Examination of Short Stories in Turkish Textbook in terms of Students' Competence to Develop Problem-Solving Skills

Abstract

This study aims to investigate the effectiveness of short stories in the seventh-grade Turkish language textbook in improving students' problem-solving skills. Document analysis was chosen for this study since the short stories in the textbook were the main source of data. The findings indicate that short stories provide a limited contribution to the development of students' problem-solving skills. This is mainly because the shortened versions of the stories in the textbook disrupt the structure of the original stories and cause gaps in the problem-solving process. Therefore, it is thought that adding short stories to Turkish textbooks in their original form instead of shortening long stories will contribute more to the development of students' problem-solving skills. In addition, it can be said that the inclusion of short stories in Turkish textbooks that offer solutions to problems that may be encountered in daily life can contribute to the development of students' problem-solving skills. Such stories can strengthen students' problem-solving abilities by encouraging them to come up with creative solutions to real-life problems.

Keywords

• Short story
• problem-solving skills
• Turkish language textbook
• seventh grade

Türkçe Ders Kitabındaki Kısa Öykülerin Öğrencilerin Problem Çözme Becerilerini Geliştirme Yeterliliği Açısından İncelenmesi

Öz

Bu çalışmanın amacı, yedinci sınıf Türkçe ders kitabında yer alan öykülerin öğrencilerin problem çözme becerilerini geliştirme yeterliliği açısından incelenmesidir. Yedinci Sınıf Türkçe ders kitabında yer alan kısa öyküler çalışmanın ana verisini oluşturduğu için bu çalışmada doküman analizi tercih edilmiştir. Sonuç olarak, ders kitabındaki kısa öykülerin öğrencilerin problem çözme becerilerine katkı sağlama yeterliliğinin sınırlı olduğu görülmüştür. Öykülerin kısaltılarak ders kitabına alınmış olması, bu sonucun başlıca sebebi olarak görülebilir çünkü kısaltmalar öykünün yapısının bozulmasına ve problem çözme sürecinde kopukluklara sebep olmaktadır. Bu nedenle, uzun öyküleri kısaltmak yerine, kısa öyküleri orijinal hâllerinde Türkçe ders kitaplarına eklemenin öğrencilerin problem çözme becerilerinin gelişimine daha fazla katkı sağlayacağı düşünülmektedir. Ayrıca, günlük hayatta karşılaşılabilecek sorunlara çözüm önerileri sunan kısa öykülerin Türkçe ders kitaplarında yer almasının, öğrencilerin problem çözme becerilerinin gelişimine katkı sağlayabileceği söylenebilir. Bu tür öyküler, öğrencilerin gerçek hayattaki sorunlara karşı yaratıcı çözümler üretmelerine teşvik ederek, onların problem çözme yeteneklerini güçlendirebilir.

Anahtar Kelimeler

• Kısa öykü
• problem çözme becerileri
• Türkçe ders kitabı
• yedinci sınıf

References

1. Abrams, M H. (1970). A glossary oflLiterary terms. Rinehart
2. Alfayez, M. Q. E., Aladwan, S. Q. A., & Shaheen, H. R. A. (2022). The Effect of a training program based on mathematical problem-solving strategies on critical thinking among seventh-grade students. In Frontiers in Education 7(1), 1-9. doi: 10.3389/feduc.2022.870524
3. Altheide, D. L., & Schneider, C. J. (1996). Process of qualitative document analysis. Qualitative media analysis, 2, 39-74.
4. Bakhtin, M. M. (2010). The dialogic imagination: Four essays. University of texas Press.
5. Bal, P. M., & Veltkamp, M. (2013). How does fiction reading influence empathy? An experimental investigation on the role of emotional transportation. PloS one, 8(1), e55341. doi:10.1371journal.pone.0055341
6. Blachowicz, C., & Ogle, D. (2017). Reading comprehension: Strategies for independent learners. Guilford Publications.
7. Boyd, R. L., Blackburn, K. G., & Pennebaker, J. W. (2020). The narrative arc: Revealing core narrative structures through text analysis. Science advances, 6(32), eaba2196. doi: 10.1126/sciadv.aba2196
8. Burdurlu, İ. Z. (1979). Anılardan öyküler. İş Bankası Kültür Yayınları

9. Burroway, J., Stuckey-French, E., & Stuckey-French, N. (2019). Writing fiction: A guide to narrative craft. University of Chicago Press.
10. Busselle, R., & Bilandzic, H. (2008). Fictionality and perceived realism in experiencing stories: A model of narrative comprehension and engagement. Communication theory, 18(2), 255-280. doi:10.1111/j.1468-2885.2008.00322.x
11. Campbell, J. (2008). The hero with a thousand faces (17th ed.). New World Library.
12. Creswell, J.W. (2013) Research design: Qualitative, quantitative, and mixed methods approaches. (4nd rd.). SAGE Publications.
13. D’Zurilla, T. J., & Nezu, A. M. (2010). Problem-solving therapy. Handbook of cognitive-behavioral therapies, 3, 197-225.
14. Dayıoğlu, G. (1997). Yurdumu özledim. Altın Çocuk Yayınları.
15. Dolapçı, E. (2016). Millî Mücadele’de kadın kahramanlar/Kurtuluş Savaşı’ndan öyküler. Erdem Çocuk Yayınları
16. Duch, B. J., Groh, S. E., & Allen, D. E. (2001). The power of problem-based learning: a practical" how to" for teaching undergraduate courses in any discipline. Stylus Publishing, LLC.
17. Elias, N. (2008). Power and civilisation. Journal of Power, 1(2), 135-142. doi: 10.1080/17540290802309540
18. El-Mahdy, M. M. A., Qoura, A. A., & El Hadidy, M. (2019). Developing creative writing skills through a short story-based program. Journal of Research in Curriculum Instruction and Educational Technology, 4(4), 153-166. doi: 10.21608/jrciet.2019.31962
19. Escalas, J. E., & Stern, B. B. (2003). Sympathy and empathy: Emotional responses to advertising dramas. Journal of Consumer Research, 29(4), 566-578.
20. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906.
21. Frye, N. (1957). The realistic oriole: A study of Wallace Stevens. The Hudson Review, 10(3), 353-370.
22. Genette, G. (1988). Narrative discourse revisited. Cornell University Press.
23. Gerrig, R. J., & Prentice, D. A. (1991). The representation of fictional information. Psychological Science, 2(5), 336-340.
24. Green, M. C., Brock, T. C., & Kaufman, G. F. (2004). Understanding media enjoyment: The role of transportation into narrative worlds. Communication theory, 14(4), 311-327.
25. Greiff, S., Wüstenberg, S., Csapó, B., Demetriou, A., Hautamäki, J., Graesser, A. C., & Martin, R. (2014). Domain-general problem solving skills and education in the 21st century. Educational Research Review, (13), 74-83. doi:10.1016/j.edurev.2014.10.002
26. Gündüz, O. (1997). Meşrutiyet romanında yapı ve tema (17. baskı). MEB Yayınları.
27. Gündüz, O. (2003). Düş ile gerçek arasında: Oktay Akbal'ın Öykücülüğü. Akçağ Yayınları.
28. Güner, P., & Erbay, H. N. (2021). Metacognitive Skills and Problem-Solving. International Journal of Research in Education and Science, 7(3), 715-734. doi: 10.46328/ijres.1594
29. Hamby, A., & Jones, N. (2022). The effect of affect: An appraisal theory perspective on emotional engagement in narrative persuasion. Journal of Advertising, 51(1), 116-131. doi: 10.1080/00913367.2021.1981498
30. Heiney, D. (1958). Recent american literature. Barron’s Educational Series Inc.
31. Hülya, G., & Hangül, T. (2015). Ortaokul öğrencilerinin problem çözme stratejileri üzerine bir çalışma. Pegem Eğitim ve Öğretim Dergisi, 5(1), 95-112. doi: 10.14527/pegegog.2015.005.
32. Johnson, D. W. (1994). Cooperative learning in the classroom. Association for Supervision and Curriculum Development.
33. Juraboevna, T. S., & Abdullazizqizi, A. F. (2022). The Category of Emotiveness in the Story “The Heights of Sleep” By Sam Thompson. American Journal of Social and Humanitarian Research, 3(1), 286-288.
34. Kır, D., Kırman E., & Yağız S. (2019). Ortaokul ve imam hatip ortaokulu Türkçe ders kitabı 7. MEB Yayınları.
35. Kidd, D. C., & Castano, E. (2013). Reading literary fiction improves theory of mind. Science, 342(6156), 377-380. doi: 10.1126/science.1239918
36. Ko, H., Kang, M. H., & Ko, E. B. (2016). A study on the effect of creative problem solving class on routine creativity and problem solving ability of university students of health care division. The Journal of Learner-Centered Curriculum and Instruction, 16(1), 145-167.
37. Kress, N. (2005). Characters, emotion, & viewpoint: Techniques and exercises for creating dynamic characters and effective viewpoints. Writer's Digest Books.
38. Krishna, T. M., & Sandhya, K. (2015). The impact of short stories on teaching of English. Veda’s Journal of English Language and Literature-JOELL, 2(4), 58-62.
39. Kurdi, S. M., & Nizam, L. (2022) The Advantages of Teaching Short Stories in ESL classrooms: A Critical Evaluation. International Journal of Social Sciences & Educational Studies 9(3), 93-100. doi: 10.23918/ijsses.v9i3p93
40. Le Guin, U. K. (1998). Steering the craft: Exercises and discussions on story writing for the lone navigator or the mutinous crew. The Eighth Mountain Press.
41. Lee, B., & Lee, Y. (2020). A study examining the effects of a training program focused on problem-solving skills for young adults. Thinking Skills and Creativity,37: 100692. doi: 10.1016/j.tsc.2020.100692
42. Lesser, R. H. (2022). Desire in the Iliad: The Force That Moves the Epic and Its Audience. Oxford University Press. doi: 10.1093/oso/9780192866516.001.0001
43. Magliano, J. P., & Zacks, J. M. (2011). The impact of continuity editing in narrative film on event segmentation. Cognitive science, 35(8), 1489-1517. doi: 10.1111/j.1551-6709.2011.01202.x
44. Mahanal, S., Zubaidah, S., Setiawan, D., Maghfiroh, H., & Muhaimin, F. G. (2022). Empowering college students’ problem-solving skills through RICOSRE. Education Sciences, 12(3), 196. doi: 10.3390/educsci12030196
45. McNamara, D. S., & Magliano, J. (2009). Toward a comprehensive model of comprehension. Psychology of learning and motivation, 51, 297-384.
46. Meydan E. (2021). Ortaokul (5, 6, 7, 8) Türkçe ders kitaplarındaki edebi metinlerin değerler eğitimi açısından yeterliliği üzerine bir inceleme. Uluslararası Türk Dünyası Araştırmaları Dergisi, 4(4), 23-36.
47. Miall, D. S. (2006). Literary reading: Empirical & theoretical studies. Peter Lang.
48. Millî Eğitim Bakanlığı (2019). Türkçe öğretim programı (1,2,3,4,5,6,7 ve 8. sınıflar) öğretim programı. Millî Eğitim Bakanlığı
49. Millî Eğitim Bakanlığı. (2021). Millî Eğitim Bakanlığı ders kitapları ve eğitim araçları yönetmeliği. Millî Eğitim Bakanlığı. https://www.resmigazete.gov.tr/eskiler/2021/10/20211014-1.htm
50. Milne, A. A. (2017). It's too late now: TheaAutobiography of a writer. Pan Macmillan.
51. Nazara, S. (2019). The effect of using short storieson secondary school students’ critical reading. In A. D. P. Pardede (Ed.), Proceedıng EFL theory & Practice: Voice of EED UKI (1 st ed., pp. 136-135). Jakarta: UKI Press.
52. Neuendorf, K. A. (2002). The content analysis guidebook. Sage
53. Oatley, K., & Djikic, M. (2008). Writing as thinking. Review of General Psychology, 12(1), 9-27. doi: 10.1037/1089-2680.12.1.9
54. Pardede, P. (2011). Using short stories to teach language skills. Journal of English teaching, 1(1), 14-27. doi: https://doi.org/10.33541/jet.v1i1.49
55. Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary educational psychology, 8(3), 293-316.
56. Parker, R. D. (2012). Critical theory: A reader for literary and cultural studies. Oxford University Press.
57. Parvareshbar, F., & Ghoorchaei, B. (2016). The effect of using short stories on vocabulary learning of Iranian EFL learners. Theory and Practice in Language Studies, 6(7), 1476. doi: 10.17507/tpls.0607.20
58. Pennebaker, J. W., & Smyth, J. M. (2016). Opening up by writing it down: How expressive writing improves health and eases emotional pain. Guilford Publications.
59. Quesenberry, K. A., & Coolsen, M. K. (2019). Drama goes viral: Effects of story development on shares and views of online advertising videos. Journal of Interactive Marketing, 48(1), 1-16. doi: 10.1016/j.intmar.2019.05.001
60. Rodríguez, A. R. R. (2018). Analysing cultural aspects in EFL textbooks: A skill-based analysis. Journal of English Studies, (16), 281-300. doi: 10.18172/jes.3478
61. Rosenblatt, L. (1995). Literature as exploration (5th ed.) The Modern Language Association of America.
62. Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460-475.
63. Shute, V. J., Wang, L., Greiff, S., Zhao, W., & Moore, G. (2016). Measuring problem solving skills via stealth assessment in an engaging video game. Computers in Human Behavior, 63, 106-117. doi: 10.1016/j.chb.2016.05.047
64. Sipe, L. R. (1998). How picture books work: A semiotically framed theory of text-picture relationships. Children's literature in education, 29(2), 97-108.
65. Strenberg, R. J. (1997). Intelligence and lifelong learning: What's new and how can we use it? American Psychologist, 52(10), 11-34.
66. Şimşek, T., Aydın, N. & Çetin, D. Y. (2021). İmge kovanı/İmgeden düşünceye. Grafiker Yayınları.
67. Truby, J. (2008). The anatomy of story: 22 steps to becoming a master storyteller. Faber & Faber
68. Ain, M. N., Sarwat, S., Shahzad, M. W., & Bakar, M. M. A. (2023). Use Of Short Stories To Develop Reading Skills At Secondary Level In Public Schools In Rahim Yar Khan: An Experimental Study. Journal of Positive School Psychology, 538-548.
69. Van Aken, J. E., & Berends, H. (2018). Problem solving in organizations. Cambridge university press.
70. Yeşil, R. (2014). Nicel ve nitel araştırma yöntemleri. Kıncal, R. Y. (Ed.), Bilimsel araştırma yöntemleri içinde (3. baskı, ss. 51-98). Nobel Yayın Dağıtım
71. Yildirim, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (9. baskı). Seçkin Yayıncılık.
72. Zillmann, D., & Vorderer, P. (2000). Media entertainment: The psychology of its appeal. Routledge.