Zeynep ERGİ UYSAL, Perihan Gülce ÖZKAYA, Mustafa Volkan COŞKUN

Türkçe Öğretmeni Adaylarının Kitap Okuma Alışkanlıkları İle Eleştirel Düşünme Eğilimleri Arasındaki İlişki Muğla Sıtkı Koçman Üniversitesi Örneği

Bu araştırmanın amacı, Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Türkçe Öğretmenliği Programında öğrenim gören öğretmen adaylarının kitap okuma alışkanlıkları ile eleştirel düşünme eğilimlerinin düzeyini tespit etmek, bunu bazı değişkenlere göre incelemek ve bunların aralarındaki ilişkiyi belirlemektir. Araştırma tarama modelinde desenlenmiştir. Araştırmada, evreni oluşturan 275 Türkçe öğretmeni adayına ulaşılmaya çalışılmış; ancak 231 öğretmen adayına ölçek uygulanabilmiştir. Geçersiz ölçeklerin elenmesi sebebiyle 220 ölçek üzerinden analizler yapılmıştır. Çalışmada veri toplama aracı olarak Semerci’nin (2016) geliştirdiği “Eleştirel Düşünme Eğilimi Ölçeği (EDEÖ)” ile Gömleksiz’in geliştirdiği (2004) “Kitap Okuma Alışkanlığına İlişkin Tutum Ölçeği (KOAİTÖ)” kullanılmıştır. Araştırma sonuçları, katılımcıların eleştirel düşünme eğilimlerinin orta seviyenin biraz üzerinde; kitap okuma alışkanlıklarının ise üst seviyede olduğunu göstermiştir. Katılımcıların kitap okuma alışkanlıkları ve eleştirel düşünme eğilimleri cinsiyet ve sınıf düzeyi değişkenlerine göre incelenmiştir. KOAİTÖ’nün sevgi, alışkanlık, gereklilik, etki ve yarar alt boyutlarına bakıldığında, cinsiyet değişkenine göre anlamlı düzeyde fark olduğu; istek alt boyutu doğrultusunda ise cinsiyet değişkenine göre anlamlı düzeyde fark bulunmadığı görülmüştür. EDEÖ’nün üst biliş ve esneklik alt boyutları doğrultusunda cinsiyet değişkenine göre arasında anlamlı düzeyde fark olduğu; sistematiklik, azim ve sabır, açık fikirlilik alt boyutları doğrultusunda ise cinsiyet değişkenine göre anlamlı düzeyde fark bulunmadığı tespit edilmiştir. Araştırmadan elde edilen verilere göre Türkçe öğretmeniadaylarının kitap okuma alışkanlıkları, sınıf düzeyi değişkenine göre anlamlı farklılık göstermemektedir. Söz konusu öğretmen adaylarının eleştirel düşünme eğilimleri, sınıf değişkenine göre sadece “üst biliş” ve “esneklik” boyutlarında farklılık göstermektedir.Çalışmaya katılan öğretmen adaylarının kitap okuma alışkanlıkları ile eleştirel düşünme eğilimleri arasında düşük düzeyde, aynı yönde, anlamlı bir ilişki bulunmaktadır

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