SOKRAT SEMİNERİ TEKNİĞİNE DAYALI ÖĞRETİMİN ÖĞRENCİLERİN OKUDUĞUNU ANLAMA BECERİSİNE VE OKUMAYA İLİŞKİN TUTUMA ETKİSİ

Year 2013, Issue: 1 - SİİRT ÜNİVERSİTESİ SOSYAL BİLİMLER ENSTİTÜSÜ DERGİSİ, - , 17.05.2016

Cahit Epçaçan

Abstract

Bu çalışmanın amacı Sokrat Semineri tekniğinin lise öğrencilerinin okuduğunu anlama becerisi ve okumaya ilişkin tutum üzerindeki etkisini incelemek ve bu yöntemi geleneksel pedagojik yöntemlerle karşılaştırmaktır. Çalışmanın evreni Siirt Yavuz Selim Anadolu Lisesinde okuyan iki adet 11. sınıftan oluşmaktadır.   Bu araştırmada "ön test-son test deney- kontrol gruplu"deneme modeli kullanılmıştır. Deney ve kontrol grupları rastgele seçilmiştir. Deney grubunda 23, kontrol grubunda 23 öğrenci yer almıştır. Araştırmada nicel veri araçları olarak bilişsel giriş davranışları testi, ön test ve son testten oluşan okuduğunu anlama başarı testleri, okumaya ilişkin tutum ölçeği kullanılmıştır. Nicel verilerden elde edilen bulguları desteklemek amacıyla nitel veri toplama aracı olarak görüşmeden yararlanılmıştır. Nicel verilerin istatistiksel analizleri sonucunda okuduğunu anlama becerisi ve okumaya ilişkin tutum açısından  deney ve kontrol grupları arasında deney grubu lehine bir farklılık olduğu tespit edilmiş, Sokrat Semineri tekniğinin öğrencilerin okuduğunu anlama becerisi üzerinde önemli etkisi olduğu gözlenmiştir, ayrıca  bu sonuçların nitel görüşme bulgularıyla da desteklendiği saptanmıştır.

Keywords

Sokrat Semineri, Eleştirel Düşünme, Okuduğunu Anlama, Tutum

THE EFFECT OF SOCRAT SEMINAR TECHNIQUE BASED EDUCATIONON THE READING COMPREHENSION SKILLS OF STUDENTS AND THEIR ATTITUDE TOWARDS READING

Abstract

The purpose of this study is to investigate the effect of Socrat Seminar technique on reading comprehension skills of high school students and their attitudes toward reading and is to compare this method with traditional pedagogical methods. The population of the study consists of two 11th grade classes in Siirt Yavuz Selim Anadolu High School. In this study, "pre-test-post-test control group"test model has been used. Experimental and control groups were randomly selected. Both experimental group and control group consists of 23 students. In the study, cognitive entry behavior test, achievement tests which consist of pre-test and post-test and a reading attitude scale have been used as quantitative data tools. Interviewing has been utilized as qualitative data collection tool to support findings obtained from quantitative data. Some differences have been observed in result of statistical analysis of quantitative data between control and experimental group in favor of experimental group in terms of reading comprehension and attitude towards reading. It has been observed that Socrat Seminar technique has a significant impact on reading comprehension skills of students, moreover it has been determined that these results were supported by qualitative interview results.

Keywords

Socrat Seminar, Critical Thinking, Reading Comprehension, Attitude

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