RAFT Stratejisi Öğretiminin Özel Öğrenme Güçlüğü Olan Ortaokul Öğrencilerinin Yaratıcı Yazma Becerilerine Etkisi

Year 2022, Issue: 54, 1498 - 1516, 28.12.2022

Sıla Doğmaz Tunalı

https://doi.org/10.53444/deubefd.1199479

Abstract

Özel öğrenme güçlüğü olan öğrenciler yazılarında yaratıcı fikirler oluşturmakta zorlanmaktadır. Bu nedenle, özel öğrenme güçlüğü olan öğrencilerin yaratıcı yazma becerilerini geliştirebilecekleri ortamlar oluşturmak oldukça önemlidir. Bu araştırma ile özel öğrenme güçlüğü olan ortaokul öğrencilerinin yaratıcı yazma becerilerini geliştirmede RAFT stratejisi öğretiminin etkililiğinin incelenmesi amaçlanmıştır. Bu çalışma, yarı deneysel araştırma yöntemlerinden öntest-sontest tek gruplu desen üzerinden planlanmıştır. Çalışmaya ortaokul düzeyinde eğitim gören 9 öğrenci katılmıştır. Öğrenciler ile RAFT stratejisi kullanımıyla yaratıcı yazma becerilerine yönelik çalışmalar, küçük grup oturumları şeklinde yürütülmüştür. Program 3 hafta süresince haftada 3 saat olmak üzere toplam 9 saatte tamamlanmıştır. Müdahale öncesi ve sonrası öğrencilerden toplanan metinler yaratıcı yazma rubriği ile değerlendirilmiştir. Öğrencilerin metinleri akıcılık, esneklik, özgünlük, zenginleştirme, dış yapı, örgü, kelime sayısı ve cümle sayısı boyutlarında incelenmiştir. Araştırma sonuçları RAFT stratejisi öğretimi öncesi ve sonrası öğrencilerin yaratıcı yazma rubriğinden aldıkları puanlar arasında anlamlı bir farklılık olduğunu ve bu farklılığın son ölçüm lehine olduğunu göstermiştir. Öğrencilerin yazılarında en fazla gelişim gösterdiği alanlar zenginleştirme ve örgü ölçütleri iken, öğrencilerin en az gelişim gösterdiği alanlar özgünlük ve dış yapı olarak bulunmuştur.

Keywords

Özel öğrenme güçlüğü, Yaratıcı yazma, RAFT, Strateji öğretimi

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