SÜREÇ TEMELLİ YARATICI YAZMA UYGULAMALARININ YAZILI ANLATIMA VE YAZMAYA İLİŞKİN TUTUMA ETKİSİ
Bu araştırmanın amacı, yaratıcı yazma, iş birlikli yaratıcı yazma ve Türkçe Öğretim Programı’nda yer alan yazma çalışmalarının, öğrencilerin yazılı anlatım becerileri ile yazmaya ilişkin tutumlarına etkisini belirlemektir. Araştırmada ön test-son test kontrol gruplu deneysel desen kullanılmıştır. Araştırmanın uygulama sürecinde, deney 1 grubunda iş birlikli yaratıcı yazma ve deney 2 grubunda yaratıcı yazma uygulamaları gerçekleştirilmiştir. Kontrol grubunda ise Türkçe Öğretim Programı’na göre yazma çalışmaları yapılmıştır. Deney ve kontrol gruplarındaki öğrencilerin, uygulamaların başında ve sonunda yazılı anlatım becerileri ile yazmaya ilişkin tutumları, ilgili ölçme araçları kullanılarak belirlenmiştir. Araştırma sonunda, deney ve kontrol gruplarındaki öğrencilerin yazılı anlatım becerileri ile yazmaya ilişkin tutum erişileri arasında deney grupları lehine istatistiksel olarak anlamlı bir fark olduğu belirlenmiştir. Deney 1 ve deney 2 gruplarındaki öğrencilerin yazılı anlatım becerileri ile yazmaya ilişkin tutum erişileri arasında ise deney 1 grubu lehine istatistiksel olarak anlamlı bir fark olduğu sonucuna ulaşılmıştır
The Effects of Process Based Creative Writing Activities on Students’ Writing Expression and Attitude towards Writing
The purpose of this study was to find out the effects of creative writing, collaborative creative writing and writing practices of Primary Turkish Education Programme on student’s written expression and attitude towards writing. In the study, experimental design with pre-test/post-test control group was used. During the study, collaborative creative writing activities were applied in the 1st experimental group. In the 2nd experimental group only creative writing activities were applied. Control group carried out writing activities following the Primary Turkish Education Programme. As a result between the gain scores of experimental and control groups in favor of writing expression and attitude towards writing significant differences were found supporting the experimental group. Between the gain scores of 1st and 2nd experimental groups in favor of writing expression and attitude towards writing significant differences were found supporting the 1st experimental group
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