Ses temelli cümle yöntemine yönelik öğretmen görüşleri ve uygulamalarına ilişkin bir inceleme
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Date
2008-06-05
Authors
Şahin, Nagihan
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Bu araştırmanın amacı, 2005-2006 eğitim ve öğretim yılında uygulamaya konulan "Ses Temelli Cümle Yöntemi"ne yönelik öğretmen görüşlerinin yılın başında ve sonunda tespit edilmesi ve zaman içerisinde farklılık olup olmadığının belirlenmesidir.Araştırmanın bir diğer boyutu da Ses Temelli Cümle Yöntemi ile okuma yazma öğrenen öğrencilerin yazma ve okuma becerilerindeki değişimin iki dönem boyunca gözlemlenmesidir.Araştırmada öğrenciler zamansal taramanın izleme yaklaşımı doğrultusunda on ay boyunca, her ayın sonunda gözlenip veriler kaydedilmiştir. Öğretmen anketleriyle de eğitim ve öğretim yılı başında ve sonunda anlık saptamalar yapılmıştır. Araştırmanın öğretmen grubunu Bursa ili merkez ilçelerinde (Nilüfer, Yıldırım, Osmangazi) görev yapan ve rastgele seçilen 101 birinci sınıf öğretmeni; öğrenci grubunu ise 2005-2006 eğitim ve öğretim yılında Bursa ili Yıldırım İlçesi Şehit Kurmay Binbaşı Ufuk Bülent Yavuz İlköğretim Okulu'nda birinci sınıfta öğrenim gören 127 birinci sınıf öğrencisi oluşturmaktadır.Öğretmenlere 2005-2006 eğitim ve öğretim yılı başında ve sonunda aynı anket uygulanmış, öğrenciler ise eylül ve haziran ayları arasında yazma ve okuma gözlem formu ile izlenmeye alınmıştır. Verilerin analizinde yüzde ve frekans değeri alınmış ve ki kare testi uygulanmıştır. Araştırmanın sonunda, Ses Temelli Cümle Yöntemi ile ilgili olumsuz görüş bildirildiği görülürken, yıl sonunda edinilen yaşantılarla ve yöntem konusunda bilgi sahibi olundukça görüşlerin önemli ölçüde olumluya döndüğü görülmüştür.Öğrencilerin bir yıl boyunca gözlemlenen yazma ve okuma becerileri dikkate alındığında, yazmada önemli bir sorunla karşılaşılmadığı ancak yavaş okumada, oturma biçiminde, noktalama işaretlerini kullanmada kısmen sorun yaşandığı, vurgu ve tonlamaya dikkat edilmediği ortaya çıkmıştır.
The aim of the present study is determine the views of teachers towards "Sound Based Sentence Method" -which has been put into practice since 2005-2006 academic year- at the beginning and at the end of the school year and to determine wheather there is a difference by the time. In addition, it was also examined the improvements of writing and reading skills of students during one year period who had been learned reading and writing by using "Sound Based Sentence Method" The teacher sample group for the study consisted of 101 primary teachers from the centre districts (Nilüfer, Yıldırım, Osmangazi) of Bursa in 2005-2006 academic year. The student participants of the study were 127 first grade students from Şehit Kurmay Binbaşı Ufuk Bülent Yavuz Primary School in Bursa.A questionnaire had been administered to the teachers at the beginning and at the end of the 2nd semester. Also teachers who wrote down their observations related to improvement of the students' writing and reading skills in accordance with the researcher's instructions. Excel and SPSS programmes were used to enter the data into the computer and SPSS programme was used to analyze the data.As a result, it was found out that most of the teachers had negative attitudes towards "Sound Based Sentence Method" at the beginning of school year. However, it can be said that current method used in this study has to change teachers. Result, indicated that teachers' negative attitudes toward Sound Based Sentence Method changed in a possitive way after introducing and applying this method in their class. In addition to these, it was found that there is no important problem related to students' writing skills. But some students had different kind of problems such as slowly reading, uncomfortable sitting styles for writing and reading, using wrong punctuation marks and insufficiency on stressing the words.
The aim of the present study is determine the views of teachers towards "Sound Based Sentence Method" -which has been put into practice since 2005-2006 academic year- at the beginning and at the end of the school year and to determine wheather there is a difference by the time. In addition, it was also examined the improvements of writing and reading skills of students during one year period who had been learned reading and writing by using "Sound Based Sentence Method" The teacher sample group for the study consisted of 101 primary teachers from the centre districts (Nilüfer, Yıldırım, Osmangazi) of Bursa in 2005-2006 academic year. The student participants of the study were 127 first grade students from Şehit Kurmay Binbaşı Ufuk Bülent Yavuz Primary School in Bursa.A questionnaire had been administered to the teachers at the beginning and at the end of the 2nd semester. Also teachers who wrote down their observations related to improvement of the students' writing and reading skills in accordance with the researcher's instructions. Excel and SPSS programmes were used to enter the data into the computer and SPSS programme was used to analyze the data.As a result, it was found out that most of the teachers had negative attitudes towards "Sound Based Sentence Method" at the beginning of school year. However, it can be said that current method used in this study has to change teachers. Result, indicated that teachers' negative attitudes toward Sound Based Sentence Method changed in a possitive way after introducing and applying this method in their class. In addition to these, it was found that there is no important problem related to students' writing skills. But some students had different kind of problems such as slowly reading, uncomfortable sitting styles for writing and reading, using wrong punctuation marks and insufficiency on stressing the words.
Description
Keywords
Okuma ve yazma öğretimi, Ses temelli cümle yöntemi, Bitişik eğik yazı, Teaching of reading and writing, Sound based sentence method, Handwriting
Citation
Şahin, N. (2008). Ses temelli cümle yöntemine yönelik öğretmen görüşleri ve uygulamalarına ilişkin bir inceleme. Yayınlanmamış doktora tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü.