Öğrenme Amaçlı Yazma Aktivitesi ve Öğrenme Amaçlı Yazma Aktivitelerinde Çoklu Modsal Betimleme Kullanımına Yönelik 5. Sınıf Öğrencilerinin Görüşleri

Bu araştırmanın amacı, çalışmaya katılan beşinci sınıf öğrencilerinin öğrenme amaçlı yazma (ÖAY) aktivitelerine ve öğrenme amaçlı yazma (ÖAY) aktivitelerinde çoklu modsal betimleme (ÇMB) kullanımına yönelik görüşlerini ortaya koymaktır. Bu amaç için nicel araştırma yöntemi olarak yarı deneysel, nitel araştırma yöntemi olarak yarı yapılandırılmış görüşmeler yapılmıştır. Deney ve kontrol grubu rastgele seçilmiştir. Her iki grup için iki farklı üniteye yönelik ÖAY aktivitesi gerçekleştirmişleri hedeflenmiştir. Öğrencilere yardımcı olması amacıyla onlara yazma aktivitesine dair yönergeler dağıtılmıştır. Deney ve kontrol grubuna dağıtılan yönergeler arasındaki en temel farklılık deney grubundaki öğrencilerden ÇMB kullanımının talep edilmesi olmuştur. Bu farklılık dışında yönergelerdeki bütün ölçütler her iki grup için aynıdır. Ünitelerin tamamlanmasıyla öğrenciler özet yazma tipini kullanarak ünitede yer alan konuları akranlarına anlatmışlardır. Yapılan yazma aktivitelerine dair 6’ sı deney ve 6’ sı kontrol grubundan 12 gönüllü öğrenciyle yarı yapılandırılmış görüşmeler yapılmıştır. Bu görüşmelerdeki ifadeler kodlanmış ve temalar belirlenmiştir. Bu temalar; “betimleme kullanımı”, “yazma aktivitesi”, “öğrenciye faydaları” ve “ödevi yeniden yapma isteği” olmuştur. Görüşme yapılan öğrenciler ÖAY yaparak öğrenme gerçekleştirdiklerini, yazma yapmadan önce planlama yaptıklarını belirtmişlerdir. Deney grubundaki öğrenciler kontrol grubundan farklı olarak yazma aktivitelerinde ÇMB kullanmanın onların betimlemeleri ayırt etmelerini, betimleme kullanmanın açıklık ve anlam bütünlüğü sağladığını belirtmişlerdir.

Anahtar Kelimeler:

çoklu modsal betimlemeler, Öğrenme amaçlı yazma, , 5. sınıf öğrenciler

Opinions of 5th Grade Students about Writing to Learn Activity and Use of Multi-Modal Representations Embedded Writing to Learn Activities

The aim of this study is to present the views of 5th-grade students who participated in the study about writing to learn (WL) activities, and the use of multi-modal representations (MMR) embedded WL activities. Quasi-experimental design as the quantitative research method and semi-structured interviews as the qualitative method were adopted in the study. Experimental and control groups were randomly selected. Instructions were distributed to help students for WL activities. The most basic discrepancy between the distributed instructions was the request of using MMR for the students in the experimental group. Except for this difference, all criteria in instructions are the same for both groups. End of the units, students explained units to their peers with WL activity. Semi-structured interviews were conducted with 12 volunteer students from six experimental, six control groups about writing activities. In these interviews, statements were coded, themes were identified. These themes; “use of representation,” “writing activity”, “benefits to the student,” and “desire to do homework again.” The students who participated interview stated that they were learning by doing WL and planning before writing. Unlike the control group, experimental group students stated that using MMR was embedded in WL activities to help them define representations and provide clarity and meaning.

Keywords:

Writing to learn, Multi-Modal representations, 5th-grade students,

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