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Bu çalışmada, Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu tarafından 2015-2016 öğretim yılında ilköğretim okulları 5 ve 6. sınıflarda okutulmak üzere önerilen biri Millî Eğitim Bakanlığı biri de özel bir yayın evince hazırlanmış Türkçe öğrenci çalışma kitapları ve öğretmen kitaplarında yer alan metin önü ve sonu soruları incelenmiştir. Soruların Bloom Taksonomisi sınıflandırmasını içerip içermediği, hangi bilişsel ve duygusal basamak içerisinde yer aldığı, ilgili sınıf ve yaş düzeyine uyun olup olmadığı araştırılmıştır. Bu çalışmada, araştırmacı ve üç Türkçe öğretmeniyle birlikte tartışarak hazırlanan Bloom Taksonomisi Değerlendirme Tablosu, Adana ilindeki ortaöğretimde çalışan 207 Türkçe öğretmenine verilen açık uçlu soruların oluşturduğu sormaca, yarı yapılandırılmış yüz yüze görüşme protokolüyle elde edilen veriler, Türkçe öğretmenlerinin kitapları inceleyerek Bloom Taksonomisi’ne göre hazırladıkları veriler tablosu nitel ve nicel olarak analiz edilmiştir. Çalışmanın sonucunda öğretmen kitabındaki metin önü ve sonu sorularının taksonomiye uygun olduğu ancak metinlerin uzun ve karmaşık yapılarının soruların anlaşılmasını zorlaştırdığı bulunmuş ve 207 Türkçe öğretmeniyle yapılan görüşmelerde çalışma kitaplarında metin önü sorularının bulunmamasının öğrencilerin hazır bulunuşluluğuna ket vuracağı sonucuna ulaşılmıştır. Türkçe öğretmenleri öğrenci çalışma kitaplarında soruların yer alması ve sayı olarak artırılmasının öğrencinin daha bilişsel duygusal olarak düşünüp cevap vermesini kolaylaştıracağını önermiştir.
In this study, the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of Education of the Ministry of the Ministry of Education of the Ministry of the Ministry of Education of the Ministry of the Ministry of Education of the Ministry of the Ministry of the Ministry of Education of the Ministry of the Ministry of the Ministry of the Ministry of the Ministry of the Ministry of It has been investigated whether the questions include the Bloom Taksonomy classification, which cognitive and emotional stages are included, whether they match the relevant class and age level. In this study, the researchers and three Turkish teachers discussed the Bloom Taksonomy Assessment Table, the question of the open end questions given to the 207 Turkish teachers who work in the middle school in Adana, the data obtained by the semi-configured face-to-face interview protocol, the Turkish teachers examined the books and the data they prepared according to the Bloom Taksonomy table were qualitatively and quantitatively analyzed. The study found that the text pre- and end questions in the teacher's book were appropriate to the taxonomy but the long and complex structures of the texts made it difficult to understand the questions and the conclusion was that the lack of text pre- questions in the workbooks in the talks with the 207 Turkish teachers would affect the student's prepared condition. Turkish teachers suggested that the inclusion of questions in the student's study books and the increase in the number will make it easier for the student to think more cognitive and emotionally and respond.
In this study, the pre- and post-reading questions related to the reading texts in 5th and 6th grade Turkish books in Turkey were taken into consideration. Two books, one of which was a publication of the Ministry of National Education and the other one was a private publication (Cem Ofset) were evaluated. All the books, appointed and recommended by the Head Council of Education and Morality of the Ministry of National Education to be used in 5th and 6th grade in this study are four ones out of six books: Turkish Student Work Book and Turkish Teachers’ Book (5th grade); Turkish Student Work Book and Turkish Teachers’ Book (6th grade) in 2015 and 2016 academic years. The pre- and post-reading questions were analyzed considering whether or not they are classified according to Bloom’s Taxonomy, which cognitive and affective levels they have, whether they are appropriate for learners’ level and age for the 5th and 6th grade. Quantitative data were collected via evaluation form of Bloom’s Taxonomy by the researcher and three Turkish teachers and qualitative data were gathered through open-ended questionnaire and semi-structured interview with 207 Turkish teachers working in secondary schools in Adana. The results of this study indicated that the pre- and post-reading questions in Teacher’s books are appropriate for learners’ level and age; however, what makes it difficult for learners are long and complicated structures and unfamiliar words for learners’ level and age. Moreover, student work book have no pre-reading questions. Turkish teachers suggest that student work book should have pre-reading questions and that number of reading comprehension questions be increased in order to embolden learners to think and respond in a more cognitive and affective manner.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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