a positive attitude towards all the questions about the characteristics of stories. -The results of the interviews on the question of whether stories are considered as a means of education were also positive -The experts who were consulted mentioned both in their efficacious interviews and as a participant in their point of view on stories that stories will supply the expected development of emotions and thoughts. The confirmations make the active role of stories in the development of thoughts and emotions clear.As a result the aim of the research was confirmed.