Bayram BAŞ, Osman TURHAN

547

MESLEKİ BİLGİ KAYNAĞI OLARAK ÇOCUK EDEBİYATI: TÜRK ÇOCUK ROMANLARINDA TANITILAN MESLEKLER

Meslekler hakkında bilgi sahibi olmak, ortaokul öğrencilerinin mesleki gelişimi açısından önemli bir faaliyettir. Çocuk edebiyatı, ortaokul öğrencilerinin meslekler hakkında bilgi sahibi olabileceği bir kaynak olma potansiyeline sahiptir. Söz konusu potansiyele dayanarak bu araştırmada Türk çocuk romanlarında hangi meslekler hakkında detaylı bilgi verildiği, diğer bir ifade ile hangi mesleklerin tanıtıldığı incelenmiştir. Araştırma bütüncül tek durum çalışması şeklinde tasarlanmıştır. Bu doğrultuda, ölçüt örneklem ile inceleme nesnesi olarak doksan Türk çocuk romanı belirlenmiştir. Belirlenen inceleme nesnesi, meslek inceleme ve meslek sınıflandırma ölçütlerinden oluşan veri toplama araçları doğrultusunda doküman incelemesine tabi tutulmuştur. Elde edilen veriler; tümdengelimsel ve tümevarımsal içerik analizi teknikleriyle incelenmiştir. Yapılan incelemeye göre Türk çocuk romanlarında birçok farklı mesleki alandan birçok farklı meslek tanıtılmaktadır. İncelenen çocuk romanlarının neredeyse tamamında meslek tanıtılmasına rağmen, ortalama olarak az sayıda meslek tanıtılmaktadır. Ayrıca küçük bir meslek grubunun tanıtılmasına diğerlerinden daha fazla odaklanılmaktadır. Türk çocuk romanları ortaokul öğrencilerinin gelecekte sahip olmak istediği meslekleri tanıtmakta yeterlidir. Ancak onların mesleki dünyasını zenginleştirecek meslekleri sunmakta yetersiz kalmaktadır. Benzer şekilde bugünün ve geleceğin önemli mesleklerini içeren STEM mesleklerini tanıtmakta da yetersiz kalmaktadır. Mesleklerin beceri düzeyi ile tanıtılma düzeyi arasında hem doğru orantılı hem de ters orantılı bir ilişki bulunmaktadır. Benzer şekilde mesleklerin prestij düzeyi ile tanıtılma düzeyi arasında da hem doğru hem de ters orantılı ilişki bulunmaktadır. Sonuç olarak Türk çocuk romanları mesleki bilgi kaynağı ve mesleki rehber olma işlevine sahiptir. Ancak belirtilen yetersizlikler nedeniyle bu işlevi oldukça sınırlanmaktadır.

CHILDREN’S LITERATURE AS A SOURCE OF INFORMATION: TURKISH CHILDREN’S NOVELS INTRODUCING THE OCCUPATIONS

Knowing about occupations is essential in secondary school students’ careerdevelopment. Children’s literature has a potential to be a resource for secondaryschool students to learn about the occupations. Based on this potential, whichoccupations are given in detail about Turkish children’s novels, in other wordswhich occupations are introduced in Turkish children’s novels are examined inthis study. It is designed as a holistic single-case study. Accordingly, ninety Turkish children’s novels are identified as the object of this study by using criterionsampling. Then, document review is conducted on the object using occupationalinvestigation and occupational classification criteria as data collection tools. Theresulting data is examined with deductive and inductive content analysis. Findings show that many different occupations from various occupational fields areintroduced in Turkish children’s novels. Despite the fact that almost all of thenovels examined introduce an occupation, a small number of occupations areintroduced on average. Additionally, more emphasis is placed on a small occupational group. Turkish children’s novels are adequate to introduce the occupations that secondary school students wish to have in the future. However, theyare inadequate in offering occupations that will enrich their occupational world.Similarly, they are inadequate in introducing STEM occupations which includeimportant occupations of today and the future. There is a direct proportionaland inversely proportional relationship between the skill level and how much anoccupation is introduced, and also between the prestige level of the occupationsand how much an occupation is introduced. As a result, Turkish children’s novels function as a vocational guidance and a source of occupational information.However, this function is very limited due to abovementioned reasons
PDF

___

  • ABAD, C., & Pruden, S. (2013). Do storybooks really break children’s gender stereotypes?. Frontiers in psychology, 4, 1-4.
  • AKBAYIR, S., & Şerife, Ş. (2005). Yaş gruplarına göre çocuklar için edebiyat [Literature for children according to age groups]. Hece, 104-105, 190-204.
  • AKGÜNDÜZ, D, Aydeniz, M., Çakmakcı, G., Çavaş, B., Çorlu, S., Öner, T., & Özdemir, S. (2015). A report on STEM education in Turkey: A provisional agenda or a necessity?. İstanbul, Turkey: Aydın University.
  • AKOS, P., Niles, S., Miller, E., & Erford, B. (2011). Promoting educational careers in planning in schools. In Bradley T. Erford (Ed.), Transforming the School Counseling Profession (pp. 202–221.. Boston, MA: Pearson
  • AKTIN, K. (2017). A research on the career conciousness of 6th grade female students. Kastamonu Education Journal, 25(4), 1619-1634.
  • ALTAY-KÖSE, T., & Yangın, S. (2015). Elementary school and primary school students’ scientific career interests. RTEÜ Journal of Social Science, 1(1), 45-66.
  • APPEL, M., & Richter, T. (2007). Persuasive effects of fictional narratives increase over time. Media Psychology, 10(1), 113-134.
  • ARICI, A. (2016). Çocuk edebiyatı ve kültürü [Children’s literature and culture]. Ankara: Pegem A Yayıncılık.
  • ATLI, A. (2016). The investigation of high school students’ career preferences in terms of ability, interest and career value. Journal of Kirsehir Education Faculty, 17(1), 555-573.
  • AYDIN, G., Saka, M., & Guzey, S. (2017). Science, technology, engineering, mathematic (STEM) attitude levels in grades 4th- 8th. Mersin University Journal of the Faculty of Education, 13(2), 787-802.
  • BAKIRCIOĞLU, R. (2005). İlköğretim, ortaöğretim ve yükseköğretimde rehberlik ve psikolojik danışma [Psychological counseling and guidance in primary, secondary and higher education]. Ankara: Anı Yayıncılık.
  • BALÇIN, M, & Yavuz Topaloğlu, M. (2018). Sudents’ opinions about professions that they want to choose in the future. Abant İzzet Baysal University Journal of the Faculty of Education, 18 (3), 1331-1359
  • BAWDEN, D., Calvert, A., Robinson, L., Urquhart, C., Bray, C., & Amosford, J. (2009). Understanding our value; assessing the nature of the impact of library services. Library and Information Research, 33(105), 62-89.
  • BAYAT, N., & Çetinkaya, G. (2018). Reading habits and preferences of secondary school students. Elementary Education Online, 17(2), 984-1001.
  • BOZKURT-ALTAN, E, Üçüncüoğlu, İ., & Zileli, E. (2018). Investigation of career awareness of stem fields of the regional boarding secondary schools students. Kastamonu Education Journal, 7(2), 785-797.
  • BRIGHT, J., Pryor, R., Wilkenfeld, S., & Earl, J. (2005). The role of social context and serendipitous events in career decision making. International Journal for Educational and Vocational Guidance, 5(1), 19-36.
  • BROUSSARD, R., & Doty, P. (2016). Toward an understanding of fiction and information behavior. Proceedings of the Association for Information Science and Technology, 53(1), 1–10.
  • CANAL, M. (2013). “Analysis of the effects of activıties about professions conducted in secondary school social studies lessons on students’ choice of profession.” Unpublished master’s thesis. Gazi University, Ankara.
  • CARNEVALE, A., Smith, N., & Melton, M. (2011). STEM: Science Technology Engineering Mathematics. STEM: Science, Technology, Engineering, and Mathematics. Georgetown University Center on Education and the Workforce.
  • CRESWELL, J. W. (2016). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative inquiry and research design: Choosing among five approaches]. Ankara: Siyasal Kitabevi.
  • DEMİR, S. B., & Demirbaş, S. (2014). Examining the attitudes of secondary school students towards police. Electronic Turkish Studies, 9(5), 727-740.
  • DEMİRCİOĞLU, H., Demircioğlu, G., & Ayas, A. (2006). Storylines and chemistry teaching. Hacettepe University Journal of Education,30(30), 110-119.
  • DENİZ, E. (2015). Reading habits of secondary school students. Research in Reading and Writing Instruction, 3(2), 46-64.
  • DYKEMAN, C., Herr, E., Ingram, M., Pehrsson, D., Wood, C., & Charles, S. (2001). The Taxonomy of Career Development Interventions That Occur in America’s Secondary Schools. Columbus, Ohio: National Dissemination Center for Career and Technical Education The Ohio State University.
  • EDWARDS, S., & Poston-Anderson, B. (1996). Information, future time perspectives, and young adolescent girls: Concerns about education and jobs. Library & Information Science Research, 18(3), 207-223.
  • ERDELEZ, S. (1999). Information encountering: It’s more than just bumping into information. Bulletin of the American Society for Information Science and Technology, 25(3), 26-29.
  • GAREIS, E., Allard, M., and Saindon, J. (2009). The novel as textbook. TESL Canada Journal, 26(2), 136-147.
  • GERRIG, R., & Prentice, D. (1991). The representation of fictional information. Psychological Science, 2(5), 336-340.
  • GOLDTHORPE, J., & Hope, K. (1972). Occupational grading and occupational prestige. In K. Hope (Ed.), The Analysis of Social Mobility: Methods and Approaches (pp. 19–79). Oxford: Clarendon Press.
  • GÜLHAN, F., & Şahin, F. (2018). A comparative investigation of middle school 5th and 7th grade students’ of perceptions on engineers and scientists. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12(1), 309-338.
  • HADDON, L. (2004). Information and Communication Technologies in Everyday Life: A Concise Introduction and Research Guide. Oxford: Berg.
  • HARRIS, R., & Dewdney, P. (1994). Barriers to information: How formal help systems fail battered women. Westport, CT: Greenwood Press.
  • HOPKINS, E., & Weisberg, D. S. (2017). The youngest readers’ dilemma: A review of children’s learning from fictional sources. Developmental Review, 43, 48-70.
  • HUCK, C., Hepler, S., & Hickman, J. (1987). Children’s Literature in the Elementary School. NY: Holt, Rinehart and Winston.
  • International Labor Organization. (2012). International standard classification of occupations: ISCO-08. Geneva, Switzerland: International Labour Office.
  • JEPSEN, D. (1989). Adolescent career decision processes as coping responses for the social environment. In R. Hanson (Ed.), Career development: Preparing for the 21st century (pp. 67-82). Knoxville, TN: University of Tennessee.
  • JULIEN, H. (1999). Barriers to adolescents’ information seeking for career decision making. Journal of the American Society for Information Science, 50(1), 38-48.
  • KARAKAŞ, M. (2012). “The perceptions of elementary education students about vocational and technical education.” Unpublished master’s thesis. Gaziosmanpaşa University, Eskişehir.
  • KARAKAYA, F., Avgın, S. S., & Yılmaz, M. (2018). Middle school students’ interest in science-technology-engineering and mathematics (STEM) professions. Ihlara Journal of Educational Research, 3(1), 36-53.
  • KUZGUN, Y. (2009). Meslek gelişimi ve danışmanlığı [Occupational development and vocational guidance]. Ankara: Nobel Yayınevi.
  • LANGDON, D., McKittrick, G., Khan, B., & Doms, M. (2011). STEM: Good jobs now and for the future. U.S. Department of Commerce, Economics and Statistics Administration
  • MARSH, E., & Fazio, L. (2007). Learning from fictional sources. In J. Nairne (Ed.), The foundations of remembering: Essays in honor of Henry L. Roediger III (pp. 397–413). New York: Psychology Press
  • MARSH, E., Butler, A., & Umanath, S.. (2012). Using fictional sources in the classroom: Applications from cognitive psychology. Educational Psychology Review, 24(3), 449-469.
  • MARSH, E., Meade, M., & Roediger, H. (2003). Learning facts from fiction. Journal of Memory & Language, 49, 519 –536.
  • MAURER, N. (2015). “Inspiring her mind through children’s literature”. Unpublished master’s thesis. California State University, Sacramento.
  • MILES, M. B., & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. California: Sage Pablications, Inc
  • Ministry of National Education. (2007). Öğrencilerin okuma düzeyleri [Children’s level of reading]. Ankara: MNE Kaynak Kitaplar Dizisi.
  • MOYER, J. (2007). Learning from leisure reading: A study of adult public library patrons. Reference & User Services Quarterly, 46(4), 66-79.
  • NHUNDU, T. (2007). Mitigating gender-typed occupational preferences of Zimbabwean primary school children: The use of biographical sketches and portrayals of female role models. Sex Roles, 56(9-10), 639-649.
  • ÖNDER, E. (2018). “Evaluation of primary and secondary schools and high schools in terms of the equality of opportunity and possibility accordimg to perceptions of high school students.” Unpublished master›s thesis. Mehmet Akif Ersoy University, Burdur.
  • OOI, K, & Li-Liew, C. (2011). Selecting fiction as part of everyday life information seeking. Journal of Documentation, 67(5), 748-772.
  • ÖZAKCA, İ. (2008). “Factors that influence the primary school eighth grade students? orientation to general and vocational secondary schools (sample of Çanakkale).” Unpublished master›s thesis. Çanakkale Onsekiz Mart University, Çanakkale.
  • PATTON, M. Q . (2014). Nitel araştırma ve değerlendirme yöntemleri [Qualitative evaluation and research methods] Ankara: Pegem A Yayıncılık.
  • PEKMEZCİ, S. (2014). “Effects of short stories reinforced with information technology on students’ success, their self efficacy and their attitudes towards science.” Unpublished master’s thesis. Pamukkale University, Denizli.
  • PUNCH, K. F. (2005). Sosyal araştırmalara giriş: Nicel ve nitel yaklaşımlar [Introduction to social research: Quantitative and qualitative approaches]. Ankara: Siyasal Kitabevi.
  • PUTT, S. (2011). Using science fiction to teach science facts. An Alternate Plan Paper, English Technical Communication Minnesota State University, Minnesota.
  • RAZON, N. (1983). Meslek seçimi ve mesleğe yöneltme [Choice of occupation and vocational guidance]. Education and Science, 8(43), 23-31.
  • SAMPSON, J., Osborn, D., Kettunen, J., Hou, P., Miller, A., & Makela, J. (2018). The validity of social media–based career information. The Career Development Quarterly, 66(2), 121-134.
  • SEÇER, Ş. (2007). “Constituting the model of occupational life and ıts uses in occupational analysis.” Unpublished doctoral dissertation. Dokuz Eylül University, İzmir.
  • SMITH, J. (1993). Content learning: A third reason for using literature in teaching reading. Literacy Research and Instruction, 32(3), 64-71.
  • SÖNMEZ, V., & Alacapınar. F. G. (2014). Örneklendirilmiş bilimsel araştırma yöntemleri [Scientific Research Methodology with Samples]. Ankara: Anı Yayıncılık.
  • SUNAR, L. (2015). Developing a socioeconomic status ındex for Turkey. The Scientific and Technical Research Council of Turkey (TUBITAK), Project No:106O113K506.
  • TAN, H., & Baloğlu, M. (2011). Psikolojik danışma ve rehberlik: teori ve uygulama. Ankara: Nobel Yayınevi.
  • THOMAS, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237-246.
  • TOSUN, Z. (2013). “Manisa province, investigation of vocational orientation activities of secondary education students.” Unpublished master’s thesis. Afyon Kocatepe University, Afyonkarahisar.
  • TOWEY, C. (2000). Flow: The benefits of pleasure reading and tapping readers’ interests. The Acquisitions Librarian, 13(25), 131-140.
  • TREPANIER-STREET, M., & Romatowski, J. (1999). The influence of children’s literature on gender role perceptions: A reexamination. Early Childhood Education Journal, 26(3), 155-159.
  • TRICOT, A. (2002). Improving occupational information. Paper Prepared for an OECD Review of Policies for Information, Guidance and Counselling Services. Paris: OECD.
  • Turkish Industry and Business Association. (2017). The STEM need in Turkey for 2023. İstanbul: TÜSİAD. Retrieved from https://www.pwc.com.tr/tr/assets/image/pwc-tusiad-2023-e-dogru-turkiye-de-stem-gereksinimiraporu.pdf
  • UĞRAŞ, M. (2019). Middle school students’ interest in science-technology-engineerıng and mathematics (STEM) career. Turkish Studies, 14(1), 751-774
  • USLUER, E. (2005). Meslek inceleme kılavuzu [Occupations guidebook]. Ankara: Nobel Yayınevi.
  • VILORIO, D. (2014). STEM 101: Intro to tomorrow’s jobs. Occupational Outlook Quarterly, 58(1), 2-12.
  • WEINGARTEN, S. (1954). Developmental values in voluntary reading. The School Review, 62(4), 222-230.
  • WILHELM, J. (2015). Let them read trash!. English in Aotearoa, 85, 16-22.
  • WILLIAMSON, K. (1998). Discovered by chance: The role of incidental information acquisition in an ecological model of information use. Library & information science research, 20(1), 23-40.
  • YEŞİLYAPRAK, B. (2013). 21. yüzyılda eğitimde rehberlik hizmetleri [Guidance service in education in the 21st century]. Ankara: Nobel Yayınevi.
  • YILDIRIM, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative Research Methods in Social Sciences]. Ankara: Seçkin Yayıncılık. YIN, R. K. (2009). Case study research: Design and methods. Thousand Oaks, CA: Sage.
Milli Eğitim-Cover
  • ISSN: 1302-5600
  • Yayın Aralığı: Yılda 4 Sayı
  • Yayıncı: Milli Eğitim Bakanlığı
Arşiv
Sayıdaki Diğer Makaleler

MESLEKİ BİLGİ KAYNAĞI OLARAK ÇOCUK EDEBİYATI: TÜRK ÇOCUK ROMANLARINDA TANITILAN MESLEKLER

Bayram BAŞ, Osman TURHAN

OKUL GELİŞİMİ BAĞLAMINDA DENETİM UYGULAMALARI: OFSTED ÖRNEĞİ

Saadettin GÜZEL, Mehmet ARSLAN, Semih AKTEKİN