İlkokul Öğrencilerinin Resimlerindeki Okuryazarlık Algısı

Bireylerin okuryazarlık becerilerinin erken yaşlardan itibaren geliştirilmesi hem akademik başarının temelini oluşturmakta hem de kişisel, sosyal, mesleki ve toplumsal hayattaki başarıların sınırlarını belirlemektedir. Okuryazarlık becerilerinin gelişimini etkileyen çok sayıda değişken bulunmasına rağmen, okuryazarlığa ilişkin algılar söz konusu becerilerin gelişim süreci içerisinde daha önemli bir rol üstlenmektedir. Bu araştırmanın amacı da ilkokul ikinci sınıf öğrencilerinin okuryazarlık algılarını yaptıkları resimler ve birebir gerçekleştirilen görüşmeler aracılığıyla ortaya çıkarmaktır. Araştırmada nitel araştırma desenlerinden fenomenolojik araştırma deseni kullanılmış ve araştırmanın gerçekleştirilmesi sürecinde fenomenolojik araştırma türlerinden biri olan betimleyici fenomenoloji tercih edilmiştir. Araştırmanın çalışma grubunu ilkokul 2. sınıf düzeyinde öğrenim gören 17 öğrenci oluşturmaktadır. Araştırmanın verilerini; öğrencilerin okuryazarlık konusunda yapmış oldukları resimler, resimler hakkında gerçekleştirilen yapılandırılmamış görüşmeler ve resimlerden bağımsız olarak okuryazarlık algıları hakkında yapılan yarı yapılandırılmış görüşmeler oluşturmaktadır. Araştırmanın sonuçlarına göre öğrenciler okuryazarlık çalışmalarını daha çok sınıf içerisinde yapılması gereken çalışmalar olarak görmektedir. Öğrencilerin resimlerinde daha çok okuma ile ilgili nesneleri kullandığı tespit edilmiştir. Bu durum öğrencilerin okuryazarlık dendiğinde yazmadan ziyade okumaya daha fazla anlam yükledikleri sonucunu ortaya çıkmaktadır. Öğrencilerin okuryazarlık ile ilgili olarak daha ziyade öğrenci ve öğretmen kavramlarını ön plana çıkardığı görülmüştür. Araştırmanın sonuçlarına göre, okur yazarlığın günlük yaşamda öğrencinin keyif alarak kullanacağı bir faaliyete nasıl dönüştürüleceğine yönelik çalışmalara oldukça ihtiyaç duyulduğu tespit edilmiştir.

Perceptions about Literacy in Primary School Student Drawings

Developing the individual’s literacy skills at early ages both creates the foundationof academic achievement and determines the borders of the achievement in personal,social, professional and social life. Perceptions about literacy have a more importantrole in development process of literacy skills although there are numerous variableseffecting mentioned skills. The aim of this study is to reveal the perceptions of primaryschool second grade students about literacy through their drawings and face to faceinterviews. Phenomenological research among qualitative research patterns was usedand descriptive phenomenology, one of the phenomenological research types was usedin the research implementation process. The research group of the study consists of 17students studying at 2nd grade. The research data includes student drawings aboutliteracy, unstructured interviews about the drawings and semi-structured interviewsindependent from the drawings about literacy perceptions. According to the studyresults, the students see literacy studies as the studies that should be done in classroom.It has been concluded that the students used objects about reading in their drawings; inother words, the students assign meaning mostly to reading rather than writing when theconcept of literacy is expressed. According to the research results, continuous worksneed to be done related how to transform an activity that literacy will carry out in dailylife with the joy of the students.

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