Okul Öncesi Öğretmenlerinin “Sesbilgisel Farkındalık” Kavramına Yönelik Bilgi Düzeyleri ve Sınıf İçi Etkinlikler

Yıl 2020, , 496 - 515, 21.07.2020

Deniz Akdal

https://doi.org/10.31592/aeusbed.653877

Cited By: 4

Öz

Bu çalışmada okul öncesi öğretmenlerin sesbilgisel farkındalık kavramına yönelik bilgi düzeyleri ile sesbilgisel farkındalık becerilerin çocuklara kazandırılmasında kullanılan sınıf içi etkinlikleri incelenmiştir. Verilerin elde edilmesinde araştırmacı tarafından oluşturulan “sesbilgisel farkındalık becerileri ile ilgili bilgi ve sınıf içi uygulamaları belirlemeye yönelik görüşme formu” kullanılmıştır. 18 okul öncesi eğitim öğretmeninden veriler toplanmış ve nitel araştırma yöntemlerinden içerik analizi kullanılarak bulgular elde edilmiştir. Araştırma kapsamında verilerin elde edilmesin de “Sesbilgisel kavramını nasıl tanımlarsınız? Sesbilgisel farkındalık becerilerinin gelişimi ve düzeylerini nasıl tanımlarsınız? Sesbilgisel farkındalık kavramının önemi hakkında düşünceleriniz nelerdir? Okul öncesi dönemde sesbilgisel farkındalık becerilerinin geliştirilmeleri ile ilgili olarak ne tarz etkinlikler yaptırmaktasınız? Etkinliklerin oluşturulmasında nelere dikkat etmektesiniz? Çocukların sesbilgisel farkındalık becerilerin değerlendirilmesinde neler yapmaktasınız? Sesbilgisel farkındalık becerilerinin çocuklara kazandırılması aşamasında karşılaşılan sorunlar nelerdir?” soruları sorulmuştur. Elde edilen bulgulara bakıldığında öğretmenlerin sesbilgisel farkındalık kavramını, bu kavrama ait becerileri ve bu becerilerin gelişimlerini bilmedikleri tespit edilmiştir. Ayrıca sesbilgisel farkındalık becerilerine yönelik etkinlik hazırlayamadıkları ve değerlendirmenin yapılmadığı gözlemlenmiştir.

Anahtar Kelimeler

Sesbilgisel farkındalık, Sınıf içi etkinlikler, Okul öncesi

Kaynakça

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