Publication: İlkokul Öğretmenlerinin Bitişik Eğik Yazı ve Dik Temel Harflerin Kullanımına İlişkin Görüşlerinin Değerlendirilmesi
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Bu araştırmanın amacı, ilkokul öğretmenlerinin okuma-yazma eğitimisürecinde bitişik eğik yazı ve dik temel harflerin kullanımına ilişkin görüşleriniortaya koymaktır. Bu araştırmada nitel araştırma yöntemlerinden olan olgubilimkullanılmıştır. Çalışma grubunu 2016-2017 eğitim öğretim yılında ülkemizinçeşitli bölgelerinde görev yapmakta olan 85 ilkokul öğretmeni oluşturmaktadır.Araştırmada veri toplama aracı olarak açık uçlu sorulardan oluşan yarıyapılandırılmışgörüşme formu kullanılmıştır. Görüşme formunda yer alan soruifadelerine verilen cevaplar MAXQDA 12 yazılımı ile analiz edilerek kavramsalbütünlük oluşturan ifadeler iki araştırmacı tarafından ayrı ayrı kodlanmış ve temalaroluşturulmuştur. Araştırma sonucunda; bitişik eğik yazı kullanımının özellikleestetik bulunduğu için tercih edildiği, dik temel harflerin özellikle yazmada veokumada kolaylık sağlaması ve yaşamla ilişkilendirilebilmesi bakımından tercihedildiği, bitişik eğik yazıda karşılaşılan güçlüklerin yazma ve okuma süreçlerineodaklandığı ve öğretmenlerin dik temel harflerin kullanımında öncelikle yazmasüreçlerinde güçlüklerle karşılaşabileceklerini düşündükleri ortaya çıkmıştır.
The purpose of this study is to reveal the opinions of primary school teachers through the literacy education using joined cursive and manuscript letters. Phenomenology as a part of qualitative research methods was used in this study. The study group consists of 85 primary school teachers which are in active service in various regions of the country within the educational term of 2016-2017. Responses to open-ended statements in the questionnaire were thoroughly examined and concepts within responses were separately coded by two researchers using MAXQDA 12 software and themes were created afterwards. As the result; it was found that, most of the teachers prefer manuscript letters, joined cursive letters were preferred mostly for aesthetical reasons, manuscript letters were mostly preferred for providing ease at writing and reading and for providing more interactivity with life, difficulties in using joined cursive letters were focused mostly on writing and reading processes, and teachers thought that they could face difficulties in using manuscript letters mostly in writing process.
The purpose of this study is to reveal the opinions of primary school teachers through the literacy education using joined cursive and manuscript letters. Phenomenology as a part of qualitative research methods was used in this study. The study group consists of 85 primary school teachers which are in active service in various regions of the country within the educational term of 2016-2017. Responses to open-ended statements in the questionnaire were thoroughly examined and concepts within responses were separately coded by two researchers using MAXQDA 12 software and themes were created afterwards. As the result; it was found that, most of the teachers prefer manuscript letters, joined cursive letters were preferred mostly for aesthetical reasons, manuscript letters were mostly preferred for providing ease at writing and reading and for providing more interactivity with life, difficulties in using joined cursive letters were focused mostly on writing and reading processes, and teachers thought that they could face difficulties in using manuscript letters mostly in writing process.