Okuma eğitiminde Türkçe öğretmeni adaylarının üst düzey düşünme becerilerine yönelik soru hazırlama becerilerinin geliştirilmesi: Bir eylem araştırması

Öz

Öğrenciler okuma eğitimi sırasında üst düzey düşünme becerileriyle ilgili (higher-order thinking [HOT]) soruları üretmekte sıklıkla zorluk çekerler. Öğrencilerin eleştirel okuyucular olmasını hedefleyen bir öğretmen, onları iyi soru örnekleriyle karşılaştırmalıdır. Bunu yapmak için, öğretmenler öncelikle kendileri iyi soru sorabilmelidir. Bu çalışma, Türkçe öğretmeni adaylarının üst düzey düşünmeyle ilgili soru hazırlama becerilerinin üst düzey düşünme sorularının geliştirilmesini teşvik etmek için tasarlanmış öğretim uygulamaları yoluyla nasıl geliştirilebileceğini incelemiştir. Çalışmada iş birlikli eylem araştırması yöntemi kullanılmıştır. Çalışma, tek grup ön test ve son test tasarımı ve bir durum çalışması gibi karma yöntemler kullanmıştır. Çalışmada ön-test son-test dahil olmak üzere 8 haftalık bir eylem planı uygulanmıştır. Çalışma grubu amaçlı örnekleme ile seçilen 15 kişiden oluşan üniversite 3. sınıftaki Türkçe öğretmen adaylarıdır. Veriler araştırmacı ve öğrenci günlükleri, ön görüşme formu, öğrenci ürünleri ve değerlendirme formları aracılığıyla toplanmış ve Cochran Q testi ve içerik analizi kullanılarak analiz edilmiştir. Sonuç olarak, çalışmanın başında öğretmen adaylarının genellikle tanımlayıcı düzeyde temel sorular hazırladıkları ve soruları HOT ile ilişkilendirme konusunda sınırlı bilgiye sahip oldukları belirlenmiştir. Ancak, eğitimden sonra çıkarım, açıklama, varsayımda bulunma ve değerlendirme kriterleri alanlarında soru hazırlama becerilerinde önemli bir iyileşme olmuştur. Öğretmen adaylarının bu gelişiminde araştırma prosedüründe yer alan kavram bilgisi oluşturma, destek olma, öz değerlendirme, geri bildirim ve akran değerlendirmenin olumlu katkıları öne çıkmıştır. Çalışma sonucunda, Türkçe öğretmen adaylarının üst düzey sorgulama becerilerinin gelişmesi için açık öğretime ihtiyaçları olduğu vurgulanmıştır.

Anahtar Kelimeler

• Okuma eğitimi
• üst düzey düşünme becerileri
• Türkçe öğretmeni adayları
• öğretmen eğitimi

Enhancing pre-service Turkish teachers' question preparation skills for higher-order thinking skills in reading education: An action research

Abstract

Students often have difficulty in generating HOT questions during reading instruction. A teacher who aims to make students critical readers should compare them with examples of good questions. To do this, teachers should first be able to ask good questions themselves. This study examined how pre-service Turkish teachers' higher-order thinking question preparation skills can be improved through instructional practices designed to encourage the development of higher-order thinking questions. The study employed a collaborative action research method, utilising mixed methods such as a single-group pre-test and post-test design alongside a case study. An 8-week action plan was implemented that included both a pre-test and a post-test. The study group comprised 15 third-year pre-service Turkish teachers from a university, selected through purposive sampling. Data were gathered through researcher and student diaries, pre-interview forms, student products, and evaluation forms and were analysed using Cochran's Q test and content analysis. The results revealed that pre-service teachers generally prepared basic questions at a descriptive level at the start of the study and had limited knowledge of relating the questions to higher-order thinking (HOT). However, after the training, there was a significant improvement in question preparation skills across, inference, explanation, hypothesis, and evaluation criteria. The positive contributions of conceptual knowledge, scaffolding, self-assessment, feedback, and peer assessment included in the research procedure were notable in the development of the pre-service teachers. Consequently, the study concluded that pre-service Turkish teachers required explicit teaching to enhance their HOT questioning skills.

Keywords

• reading education
• HOT questions
• pre-service teachers
• teacher education

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