Publication: Ortaöğretim Tarih Derslerinde Öğrencilerin Kullandıkları Öğrenme Stratejileri
Abstract
Bu çalışmada, ortaöğretim/lise öğrencilerinin tarih konularını öğrenirken hangi öğrenme stratejilerini ne düzeyde kullandıkları ve tarih dersini nasıl anlamlı hale getirmeye çalıştıkları araştırılmıştır. Çalışmanın evrenini, İstanbul ili Üsküdar ilçesinde bulunan tesadüfi olarak seçilmiş, Cumhuriyet Lisesi, Halide Edip Adıvar Lisesi ve Burhan Felek Lisesi olmak üzere üç resmi ortaöğretim okulu oluşturmaktadır. Çalı şmanın örneklemi, 2004-2005 eğitim-öğretim yılında bu okullarda öğrenim görenlerden rastgele seçilmiş toplam 346 öğrencidir. Çalışma, nicel ve nitel araştırma yöntemlerine dayalı olarak gerçekleştirilmiştir. Nicel araştırma boyutunda pilot çalışması yapılmış anket uygulanmıştır. Nitel araştırma boyutunda ise bireysel mülakatlar (n=13) aracılığıyla öğrencilerin öğrenme stratejileri belirlenmiştir. Çalışmadan elde edilen sonuçlara göre öğrencilerin yarıya yakını tarihi her koşulda sevdiklerini belirtmekteler ancak tarih dersini nasıl çalışmaları gerektiğini bilememektedirler. Tarihi nasıl çalışacağını bilemedikleri için öğrencilerin % 19,7'si tarih öğrenmekten sıkılmaktadır. Lise öğrencilerinin % 73,13'ü kendi kendilerine bu dersi öğrenmeye çalışmaktadır. Tarih derslerini çalışırken öğrencilerin en çok kullandığı strateji tekrar stratejisidir. Tarih dersini çalışırken en az başvurulan strateji ise anlamlandırma stratejisidir.
The present study examined what teaching strategies are used by junior high school students and the ways students make history classes meaningful. The sample of the study was randomly chosen 346 students from three secondary public schools affiliated with the Ministry of National Education and located in the district of Uskudar, Istanbul. The study used both quantitative and qualitative research methods. In quantitative part, a pilot study was conducted and a questionnaire was prepared with the help of an expert group. In qualitative part, students' learning strategies were determined through personal interviews (n = 13). According to the findings, nearly half of the students stated that they liked history courses in every condition but they did not know how to study for this class. It was found that 19.7 % of the students got bored with the course because they did not know how to study for it and 73.13% of the students were trying to learn this class by themselves. When studying history courses, the most used learning strategy is repetition and the least used strategy is giving meaning.
The present study examined what teaching strategies are used by junior high school students and the ways students make history classes meaningful. The sample of the study was randomly chosen 346 students from three secondary public schools affiliated with the Ministry of National Education and located in the district of Uskudar, Istanbul. The study used both quantitative and qualitative research methods. In quantitative part, a pilot study was conducted and a questionnaire was prepared with the help of an expert group. In qualitative part, students' learning strategies were determined through personal interviews (n = 13). According to the findings, nearly half of the students stated that they liked history courses in every condition but they did not know how to study for this class. It was found that 19.7 % of the students got bored with the course because they did not know how to study for it and 73.13% of the students were trying to learn this class by themselves. When studying history courses, the most used learning strategy is repetition and the least used strategy is giving meaning.