The development of metacognitive awareness of reading strategies through WebQuest based teaching

This research was conducted to determine the effect of WebQuest-based teaching on reading strategies metacognitive awareness and was planned as an action research. The research’s study group consisted of 24 fourth grade students in a primary school situated in a district of Afyonkarahisar during the second term of 2015-2016 school year. In the research, the students attended three exercises in WebQuest-based teaching as a group, pairs and individually during the 55 course hours period. As data collection tools, reading strategies metacognitive awareness inventory, observation, interview and diary were used. Descriptive statistics and t test were used for the analysis of relevant samples. According to findings acquired from research’s quantitive data, it was confirmed that there was a significant rise in student’s posttest grades in regard to pretest grades of their reading strategies metacognitive awareness problem solving strategy and supporting levels of reading strategies. Besides, it was reached that there was no significant difference but there was a rise between pretest and posttest grades of the level of global reading strategy. It was observed that students using reading comprehension strategies were more successful in practice and use time more efficiently.

Ağ Araştırması’na dayalı öğretim yoluyla okuma stratejileri üstbilişsel farkındalığın gelişimi

Türkçe dersinde, Ağ Araştırması’na dayalı öğretimin okuma stratejileri üstbilişsel farkındalık düzeyine etkisini belirlemek amacıyla yapılan bu araştırma, eylem araştırması deseninde tasarlanmıştır. Araştırmanın çalışma grubunu, 24 ilkokul dördüncü sınıf öğrencisi oluşturmaktadır. 55 ders saati süren araştırmada, öğrenciler grup, eşli ve bireysel olmak üzere üç Ağ Araştırması’na dayalı öğretim uygulamasına katılarak birinci uygulamada broşür, ikinci uygulamada PowerPoint sunusu ve üçüncü uygulamada mektup yazmışlardır. Veri toplama aracı olarak, okuma stratejileri üstbilişsel farkındalık envanteri ile gözlem, görüşme ve günlüklerden yararlanılmıştır. Nicel verilerin analizinde, betimsel istatistiklere yer verilmiş ve ilişkili örneklemler için ttesti kullanılmıştır. Nitel veriler ise betimsel analiz yapılarak çözümlenmiştir. Araştırmanın nicel verilerinden elde edilen bulgulara göre, öğrencilerin okuma stratejileri üstbilişsel farkındalıkları problem çözme stratejisi ve okuma stratejilerini destekleme düzeylerinde önteste göre sontest puanlarında anlamlı artışın olduğu tespit edilmiştir. Genel okuma stratejisi düzeyinde ise öntest-sontest puanları arasında anlamlı bir farklılık olmadığı, fakat sontest puanlarında artış olduğu bulgusuna ulaşılmıştır. Okuma anlama stratejilerini kullanan öğrencilerin uygulamalarda daha başarılı oldukları gözlenmiştir.

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