Okul Öncesi Eğitimde Düşünme Becerilerinin Geliştirilmesinde Dijital Hikâye Anlatımına İlişkin Öğretmen Görüşlerinin İncelenmesi

Öz

Bu çalışma, dijital hikâye anlatımının okul öncesi dönemde çocukların düşünme becerilerini geliştirme sürecindeki rolünü öğretmen görüşleri üzerinden incelemeyi amaçlamaktadır. Araştırma, nitel bir yöntem olarak durum çalışması deseniyle tasarlanmıştır. Çalışma grubunu, Bursa’nın Nilüfer ilçesindeki iki bağımsız anaokulunda görev yapan 14 okul öncesi öğretmeni oluşturmaktadır. Araştırmanın çalışma grubu amaçlı örnekleme tekniğiyle ile belirlenmiştir. Araştırmada veriler altı sorudan oluşan yarı yapılandırılmış görüşme formu ile toplanmıştır. Elde edilen verilerinin analizinde içerik analizi kullanılmıştır. Araştırma bulguları, dijital hikâye anlatımının çocukların eleştirel düşünme, yaratıcılık, problem çözme ve sosyal-duygusal beceriler gibi çeşitli alanlarda gelişimlerine katkıda bulunduğunu ortaya koymuştur. Öğretmenler, dijital hikâyelerin öğrencilerin dikkatini çektiğini, hayal gücünü harekete geçirdiğini ve analitik düşünme süreçlerini desteklediğini belirtmiştir. Bununla birlikte, teknolojik altyapı eksikliği, zaman yönetimi zorlukları ve dijital araçların erişilebilirliğindeki sınırlamalar gibi sorunlar da dile getirilmiştir. Araştırma, dijital hikâye anlatımının pedagojik potansiyelini vurgulamakla birlikte bu yöntemin etkili kullanımını artırmak için teknolojik desteklerin önemine dikkat çekmektedir.

Anahtar Kelimeler

• Dijital hikâye anlatımı
• düşünme becerileri
• okul öncesi eğitim
• öğretmen görüşleri
• nitel araştırma

Teacher Opinions On Digital Storytelling in Developing Thinking Skills in Preschool Education

Abstract

This study aims to examine the role of digital storytelling in the process of developing children's thinking skills in the preschool period through teachers' opinions. The research was designed with a case study design as a qualitative method. The study group consists of 14 preschool teachers working in two independent kindergartens in Bursa's Nilüfer district. The study group of the research was determined by purposeful sampling technique. In the research, data were collected with a semi-structured interview form consisting of six questions. Content analysis was used to analyze the data obtained. Research findings have revealed that digital storytelling contributes to children's development in various areas such as critical thinking, creativity, problem solving and social-emotional skills. Teachers stated that digital stories attracted students' attention, stimulated their imagination, and supported analytical thinking processes. However, problems such as lack of technological infrastructure, time management difficulties and limitations in the accessibility of digital tools have also been expressed. The research emphasizes the pedagogical potential of digital storytelling and draws attention to the importance of technological supports to increase the effective use of this method.

Keywords

• Digital storytelling
• thinking skills
• preschool education
• teacher opinions
• qualitative research

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