Sayfaların Ötesinde: İlkkuma Ders Kitabının Öğretmenler Tarafından Değerlendirilmesi

Öz

Bu çalışma, sınıf öğretmenlerinin bakış açılarını temel alarak, Milli Eğitim Bakanlığı tarafından yayınlanan ilkokuma yazma ders kitabını eleştirel bir bakış açısıyla değerlendirilmesi amaçlanmaktadır. Ders kitabının içeriği, pedagojik yaklaşımları, değerlendirme stratejileri, dilbilimsel üslubu, teknik düzeni ve kapsamlı etkisini incelemek için karma yöntemler kullanılmıştır. 121 öğretmenden nicel veriler toplanmış ve bu veriler, maksimum çeşitlilik örneklemesi ile seçilen 20 öğretmenin görüşleriyle desteklenmiştir. Sonuçlar, öğretmenlerin ders kitabını orta derecede yararlı bulduklarını gösterirken, nicel analizler özellikle içerik ve öğretim yöntem ve tekniklerinin gibi iyileştirilmesi gereken belirli alanlara işaret etmektedir. Araştırma, eğitim kalitesini iyileştirmede ders kitabı değerlendirmesinin önemini vurgulamakta ve Milli Eğitim Bakanlığı'nın okul temelli yardımı önceliklendirmesi, dijital öğrenme araçları oluşturması ve eşitsizlikleri azaltmak ve etkili teknoloji entegrasyonunu teşvik etmek için odaklanmış mesleki eğitim sunması gerektiğini önermektedir. Çalışma ayrıca, öğrencilerin gelişim düzeylerini dikkate alma ihtiyacını ve ders kitabını daha küçük, modüler birimlere ayırmanın potansiyel avantajlarını vurgulamaktadır. Sonuç olarak, bu değerlendirme, erken okuryazarlığı daha etkili bir şekilde teşvik etmek ve Türk eğitim ortamındaki öğrencilerin çeşitli gereksinimlerini karşılamak için ders kitabını iyileştirmeye yönelik değerli öneriler sunmaktadır.

Anahtar Kelimeler

• Ders kitabı değerlendirmesi
• erken okuryazarlık
• öğretmen görüşü
• Türkçe eğitimi
• ders kitapları

Beyond the Pages: A Teacher-Informed Evaluation of MoNE's First Reading Textbook

Öz

This study critically assesses the inaugural reading and writing textbook issued by the Turkish Ministry of National Education, drawing on the perspectives of classroom teachers. A mixed-methods design was employed to examine the textbook's content, pedagogical approaches, evaluation strategies, linguistic style, technical layout, and comprehensive impact. Quantitative data were collected from 121 educators, complemented by qualitative insights from 20 teachers chosen through maximum variation sampling. The results indicate that, while teachers perceive the textbook as moderately beneficial, quantitative analyses point to specific areas needing enhancement, notably content and instructional methodologies. The research underscores the significance of textbook assessment in optimizing educational quality and suggests that MoNE should prioritize school-based assistance, create digital learning tools, and offer focused professional training to mitigate disparities and promote effective technology integration. The study also highlights the need to account for students' developmental levels and the potential advantages of structuring the textbook into smaller, modular units. In conclusion, this evaluation provides valuable recommendations for refining the textbook to more effectively foster early literacy and cater to the varied requirements of students in Turkish educational settings.

Anahtar Kelimeler

• Textbook evaluation
• early literacy
• teacher opinion
• Turkish education
• textbooks

Kaynakça

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