Türkçe Dersi Öğretim Programının 5., 6., 7. ve 8. Sınıf Kazanımlarının SOLO Taksonomisine Göre İncelenmesi

Bu çalışmada Türkçe dersi öğretim programı (2019) kazanımlarının SOLO taksonomisine göre incelenmesi ve kazanımların hangi düzeye karşılık geldiğinin belirlenmesi amaçlanmıştır. Çalışmada nitel araştırma yöntemlerinden doküman analizi tekniği kullanılmıştır. Bu kapsamda 2017 yılında taslak olarak hazırlanan ve 2018-2019 yılında uygulamaya konan Türkçe dersi öğretim programında yer alan kazanımlar veri kaynağı olarak kullanılmıştır. Öğretim programında yer alan kazanımların dinleme/izleme, konuşma, okuma ve yazma şeklinde sınıflandırıldığı görülmüştür. Kazanımlar SOLO taksonomisi düzeylerine göre sınıflandırılırken gösterge fiiller göz önünde bulundurulmuştur. Sonuçlara bakıldığında kazanımların en çok ilişkisel yapı basamağını (162 kazanım) temsil ettiği görülmüştür. Bu sıralamayı çok yönlü yapı basamağı (76 kazanım), soyutlanmış yapı basamağı (28 kazanım) ve tek yönlü yapı basamağı (23 kazanım) takip etmiştir. Sınıf seviyesi arttıkça tek yönlü ve çok yönlü kazanım sayısının azalıp, soyutlanmış yapı basamağı kazanımlarının artması beklenirken bir artış olmadığı görülmüştür. Sonuç olarak, Türkçe dersi öğretim programı kazanımlarının SOLO taksonomisinin yapısına uygun ve yeterli düzeyde olmadığı görülmüştür.

Anahtar Kelimeler:

SOLO Taksonomisi, Türkçe dersi, Öğretim programı, Kazanım

INVESTIGATION OF THE LEARNING OUTCOMES IN THE TURKISH COURSE CURRICULUM (FROM 5TH GRADE TO 8TH GRADE) IN TERMS OF THE SOLO TAXONOMY

The purpose of the study is to examine the Turkish Course Curriculum (2019) in terms of the SOLO taxonomy and determine to which level the learning outcomes correspond. Document analysis, one of the qualitative research methods, was used as the data analysis method. In this context, the learning outcomes in the Turkish Course Curriculum, which was drafted in 2017 and put into practice between 2018 and 2019, were used for the data source. It was observed that the learning outcomes in the curriculum were classified as listening, speaking, reading and writing. While classifying the learning outcomes, the levels of the Solo taxonomy were considered. The results showed that 162 learning outcomes s mostly corresponded to the level of relational. It was followed by the level of Multistructural (76 learning outcomes), the level of extended abstract (28 learning outcomes) and the level of unistructural (23 learning outcomes). As the grade level increased, the number of unistructural and multi-structural learning outcomes decreased. Additionally, as the learning outcomes of the extended abstract level were expected to increase, there was no increase. As a result, the o learning outcomes in the Turkish Course Curriculum are not adequate and suitable for the SOLO taxonomy.

Keywords:

Curriculum, Learning Outcome, SOLO Taxonomy, Turkish Course,

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