Publication: Okuma stratejilerinin ortaokul öğrencilerinde okuduğunu anlama ve üst düzey düşünme becerileri üzerindeki etkisi ve öğrenci görüşleri
Abstract
Okuma bir seslendirme eyleminden öte bir metni zihinde işleme, eski bilgilerle bütünleştirme becerisidir. Okuma becerisinin gelişimi için de öğrencilerin açık talimatları yani okuma stratejilerini bilmesi gerekmektedir. Bu doğrultuda, araştırmada 7. sınıf öğrencilerine 10 hafta boyunca 5 farklı okuma stratejisi eğitimi verilmiştir. Öğrencilere strateji eğitimi verilip belirlenen metinler üzerinde bu stratejileri uygulamaları istenmiştir. Araştırmanın problem cümlesi “Okuma stratejilerinin ortaokul öğrencilerinde okuduğunu anlama ve üst düzey düşünme becerileri üzerindeki etkisi ve öğrencilerin okuma stratejilerinin uygulanmasına yönelik görüşleri nasıldır?” olarak belirlenmiştir. Araştırmada durum çalışması türlerinden çoklu durum, bütüncül çoklu durum deseni kullanılmıştır. Öğrencilerin not alma kâğıtları stratejilerin ölçütlerine göre değerlendirilmiştir. Öğrenci görüşleri ise araştırma sonuçlarıyla birlikte yorumlanmıştır. Çalışma sonucunda öğrencilerin metin altı üst düzey düşünme becerilerine yönelik soruları cevaplamada 5 stratejiden en çok (%89,2) SQ3R stratejisinde etkili olduğu, en az (%32,1) hikâyenin yüzü stratejisinin etkili olduğu görülmüştür. Stratejilerin tamamında öğrencilerin anahtar kelime belirleme, kısa cümleler oluşturma aşamalarını uygulayabildikleri görülmüştür. Araştırma sonucunda okuma stratejileri eğitimi verildiğinde öğrencilerin üst düzey düşünme becerilerini içeren metin altı soruları çözmede başarılı oldukları; eğitim verilmediğinde öğrencilerin metindeki olayları, problemleri, ana ve yan karakterleri tespit edememe eğiliminde oldukları sonucuna ulaşılmıştır. Bu sonuçlardan hareketle okuma stratejileri eğitimlerinin ders kitaplarında yer alması gerektiği, her bir stratejinin uygun içeriğe sahip metinler sonrasında uygulanması bulgulardan elde edilen veriler doğrultusunda önerilmiştir.
Reading is the ability to process a text in the mind more than a voice -over action and integrate with old information. For the development of reading skills, students need to know open instructions, ie reading strategies. In this respect, 5 different reading strategy training was given to the 7th grade students for 10 weeks. Strategy training was given to the students and they were asked to apply these strategies on the determined texts. The problem sentence of the research is n What is the effect of reading strategies on reading comprehension and high-level thinking skills in secondary school students and their views on the implementation of students' reading strategies?” as determined. In the study, multiple situations, holistic multiple status pattern from the type of status study were used. Students' note -taking papers were evaluated according to the criteria of strategies. Student opinions were interpreted with the results of the research. As a result of the study, it was found that students were most effective in SQ3R strategy of 5 strategy in answering questions for students' text -level thinking skills, and at least (32.1%) strategy of the story was effective. In all strategies, it was seen that students were able to apply dentification and short sentences. When the study was given as a result of the study, they were successful in solving the text -six questions of the students, including high -level thinking skills of the students; When training was not given, it was concluded that the students tend to not be able to detect the events, problems, main and side characters in the text. Based on these results, reading strategies training should be included in the textbooks, and the application of each strategy after texts with appropriate content has been proposed in accordance with the data obtained from the findings.
Reading is the ability to process a text in the mind more than a voice -over action and integrate with old information. For the development of reading skills, students need to know open instructions, ie reading strategies. In this respect, 5 different reading strategy training was given to the 7th grade students for 10 weeks. Strategy training was given to the students and they were asked to apply these strategies on the determined texts. The problem sentence of the research is n What is the effect of reading strategies on reading comprehension and high-level thinking skills in secondary school students and their views on the implementation of students' reading strategies?” as determined. In the study, multiple situations, holistic multiple status pattern from the type of status study were used. Students' note -taking papers were evaluated according to the criteria of strategies. Student opinions were interpreted with the results of the research. As a result of the study, it was found that students were most effective in SQ3R strategy of 5 strategy in answering questions for students' text -level thinking skills, and at least (32.1%) strategy of the story was effective. In all strategies, it was seen that students were able to apply dentification and short sentences. When the study was given as a result of the study, they were successful in solving the text -six questions of the students, including high -level thinking skills of the students; When training was not given, it was concluded that the students tend to not be able to detect the events, problems, main and side characters in the text. Based on these results, reading strategies training should be included in the textbooks, and the application of each strategy after texts with appropriate content has been proposed in accordance with the data obtained from the findings.