Nergiz KARDAŞ İŞLER, Ali Ekber ŞAHİN, Ufuk BALAMAN

Öğrenci Katılımına Zemin Hazırlayan Etkileşimsel Bir Kaynak: Eksik Tasarlanmış Sözceler

Bu çalışma, ilkokul sosyal bilgiler dersindeki sınıf içi etkileşimini inceleyerek, öğretmenlerin öğrenci katılımını sağlama amacı ile kullandığı bir etkileşimsel kaynağı betimlemeyi amaçlamaktadır. Sosyal bilgiler sınıfları multidisipliner eğitsel ortamlar olup, zengin içeriklerin öğretiminin gerçekleştirilmesini gerektirmektedir. Bu tür etkinliklerin gerçekleştirilmesi ise öğrenci katılımının sağlanması ile doğrudan alakalıdır. Ancak bu konuda sosyal bilgiler alanında herhangi bir çalışma yapılmamış ve öğrenci katılımı, katılımın gerçekleşme anlarına odaklanmayan çalışmalarla anlaşılmaya çalışılmıştır. Çalışmamız, ilkokul sosyal bilgiler sınıf içi etkileşimini, Konuşma Çözümlemesi yöntemini kullanarak 17 saatlik bir veri bütüncesi içerisinde incelemiş ve öğretmenin, öğrenci başlatımlarını teşvik etme ve öğrenci katılımına zemin hazırlama amacıyla, tekrarlı olarak bir etkileşimsel kaynağa başvurduğunu ortaya koymuştur. Bu etkileşimsel kaynak, Eksik Tasarlanmış Sözce (ETS) olarak alanyazında da yer almış ve öğretmenin sözceleri eksik tasarlayarak, öğrencilerin tamamlamasına olanak sağladığı ve böylece öğrenci katılımına zemin hazırladığı tespit edilmiştir. Çalışmamız, sosyal bilgiler alanına, yöntemsel bir yenilik getirmekte, alandaki sınıf içi etkileşim çalışması eksiğini gidermekte ve öğretmen ve öğretmen adaylarına, öğrenci katılımını sağlamak üzere zengin bir etkileşimsel kaynak örneği sunmaktadır.

Anahtar Kelimeler:

Sosyal bilgiler, sınıf içi etkileşim, konuşma çözümlemesi, eksik tasarlanmış sözce, öğrenci katılımı

An Interactional Resource for Creating Opportunities for Student Participation: Designedly Incomplete Utterances

This study examines social studies course classroom interaction in a primary school and describes an interactional resource deployed by the teacher for creating opportunities for student participation. Social studies classrooms are multidisciplinary settings that require teaching of rich content, which is only possible through ensuring student participation. However, there is no study to our knowledge that documents such resources in social studies classrooms by focusing on the micro moments of classroom interaction. This study investigates 17 hours of social studies classroom interactions using Conversation Analysis as the research methodology and present findings on a specific interactional resource deployed repeatedly by the teacher for encouraging learner initiatives and creating opportunities for student participation. This resource has been referred to in previous literature as Designedly Incomplete Utterance (DIU) that is mainly used for creating opportunities for student participation by leaving an utterance designedly incomplete so that it can be completed by the students. Our study has shown how designedly incomplete utterance (DIU) is used as an interactional resource (i.e. as hints, for eliciting an extension or repetition of prior talk, and for prompting the continuation of an action) by the teacher, which provides evidence for that the teacher creates opportunities both for student initiations and student participation in an observable way. Our study contributes to the field of social studies education with the first research to examine social studies classroom interaction and also by presenting an innovative research methodology and providing the teachers and teacher candidates with a rich interactional resource to encourage, create opportunities for, and maintain student participation.

Keywords:

Social studies, classroom interaction, conversation analysis, designedly incomplete utterance, student participation,

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