A Real Dilemma: To Assign or Not to Assign Homework?

Yıl 2007, Cilt: 2 Sayı: 1, 136 - 154, 01.01.2007

Adem Sultan Turanlı

Öz

In this study, many aspects of assigning homework as an instructional technique were elaborated. The literature review indicates that homework assignments are not ‘useful in nature’ but ought to be considered contextually. It is concluded that educators, parents and students think differently about the importance of homework, that too much of it may decrease students’ willingness to study in spite of its likely contributions to students’ academic progress, and that it may block students’ and families’ social life. Similarly, many questions on such as how much homework should be assigned, what should teachers do about homework assignments still wait for an answer. It is seen that teachers who are faced with a dilemma of quality and quantity when they make use of the technique especially in large classes need realistic guidance. Another major finding from the study is that there is ambiguity experienced by the family about how to help their children. Some families do not know how to help their children while others do not have the opportunity to do this. To sum up, many questions about how to use homework as a teaching technique effectively are still to be answered

Anahtar Kelimeler

homework, perceptions about homework, advantages and disadvantages of homework

Gerçek Bir İkilem: Ödev Vermek Ya da Vermemek?

Öz

Bu çalışmada, okullarda sıkça bir öğretim tekniği olarak yararlanılan ödeve ilişkin çeşitli boyutlar irdelenmiştir. Alanyazın taraması ödevin, ‘doğası gereği yararlı’ bir etkinlik olmadığını fakat durumsal olarak değerlendirilmesi gerektiğine işaret etmektedir. Eğitimci, anne-baba ve öğrencilerin ödevin yararı konusunda birbirlerinden farklı düşündükleri, öğrenciye sağlayabileceği olası akademik katkıya rağmen çok fazla ödevin öğrencinin çalışma isteğini azaltabileceği, öğrencinin ve ailenin sosyal yaşamını engelleyebileceği sonucuna varılmıştır. Benzer bir şekilde, ne kadar ödev verilmesi gerektiği ve verilen ödevlerle ilgili öğretmenin ne yapması gerektiği konusunda da bir çok soru yanıt beklemektedir. Özellikle kalabalık sınıflarda kullanıldığında, ‘nitelik veya nicelik’ tercihiyle karşı karşıya kalan öğretmenlerin, gerçeğe uygun önerilere ihtiyacı olduğu görülmektedir. Çalışmadan elde edilen bir başka sonuç ise, ödev konusunda ailenin çocuklarına nasıl yardım etmeleri gerektiğine ilişkin içinde bulundukları belirsizliktir. Bazı aileler, bu yardımı sağlama imkanına sahip değilken, bazıları da bunu nasıl yapabileceği bilgisinden yoksundur. Sonuç olarak, öğretmenlerin sürekli yararlandıkları bir öğretim tekniği olan ödeve ilişkin cevap bekleyen bir çok sorunun varlığı dikkat çekmektedir

Anahtar Kelimeler

ödev, ödeve ilişkin algılar, ödevin yararları ve zararları

Kaynakça

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