Cognitive Apprenticeship in Supporting the Development of Writing Skills of First Grade Primary School Students: An Action Research

Yıl 2023, Cilt: 42 Sayı: 1, 245 - 324, 30.06.2023

Alperen Şükrü Çapanoğlu , Süleyman Erkam Sulak

https://doi.org/10.7822/omuefd.1226661

Cited By: 1

Öz

Writing skill, one of the four basic language skills, is considered important in communication and idea generation. It is necessary to support the development of writing skills in terms of academic success and the importance of exhibiting good writing skills in daily life. Writing, which is the language skill that students have the most difficulty with, appears as a skill that is neglected and kept in the background in primary school. In teaching writing, more emphasis is placed on stylistic features, spelling and punctuation; thinking processes, generating ideas and creating their own writings are neglected. Especially primary school first grade students' writing skills can be taken into the background in terms of using mental skills, thinking processes, generating ideas and creating their own writings. In this direction, the aim of the research is to support the development of writing skills of primary school first grade students with the cognitive apprenticeship method. The research was carried out with action research, one of the qualitative research methods. The participants of the study are 30 first-year primary school students in the research teacher's own class in a primary school affiliated to the Ministry of National Education, where the researcher teacher works in the Şehitkamil district of Gaziantep. The data collection tools used are researcher diary, audio recordings, photographs, researcher observation and student products. Descriptive analysis was made on the data obtained. The findings are presented under three main headings: pre-implementation, application process and post-implementation. According to the results, students cannot create their own texts before the application. In the first grade of primary school, dictation and writing activities are generally included. Students do not participate in the writing process and the generation of ideas is not supported. As a result, students cannot create their own texts and stay away from the nature of writing. During the implementation process, the students developed their writing skills through the cognitive apprenticeship method for nine weeks. At the end of the application process, the participants can create their own texts without support. In addition, students continued to be interested in writing after the application.

Anahtar Kelimeler

Primary School, First Grade Students, Writing Skill, Cognitive Apprenticeship, Action Research

İlkokul Birinci Sınıf Öğrencilerinin Yazma Becerilerinin Gelişiminin Desteklenmesinde Bilişsel Çıraklık: Bir Eylem Araştırması

Öz

Dört temel dil becerisinden biri olan yazma becerisi iletişim ve fikir üretme konusunda önemli görülmektedir. Akademik başarı ve günlük yaşamda iyi bir yazma becerisi sergileyebilmenin önemi açısından yazma becerisinin gelişiminin desteklenmesi gerekmektedir. Öğrencilerin en fazla zorlandığı dil becerisi olan yazma, ilkokulda ihmal edilen ve arka planda tutulan bir beceri olarak karşımıza çıkmaktadır. Yazma öğretiminde daha çok biçim özellikleri, yazım ve noktalama üzerinde durulmakta; düşünme süreçleri, fikir üretme ve öğrencilerin kendi yazılarını oluşturmaları ihmal edilmektedir. Özellikle ilkokul birinci sınıf öğrencilerinin yazma becerileri, zihinsel becerileri kullanma, düşünme süreçleri, fikir üretimi ve kendi yazılarını oluşturmaları açısından geri plana atılabilmektedir. Bu doğrultuda araştırmanın amacı, bilişsel çıraklık yöntemiyle ilkokul birinci sınıf öğrencilerinin yazma becerilerinin gelişiminin desteklenmesidir. Araştırma nitel araştırma yöntemlerinden eylem araştırması ile yürütülmüştür. Çalışmanın katılımcıları, Gaziantep ili Şehitkâmil ilçesinde araştırmacı öğretmenin görev yaptığı MEB’e bağlı bir ilkokulda yine araştırmacı öğretmenin kendi sınıfında bulunan 30 ilkokul birinci sınıf öğrencisidir. Kullanılan veri toplama araçları araştırmacı günlüğü, ses kayıtları, fotoğraflar, araştırmacı gözlemi ve öğrenci ürünleridir. Elde edilen veriler üzerinde betimsel analiz yapılmıştır. Bulgular uygulama öncesi, uygulama süreci ve uygulama sonrasına ait olmak üzere üç ana başlık altında sunulmaktadır. Sonuçlara göre uygulama öncesinde öğrenciler kendi metinlerini oluşturamamaktadır. İlkokul birinci sınıfta genellikle dikte ve bakarak yazma etkinliklerine yer verilmektedir. Öğrenciler yazma sürecine katılmamakta ve öğrencilerin fikir üretimi desteklenmemektedir. Bunun sonucunda ise öğrenciler kendi metinlerini oluşturamayarak yazmanın doğasından uzak kalmaktadır. Uygulama sürecinde öğrenciler dokuz hafta boyunca bilişsel çıraklık yöntemi aracılığıyla yazma becerilerini geliştirmiştir. Uygulama süreci sonunda katılımcılar desteksiz bir şekilde kendi metinlerini oluşturabilmektedir. Ayrıca uygulama sonrasında öğrencilerin yazmaya ilgilisi devam etmiştir.

Anahtar Kelimeler

İlkokul, Birinci Sınıf Öğrencileri, Yazma Becerisi, Bilişsel Çıraklık, Eylem Araştırması

Kaynakça

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