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Abstract

The purpose of the present study is to determine the effects of Frayer model on the development of vocabulary knowledge in social studies. A quasi-experimental nonequivalent control group design was used in the study. For the research, an experimental (N=19) and a control group (N=18) were randomly selected. While Frayer model as text based organizer was utilized on vocabulary instruction in the experimental group, the definitional and contextual approaches by integrating were used in the control group. This research was implemented at a state school with the 4th grade students in Bayburt, in 2013-2014 academic season. The scale, which was developed by Wesche and Paribakht (1996) and validity and reliability of which were examined and adapted to Turkish by the researcher, was used to determine the students’ vocabulary knowledge level. As for the results, it was found that the experimental group was more successful in vocabulary knowledge through the meanings of the target words by enlarging their vocabulary capacity in-depth. The data obtained from the study demonstrated that Frayer model facilitated the students to identify relevant, irrelevant attributes, examples and non-examples of the concepts and uncover the relationships and hierarchical structures between the concepts, thus guide to generate the meanings of terms by activating prior knowledge. Therefore, it helps to the students facilitate development of vocabulary knowledge and vocabulary acquisition

Keywords

• Frayer model, vocabulary knowledge, social studies, vocabulary development, definitional and contextual approaches

Sosyal Bilgilerde Kelime Hazinesinin Geliştirilmesinde Frayer Modelinin Etkisinin İncelenmesi

Öz

Bu çalışmanın amacı, metin tabanlı örgütsel bir yapı olan Frayer modelinin sosyal bilgilerde kelime hazinesi gelişimi üzerinde etkilerini ortaya çıkarmaktır. Araştırmada yarı-deneme modellerinden eşitlenmemiş kontrol gruplu desen kullanılmıştır. Çalışmada deneysel uygulama için bir deney bir de kontrol grubu belirlenmiştir. Kelime öğretiminde deney grubunda grafik düzenleyicilerden Frayer modeli diyagramı kullanılırken, kontrol grubunda tanımsal ve içerik yaklaşımlarının bütünleştirilmesi yoluyla kelime öğretimi gerçekleştirilmiştir. Araştırma, 2013-2014 öğretim yılında Bayburt ilinde orta-sosyo ekonomik düzeyde olduğu kabul edilen bir devlet okulunda öğrenim gören 4. sınıf öğrencileriyle yürütülmüştür. Çalışmada öğrencilerin kelime bilgisi düzeylerini belirlemek amacıyla Paribakht ve Wesche (1996) tarafından geliştirilen kelime bilgisi ölçeği kullanılmıştır. Elde edilen sonuçlarda, deney grubunun kontrol grubuna göre kelime bilgisini daha büyük derinlikte genişleterek hedeflenen kavramların anlamlarını güçlendirdiği dolayısıyla, kelime hazinesini daha fazla geliştirdiği saptanmıştır. Bu çalışmadan ulaşılan veriler göstermektedir ki, Frayer modeli ön bilgilerin aktivasyonuyla, kavramların ilgili, ilgisiz özellikleri, örnekleri/örnek olmayanları ve kavramlar arası ilişkileri ve hiyerarşik yapıları açığa kavuşturarak öğrencilerin davranışlarını kavramları yeniden tanımlamaya yönlendiren bir süreç, kavram gelişimi ve kavram kazanımını daha fazla kolaylaştırmaktadır.

Anahtar Kelimeler

• Frayer modeli, kelime hazinesi, sosyal bilgiler, sosyal bilgilerde kelime bilgisi gelişimi, tanımsal ve içerik yaklaşımları

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