Zihinsel Şemalar Bağlamında Solfej Öğretiminde Müzikal Haritalar ve Öğrenme Stratejileri

Bu makale için 31 Aralık 2024 tarihinde bir düzeltme yayımlandı. https://dergipark.org.tr/en/pub/zgefd/article/1613562

Öz

Bu araştırmanın amacı, öğrencilerin solfej öğretiminde kullandıkları müziksel haritaları ve öğrenme stratejilerini zihinsel şemalar bağlamında incelemektir. Araştırma, yükseköğretim düzeyinde müzik eğitimi alan 1. ve 2. sınıf öğrencilerinden oluşan 32 kişilik bir grup ile gerçekleştirilmiştir. Araştırma, nitel araştırma yöntemlerinden biri olan durum çalışması ile gerçekleştirilmiştir. Çalışma grubunun solfej okumaya ilişkin zihinsel haritalarını ve kullandıkları öğrenme stratejilerini belirlemek amacıyla iki bölümden oluşan görüşme formu uygulanmıştır. Görüşme formunun birinci bölümünde yer alan sorular kullanılan öğrenme stratejilerini belirlemeye, ikinci bölümde yer alan sorular ise müzik haritalarını belirlemeye yöneliktir. Elde edilen veriler frekans ve yüzde tablolarına dönüştürülmüştür. Müzik haritalarının belirlenmesinde, öğrencilerin yaptıkları çizimler ve verdikleri cevaplar içerik analizi ile incelenmiştir. Araştırma sonucunda öğrenciler tarafından en sık kullanılan stratejilerin dikkat ve tekrarlama stratejileri olduğu ve bu stratejinin araştırma grubundaki erkek öğrenciler tarafından daha çok kullanıldığı belirlenmiştir. Öğrencilerin solfej okuma haritalarındaki bilgiler incelendiğinde teorik bilgileri zihinlerinde canlandırma konusunda yeterli olmadıkları ve solfej çalışırken sadece bir notaya odaklandıkları belirlenmiştir. Bu sonuçlara ek olarak öğrencilerin notları okurken yaşadıkları sorunların farkında olmadıkları veya sorunlara çözüm önerileri getiremedikleri belirlenmiştir.

Anahtar Kelimeler

• Müziksel haritalar
• solfej
• öğrenme stratejileri
• şema teori

Musical Maps and Learning Strategies in Teaching Solfege the Context of Mental Schemas

An Erratum to this article was published on December 31, 2024. https://dergipark.org.tr/en/pub/zgefd/article/1613562

Abstract

The purpose of this research is to examine the musical maps and learning strategies used by students in teaching solfege in the context of mental schemas. The research was carried out with a group of 32 students consisting of 1st and 2nd grade students who received music education at the higher education level. The research was conducted with a case study, one of the qualitative research methods. An interview form consisting of two parts was applied in order to determine the mental maps of the study group regarding solfeggio reading and the learning strategies they used. The questions in the first part of the interview form are for determining the learning strategies used, and the questions in the second part are for determining the musical maps. The obtained data were converted into frequency and percentage tables. In determining the music maps, the drawings made by the students and their responses were analyzed by content analysis. As a result of the research, it was determined that the most frequently used strategies by the students were attention and repetition strategies and this strategy was used more by male students in the research group. When the information on the students' maps of solfege reading was examined, it was determined that they were not sufficient to visualize the theoretical information in their minds, and they focused only on one note while studying solfege. In addition to these results, it was determined that the students were not aware of the problems they experienced while reading the notes or they could not offer solutions for the problems.

Keywords

• Musical maps
• solfege
• learning strategies
• schema theory.

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