Öz
The aim of this research is to teach the participants how to use the strategies to write a story and how
to evaluate their story according to these strategies. For these purposes, the strategy training was
given and a rubric was developed to evaluate the effectiveness of this strategy training and the stories.
The study was conducted according to the mixed research method in which a qualitative and
quantitative data collection process was used together. In order to determine the effectiveness and
functionality of strategies, a seven-week training course was organized with 30 Turkish prospective
teachers. The stories written at the end of the strategy training were examined in detail with the
rubric. As a result of the examination, it was seen that story writing training given according to
cognitive and metacognitive/affective strategies supports the participants’ story writing skills. At the
same time, it was determined that the rubric which was developed is a functional measurement tool to
evaluate the stories in a suitable and effective manner. Based on this result, it has been suggested that
further education related to cognitive and metacognitive/affective strategies should be given in order
to support the prospective teachers’ qualifications regarding writing education in vocational
education processes.
Anahtar Kelimeler
Cognitive/metacognitive/affective strategies writing skills rubric.
Kaynakça
- Ahlsén, E. & Lundh, N. (2007). Teaching writing in theory and practice a study of ways of working with writing in the 9th grade, Stockholm Institute of Education (Advanced course in English with Educational Application incl. Degree Project).
- Alber-Morgan, S. R., Hessler, T. & Konrad, M. (2007). “Teaching writing for keeps”. Education & Treatment of Children, 30 (3), p. 107-128.
- Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R, Raths, J. & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. U. S.: Addison Wesley Longman, Inc.
- Aydın, İ. S., İnnalı, H. Ö. & Uyumaz, G. (2017). Developing metacognitional writing strategies awareness scale and determining psychometric characteristics. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(25), p. 169-192.
Öz
Anahtar Kelimeler
Cognitive/metacognitive/affective strategies writing skills rubric.
Kaynakça
- Ahlsén, E. & Lundh, N. (2007). Teaching writing in theory and practice a study of ways of working with writing in the 9th grade, Stockholm Institute of Education (Advanced course in English with Educational Application incl. Degree Project).
- Alber-Morgan, S. R., Hessler, T. & Konrad, M. (2007). “Teaching writing for keeps”. Education & Treatment of Children, 30 (3), p. 107-128.
- Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R, Raths, J. & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives. U. S.: Addison Wesley Longman, Inc.
- Aydın, İ. S., İnnalı, H. Ö. & Uyumaz, G. (2017). Developing metacognitional writing strategies awareness scale and determining psychometric characteristics. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(25), p. 169-192.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | İkinci Bir Dil Olarak İngilizce |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 30 Eylül 2019 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 7 Sayı: 3 |
