Views
59
Downloands
23
Öğrencilerin öğretim sürecinin merkezinde yer aldığı çağdaş eğitim anlayışıyla birlikte öğretmenlerin rolü de evrilmiştir. Özellikle dil becerilerinin eğitiminden sorumlu öğretmenlerin bu becerilerin kazandırılmasında ve öğrencilerin bağımsız öğrenme yeteneklerinin geliştirilmesinde önemli bir yerleri vardır. Bu noktada üstbiliş kavramı ortaya çıkmaktadır. Çünkü öğrenciler, öğrenmeyi öğrenmeleri ile bağımsızlık kazanacaklardır. Araştırmalara göre üstbilişsel bilgi olmadan öğrenciler, onlara ne yapacaklarını ve ne zaman yapacaklarını söylemeleri için öğretmenlerine bağımlı kalırlar. Yazma becerisini geliştirmede biliş ve üstbiliş stratejilerin öğretimine yönelik öğretmen görüşlerinin belirlenmesini amaçlayan bu araştırmanın çalışma grubunu Millî Eğitim Bakanlığına bağlı çeşitli ortaokullarda görev yapan Türkçe öğretmenlerinden uygun örnekleme yöntemi ile seçilen 25 öğretmen oluşturmaktadır. Bu bağlamda çalışmaya katılan öğretmenlere yarı yapılandırılmış görüşme formu uygulanmıştır. Verilerin analiz edilmesinde nitel araştırmaya bağlı olarak içerik analizi yapılmıştır. Verilerin analizinde katılımcıların görüşlerinden yola çıkarak önce kodlama yapılmış, daha sonra bu kodlar belli anlam kümelerinde toplanarak kategorize edilmiştir. Araştırmada elde edilen bulgular incelendiğinde çalışmaya katılan Türkçe öğretmenlerinin yazma becerisinin geliştirilmesinde Bilişsel Stratejileri (f=88) Üstbilişsel Stratejilerden (f=56) daha fazla kullandıkları saptanmıştır. Ayrıca katılımcı grupta yer alan öğretmenlerin kendilerini, strateji kullanımına yönelik yüksek düzeyde yeterli görmedikleri (f=44) ve kısmen yeterli (f=24) gördükleri saptanmıştır. Bu bağlamda Türkçe öğretmenlerinin yazma becerisinin geliştirilmesinde en çok Özetleme (f=16); Not alma (f=15) ve Serbest yazma (f=8) bilişsel stratejilerini ve Öz değerlendirme (f=15); Amaç ve hedef belirleme (f=9); Akran değerlendirme (f=7) ve Öz-izleme (f=7) üstbilişsel stratejilerini kullandıkları belirlenmiştir.
The role of teachers has also evolved along with the contemporary understanding of education in which students are at the center of the teaching process. Specifically, teachers responsible for the education of language skills have an important place in the acquisition of these skills and in the development of students’ independent learning skills. At this point, the concept of supernatural appears. Because students will gain independence by learning. According to research, students without supernatural knowledge remain dependent on their teachers to tell them what to do and when to do. The work group of this research, which aims to determine the teaching opinions of teachers towards the teaching of knowledge and superintelligence strategies in the development of writing skills, constitutes 25 teachers selected by the appropriate sampling method from Turkish teachers who work in various secondary schools associated with the Ministry of Education. In this context, the teachers who participate in the work were applied a semi-configured interview form. In the analysis of the data, the content analysis is based on the quality research. In the analysis of the data, coding was first done, starting from the opinions of the participants, and then these codes were categorized by gathering in certain sets of meaning. When the findings obtained in the study were studied, it was found that in the development of the writing skills of the Turkish teachers who participated in the study they used more of the Intellectual Strategies (f=88) than the Intellectual Strategies (f=56) in the development of the writing skills of the Turkish teachers. It was also found that the teachers in the participating group did not see themselves sufficient at a high level (f=44) and partially sufficient (f=24). In this context, the teachers of Turkey have most of their knowledge in the development of the writing skills of Summary (f=16); Noting (f=15) and Free Writing (f=8) cognitive strategies and Self-Evaluation (f=15); Purpose and Target determination (f=9); Co-Evaluation (f=7) and Self-Tracking (f=7) cognitive strategies.
The role of the teacher has evolved with the sense of modern education where students are at the center of the teaching process. Especially the teachers that are responsible for the teaching of language skills have a crucial role in bringing these skills to students and improving autonomous learning skills of students. At this point, the notion of metacognition comes out. Because students will gain their independence by learning how to learn. According to the research, without metacognitive knowledge, students depend on their teachers to tell them what to do and when to do. The working group of this research, which aims to determine the teacher remarks on teaching cognitive and metacognitive strategies in order to improve writing skills, is constituted by 25 teachers that were selected by the convenience sampling method from several Turkish language teachers that work at the schools of Ministry of National Education. In this context, a semi-structured interview form have been utilized in the research for the teachers participated. The collected data have been analyzed by the content analysis based on the qualitative research. For the data analysis, first, the remarks of the participants have been coded and then these codes have been categorized by gathering in certain clusters of meaning. Upon examiningthe data collected with the research, the participant Turkish language teachers found to have used the Cognitive Strategies (f=88) more than the Metacognitive Strategies (f=56).Also, the teachers in the participant group have been determined to regard themselves as not highly sufficient (f=44) and partially sufficient (f=24) for the strategy use. In this regard, Turkish language teachers have been detected to use mostly Summarizing (f=16); Note taking (f=15) and Free composition (f=8)as cognitive strategies and Self-assessment (f=15); Goal setting (f=9); Peer assessment (f=7) and Self-monitoring (f=7) as metacognitive strategies for improving their writing skills
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
Article Detail 
Similar Articles
Download PDF
Journal Information
Listen Paper
Cite
Print This Page
Share
Mendeley
