In-Class Activities and Evaluation Methods of Primary School Teachers to Develop 4th Grade Students' Creative Writing Skills

Year 2024, Volume: 24 Issue: 1, 53 - 83, 30.06.2024

Fatma Buse Acar , Ergun Öztürk

https://doi.org/10.53629/sakaefd.1451220

Abstract

The purpose of this research is to determine primary school teachers' classroom activities and evaluation methods to improve the creative writing skills of 4th grade students. A case study, one of the qualitative research designs, was used for the research. The study group of the research consists of a total of 25 classroom teachers, 14 female and 11 male, working in public schools affiliated with the Ministry of National Education in the 2022-2023 academic year. Data were collected using the semi-structured interview form developed by the researcher. The data obtained from the semi-structured interview form was examined using the content analysis method. According to the research results, Teachers stated that they mostly used demonstration and brainstorming methods to develop their students' creative writing skills, and that they mostly did various writing activities in the classroom, such as poetry, composition, writing letters, completing the end of a movie or text, and writing using proverbs and idioms. It has been concluded that teachers mostly use portfolios, checklists and rubrics when evaluating their students' writings, and that they pay most attention to the use of spelling rules and punctuation marks, the integrity of meaning in the writing and the formal features of the writing when evaluating their students' writings.

Keywords

Writing, Creativity, Creative writing

İlkokul Öğretmenlerinin 4. Sınıf Öğrencilerinin Yaratıcı Yazma Becerilerini Geliştirmeye Dönük Sınıf İçi Faaliyetleri ve Değerlendirme Yöntemleri

Abstract

Bu araştırmanın amacı, ilkokul öğretmenlerinin 4. sınıf öğrencilerinin yaratıcı yazma becerilerini geliştirmeye dönük sınıf içi faaliyetleri ve değerlendirme yöntemlerini belirlemektir. Araştırma için nitel araştırma desenlerinden durum çalışması kullanılmıştır. Araştırmanın çalışma grubu, 2022-2023 eğitim öğretim yılında Milli Eğitim Bakanlığına bağlı resmi okullarda görev yapmakta olan, 14 kadın 11 erkek toplamda 25 sınıf öğretmeninden oluşmaktadır. Veriler araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılarak toplanmıştır. Yarı yapılandırılmış görüşme formundan elde edilen veriler içerik analizi yöntemi ile incelenmiştir. Araştırma sonuçlarına göre; öğretmenler öğrencilerinin yaratıcı yazma becerilerini geliştirmede en çok gösteri ve beyin fırtınası yöntemlerini kullandıklarını, sınıf içerisinde ise en fazla şiir, kompozisyon, mektup yazma, bir filmin ya da metnin sonunu tamamlatma, atasözü ve deyimleri kullanarak yazma gibi çeşitli yazma çalışmaları yaptıklarını belirtmişlerdir. Öğretmenlerin öğrencilerinin yazılarını değerlendirirken en çok portfolyo, kontrol listesi ve dereceli puanlama anahtarını kullandıkları, öğrencilerinin yazılarını değerlendirme sırasında en fazla imla kuralları ve noktalama işaretlerinin kullanımına, yazıdaki anlam bütünlüğüne ve yazının biçimsel özelliklerine dikkat ettikleri sonucu elde edilmiştir.

Keywords

Yazma, Yaratıcılık, Yaratıcı yazma

Ethical Statement

Bu çalışma için Erciyes Üniversitesi Sosyal ve Beşerî Bilimler Etik Kurulundan 31.08.2022 tarihli ve 341 sayılı onay alınmıştır. Katılımcılar gönüllülük esasına uygun şekilde belirlenmiştir.

Thanks

Kod ve temaların güvenirliklerinin hesaplanmasında yapmış olduğu yardımlardan dolayı Erciyes Üniversitesi Dr. Öğr. Üyesi Asena AYVAZ CAN’a teşekkürlerimi sunarım.

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