Publication: Divan edebiyatı metinlerinden hazırlanan konuşma etkinliklerinin üst düzey düşünme becerilerine etkisi
Abstract
Bu çalışma, divan edebiyatı metinlerinden oluşturulan konuşma etkinliklerinin öğrencilerin üst düzey düşünme becerilerine etkisini göstermek amacıyla oluşturulmuştur. Bu tezde divan edebiyatı metinleri üzerinden konuşma etkinlikleri hazırlanarak 12. sınıf öğrencilerine uygulanmıştır. Araştırma, 2023-2024 eğitim öğretim yılı bahar döneminde İstanbul ili Sancaktepe ilçesinde MEB’e bağlı bir devlet okulunda 12. sınıfta eğitim gören 31 öğrenci üzerinde gerçekleştirilmiştir. Uygulamalar, bir hafta konuşma etkinliği ve akabindeki hafta etkinlik değerlendirmesi olacak şekilde toplam dört hafta konuşma etkinliği ve dört hafta da etkinlik değerlendirmeleri olacak şekilde sekiz haftada tamamlanmıştır. Uygulama sürecinde araştırmacı öğretmen ve öğrencilerin etkinliklere dair görüşleri alınmış ve süreç içerisinde konuşma etkinliklerine dair değerlendirmeler yapılmıştır. Araştırma kapsamında oluşturulan etkinlikler ile konuşmacı öğrencilerin divan edebiyatı metinleriyle hazırlanmış konuşma metni etkinliklerinde aktif konuşma yapmaları istenmiş, dinleyici öğrencilerin de ellerindeki metinleri kullanarak konuşma diline odaklanmaları ve süreç içinde aktif kalmaları sağlanmaya çalışılmıştır. Konuşma metni etkinlikleri, öğrenci ve öğretmen nüshası olmak üzere iki parçadan oluşmaktadır. Öğretmen nüshasında konuşma öncesi, sırası, sonrası soru ve cevapları; öğrenci nüshasında ise konuşma sırası görevi ve konuşma metni bulunur. Eylem araştırması yöntemiyle uygulanan etkinlikler dört kez aynı öğrenci grubuna uygulanmış ve her uygulama sonrası öğrencilere değerlendirme formları dağıtılmıştır. Öğrencilerden alınan dönütler çerçevesinde uygulamada iyileştirmeler yapılmış ve konuşma metni etkinlik tasarımları yeniden yapılandırılmıştır. Araştırma neticesinde ulaşılan sonuçlarla konuşma eğitimine dair literatüre katkı sağlama amacı güdülerek konuşma metni etkinliklerinin haftada bir ders saati uygulanması ve değerlendirmenin de süreç içerisinde yapılması önerilmiştir.
This study was designed to show the effects of speaking activities created from divan literature texts on students' higher-level thinking skills. In this thesis, speaking activities were prepared based on divan literature texts and applied to 12th grade students. The research was carried out on 31 students studying in the 12th grade at a public school affiliated to the Ministry of National Education in Sancaktepe district of Istanbul province in the spring semester of the 2023-2024 academic year. The applications were completed in eight weeks, with one week of speaking activity and the following week of activity evaluation, with a total of four weeks of speaking activity and four weeks of activity evaluations. During the application process, the opinions of the researcher teacher and the students about the activities were taken and evaluations were made about the speaking activities during the process. With the activities created within the scope of the research, the speaker students were asked to speak actively in speech text activities prepared with divan literature texts, and the listener students were tried to be ensured to focus on the spoken language by using the texts they had and to remain active during the process. Speech text activities consist of two parts: student and teacher copies. In the teacher's copy, questions and answers before, during, after the speech; The student copy includes the speaking turn task and the speech text. The activities implemented with the action research method were implemented with the same student group four times and evaluation forms were distributed to the students after each implementation. Improvements were made in the implementation within the framework of the feedback received from the students and the speech text activity designs were restructured. With the aim of contributing to the literature on speaking education with the results obtained as a result of the research, it was suggested that the speech text activities be implemented for one lesson hour per week and that the evaluation be carried out during the process.
This study was designed to show the effects of speaking activities created from divan literature texts on students' higher-level thinking skills. In this thesis, speaking activities were prepared based on divan literature texts and applied to 12th grade students. The research was carried out on 31 students studying in the 12th grade at a public school affiliated to the Ministry of National Education in Sancaktepe district of Istanbul province in the spring semester of the 2023-2024 academic year. The applications were completed in eight weeks, with one week of speaking activity and the following week of activity evaluation, with a total of four weeks of speaking activity and four weeks of activity evaluations. During the application process, the opinions of the researcher teacher and the students about the activities were taken and evaluations were made about the speaking activities during the process. With the activities created within the scope of the research, the speaker students were asked to speak actively in speech text activities prepared with divan literature texts, and the listener students were tried to be ensured to focus on the spoken language by using the texts they had and to remain active during the process. Speech text activities consist of two parts: student and teacher copies. In the teacher's copy, questions and answers before, during, after the speech; The student copy includes the speaking turn task and the speech text. The activities implemented with the action research method were implemented with the same student group four times and evaluation forms were distributed to the students after each implementation. Improvements were made in the implementation within the framework of the feedback received from the students and the speech text activity designs were restructured. With the aim of contributing to the literature on speaking education with the results obtained as a result of the research, it was suggested that the speech text activities be implemented for one lesson hour per week and that the evaluation be carried out during the process.