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Bu araştırmada; Türkçe Dersi Öğretim Programı’na (2019) uygun olarak yazılan açık öğretim ortaokulu 6, 7 ve 8. sınıf Türkçe ders kitaplarındaki etkinliklerin dijital okuryazarlık becerileri bağlamında değerlendirilmesi amaçlanmıştır. Bu amaç doğrultusunda açık öğretim ortaokulu ders kitaplarında dijital okuryazarlık becerilerine uygun olan etkinliklerin neler olduğu sorusuna yanıt aranmıştır. Dijital Okuryazarlık, Beceriler ve Hazırlık için Küresel Standartlar Çerçevesinde Türkçe Dersi Öğretim Programı (2019) incelenip dijital okuryazarlık becerileri ile ilgili olan kazanımlar belirlenmiş ve bu kazanımlar çerçevesinde ders kitapları incelenmiştir. 5. sınıf Türkçe ders kitabı örgün eğitimde de kullanıldığı ve bu kademeye yönelik benzer çalışmalar yapıldığı için çalışma kapsamına alınmamıştır. Betimsel nitelik taşıyan bu çalışmada nitel araştırma yöntemlerinden birisi olan doküman incelemesi kullanılmıştır. Çalışmanın veri kaynağı 2022-2023 eğitim-öğretim yılından itibaren okutulan ve Millî Eğitim Bakanlığı tarafından yayımlanan açık öğretim ortaokulu 6, 7 ve 8. sınıf Türkçe ders kitaplarıdır. Bu kitaplarda yer alan dinleme/izleme, okuma, konuşma ve yazma etkinlikleri incelenmiştir. Yapılan incelemelerde; açık öğretim ortaokulu 6, 7 ve 8. sınıf Türkçe ders kitaplarında toplam 72 okuma metni ve 518 etkinliğin bulunduğu belirlenmiştir. Bu etkinliklerden 28’inin, oransal olarak %14,28’inin dijital okuryazarlığa uygun olduğu görülmüştür. Açık öğretim ortaokulu 6. sınıf Türkçe ders kitabında 156 etkinlikten 23’ünün (%14,74) 7. sınıf Türkçe ders kitabında 144 etkinlikten 21’inin (%14,58) ve 8. sınıf Türkçe ders kitabında 218 etkinlikten 30’unun (%13,76) dijital okuryazarlığa uygun olduğu anlaşılmıştır. Sonuç olarak dijital okuryazarlıkla ilgili etkinlik sayısının yeterli olmadığı tespit edilmiştir. Elde edilen bulgular bağlamında açık öğretim Türkçe ders kitaplarının hazırlanmasına yönelik çeşitli öneriler sunulmuştur.
This study aims to evaluate the activities in the classes 6, 7 and 8 of the open teaching school in accordance with the Turkish lesson teaching program (2019) in the context of digital literary skills. For this purpose, the open teaching high school curricula has been sought to answer the question of what activities are in accordance with the digital literature skills. In the framework of Global Standards for Digital Reading, Skills and Preparation, the Turkish Teaching Program (2019) has been studied and the achievements related to digital reading skills have been determined and the curriculum books have been studied in the framework of these achievements. and 5. The class Turkish curriculum was not included in the course of study because it was also used in the course of education and similar studies were carried out to this degree. The document review, which is one of the quality research methods, has been used in this study. The data source of the study is the open teaching high school 6, 7 and 8 class Turkish curriculum books, which are taught from the 2022-2023 educational year and published by the Ministry of Education. The activities of listening/seeing, reading, speaking and writing included in these books are studied. In the study, the open teaching high school 6, 7 and 8 class Turkish curriculum books contained a total of 72 reading texts and 518 events. 28 of these events, and 14.28% are proportionally compatible with digital literature. Open teaching secondary school 6th class Turkish curriculum 23 of 156 events (%14,74) 7th class Turkish curriculum 21 of 144 events (%14,58) and 8th class Turkish curriculum 30 of 218 events (%13,76) are in line with digital literature. As a result, the number of activities related to digital reading has not been found sufficient. In the context of the findings obtained, various recommendations for the preparation of open teaching Turkish curriculum books were presented.
In this study, it is aimed to evaluate the exercises in the 6th, 7th, and 8th grade Turkish textbooks of distance education secondary school classes written in accordance with the Turkish curriculum (2019) in the context of digital literacy skills. For this purpose, an answer was sought to the question of what activities are appropriate for digital literacy skills in distance education secondary school textbooks. Within the context of digital literacy, lobal Standards for Skills and Preparation, the Turkish curriculum is examined, the outcomes related to digital literacy skills are determined and the textbooks are examined within the framework of these outcomes. The 5th grade Turkish textbook is not included in the study because it is also used in formal education and similar studies have been conducted for this level. In this descriptive study, document analysis, one of the qualitative research methods, is used. In the study, 6th, 7th, and 8th grade Turkish textbooks determined by the Ministry of National Education, which have been taught since the 2022-2023 academic year, is used as data sources. In these books, listening/monitoring, reading, speaking and writing activities are analyzed. According to the examinations, it is seen that there are 72 reading texts and 518 activities in the distance education secondary school 6th, 7th and 8th grade Turkish textbooks and only 14,28 percent of these are found to be suitable for digital literacy. It is determined that 23 out of 156(%14,74) activities in the 6th grade Turkish textbook of distance education secondary school were suitable for digital literacy, 21 out of 144(%14,58) activities in the 7th grade Turkish textbook are suitable for digital literacy, and 30 out of 218(%13,76) activities in the 8th grade Turkish textbook are suitable for digital literacy. It is observed that the number of activities related to digital literacy is extremely low. As a result, it has been determined that the number of activities related to digital literacy is not sufficient. In the context of the findings obtained, various suggestions were presented for the preparation of Turkish textbooks of distance education.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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