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Bu araştırmanın amacı ortaokul 5. sınıf öğrencilerinin dijital hikâye araçları ile yazma deneyimlerini keşfetmektir. Araştırmada nitel araştırma yöntemlerinden eylem araştırması deseni kullanılmıştır. Eylem araştırması seçilmesinin nedeni bu desenin eğitim süreçlerini iyileştirmek için kullanılmasıdır. Araştırmacı aynı zamanda uygulama sınıfının Türkçe öğretmenidir. Araştırma 2022-2023 eğitim öğretim yılı I. döneminde Bursa'da bir Bilim ve Sanat Merkezinde 4 haftalık sürede gerçekleştirilmiştir. Araştırmanın çalışma grubu 5. sınıfa devam eden 10 özel yetenekli öğrencidir. Öğrenciler ölçüt örnekleme ile seçilmiştir. Temel ölçüt, yazma çalışmalarında zorlanan ve yazmayı sevmeyen öğrenciler olarak belirlenmiştir. Uygulama sonunda veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Ayrıca uygulama sürecinde araştırmacı gözlem notları tutmuştur. Veriler içerik analizi ile analiz edilmiştir. Araştırma bulgularına göre öğrenciler dijital hikâye çalışmaları ile ilgili süreci eğlenceli, pratik, yazma sevgisi kazandıran, ilgi çekici, yazma becerisini geliştiren, teknolojinin faydalı kullanıldığı bir süreç olarak belirtmişlerdir. Öğrenciler dijital hikâye çalışmalarının yazma becerilerine katkılarını; cesaret verme, yazma alışkanlığı kazandırma, yazım kurallarını pekiştirme, hızlı yazabilme ve hayal gücünü geliştirme olarak ifade etmişlerdir. Araştırma sonucunda Türkçe dersi yazma etkinliklerinde dijital hikâye araçlarının kullanılmasının öğrencilerin yazmaya yönelik görüşlerini olumlu yönde etkilediği belirlenmiştir. Öğrencilerin derslerde etkin oldukları, öğretim sürecinden keyif aldıkları görülmüştür. Türkçe dersi yazma etkinliklerinde zorlanan, yazma kaygısı yüksek, yazma motivasyonu düşük öğrenciler için dijital hikâye araçları kullanılabilir.
The aim of this research is to explore the experience of high school students of 5th grade writing with digital story tools. In the research methods of action research has been used. The reason for the choice of action research is the use of this pattern to improve the educational processes. The researcher is also a Turkish teacher of the application class. The research was carried out in the course of 4 weeks at a Science and Art Center in Bursa during the 2022-2023 academic year. The research work group is 10 special skilled students who continue to 5th class. Students are selected by sample measurement. The basic standard is determined as students who have difficulty writing and don’t like writing. The application ended with using a semi-configured conversation form as a data collection tool. In addition, the researcher has kept observation notes during the application process. The data is analyzed by content analysis. According to the research findings, students have identified the process related to digital story studies as a process that is fun, practical, giving love to writing, interesting, developing writing skills, where technology is useful. Students have expressed their contribution to the writing skills of digital story studies as: giving courage, building writing habits, strengthening writing rules, fast writing and improving imagination. The research has found that the use of digital story tools in Turkish lesson writing activities has a positive impact on the opinions of students about writing. Students have been able to enjoy the teaching process in their classes. The digital story tools can be used for students with high writing anxiety and low writing motivation, which are challenged in the writing activities.
This research aims to explore the writing experiences of secondary school 5th-grade students with digital story tools. In the research, action research design, one of the qualitative research methods, was used. The reason for choosing action research is that this design improves educational processes. The researcher is also the Turkish teacher of the application class. The research was carried out in a Science and Art Center in Bursa in the first semester of the 2022-2023 academic year over a period of 4 weeks. The study group of the research is ten gifted students attending the 5th grade. Students were selected by criterion sampling. The basic criterion was determined as students who had difficulties in writing and did not like to write. At the end of the application, a semi-structured interview form was used as a data collection tool. In addition, the researcher kept observation notes during the application process. The data were analyzed by content analysis. According to the research findings, the students stated the process related to digital story studies as fun, practical, enjoyable, fascinating, developing writing skills, and a beneficial use of technology. The students expressed the contributions of digital story studies to their writing skills as encouraging, gaining the habit of writing, reinforcing the spelling rules, writing fast, and developing their imagination. As a result of the research, it was determined that the use of digital story tools in Turkish lesson writing activities positively affected students' opinions about writing. It was observed that the students were active in the lessons and enjoyed the teaching process. Digital story tools can be used for students who have difficulties in writing activities in Turkish studies, have high writing anxiety, and have low motivation to write.
Field : Eğitim Bilimleri; Filoloji
Journal Type : Uluslararası
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