ÜSTBİLİŞİN ULUSAL OKUMA ÖĞRETİM PROGRAMINDAKİ YERİ

Abstract

Öz: Alan araştırmaları, üstbilişin kelime hazinesi, okuma bilinci, okuma becerileri, okuduğunu anlama, performans ve öğrenme sorumluluğu üzerinde olumlu etkileri olduğunu ortaya koymuştur. Fakat, araştırma ve normal sınıflardaki gerçekler benzer değildir; normal sınıflardaki öğrenciler, üstbilişsel yeterliliklere sahip olmayabilir ve uygulamadaki öğretim programları bu sorunun nedenlerinden biri olabilir. Bu bağlamda, İlkokul ve Ortaokul Türkçe Programı’nda üstbilişin yerini ve ağırlığını belirlemek amacıyla, okuma kazanımları doküman analizi ve tümden gelimsel tematik kodlama yoluyla incelenmiştir. Bulgular, ulusal programdaki okuma kazanımlarının üstbilişi tanıdığını ve öğrencilerin üstbilişsel yeterliklerini sınırlı ölçüde geliştirmelerine yardımcı olabileceğini ortaya koymuştur. Bu kazanımlar, öğrencilerin metin yapısı, türü, mekanik ve dil kullanımı bağlamında üstbilişsel bilgileri geliştirebilir ve bu kazanımlar öğrencilerin sınırlı sayıda planlama, düzenleme ve okuma-anlama ile değerlendirme becerilerini kazanmalarına yardımcı olabilir. Kazanımlar bağlamında oluşturulabilecek üstbilişsel deneyimler, öğrencilere üstbilişsel bilgiyi geliştirme, stratejileri düzenlenme ve öz değerlendirme yapma fırsatları sağlayabilir. Okuma kazanımları, öğrencilerin okuma, okuyucu olarak birey, stratejiler ve okuma görevleri hakkında üstbilişsel bilgilerini geliştirecek ve okuma süreci, stratejilerin etkililiği, okuma ürünleri, görev veya hedeflerle ilgili öz değerlendirme yapmalarını sağlayacak şekilde revize edilmelidir. Ayrıca, kazanımların hayata geçirilmesini mümkün kılacak öğretmenler düşünüldüğünde, öğretmen eğitimi programlarının üstbiliş öğretimini hedef alan seçmeli derslere yer vermesi önemlidir.

Keywords

• üstbiliş
• okuma,
• ilkokul,
• ortaokul,
• öğretim programı
• okuma kazanımları

PLACE OF METACOGNITION IN THE TURKISH NATIONAL CURRICULUM OF READING

Abstract

Abstract: Metacognition research has provided evidence for its beneficiary impacts on vocabulary, reading awareness, skills, comprehension, performance, and responsibility for learning. However, the realties between research and mainstream classrooms are not similar; students in mainstream classrooms may suffer from deficiency of metacognitive competencies for various reasons. The curriculum might be a potential reason for this problem. Therefore, via document analysis and thematic deductive coding, the national curriculum of Turkish language, specifically reading standards, were analysed to identify the place and weight of metacognition in this specific context. The analysis revealed that reading standards recognize metacognition and might help students develop metacognitive competencies to a limited extend. In its current form, standards can develop students’ metacognitive knowledge about text structures, genre, mechanics, and language use and they can also help students’ practice few planning strategies, couple of fix-up and/or comprehension strategies, and comprehension evaluation. Metacognitive experiences may provide students with opportunities to supplement limited metacognitive knowledge, regulation of strategies, and doing self-assessment by reasoning and/or critical thinking. It is important to revise the standards to include metacognitive knowledge about reading, self, strategies, and task and to have students practice self-assessment of reading process, effectiveness of strategies, reading products, and task completion or goal-achievement. It is also important for teacher education programs to include at least, elective classes for teaching metacognition, therefore, such standards can be realized, effectively.

Keywords

• Metacognition, reading, elementary school, middle school, curriculum, reading standards

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