Bilgi çağını yaşayan dünyamızda, eğitimin asıl hedefi; düşünen, anlayan, yorumlayan, bilgi üreten, sorun çözen ve bilimsel düşünen bireyler yetiştirmektir. Türkçe Dersi Öğretim Programı'yla da öğrencinin dinlediklerini, izlediklerini ve okuduklarını anlayan; duygu, düşünce ve hayallerini anlatan; eleştirel ve yaratıcı düşünen, sorumluluk üstlenen, girişimci, çevresiyle uyumlu, olay, durum ve bilgileri kendi birikimlerinden hareketle araştırma, sorgulama, eleştirme ve yorumlamayı alışkanlık haline getirmesi amaçlanmaktadır. Aktif öğrenme de istenilen hedeflere ulaşmada kolaylık sağlayan ve son zamanlarda popüler olmuş bir modeldir. Aktif öğrenmenin kuramsal temelleri yapılandırmacılığa ve onun öğrenme alanındaki versiyonu olan bilişselciliğe dayanmaktadır. Aktif öğrenme anlayışına göre öğrenmenin nasıl gerçekleştirileceği, ne kadar öğrenildiği ve öğrenmeyle ilgili eksiklerin neler olduğu noktasında öğrenen etkindir. Aktif öğrenme, öğrencilerin öğrenmeye etkin olarak katılmalarını sağlayan, yaşam boyu öğrenmeyi temel alan bir yöntemdir. Bu araştırmanın da amacı aktif öğrenme yöntemiyle oluşturulan sınıf ortamının bilişsel farkındalık, saygınlık, iş birliği, bireysel sorumluluk ve aktif katılım yönünden öğrenciler üzerindeki etkisinin belirlenmesidir. Araştırmanın çalışma grubunu Tokat İmam Hatip Ortaokulu 6/C sınıfındaki 30 öğrenci oluşturmaktadır. Çalışma Türkçe dersinde uygulanmıştır. Araştırmanın verilerini toplamak için anket tekniği kullanılmıştır. Veriler frekans(f) ve yüzde tekniği(%) kullanılarak incelenmiştir. Yapılan çalışma sonuçları, aktif öğrenme yaklaşımının geleneksel yaklaşıma oranla daha etkili olduğunu göstermiştir. Araştırma sonucu elde edilen bulgular, aktif öğrenme yöntemiyle oluşturulan sınıf ortamının öğrenciler üzerinde olumlu etki bıraktığını göstermiştir. Türkçe dersine karşı ilginin arttığı gözlemlenmiştir

In today’s world we are living in an age of information, and in this information world, the real aim of education is raising individuals who can think, understand, and comment; who are able to produce knowledge, solve problems, and think in a scientific manner. With the Turkish Language Classes Teaching Program, the aim is to raise students who can understand what they watch, read and listen to; tell their emotions, thoughts and dreams; think in a critical and creative manner; having responsibilities; being entrepreneurs; living in agreement with their environment; who can conduct researches, and who have the habit of questioning, criticizing and commenting on the situations based on their prior knowledge about the events. Active learning has become popular in recent years. This model ensures that the desired targets in education are reached easily. The theoretical bases of Active Learning date back to structuralism and to cognitivism, which are their versions in the field of learning. According to Active Learning Model, the learner is active in processes like how the learning will take place, how much a learner learns, and what the missing points in learning are. Active Learning Model is a method that ensures that the students are actively involved in learning and take the life-long learning as a basis. The purpose of this study is determining the effects of the classroom environment designed according to the Active Learning Method on students in terms of cognitive awareness, respectability, cooperation, individual responsibility and active participation. The study group consists of the 30 students from 6/C class in Tokat Religious Secondary School. The study was conducted in the Turkish Language class. The questionnaire technique has been used in order to collect the data during the study. The data were analyzed with the Frequency (f) and Percentage Technique (%). Answers to certain questions were sought in order to determine the effects of a classroom organized with the Active Learning Method on students. The results of the questionnaire conducted at the end of the study revealed that the Active Learning Approach was more influential than the Traditional Approach. In addition, it was also observed that the classes taught with the Active Learning Model left positive effects and impressions on students. The effect of classroom formed with the Active Learning Model on students in terms of respectability was positive. The students in classes where active learning took place had self-confidence and were ready for learning. In the analysis, 14 of the students (46,67%) stated that they felt better during the classes; 15 of the students (50) stated that they expressed their thoughts comfortably during the class and had positive feelings; only 1 student (3,33%) stated that s/he did not feel comfortable during the class. None of the students felt that they were excluded by their friends. In such a classroom environment, students Aktif Öğrenme Yöntemiyle Oluşturulmuş Sınıf Ortamınının Öğrenciler Üzerisindeki… 901 Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 feel respect for themselves and for the others around them. They feel safe in the classroom and are comfortable. The effect of classroom formed with the Active Learning Model on students in terms of active participation was also positive. The number of the students who stated that they participated actively in the class was 11 (36,67%), the number of the students who stated that they participated in the class actively and felt energetic and lively was 17 (56,67%). 2 students (6,67%) stated that they did not give much effort for the activities in the classroom. There were no students who stated that they were passive and dealt with other irrelevant things during the class. This is an indicator showing that the participation of students is more influential in Active Learning Method than in the Traditional Education Model. The students in the classes where the Active Learning Model was conducted motivate themselves for learning and are responsible for their own learning. 10 of the students (34,48%) stated that they had many preferences and opportunities during the class; 15 of them (51,72%) felt responsible during the classes. In addition, 2 students (6,90%) stated that they were not active much during the class and acted on their own, and did not fulfil responsibilities in the activities, and were directed by their friends. It is understood that the majority of the students participated in the intra-class activities voluntarily. Cooperation prevails among the students in a classroom where Active Learning Method is conducted. The activities in the classroom ensured that the students established better interactions. Students in a class where Active Learning Method is conducted are more sincere and comfortable in relations with their friends and teachers. They listen and accept each other. 10 student (33,33%) stated that they felt that the belonged to a group and were accepted by the members of the group with all aspects. In addition, the number of the students who stated that they had positive feelings for their friends in the group was 17 (56,67%). However, there was 1 student (3,33%) who stated that s/he did not receive any acceptance by the members of the group; and 2 students (6,67%) stated that they were excluded by the members of their groups. The students in Active Learning environment respect each other, do not belittle each other, and do not mock with each other. They act in cooperation and try to solve the problems with the best possible ways. It was determined that the attention of the students focused on the topic of the class for a long time with the methods and techniques applied in the class. During the activities in the classes, the feelings like curiosity, creativity, effort and excitement are observed in the students. 13 students (43,33%) stated that they considered themselves as cognitively awake during the classes, and added that they were aware of the happenings in the classroom environment; 15 students (50,00%) stated that they were mostly awake, and were aware of the events going on around them in the classroom. However, 2 students (6,67%) stated that they were bored during the activities in the classroom. There were no students stating that they were very little interested in the activities in the classroom. The students were sensitive for the ideas and feelings of their peers in the classroom. 902 Tuncay TÜRKBEN Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 10/7 Spring 2015 With the application of the Active Learning Method, the students stated that the Turkish Language classes became more interesting for them, and they were not bored during the classes. They also added that their attitudes towards the classes changed in a positive wa