Diyalojik Söylem Öğrencinin Derse Aktif Katımını Arttırabilir mi?

Year 2022, Volume: 30 Issue: 1, 24 - 35, 28.02.2022

Yılmaz Sağlam Sedat Kanadlı

https://doi.org/10.24106/kefdergi.749894

Abstract

Bu çalışmanın amacı diyalojik söylemi geliştirmeye yönelik olarak tasarlanan bir hizmet içi eğitim programının sınıf içi öğrenci aktif katılımına olan katkısını araştırmaktır. Bu çalışma bağlamında sınıf-içi aktif katılım; öğretmenin öğrenciye göre konuşma süresi, derste ortaya çıkan öğrenci farklı fikir sayısı, öğretmen tarafından sorulan bir soru başına cevap veren öğrenci sayısı ve öğretmen tarafından sorulan soruların öğrenci tarafından bireysel olarak yanıtlanma oranı olarak belirlenmiştir. Araştırmada öğretmen seçimi, verilerin toplanması ve analiz edilmesinde, tasarım tabanlı araştırma (DBR) metodu benimsenmiştir. Çalışmada toplamda on yedi öğretmen gönüllü olarak dört haftalık bir eğitim programına katılmıştır. Program, diyalojik ve otoriter söylemler ile ilgili teorik bilgiler ve bu söylemlerin uygulama örneklerinden oluşmuştur. Programın sonunda öğretmenler partnerleri ile birlikte çalışarak ders planları tasarlamışlar ve kendi sınıflarında bu planları uygulamışlardır. Tüm uygulamaların (eğitim öncesi ve sonrası sınıf içi uygulamaların) video kayıtları yapılmış ve bu kayıtlar akabinde yazılı hale getirilmiştir. Bu çalışmada diyalojik söylemi sınıflarında en iyi kullanan dört öğretmenin sınıf uygulamaları analiz edilmiştir. Araştırma verilerinin betimsel analizleri diyalojik söylemin, öğrencilerin konuşma süresinde, derse katılma oranlarında, yeni fikirler ortaya koymalarında ve öğrencilerin bireysel yanıtlama oranında genel olarak anlamlı bir artışa katkı sağladığı belirlenmiştir.

Keywords

diyalojik söylem, otoriter söylem, , aktif katılım

Supporting Institution

TUBİTAK

Project Number

113K693

Thanks

TUBİTAK'a katkılarından dolayı teşekkür ederiz.

Can Dialogic Discourse Enhance Student Active Participation?

Abstract

Purpose: This study aimed to investigate contribution of a professional development program committed to providing quality
training to support dialogic talk to student active participation. Indicators of active participation, in the context of this study,
were the speaking duration of the teacher compared to student, the number of different ideas of the students emerging in the
classroom milieu, the number of students answering per question asked by the teacher, and the rate of students’ personal
answers for the questions asked by the teacher.
Design/Methodology/Approach: In recruiting teachers, gathering, and analyzing data, the educational design-based research
(DBR) method was adopted. A total of seventeen teachers volunteered and participated in a four-week course program. The
program involved theoretical and practical information about authoritative and dialogic talk. After the program had been
completed, the teachers worked in pairs, designed lesson plans, and implemented the plans in their classrooms. Teachers’ preand post-intervention practices were videotaped and then transcribed.
Findings: A total of four teachers being able to successfully implement the dialogical discourse in their classrooms were selected
for analysis and the findings are reported in the present study. The descriptive analysis showed that dialogical discourse
generally contributed a significant increase in student talk ratio, number of student responses, new ideas, and students’
personal responses.
Highlights: Dialogical discourse-based education has reduced the speaking time of teachers. It contributed to the emergence
of different ideas in the classroom. It increased students' active participation in the lesson and their individual response rates.

Keywords

dialogic discourse, authoritative discourse, active participation

Project Number

113K693

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