Opinions of 5th Grade Students about Writing to Learn Activity and Use of Multi-Modal Representations Embedded Writing to Learn Activities

Yıl 2020, Cilt: 22 Sayı: 3, 590 - 605, 31.12.2020

Esra Kabataş Memiş Muhittin Öz

https://doi.org/10.17556/erziefd.641249

Öz

The aim of this study is to present the views of 5th-grade students who participated in the study about writing to learn (WL) activities, and the use of multi-modal representations (MMR) embedded WL activities. Quasi-experimental design as the quantitative research method and semi-structured interviews as the qualitative method were adopted in the study. Experimental and control groups were randomly selected. Instructions were distributed to help students for WL activities. The most basic discrepancy between the distributed instructions was the request of using MMR for the students in the experimental group. Except for this difference, all criteria in instructions are the same for both groups. End of the units, students explained units to their peers with WL activity. Semi-structured interviews were conducted with 12 volunteer students from six experimental, six control groups about writing activities. In these interviews, statements were coded, themes were identified. These themes; “use of representation,” “writing activity”, “benefits to the student,” and “desire to do homework again.” The students who participated interview stated that they were learning by doing WL and planning before writing. Unlike the control group, experimental group students stated that using MMR was embedded in WL activities to help them define representations and provide clarity and meaning.

Anahtar Kelimeler

Writing to learn, Multi-Modal representations, 5th-grade students

Öğrenme Amaçlı Yazma Aktivitesi ve Öğrenme Amaçlı Yazma Aktivitelerinde Çoklu Modsal Betimleme Kullanımına Yönelik 5. Sınıf Öğrencilerinin Görüşleri

Öz

Bu araştırmanın amacı, çalışmaya katılan
beşinci sınıf öğrencilerinin öğrenme amaçlı yazma (ÖAY)  aktivitelerine ve öğrenme amaçlı yazma
(ÖAY)  aktivitelerinde çoklu modsal
betimleme (ÇMB) kullanımına yönelik görüşlerini ortaya koymaktır. Bu amaç için
nicel araştırma yöntemi olarak yarı deneysel, nitel araştırma yöntemi olarak
yarı yapılandırılmış görüşmeler yapılmıştır. Deney ve kontrol grubu rastgele
seçilmiştir. Her iki grup için iki farklı üniteye
yönelik ÖAY aktivitesi gerçekleştirmişleri hedeflenmiştir. Öğrencilere
yardımcı olması amacıyla onlara yazma aktivitesine dair yönergeler
dağıtılmıştır. Deney ve kontrol grubuna dağıtılan yönergeler arasındaki en
temel farklılık deney grubundaki öğrencilerden ÇMB kullanımının talep edilmesi
olmuştur. Bu farklılık dışında yönergelerdeki bütün ölçütler her iki grup için
aynıdır. Ünitelerin tamamlanmasıyla öğrenciler özet yazma tipini kullanarak
ünitede yer alan konuları akranlarına anlatmışlardır. Yapılan yazma
aktivitelerine dair 6’ sı deney ve 6’ sı kontrol grubundan 12 gönüllü
öğrenciyle yarı yapılandırılmış görüşmeler yapılmıştır. Bu görüşmelerdeki
ifadeler kodlanmış ve temalar belirlenmiştir. Bu temalar; “betimleme
kullanımı”, “yazma aktivitesi”, “öğrenciye faydaları” ve “ödevi yeniden yapma
isteği” olmuştur. Görüşme yapılan öğrenciler ÖAY yaparak öğrenme
gerçekleştirdiklerini, yazma yapmadan önce planlama yaptıklarını
belirtmişlerdir. Deney grubundaki öğrenciler kontrol grubundan farklı olarak
yazma aktivitelerinde ÇMB kullanmanın onların betimlemeleri ayırt etmelerini,
betimleme kullanmanın açıklık ve anlam bütünlüğü sağladığını belirtmişlerdir.

Anahtar Kelimeler

çoklu modsal betimlemeler, Öğrenme amaçlı yazma,, 5. sınıf öğrenciler

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