Halit KARATAY

5714

Okuma Stratejileri Bilişsel Farkındalik Ölçeği

Glköğretimin ikinci kademesinden itibaren öğrenciler, öğretim programlarının bir gereği olarak daha fazla öğrenme materyali ile karGılaGırlar. Okul dönemi öğrenmeleri daha çok metinlere ve okuma becerisine dayanır. Öğretim sürecinin her aGamasında yer alan ana dili dersleri, öğrencilerin okuma becerisi, beğenisi ve alıGkanlığı edinmelerini amaçlar. Ayrıca, eğitim yaGamlarında bilinçli bir çaba gerektiren öğrenme, sınavlarla baG etme, verimli ders çalıGma gibi konularda donanımlı kavrayıcılar olarak yetiGmelerini sağlar. Bu çalıGmada, öğrencilerin akademik okumalarında herhangi bir metni kavramak, eleGtirmek ve değerlendirmek için gerekli olan okuma sürecini planlama, düzenleme ve değerlendirme ile ilgili biliGsel farkındalık düzeylerini belirleyen bir ölçme aracı geliGtirilmiGtir. Konuyla ilgili kaynaklar ve uzman görüGlerinden yararlanılarak öğrencilerin okuduğunu kavrama sürecinde kullanabilecekleri okuma stratejileri belirlenmiG, sonra bu stratejiler Likert tipi bir ölçeğe dönüGtürülmüGtür. Ön uygulama yapıldıktan sonra ölçeğin çalıGmayan maddeleri düzeltilmiG, geçerlik ve güvenirliğini tespit etmek için ilköğretimde 381, orta öğretimde 466 ve üniversite 491öğrenciden elde edilen veriler üzerinde doğrulayıcı faktör analizi yapılmıGtır. Öğrenci ve öğretmenlere üç boyutlu – okumayı planlama 9, düzenleme 14 ve değerlendirme 9 olmak üzere toplam 32 maddelik - bir ölçme ve değerlendirme aracı sunulmuGtur.
Anahtar Kelimeler:

Okuma Stratejileri; Okuduğunu Kavrama; BiliGsel Farkındalık; Ölçek.

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Students, starting with the secondary school, are exposed to more learning materials as a necessity of school syllabus. Learning in the scholl process is mostly based upon texts and reading skills. Native language classes at each stage of schooling aim students to gain reading skills, reading habit and a taste for reading. These classes also prepare students for being qualified comprehenders in terms of learning, coping with examinations and studying effectively in their long school life. The purpose of this study was to develop a measuring scale to determine the students? metacognitive levels related to their planning, arranging and assessing of reading needed to comprehend, to criticise and evaluate in reading an academic text. Firstly, reading strategies that students might use in their reading comprehension were determined by making use of sources and experts? views related to the subject, then these strategies was converted to Likert type scale. After a test application, items which didn?t work up regularly were corrected. A confirmatory factor analysis was conducted in order to determine the validity and reliability of the scale over the data obtained from 381 secondary school, 466 high school and 491 university students. A three dimensional measuring scale for students and teachers of 32 items totally - 9 items for planning reading, 14 for arranging reading and 9 for evaluating reading- was prepared.
Keywords:

Reading Strategies; Reading Comprehension; Metacognition; Rubric,

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Abant Sosyal Bilimler Dergisi-Cover
  • Yayın Aralığı: Yılda 3 Sayı
  • Başlangıç: 2000
  • Yayıncı: Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü
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