İlkokul Sosyal Bilgiler Derslerinde Ders Kitabına Dayalı Öğretmen Konuşması

Year 2025, Volume: 18 Issue: 4, 680 - 711, 28.10.2025

Nergiz Kardaş İşler

https://doi.org/10.30831/akukeg.1671982

Abstract

Bu çalışma, bir öğretmenin ilkokul sosyal bilgiler dersinde ders kitabı kullanımını incelemektedir. Öğretmenin sınıf içi etkileşim sırasında ders kitabına baktığı anlara ve bu uygulamanın etkileşimi nasıl teşvik edip, şekillendirdiğine odaklanmaktadır. Konuşma çözümlemesini kullanarak, ders kitabının öğretmenin konuşmasını nasıl desteklediğine atıfta bulunarak sınıf söylemine dair yeni içgörüler sağlamaktadır. Veri, 17 saatlik video kaydı yapılmış, doğal olarak gerçekleşen sınıf etkileşiminden oluşmaktadır. Yapılan analiz, öğretmenin ders kitabının içeriğini soru-cevap dizisi ve ders anlatımı dizisi gibi etkileşimin farklı anlarında kullanarak söz sırasını genişlettiğini göstermektedir. Ayrıca öğretmenin bir yandan ders kitabını takip ederken bir yandan da başka bir sınıf etkinliğine devam ederek sınıfta çoklu görev deneyimi yaşadığını göstermektedir. Genel olarak bu çalışma, sınıf içi etkileşimin düzenlenmesinde ders kitabının kullanımına odaklanarak alandaki bir boşluğu doldurmaktadır.

Keywords

Ders kitabı , ilkokul , sosyal bilgiler dersi , sınıf söylemi , konuşma çözümlemesi

Ethical Statement

Bu çalışma, üniversitenin Etik Kurulu tarafından onaylanmıştır (Onay no. 35853172-433-2200).

Supporting Institution

Hacettepe Üniversitesi

Textbook-Mediated Teacher Talk in Social Studies Lessons at Primary School

Abstract

This study investigates a teacher's use of a textbook in a primary school social studies course. It focuses on the moments when the teacher looks at the textbook during classroom interaction and how this practice promotes and shapes the interaction. Using conversation analysis, it provides new insights into the classroom discourse with reference to how the textbook supports the teacher talk. The corpus consists of 17 hours of video-recorded, naturally occurring classroom interaction. The analysis shows that the teacher extends her turn by using the content of the textbook at different moments of the interaction, such as the question and answer sequence and the lecture sequence. It also shows that the teacher experiences multitasking in the classroom by following the textbook while continuing with another classroom activity. Overall, this study fills a gap in the field by focusing on the use of the textbook in organizing classroom interaction.

Keywords

Textbook , primary school , social studies course , classroom discourse , conversation analysis

Ethical Statement

This study was approved by the Ethics Committee of the university (Approval no. 35853172-433-2200).

Supporting Institution

Hacettepe University

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