Öz Düzenleme Stratejisi Gelişimi Öğretiminin Ortaokul Öğrencilerinin Üstbilişsel Yazma Farkındalıklarına Etkisi

Year 2022, Volume: 11 Issue: 2, 555 - 571, 28.04.2022

Tuncay Türkben

https://doi.org/10.33206/mjss.954021

Cited By: 2

Abstract

Günümüz bilgi çağında, yaşam boyu öğrenme kavramının ön plana çıkmasıyla birlikte bireyler okul içinde ve dışında kendi öğrenmelerini sağlama ve düzenleme gerekliliğini hissetmektedirler. Bireylerin kendi öğrenmelerini sağlama ve düzenleme gereksinimi ise öz düzenlemeye dayalı öğrenme kavramını ortaya çıkarmıştır. Bu çalışma, ortaokul 6.sınıf öğrencilerinin yazma becerilerinin geliştirilmesinde Öz Düzenleme Stratejisi Gelişimi Modeli’ne dayalı eğitimin etkisini araştırmak amacıyla gerçekleştirilmiştir. ÖDSG öğretimi altı basamaktan oluşur ve yazma stratejilerinin öğretiminde etkin bir şekilde kullanılabilir. Ön bilgileri harekete geçirme, stratejiyi tartışma, model olma, stratejiyi ezberleme, stratejiyi destekleme ve bağımsız yazma basamaklarının takip edilmesiyle yapılan çalışma, öğrencilerin bağımsız bir şekilde strateji kullanabilmelerini sağlar. Bu araştırmada öntest-sontest, kontrol gruplu yarı deneysel yöntem kullanılmıştır. Araştırmanın çalışma grubunu, iki devlet ortaokulunda öğrenim görmekte olan 60 öğrenci oluşturmaktadır. Katılımcıların yer aldığı 2 şubenin deney ve kontrol grubu olarak belirlenmesi seçkisiz bir şekilde gerçekleştirilmiştir. Araştırma verilerinin toplanmasında ve değerlendirilmesinde Üstbilişsel Yazma Stratejileri Farkındalık Ölçeği kullanılmıştır. Verilerin analizinde SPSS 24 paket programından yararlanılmıştır. Araştırma sonucunda, öz düzenlemeye dayalı yazma eğitiminin öğrencilerin üstbilişsel yazma farkındalık düzeylerini olumlu etkilediği görülmektedir.

Keywords

Türkçe Eğitimi, Yazma Eğitimi, ÖDSG Modeli, Öz Düzenleme, Üstbilişsel Farkındalık

The Effect of Self-Regulation Strategy Development Instruction on Secondary School Students' Awareness of Metacognitive Writing

Abstract

In today's information age, with the concept of lifelong learning coming to the fore, individuals feel the need to provide and organize their learning in and out of school. The individuals' necessity to provide and regulate their learning has revealed the concept of self-regulated learning. We carried out this study to investigate the effect of education based on the Self-Regulation Strategy Development Model on the writing skills" development of 6th-grade secondary school students. Teaching SRSD consists of six steps used effectively in teaching writing strategies. Following the steps of activating prior knowledge, discussing, modeling, memorizing the strategy, and writing independently enable students to use the strategy independently. During the study, we used a pretest-posttest, quasi-experimental method. The researchers' group consists of 60 students studying at two public secondary schools. The determination of the two branches' participants took place as the experimental and control groups were carried out randomly. We used Metacognitive Writing Strategies Awareness Scale to collect and of research data evaluation. SPSS's twenty-four package program was used in the analysis of the data. In conclusion, self-regulated writing education affects students' metacognitive writing awareness levels positively.

Keywords

Turkish Education, Writing Training, SRSD Model, Self-regulation, Metacognitive Awareness

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