Neden Dik Temel Yazı?: Öğretmen Algıları
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Dosyalar
Tarih
2018
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Öz: Bu araştırmanın temel amacı, okuma-yazma öğretiminde uygulanacak olan dik temel yazı konusunda öğretmen algılarını belirlemektir. Araştırmada nitel araştırma yöntemlerinden olgubilim deseni kullanılmıştır. Araştırmanın çalışma grubunu, kolay ulaşılabilir örnekleme yöntemi kullanılarak Diyarbakır, Batman, Siirt, Bitlis ve Van illerinin merkeze bağlı ilkokullarında görev yapan ve gönüllülük esasına göre belirlenen 110 sınıf öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak, araştırmacılar tarafından geliştirilen ve uzman görüşü alınan yarı yapılandırılmış görüşme formu kullanılmış ve sınıf öğretmenlerine “dik temel yazı……..benzemektedir. Çünkü……” ifadesinin yer aldığı bir form dağıtılmıştır. Öğretmenlerin burada yapmış oldukları benzetmeler, metafor analizi ile beş aşamada ele alınmıştır. Bunlar (1) kodlama ve ayıklama, (2) örnek metafor imgesi derleme, (3) kategori geliştirme, (4) geçerlik ve güvenirliği sağlama ve (5) verilerin bilgisayar ortamına aktarılması aşamasıdır. Ayrıca görüşme formu ile öğretmenlerin bitişik eğik yazı ve dik temel yazıyı kıyaslama ve dik temel yazının olumlu/olumsuz yanları konusundaki algıları da belirlenmiştir. Araştırmada elde edilen verilerin analizinde, betimsel ve içerik analiz yöntemi kullanılmıştır. Araştırma sonucunda öğretmenler dik temel yazıyı bitki, hız, yiyecek, spor dalı, kural ve araç olarak; bitişik eğik yazıyı ise hayvan, yemek, doğa, sanat, karmaşıklık ve basit bir eylem olarak tanımlamışlardır. Yapılan benzetmelerden yola çıkılarak öğretmenlerin dik temel yazıyı pratik, hızlı, rahat, disiplinli ve derli toplu bulurken, bitişik eğik yazıyı daha karmaşık, zor, zahmetli ve zaman alıcı buldukları tespit edilmiştir.
Abstract: The main purpose of this research is to determine the teacher perceptions about the upright basic script, which were applied in the read-write teaching. In this research, one of the qualitative research methods, the phenomenological design was used. The working group of this research, consists of 110 primary school teachers who are working at primary schools attached to the center in Diyarbakır, Batman, Siirt, Bitlis and Van and are determined according to voluntariness by using easily accessible sampling method. Semi-structured interview form, developed by researchers and based on expert opinion, were used as data collection tool in the research and a form has be delivered to form teachers, which contains the statement: “The upright basic script resembles …., because…”. The analogies that teachers were made here were dealt with in five steps by metaphor analysis. These five steps are: (1) decoding and debugging, (2) compiling sample metaphor images, (3) developing a category, (4) providing validity and reliability, (5) transferring data to computer environment. Furthermore, with the interview form, the teachers’ receptions about comparing cursive script and upright basic script and the positive/negative sides of the upright basic script were determined. In the analysis of the data obtained in the research, descriptive and content analysis method were used. The results obtained from the research findings were discussed with supporting research findings and recommendations were presented accordingly. As a result of the research, the teachers defined “upright basic script” as planting, speed, food, sports branch, rule and tool; on the other hand, they were able to define "adjoining oblique script" as animals, food, nature, art, complexity, and a simple action. From the analogies made, the teachers found that the upright basic script is practical, fast, comfortable, disciplined and profound; they found that adjoining oblique script is more complicated, difficult, laborious and time consuming.
Abstract: The main purpose of this research is to determine the teacher perceptions about the upright basic script, which were applied in the read-write teaching. In this research, one of the qualitative research methods, the phenomenological design was used. The working group of this research, consists of 110 primary school teachers who are working at primary schools attached to the center in Diyarbakır, Batman, Siirt, Bitlis and Van and are determined according to voluntariness by using easily accessible sampling method. Semi-structured interview form, developed by researchers and based on expert opinion, were used as data collection tool in the research and a form has be delivered to form teachers, which contains the statement: “The upright basic script resembles …., because…”. The analogies that teachers were made here were dealt with in five steps by metaphor analysis. These five steps are: (1) decoding and debugging, (2) compiling sample metaphor images, (3) developing a category, (4) providing validity and reliability, (5) transferring data to computer environment. Furthermore, with the interview form, the teachers’ receptions about comparing cursive script and upright basic script and the positive/negative sides of the upright basic script were determined. In the analysis of the data obtained in the research, descriptive and content analysis method were used. The results obtained from the research findings were discussed with supporting research findings and recommendations were presented accordingly. As a result of the research, the teachers defined “upright basic script” as planting, speed, food, sports branch, rule and tool; on the other hand, they were able to define "adjoining oblique script" as animals, food, nature, art, complexity, and a simple action. From the analogies made, the teachers found that the upright basic script is practical, fast, comfortable, disciplined and profound; they found that adjoining oblique script is more complicated, difficult, laborious and time consuming.
Açıklama
DOI: https://doi.org/10.18039/ajesi.454652
Anahtar Kelimeler
Kaynak
Anadolu Journal of Educational Sciences International
WoS Q Değeri
Scopus Q Değeri
Cilt
8
Sayı
2
Künye
GÜRBÜZTÜRK O,AKRAN S. K,ÜNER Z. İ (2018). Neden Dik Temel Yazı?: Öğretmen Algıları. Anadolu Journal of Educational Sciences International , 8(2), 199 - 237. Doi: 10.18039/ajesi.454652
