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Sosyal, kültürel, ekonomik, siyasal alanlardaki teknolojik ilerlemeyle birlikte insan yaşamında çeşitli medya unsurlarıyla iletişim araçlarının etkinliği de artmıştır. Medya kaynaklarının gündelik yaşamda oynadığı rol bireylerin maruz kaldığı mesajları doğru şekilde anlamlandırmasını gerekli kılmaktadır. Bu anlamda ilköğretim öğrencilerinin medya ve iletişime yönelik kişisel yeterliliklerinin de gelişimi eğitim yoluyla sağlanmaktadır. Öğretmen ve öğretmen adayları da medya, medya kaynaklarının kullanımı ve değerlendirilmelerine ilişkin çeşitli becerilerle donanık medya okuryazarlığı algıları geliştirmektedirler. Öğretmen adaylarının medya okuryazarlığına ilişkin algılarının belirlenmesi sağlıklı bir eğitim yaşantısı için de önemlidir. Bu araştırmada Sosyal Bilgiler öğretmen adaylarının medya okuryazarına ilişkin algılarını ortaya çıkarmak amaçlanmıştır. Araştırmanın çalışma grubunu 2019-2020 eğitim-öğretim yılında Giresun Üniversitesi Sosyal Bilgiler Öğretmenliği Anabilim Dalı 4. sınıfında öğrenim gören 85 öğretmen adayı oluşturmaktadır. Araştırma nitel araştırma yaklaşımıyla yürütülmüş ve araştırma verileri “Medya okuryazarı ... gibidir; çünkü …” şeklinde verilen açık uçlu soru maddesi ile toplanmıştır. Araştırmanın bulgularına göre öğretmen adayları medya okuryazarı kavramına ilişkin 76 geçerli metafor üretmişlerdir. Bu metaforlar ortak özellikleri dikkate alınarak önceden belirlenmiş olan medya okuryazarlığı becerilerine ilişkin 9 kategori altında betimsel analiz çözümleme tekniği kullanılarak toplanmıştır. Araştırmanın sonucunda; katılımcılar tarafından üretilen metaforların en fazla sorgulama (%25.9) ve erişim (%25.9) becerilerine yönelik, en az metaforun da değerlendirme (%5.9) beceri teması altında toplandığına, çevrimiçi güvenlik, üretim ve paylaşım becerilerine yönelik ise herhangi bir metafor geliştirmediklerine ulaşılmıştır. Öğretmen adaylarına verilecek medya okuryazarlığı eğitimlerinde bu becerilere ağırlık verilmesi önerilmiştir.
With technological advances in social, cultural, economic and political fields, the effectiveness of communication means with various media elements in human life has also increased. The role media resources play in daily life makes it necessary for individuals to understand the messages they are exposed correctly. In this sense, the development of the personal skills of primary school students in the field of media and communication is also provided through education. Teachers and teachers candidates also develop media literature perceptions with various skills related to the use and evaluation of media, media resources. The determination of the teaching candidates' perceptions about media literature is also important for a healthy educational life. This study aims to reveal the perceptions of social information teachers candidates about the media reader. The research work group consists of 85 teachers candidates studying in the 4th grade of the Social Information Teaching Department of the University of Giresun in the 2019-2020 educational year. The research is carried out by a research approach and the research data is collected with an open-end question material given in the form of "Media reader ... because ...". According to the findings of the study, teachers candidates produced 76 valid metaphors about the concept of media reader. These metaphors have been collected using the visual analysis analysis technique under 9 categories of media literary skills that have been pre-defined taking into account the common characteristics. The study found that the metaphors produced by participants were gathered under the topics of the skills for the most questioning (25.9%) and access (25.9%) and that at least the metaphors were gathered under the topics of the skills for the assessment (5.9%) and that they did not develop any metaphors for the online security, production and sharing skills. The teachers are advised to pay attention to these skills in the media literature training that will be given to teachers candidates.
With the technological advancement in social, cultural, economic and political fields, the effectiveness of various mass media has increased in human life. The role of media resources in everyday life requires individuals to correctly understand the messages they are exposed to. In this sense, the development of personal competences of primary school students towards media and communication is provided through education. Teachers and prospective teachers also develop media literacy perceptions equipped with various skills related to media, the use and evaluation of media resources. Determining prospective teachers’ perceptions about media literacy is also important for a healthy educational life. In this study, it was aimed to reveal the perceptions of Social Studies prospective teachers about media literate person. The study group of the study consists of 85 prospective teachers studying at the last class of Giresun University Department of Social Studies Education in 2019-2020 academic year. The research was conducted with a qualitative research approach. The data were collected through the open-ended question item given as “The media literate is ... like; because…”. According to the findings of the study, the prospective teachers produced 76 valid metaphors for the concept of media literate person. These metaphors were categorized under 9 categories related to media literacy skills predetermined by taking into account their common characteristics. In accordance with the results of the research, it was concluded that the most metaphors were gathered for inquiry (25.9%) and access (25.9%) skills, the least metaphors were collected under the theme of evaluation skills while no metaphors were developed for online security, production and sharing skills. Suggestions were made to ensure that prospective teachers develop particularly these skills for which they have not been able to produce any metaphors, in media literacy trainings.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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