Yazma Eğitiminde Öz Belirleme: 6. Sınıf Türkçe Ders Kitabı Yazma Etkinlikleri

Abstract

Bu araştırmanın amacı, 2025-2026 eğitim öğretim yılında okutulan 6. sınıf Türkçe ders kitabındaki yazma etkinliklerinin öz belirleme kuramı açısından uygunluğunu incelemektir. Nitel araştırma desenlerinden durum araştırmasıyla yürütülen çalışmada, Millî Eğitim Bakanlığı tarafından yayımlanan ders kitabındaki metin üretimine dayalı yirmi üç yazma etkinliği incelenmiştir. Veriler; öz belirleme kuramının özerklik, yeterlilik ve ilişkili olma gereksinimleri temel alınarak geliştirilen kodlama kitabı ve dereceli değerlendirme anahtarı aracılığıyla tümdengelimli içerik çözümlemesine tabi tutulmuştur. Kodlama güvenirliği, etkinliklerin bir bölümünün ikinci bir kodlayıcı tarafından bağımsız olarak kodlanmasıyla sınanmış ve yeterli düzeyde bulunmuştur. Bulgular, etkinliklerin en güçlü biçimde yeterlilik gereksinimini destekleyici göstergeler içerdiğini; özerklik gereksinimine yönelik göstergelerin orta düzeyde kaldığını; ilişkili olma gereksinimine yönelik göstergelerin ise görece sınırlı olduğunu göstermektedir. Sonuç olarak ders kitabının yazma görevlerini yapılandırma açısından güçlü olduğu ancak yazma eylemini anlamlandırma, paylaşma ve iş birliği içinde üretme boyutlarında geliştirilmeye açık yönler taşıdığı belirlenmiştir. Çalışma, yazma etkinliklerinin tasarımında üç temel psikolojik gereksinimi destekleyici göstergelerin daha dengeli biçimde yer alması gerektiğini önermektedir.

Keywords

• yazma eğitimi
• öz belirleme
• güdülenme
• özerklik
• yeterlilik
• ilişkili olma

Supporting Institution

Erciyes Üniversitesi Araştırma Dekanlığı Bilimsel Makale Destek Koordinatörlüğü

Ethical Statement

Bu çalışmada “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Yönergenin ikinci bölümü olan “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir.

Thanks

Bu makaleye sağladıkları dil ve imla düzeltme hizmetleri için Erciyes Üniversitesi Araştırma Dekanlığı Bilimsel Makale Destek Koordinatörlüğü Makale Düzenleme Ofisine teşekkür ederiz.

Self-Determination in Writing Education: Sixth-Grade Turkish Textbook Writing Activities

Abstract

This study aims to examine the suitability of the writing activities in the sixth-grade Turkish textbook used in the 2025-2026 academic year in terms of self-determination theory. Designed as a qualitative case study, the research analyzed twenty-three text-production-based writing activities in the textbook published by the Ministry of National Education. The data were subjected to deductive content analysis using a coding book and a rubric developed based on the self-determination theory needs for autonomy, competence, and relatedness. Coding reliability was tested through the independent coding of a portion of the activities by a second coder and was found to be sufficient. The findings indicated that the activities most strongly included indicators supporting the need for competence; indicators related to autonomy remained at a moderate level; and indicators related to relatedness were relatively limited. As a result, it was determined that the textbook was strong at structuring writing tasks; however, it had aspects that could be improved to help students make sense of writing, shared their texts, and produced written work collaboratively. The study suggested that indicators supporting the three basic psychological needs should be incorporated more evenly into the design of writing activities.

Keywords

• Writing education
• self-determination
• motivation
• autonomy
• competence
• relatedness

Supporting Institution

Proofreading & Editing Office of the Dean for Research at Erciyes University

Ethical Statement

This study complies with all the rules specified in the “Guidelines on Scientific Research and Publication Ethics for Higher Education Institutions.” None of the actions listed under the heading “Actions Contrary to Scientific Research and Publication Ethics,” which constitutes the second section of the guidelines, have been committed.

Thanks

We would like to thank the Proofreading & Editing Office of the Dean for Research at Erciyes University for copyediting and proofreading service for this manuscript.

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