Zihinsel İmaj Oluşturma Öğretiminin 4. Sınıf Öğrencilerinin Okuduğunu Anlama, Okuma Tutumu ve Zihinsel İmaj Netliği Üzerindeki Etkisi

Bu araştırmanın amacı, Türkçe dersinde bir okuma stratejisi olarak zihinsel imaj oluşturmanın açık uygulamalara dayalı öğretiminin ilkokul 4. sınıf öğrencilerinin okuduğunu anlama, zihinsel imaj netliği ve okuma tutumu üzerindeki etkisini incelemektir. Araştırma 2014-2015 öğretim yılında güz yarıyılında gerçekleştirilmiştir. Çalışma grubunu Bartın il merkezindeki bir devlet ilkokulunun deney ve kontrol grubu olarak iki farklı şubesinde yer alan 54 dördüncü sınıf öğrencisi oluşturmaktadır. Araştırma yarı deneysel desenlerden denkleştirilmemiş kontrol gruplu ön test-son test desen ile yürütülmüştür. Deneysel müdahale toplamda 10 hafta sürmüş, bu süre zarfında deney grubuna açık uygulamalara dayalı öğretim modeli temelinde çoklu zihinsel imaj oluşturma teknikleri ve etkinlikleri uygulanmıştır. Veri toplama aracı olarak araştırmacı tarafından geliştirilen "Okuduğunu Anlama Testi" kullanılmıştır. Ayrıca Sheveland (1992) tarafından geliştirilen "Zihinsel İmaj Netliği Ölçeği" ve McKenna ve Kear (1990) tarafından geliştirilen "İlkokul Öğrencileri İçin Okuma Tutumu Ölçeği" Türkçeye uyarlanarak kullanılmıştır. Verilerinin analizinde betimsel istatistiklere yer verilmiş ve araştırmanın hipotezlerini test etmek amacıyla ön-test puanları kontrol altına alınarak tek yönlü Kovaryans Analizi (ANCOVA) kullanılmıştır. Araştırmadan elde edilen bulgular, deney ve kontrol grubu öğrencilerinin okuduğunu anlama, zihinsel imaj netliği ve okumaya yönelik tutum puanları arasında deney grubu lehine anlamlı bir farkın olduğunu göstermiştir.

The Impact of Teaching Mental Imagery on Reading Comprehension, Reading Attitude, and Vividness of Mental Imagery Skills of 4th Graders

The purpose of this study was to examine the impact of mental imagery based on explicit teaching as a reading strategy on the reading comprehension, vividness of mental imagery and reading attitudes in Turkish lessons of primary school 4th graders. The study was carried out in fall semester in 2014-2015 academic year, and participants was consisted of 54 fourth grade students in two different classes in a state primary school in Bartın province. The study was carried out with a quasi-experimental design: pretest-posttest non-equivalent group design. Experimental process took 10 weeks, and during the process, multiple mental image creating techniques and activities on the basis of teaching model based on explicit teaching were administered. In this study, a "Reading Comprehension Test" which was developed by the researcher was used as data collection tool. In addition, "Vividness of Imagery Questionnaire" developed by Sheveland (1992) and "Elementary Reading Attitude Survey" developed by McKenna and Kear (1990) were adapted into Turkish and used in the study. In order to test the hypotheses of the study, one-way ANCOVA was used. The findings of the study revealed a significant difference in favor of experimental group in reading comprehension, vividness of mental imagery, and reading attitude scores.

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Hacettepe Üniversitesi Eğitim Fakültesi Dergisi-Cover
  • Başlangıç: 1986
  • Yayıncı: Hacettepe Üniversitesi Eğitim Fakültesi Dekanlığı