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Okuma Üzerine Sanat Temelli Boylamsal Bir Araştırma: İlkokul Öğrencileri Okurken Nasıl Hissediyor?

Year 2021, Volume: 35 Issue: 2, 274 - 312, 30.06.2021
https://doi.org/10.24146/tk.925373

Abstract

Çocuklar okurken nasıl hissediyorlar ve hissettikleri sınıf düzeyi ilerledikçe farklılık gösteriyor mu? Yaşam boyu okuyucu olup olmamanın önemli göstergelerinden biri okumaya karşı olumlu ve olumsuz duygular hisseden öğrencilerin algı ve duygularıdır. Bu araştırma ilkokul öğrencilerinin okurken nasıl hissettikleri ve aradan iki yıl geçtikten sonra bu duygulardaki değişim ve gelişimin belirlenmesinin amaçlandığı boylamsal bir araştırmadır. Bu amaç doğrultusunda araştırma nitel araştırma yaklaşımlarından biri olan fenomenoloji (olgu bilim) desenine göre ve araştırma verilerinin toplanması bakımından ise gelişimsel araştırma yöntemine göre yürütülmüştür. Araştırmanın çalışma grubunu Bursa’ya bağlı İnegöl ilçe merkezindeki bir ilkokulda öğrenim gören 126 öğrenci oluşturmaktadır. Araştırmanın verileri, araştırmacılar tarafından hazırlanan “Kitap okurken neler hissettiğini veya nasıl hissettiğini bir resim çizerek gösterir misin?” açık uçlu sorusuna yönelik öğrencilerin ikinci ve dördüncü sınıfta yapmış olduğu çizimler aracılığıyla toplanmıştır. Araştırma verileri 2016-2017 ve 2018-2019 eğitim öğretim yıllarının bahar yarıyılında toplanmıştır. Araştırma verileri analizi, çizimin ana konusunun “okuryazarlık” olduğu çizimlerde, evrensel olan duygusal yüz ifadeleri ve duyguları yansıtan sembol, işaret, sözcük ve duygusal ifadeler doğrultusunda kodlanarak ve bu kodlamalara dayalı frekansların hesaplanmasıyla yapılmıştır. Araştırma bulgularına göre, öğrencilerin büyük çoğunluğu hem ikinci hem de dördüncü sınıftayken okurken olumlu duygular hissetmekte; ikinci sınıftayken öğrencilerin sadece altısı dördüncü sınıftayken ise on ikisi okurken “farklı duygular” hissetmekte; kız öğrenciler erkek öğrencilere göre hem ikinci hem de dördüncü sınıftayken duygularını ifade ederken “kalp” figürlerine daha fazla yer vermekte; hem kız hem de erkek öğrencilerin yaklaşık olarak yarısı hem ikinci sınıfta hem de dördüncü sınıfta okurken hissettiklerine yönelik duygu durumlarını ifade ederken çizimlerinde açık kitap figürlerine yer vermekte; düşünme ve konuşma baloncuğu figürlerine yer vermeleri bakımından sınıf düzeylerine göre farklılık bulunmakta ve öğrenciler okudukları veya okumak istedikleri eserlerin isimlerine hem ikinci hem de dördüncü sınıfta çizimlerinde yer vermektedir. Bu sonuçlar, sınıf düzeyi ilerledikçe ilkokul öğrencilerinin okurken hissettikleri duyguların olumlu yönde devam ettiğini başka bir ifadeyle ilkokul öğrencilerinin okumaya dair olumlu duygular beslediklerini göstermektedir.

Thanks

Araştırmaya katılan öğrenciler ile araştırmaya destek olan okul idareci ve öğretmenlerine yürekten teşekkür ediyoruz.

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Year 2021, Volume: 35 Issue: 2, 274 - 312, 30.06.2021
https://doi.org/10.24146/tk.925373

Abstract

References

  • Aerila, J. A., & Merisuo-Storm, T. (2017). Emergent readers and the joy of reading: A Finnish perspective. Creative Education, 8(15), 2485-2500.
  • Aerila, J.-A., & Merisuo-Storm, T. (2017). Emergent Readers and the Joy of Reading: A Finnish Perspective. Creative Education, 8, 2485-2500. https://doi.org/10.4236/ce.2017.815171
  • Allington, R. L., & Gabriel, R. E. (2012). Every child, every day. Educational Leadership, 69(6), 10-15.
  • Anderman, E. M. (1996). Classroom Influences on the Value of Reading. Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996), https://files.eric.ed.gov/fulltext/ED394131.pdf
  • Applegate, A. J., & Applegate, M. D. (2004). The Peter effect: Reading habits and attitudes of preservice teachers. The Reading Teacher, 57(6), 554-563.
  • Aydın Günbatar, S. (2019). Olgu Bilim (Fenomenolojik Araştırma) Yöntemi. (H. Özmen ve O. Karamustafaoğlu) İçinde Eğitimde Araştırma Yöntemleri (s. 293-316). Ankara: Pegem Akademi.
  • Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading research quarterly, 34(4), 452-477.
  • Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational psychologist, 32(2), 69-82.
  • Barlow, C. M., Jolley, R. P., & Hallam, J. L. (2011). Drawings as memory aids: Optimising the drawing method to facilitate young children's recall. Applied Cognitive Psychology, 25(3), 480-487.
  • Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and instruction, 2(2), 131-156.
  • Brechet, C., Baldy, R., & Picard, D. (2009). How does Sam feel?: Children's labelling and drawing of basic emotions. British Journal of Developmental Psychology, 27(3), 587-606.
  • Brechet, C., Picard, D., & Baldy, R. (2007). Expression des émotions dans le dessin d'un homme chez l'enfant de 5 à 11 ans. Canadian Journal of Experimental Psychology, 61(2), 142-153.
  • Bruckerhoff, C. (1977). What Do Students Say about Reading Instruction?. The Clearing House, 51(3), 104-107.
  • Buyurgan, S., & Buyurgan, U. (2007). Sanat eğitimi ve öğretimi. Ankara: Pegem A Yayıncılık.
  • Carlisle, J. F., & Feldman, L. B. (1995). Morphological awareness and early reading achievement. Morphological aspects of language processing, 189209.
  • Catapano, S., Fleming, J., & Elias, M. (2009). Building an effective classroom library. Journal of Language and Literacy Education, 5(1), 59-73.
  • Causey, O. S. (1955). What the colleges are doing in planning and Improving College Reading Programs; Selections from the First, Second and Third Yearbooks of the Southwest Reading Conference for Colleges and Universities. https://files.eric.ed.gov/fulltext/ED130220.pdf
  • Chard, D. J., Vaughn, S., & Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of learning disabilities, 35(5), 386-406.
  • Christensen, L. B., Johnson, B., & Turner, L. A. (2015). Araştırma yöntemleri: Desen ve analiz. Anı Yayıncılık: Ankara.
  • Clark, C., & Foster, A. (2005). Children's and Young People's Reading Habits and Preferences: The Who, What, Why, Where and When. National Literacy Trust.
  • Clark, C., Osborne, S., & Akerman, R. (2008). Young people’s self-perceptions as readers. National Literacy Trust, 10, 1-63.
  • Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth‐grade skilled readers to search for and locate information on the Internet. Reading research quarterly, 42(2), 214-257.
  • Creswell, J. W. (2017). Eğitim araştırmaları: Nicel ve nitel araştırmanın planlanması, yürütülmesi ve değerlendirilmesi. Edam.
  • Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934.
  • Daley, M. (2020). Kitap okuyan çocuk yetiştirmek: Bir çocuğun okuma sevgisini nasıl beslersiniz? Orenda Kitap: İstanbul. İng.Çeviren: Murat Sır.
  • Dockett, S., & Perry, B. (2005). Children’s drawings: Experiences and expectations of school. International Journal of Equity and Innovation in Early Childhood, 3(2), 77-89.
  • Duke, N. K., & Pearson, P. D. (2009). Effective practices for developing reading comprehension. Journal of education, 189(1-2), 107-122. Edmunds, K. M., & Bauserman K. L. (2006). What teachers can learn about reading motivation through conversations with children. The Reading Teacher, 59(5), 414-424.
  • Farokhi, M., & Hashemi, M. (2011). The analysis of children's drawings: social, emotional, physical, and psychological aspects. Procedia-Social and Behavioral Sciences, 30, 2219-2224.
  • Francis, H. (1997). Teaching beginning reading: a case for monitoring feelings and attitudes?. Reading, 31(1), 5-8.
  • Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific studies of reading, 5(3), 239-256.
  • Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. Reading Teacher, 50, 14-25.
  • Gambrell, L. B. (2015). Getting students hooked on the reading habit. The Reading Teacher, 69(3), 259-263.
  • Ganasi, R. (2010). The reading experiences of grade four children (Doctoral dissertation). Masters of Education Degree, University of KwaZuluNatal, School of Education. https://ukzn-dspace.ukzn.ac.za/bitstream/handle/10413/1152/Ganasi_Romy_2010.pdf?sequence=1&isAllowed=y
  • Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of educational research, 71(2), 279-320.
  • Guo, Y., Justice, L. M., Kaderavek, J. N., & McGinty, A. (2012). The literacy environment of preschool classrooms: Contributions to children's emergent literacy growth. Journal of research in reading, 35(3), 308-327.
  • Güzelyurt, T., & Saraç, S. (2018). 48-66 Aylık Çocukların Gelişim Düzeylerine Uygun Çocuk Kitapları Nasıl Olmalıdır? Bir Delphi Çalışması. Uluslararası Çocuk Edebiyatı ve Eğitim Araştırmaları Dergisi (ÇEDAR), 2(1), 52-75.
  • Hallinger, P., Bickman, L., & Davis, K. (1996). School context, principal leadership, and student reading achievement. The Elementary School Journal, 96(5), 527-549.
  • Harris, A. J. (1956). How to increase reading ability; a guide to developmental and remedial methods. (3rd ed.). Longmans, Green.
  • Harris, P. L. (1989). Children and emotion: The development of psychological understanding. Basil Blackwell Inc. 432 Park Avenue South, Suite 1503 New York, NY 10016, USA.
  • Hughes‐Hassell, S., & Rodge, P. (2007). The leisure reading habits of urban adolescents. Journal of Adolescent & Adult Literacy, 51(1), 22-33.
  • Huss, E., & Cwikel, J. (2005). Researching creations: Applying arts based research to Bedouin women’s drawings. International Journal of Qualitative Methods, 4 (4), 1-16.
  • Kearney, K. S., & Hyle, A. E. (2004). Drawing out emotions: The use of participant-produced drawings in qualitative inquiry. Qualitative research, 4(3), 361-382.
  • Kendrick, M. E., & McKay, R. A. (2003). Revisiting children's images of literacy. Language and Literacy, 5(1), 1-9.
  • Kendrick, M., & McKay, R. (2002). Uncovering literacy narratives through children's drawings. Canadian Journal of Education, 27(1), 45-60.
  • Kendrick, M., & McKay, R. (2004). Drawings as an alternative way of understanding young children’s constructions of literacy. Journal of Early Childhood Literacy, 4(1), 109-128.
  • Lukens, R. J., Smith, J. J., & Coffel, C. M. (2018). Çocuk edebiyatına eleştirel bir bakış. Çev. Cenk Pamay). İstanbul: Erdem.
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There are 78 citations in total.

Details

Primary Language Turkish
Subjects Library and Information Studies
Journal Section Case Studies
Authors

Hülya Kartal 0000-0003-3732-7747

Dilek Bilhan 0000-0001-8801-0251

Publication Date June 30, 2021
Submission Date April 23, 2021
Acceptance Date June 29, 2021
Published in Issue Year 2021 Volume: 35 Issue: 2

Cite

APA Kartal, H., & Bilhan, D. (2021). Okuma Üzerine Sanat Temelli Boylamsal Bir Araştırma: İlkokul Öğrencileri Okurken Nasıl Hissediyor?. Türk Kütüphaneciliği, 35(2), 274-312. https://doi.org/10.24146/tk.925373

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