Sınıf Öğretmenlerinin Yazma Başarısı ve Yazmayı Öğrenme Aracı Olarak Kullanmaları

Yıl 2026, Cilt: 55 Sayı: 249, 259 - 290, 01.02.2026

Demet Seban , Ayşe Canlı , Aziz Aslan

https://doi.org/10.37669/milliegitim.1606894

Öz

Bu çalışma, ilköğretim öğretmenlerinin yazma başarıları ile yazmayı öğrenme amaçlı kullanmaları
arasındaki ilişkiyi incelemektedir. Öğretmenlerin bu alanlardaki performansları cinsiyet, eğitim
düzeyi, mesleki deneyim, yazma etkinliklerine harcanan zaman ve yazarlık deneyimine göre
analiz edilmiştir. Nicel araştırma metodolojisi kullanılmıştır. Veriler 225 ilkokul öğretmeninden
toplanmıştır. Öğrenmede yazma kullanımı ölçeği ve yazma başarısı değerlendirme aracı
kullanılmıştır. Sonuçlar, yazma başarısı ile öğrenme odaklı yazma kullanımı arasında anlamlı
bir ilişki olmadığını göstermiştir. Kadın öğretmenler her iki alanda da erkeklerden daha iyi
performans göstermiştir. Mesleki deneyim ve eğitim düzeyi öğretmenlerin yazma başarısını olumlu
yönde etkilemiş ancak sınıflarında öğrenme odaklı yazma kullanımı ile ilişkili bulunmamıştır.
Yazma etkinliklerine daha fazla zaman ayıran ve yazarlık yapan öğretmenler daha yüksek düzeyde
öğrenme odaklı yazma kullanımı göstermiştir.

Anahtar Kelimeler

sınıf öğretmenleri , yazma başarısı , yazmanın öğrenme amaçlı kullanımı

Primary School Teachers’ Writing Success and Their Use of Writing as a Learning Tool

Öz

This study examines the relationship between primary school teachers’ writing achievements and
their use of writing for learning purposes. It analyzes teachers’ performance in these areas based
on gender, education level, professional experience, time spent on writing activities, and publishing
experience. Quantitative research methodology was used. Data was collected from 225 primary
school teachers. A scale for writing use in learning and a writing achievement assessment tool
were employed. Results showed no significant relationship between writing achievement and the
use of writing as a learning tool. Female teachers outperformed males in both areas. Professional
experience and education level positively impacted teachers’ writing achievement but didn’t
correlate with the use of writing as a learning tool in their classrooms. Teachers dedicating more
time to writing activities and those with authorship showed higher levels of the use of writing as a
learning tool.

Anahtar Kelimeler

primary school teachers , writing achievement , writing to learn

Kaynakça

• Akkaya, Ö. (2018). Examination of the relationship between writing sensitivity and writing success of primary school teacher candidates [Unpublished master dissertation]. Akdeniz University.
• Aktepe, Z. T. (2020). An investigation of the effect of writing to learn activities on academic achievement in fourth grade introducing matter [Unpublished doctoral dissertation]. Atatürk University.
• Akyol, H. (2008). Turkish teaching methods suitable for the new curriculum. Kök Publishing.
• Al Saadi, Z. (2020). Gender differences in writing: The mediating effect of language proficiency and writing fluency in text quality. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1770923
• Arı, G. (2008). Assessment of students? Narrative texts by analytic rubric (grade 6 and 7) [Unpublished doctoral dissertation]. Marmara University.
• Avcı, D. E., & Akçay, T. (2013). Teachers’ views on writing activities in science and technology course. Journal of Turkish Science Education, 10(2), 48-65.
• Ay, A. (2018). The effect of using letter and poetry as writing to learn activities on student success in social studies program [Unpublished doctoral dissertation]. Erzincan University.
• Ay, A., & Başıbüyük, A. (2018). Opinions about writing activities for learning purposes of social studies teacher candidates. Erzincan University Journal of Social Sciences Institute. 11(1), 33-42.
• Bağcı, H. (2010). Levels of Turkish language teacher candidates efficiency of written expression. Inönü University Journal of the Education Faculty, 11(2), 45-68.
• Baker, W. P., Barstack, R., Clark, D., Hull, E., Goodman, B., Kook, J., Kraft, K., Ramakrishna, R., Roberts, E., Shaw J., Weaver, D., & Lang, M. (2008). Writing-to learn in the inquiry-science classroom: Effective strategies from middle school science and writing teachers. The Clearing House: A Journal of Educational Strategies, 81(3), 105-108.
• Başcı-Namlı, Z, Meral, E., & Kayaalp, F. (2022). Incorporating the writing-tolearn method into the concept teaching process: An intervention mixed research design. Erzincan University Journal of the Education Faculty, 24(3), 499-518. https://doi.org/10.17556/erziefd.1106345
• Bayat, N. (2014). The Relationship between prospective teachers’ levels of critical thinking and their success in academic writing. Education and Science, 39(173), 155-169.
• Bernacki, M., Nokes-Malach, T., Richey, J. E., & Belenky, D. M. (2016). Science diaries: A brief writing intervention to improve motivation to learn science. Educational Psychology, 36(1), 26-46.
• Bifuh-Ambe, E. (2013). Developing successful writing teachers: Outcomes of professional development exploring teachers’ perceptions of themselves as writers and writing teachers and their students’ attitudes and abilities to write across the curriculum. English Teaching: Practice and Critique, 12(3), 137-156.
• Bozat, Ö., & Yıldız, A. (2014). The impact of letter as one of the writing to learn activities on achievement at fifth grade electricity in our life unit. Education Sciences, 10(4), 291-304.
• Braun, B. (2014). Personal, expository, critical, and creative: Using writing in mathematics courses. PRIMUS, 24(6), 447–464. https://doi.org/10.1080 /10511970.2013.843626
• Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher’s classroom practices in writing: A national survey. Reading and Writing, 29(5), 929- 954. https://doi.org/10.1007/s11145-015-9604-x
• Caukin, N. S. (2010). Science writing heuristic: A writing-to learn strategy and its effect on student’s science achievement, science self-efficacy, and scientific epistemological view [Unpublished doctoral dissertation]. Tennessee State University.
• Chmarkh, M. (2021). ‘Writing to learn’ research: A synthesis of empirical studies (2004-2019). European Journal of Educational Research, 10(1), 85-96. https://doi.org/10.12973/eu-jer.10.1.85
• Chen, Y. C., Hand, B., & McDowell, L. E. A. H. (2013). The effects of writingto‐ learn activities on elementary students’ conceptual understanding: Learning about force and motion through writing to older peers. Science Education, 97(5), 745-771.
• Creswell, J. W., & Gutterman, T. M. (2019). Educational research: Planning conducting and evaluating quantitative and qualitative research (6th ed.). Pearson Education, Inc.
• Çelik, M. E. (2010). The level of informative text writing ability for 8th grade students [Unpublished master dissertation]. Ondokuz Mayis University Institute of Educational Sciences.
• Çoban, A. (2010). The narrative texts created by primary school 7thclass students value according to criteria of cohesion and coherence [Unpublished master dissertation]. Erciyes University Institute of Educational Sciences.
• Dallacqua, A. K., & Peralta, L. R. (2019). Reading and (re)writing science comics: A study of informational texts. Reading Teacher, 73(1), 111-118. https://doi.org/10.1002/trtr.1801
• Daşdemir, İ., Cengiz, E., & Uzoğlu, M. (2015). The effect of writing letters as a learning-oriented writing activity on 7th grade students’ academic achievement and scientific attitudes in the light unit. ODU Journal of Social Sciences Research, 5(11), 89-103.
• Demirbağ, M., Kingir, S., & Çepni, S. (2015). The relationship between prospective teachers’ belief systems and writing-to-learn. Ahi Evran University Journal of the Kırşehir Faculty of Education, 16(2), 423-442.
• Doğan, Y., & İlhan. N. (2016) Prospective teachers’ views related to using writing to learn activities in “science and technology teaching” course. Adıyaman University Journal of Educational Sciences, 6(1), 1-22.
• Dummer, T. J. B., Cook, L. G., Parker, S. L., Barrett, G. A., & Hull, A. P. (2008). Promoting and assessing ‘deep learning’ in geography fieldwork: An evaluation of reflective field diaries. Journal of Geography in Higher Education, 32(3), 459-479. https://doi.org/10.1080/03098260701728484
• Elçi, Z. A., & Hamzadayı, E. (2020). Effects of reflective thinking activities on writing success, writing attitude and writing anxiety. International Journal of Language Academy, 8(5), 231-242. http://dx.doi.org/10.29228/ ijla.46386
• Emig, J. (1977). Writing as a mode of learning. College Composition and Communication, 28(2), 122-128.
• Erol, G., Akçay, H., Bayram, H. & Kapıcı, H. Ö. (2016). Evaluation of using multimodal writing activities for teaching acid and base concepts. Journal of Research in Education Science and Technology, 1(2), 94-102.
• Fry, S. W. & Villagomez, A. (2012). Writing to learn: Benefits and limitations. College Teaching, 60(4), 170-175. https://doi.org/10.1080/87567555.20 12.697081
• Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4– 6: A national survey. The Elementary School Journal, 110, 494–517.
• Gillespie, A., Graham, S., Kiuhara, S., & Hebert, M. (2014). High school teachers’ use of writing to support students’ learning: A national survey. Reading and Writing, 27, 1043-1072. http://dx.doi.org/10.1007/s11145- 013-9494-8
• Gillespie Rouse, A., Kiuhara, S. A., & Kara, Y. (2021). Writing-to-learn in elementary classrooms: A national survey of U.S. teachers. Reading and Writing, 34, 2381–2415. https://doi.org/10.1007/s11145-021-10148-3
• Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277-303. https://doi.org/10.3102/0091732X18821125
• Graham, S. (2018). A revised writer(s)-within-community model of writing. Educational Psychologist, 53, 258–279.
• Graham, S., Capizzi, A., Harris, K. R., Hebert, M., & Morphy, P. (2014). Teaching writing to middle school students: A national survey. Reading and Writing, 27(6), 1015-1042. https://doi.org/10.1007/s11145-013-9495-7
• Gülünç, S. (2022). The effect of writing to learn on the academic achievements of fourth grade students about natural numbers, motivation and retentions [Unpublished master dissertation]. Atatürk University.
• Gunel, M., Hand, B., & McDermott, M. A. (2009). Writing for different audiences: Effects on high-school students’ conceptual understanding of biology. Learning and Instruction, 19(4), 354 – 367.
• Günel, M. (2009). Writing as a cognitive process and learning tool in elementary science education. Elementary Education Online, 8(1), 200–211.
• Günel, M., Atila, M., E., & Büyükkasap, E. (2009). The impact of using multi modal representations within writing to learn activities on learning electricity unit at 6th grade. Elementary Education Online, 8(1), 183-199.
• Günel, M., Uzoğlu, M., & Büyükkasap, E. (2009). Effects of using writing to learn activities on learning force unit in the primary education level. Journal of Gazi University, Gazi Faculty of Education, 29(2), 379-399.
• Güven, A. Z., & Altay, M. (2021). Writing letter for learning purposes in teaching Turkish as a foreign language. Çukurova University Journal of Turkology Research, 6(1), 14-44. https://doi.org/10.32321/cutad.913485
• Hand, B., & Prain, V. (1996). Writing for learning in the junior secondary science classroom: Issues arising from a case study. International Journal of Science Education, 18(1), 117-128.
• Hand, B., & Prain, V. (2002). Teachers implementing writing to learn strategies in junior secondary science: A case study. Science Education, 86, 737–755.
• Hand, B., Lawrence, C., & Yore, L. D. (1999). A writing in science framework designed to enhance science literacy. International journal of science education, 21(10), 1021-1035.
• Hand, B., Hohenshell, L., & Prain, V. (2007). Examining the effect of multiple writing tasks on year 10 biology students’ understandings of cell and molecular biology concepts. Instructional Science, 35, 343-373.
• Hohenshell, L., Hand, B., & Staker, J. (2004). Promoting conceptual understanding of biotechnology: Writing to a younger audience. The American Biology Teacher, 6(5), 333-338.
• Hsiang, T. P., & Graham, S. (2016). Teaching writing in grades 4–6 in urban schools in the Greater China Region. Reading and Writing, 29(5), 869- 902. https://doi.org/10.1007/s11145-015-9597-5
• İncirci, A., & Parmaksız, R. Ş. (2016). The effects of writing to learn (WTL) on academic achievement and attitude to lesson in English classes. Universal Journal of Educational Research 4(9), 2163-2173.
• İspir, B., & Yıldız, A. (2021). An analysis of the researches on writing to learn in Turkey: A meta-synthesis study. OPUS International Journal of Society Researches, 18(41), 3396-3447. https://doi.org/10.26466/opus.906264
• Jaafar, R. (2016). Writing-to-learn activities to provoke deeper learning in calculus. PRIMUS, 26(1), 67-82. https://doi.org/10.1080/10511970.2015.1053642
• Karadağ, R., & Kayabaşı, B. (2013). “Why don’t we write?”: Prospective elementary teachers’ opinions regarding writing obstacles (Sample of Adiyaman University). Erzincan University Journal of Education Faculty, 15(1), 1-32.
• Kayaalp, F. (2020). The effect of using writing to learning activities in social studies course on cognitive and affective learning [Unpublished doctoral dissertation]. Atatürk University.
• Klein. D., P. (1999). Reopening inquiry into cognitive processes in writing-tolearn. Educational Psychology Review, 11(3), 203- 270.
• Klein, P. D., & Boscolo, P. (2016). Trends in research on writing as a learning activity. Journal of Writing Research, 7(3), 311- 350. https://doi. org/10.17239/jowr2016.07.03.01
• Klein, P. D. & Rose, M.A. (2010). Teaching argument and explanation to prepare junior students for writing to learn. Reading Research Quarterly, 45(4), 433–461.
• Koçak, G. (2013). The impact of carrying out learning-oriented writing activities on academic success of junior science education students and retention on the subject of one dimension motion [Unpublished master dissertation]. Atatürk University.
• Koçak, G., & Seven, S. (2016). Prospective science teachers’ opinions about writing to learn: The case of one dimension motion. EKEV Academy Journal, 65, 253-268.
• Konedralı, G., & Özder, H. (2007). The effectiveness of the ‘verbal expressionsupported pre-study’ method in developing written expression skills. Eastern Mediterranean University, 1, 377-391.
• Mason, L., & Boscolo, P. (2000). Writing and conceptual change. What changes? Instructional Science, 28(3), 199-226.
• Memiş, E. K., & Öz, M. (2020). Opinions of 5th grade students about writing to learn activity and use of multi-modal representations embedded writing to learn activities. Erzincan University Journal of Education Faculty, 22(3), 590-605.
• Müldür, M., & Çevik, A. (2019). The analysis of secondary school students’ informative writing skills. Anemon Muş Alparslan University Journal of Social Sciences, 7(5), 141-149.
• Narin, A. (2021). Examples of activities for the development of basic language skills in primary school students. Journal of Social Sciences and Education, 4(1), 197-207.
• Özkara, Y. (2007). The effect of 6+1 analytic writing and evaluatine model on enhancing 5th grade students narrative writing skills [Unpublished doctoral dissertation]. Gazi University.
• Öztürk, B., & Günel, M. (2015). Writing and its use as a learning tool from teachers’ perspective: Instrument development and a pilot implementation. Elementary Education Online, 14(2), 713-733.
• Öztürk, F., Öztürk, B., & Işık, A. (2016). The opinions of secondary school mathematics teachers on writing and writing-to-learn activities. Bayburt University Journal of Education Faculty, 11(2), 306-328.
• Parr, J. M., & Jesson, R. (2016). Mapping the landscape of writing instruction in New Zealand primary school classrooms. Reading and Writing, 29(5), 981-1011. https://doi.org/10.1007/s11145-015-9589-5
• Perkins, M. A. (2022). The relationship between teacher efficacy, writing apprehension, and writing to learn using structural equation modeling. The Journal of Writing Analytics, 6, 15-57.
• Ray, A. B., Graham, S., Houston, J. D., & Harris, K. R. (2016). Teachers’ use of writing to support students’ learning in middle school: A national survey in the United States. Reading and Writing: An Interdisciplinary Journal, 29(5), 1039-1068.
• Reilly, E. M. (2007). Writing to learn mathematics: A mixed method study [Unpublished doctoral dissertation]. Indiana University of Pennsylvania. Rivard, L. P. & Straw, S. B. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education, 84(5), 566-593.
• Sarikaya, İ. (2021). Adapting the preservice teacher self-efficacy for writing inventory: The relationship between preservice primary teachers’ beliefs about writing and their writing success. Eurasian Journal of Teacher Education, 2(3), 176-194.
• Sarikaya, İ., & Yılar, R. (2018). Examining elementary teachers’ opinions on written assessment: The Bayburt example. 27th International Congress on Educational Sciences: Education in a Changing World, 1157-1165.
• Scott, G., & Shazia, A. A. (2020). A writing-to-learn approach for improving students’ evaluation of science web sources. American Biology Teacher, 82(9), 638-640.
• Seban, D. (2008). A look within individual cases into elementary teachers’ beliefs and practices of writing instruction, Elementary Education Online, 7(2), 512-521.
• Seban, D. (2021). The effects of revising with feedback on second and third grade students’ story writing performances. Ahi Evran University Kırşehir Faculty of Education Journal, 22(1), 276-298. https://doi.org/10.29299/ kefad.834391
• Seban, D. (2022). The effect of genre-specific strategy instruction on the writing achievement of fourth-grade students. Education Quarterly Reviews, 5(2), 157-172. https://doi.org/10.31014/aior.1993.05.04.612
• Simmerman, S., Harward, S., Pierce, L., Peterson, N., Morrison, T., Korth, B., Billen M., & Shumway, J. (2012): Elementary teachers’ perceptions of process writing. Literacy Research and Instruction, 51(4), 292-307.
• Tok, M., & Ünlü, S. (2014). Comparative evaluation of writing skill problems based on the perspectives of primary, secondary, and high school teachers. Electronic Journal of Social Sciences, 13(50), 73-9.
• Tonyalı, E. (2010). The effect of creative writing practice on the writing skills of 6th grade primary school students [Unpublished master dissertation]. Abant İzzet Baysal University.
• Topuzkamış, E. (2014). The effect of teaching writing strategies on Turkish language teaching department freshman students’ writing achievement and writing apprehension [Unpublished doctoral dissertation]. Gazi University.
• Tuncel, G. (2011). The effectiveness using of rubrics in social studies lessons. Marmara Geography Journal, 23(1), 213-233.
• Tynjala, P. (1998). Writing as a tool for constructive learning: Students’ learning experiences during an experiment. Higher Education, 36, 209-230.
• Uzunoğlu, M. (2010). Effects of using writing to learn activities on learning force and matter units in the primary education level [Unpublished doctoral dissertation]. Atatürk University.
• Uzoğlu, M., & Gürbüz, F. (2013). Using of writing letter to learn tasks in determination misconceptions of prospective science and technology teachers on subject heat and temperature. The Journal of Academic Social Science Studies, 6(4), 501-517.
• Wood, D. R., & Liebermann, A. (2000). Teachers as authors: The national writing project’s approach to professional development. International Journal of Leadership in Education, 3(3), 255-273.
• Yamaç, A., Çeliktürk Sezgin, Z., & Kocaarslan, M. (2016). Classroom teacher candidates’ experiences and beliefs about writing and writing instruction. Electronic Turkish Studies, 11(3), 2355-2370.
• Yamaç, A., & Öztürk, E. (2018). An evaluation of Turkish primary school teachers’ practices and perceptions of teaching writing: A mixed method study. Hacettepe University Faculty of Education Journal, 33(4), 846- 867. https://doi.org/10.16986/HUJE.2018037559
• Yaman, F. (2018). The effect of writing-to-learn strategies on 6th grade students’ conceptual understanding of matter and heat unit. Sakarya University Journal of Education, 8(4), 89-108.
• Yasul, A. F. (2019). The effect of writing to learn activities used in social studies course on academic achievement, retention in learning and attitude towards writing [Unpublished doctoral dissertation]. Atatürk University.
• Yıldırım, Z. (2016). The effect of writing activities on mathematic achievement and attitudes of the secondary school students [Unpublished master dissertation]. Kocaeli University.
• Yıldız, A., & Büyükkasap, E. (2011). Prospective teachers’ levels of understanding compton effect and the impact of writing activities for learning purposes on academic success. International Journal of Human Science, 8(1), 1643-1664.
• Yılmaz, M., & Kadan, O.F. (2019). The class teachers’ opinions on processoriented writing. Mediterranean Journal of Educational Research, 13(27), 559-572.