TY  - JOUR
T1  - İlkokul Çocuklarının Basılı Kitap, E-okuyucu ve İnternetten Okumaya Yönelik Tutumlarının Karşılaştırılması
TT  - A Comparison of Primary School Children's Attitudes Toward Reading from Print Books, E-Readers, and The Internet
AU  - Kocaarslan, Mustafa
AU  - Çetin Elsıkma, Burçin
PY  - 2025
DA  - October
Y2  - 2025
DO  - 10.31464/jlere.1733280
JF  - Dil Eğitimi ve Araştırmaları Dergisi
JO  - JLERE
PB  - Hakan ÜLPER
WT  - DergiPark
SN  - 2149-5602
SP  - 664
EP  - 692
VL  - 11
IS  - 2
LA  - tr
AB  - Giderek daha yaygınlaşan dijital cihazlardan okumanın geleneksel basılı materyallerin yerini aldığı günümüzde, ilkokul çocuklarının basılı ve dijital okumaya yönelik tutumlarının tespit edilmesi ve okuma öğretiminin öğrencilerin duygusal ihtiyaçlarına göre düzenlenmesi önem taşımaktadır. Bu araştırmanın temel amacı ilkokul öğrencilerinin basılı kitap, e-okuyucu ve internetten okumaya yönelik tutumlarını incelemektir. Ayrıca sınıf düzeyi, cinsiyet ve internette geçirilen sürenin basılı kitap, e-okuyuculardan ve internetten okumaya yönelik tutum üzerinde farklılık gösterip göstermediği araştırılmıştır. Çalışma grubunu 138 ilkokul öğrencisi oluşturmaktadır. Araştırma sonucunda öğrencilerin basılı okumaya yönelik tutumları hem e-okuyucu hem de internetten okumaya yönelik tutumlarına göre anlamlı olarak yüksek bulunmuştur. Ancak e-okuyuculardan ve internetten okumaya yönelik tutumlar da pozitiftir. Cinsiyet basılı kitap, e-okuyucu ve internetten okumaya yönelik tutumları üzerinde anlamlı bir farklılık yaratmamıştır. Bununla birlikte sınıf düzeyi ilerledikçe öğrencilerin e-okuyuculardan ve internetten okumaya yönelik tutumları olumsuzlaşmış ancak basılı okumaya yönelik tutumları değişmemiştir. Son olarak internette daha fazla zaman geçiren öğrencilerin basılı okumaya yönelik tutumları daha düşüktür.
KW  - tutum
KW  - dijital okuma
KW  - basılı okuma
KW  - ilkokul öğrencileri
N2  - Giderek daha yaygınlaşan dijital cihazlardan okumanın geleneksel basılı materyallerin yerini aldığı günümüzde, ilkokul çocuklarının basılı ve dijital okumaya yönelik tutumlarının tespit edilmesi ve okuma öğretiminin öğrencilerin duygusal ihtiyaçlarına göre düzenlenmesi önem taşımaktadır. Bu araştırmanın temel amacı ilkokul öğrencilerinin basılı kitap, e-okuyucu ve internetten okumaya yönelik tutumlarını incelemektir. Ayrıca sınıf düzeyi, cinsiyet ve internette geçirilen sürenin basılı kitap, e-okuyuculardan ve internetten okumaya yönelik tutum üzerinde farklılık gösterip göstermediği araştırılmıştır. Çalışma grubunu 138 ilkokul öğrencisi oluşturmaktadır. Araştırma sonucunda öğrencilerin basılı okumaya yönelik tutumları hem e-okuyucu hem de internetten okumaya yönelik tutumlarına göre anlamlı olarak yüksek bulunmuştur. Ancak e-okuyuculardan ve internetten okumaya yönelik tutumlar da pozitiftir. Cinsiyet basılı kitap, e-okuyucu ve internetten okumaya yönelik tutumları üzerinde anlamlı bir farklılık yaratmamıştır. Bununla birlikte sınıf düzeyi ilerledikçe öğrencilerin e-okuyuculardan ve internetten okumaya yönelik tutumları olumsuzlaşmış ancak basılı okumaya yönelik tutumları değişmemiştir. Son olarak internette daha fazla zaman geçiren öğrencilerin basılı okumaya yönelik tutumları daha düşüktür.
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