Increasing Elementary School Classroom Teachers' Awareness of the Cognitive Components of Reading Skill: A Mixed Methods Action Research

Yıl 2024, Cilt: 12 Sayı: 2, 135 - 163, 31.12.2024

Seçkin Gök , Kasım Yıldırım

https://doi.org/10.35233/oyea.1452475

Öz

The research aimed to increase classroom teachers' awareness of the cognitive skills that constitute reading and to reveal the reflections of their awareness on the classroom teaching environment.The study was designed and conducted as mixed method action research. In the discovery phase of the study, teachers' awareness of the cognitive skills that constitute reading were revealed through focus group interviews. Then, based on teachers' insufficient knowledge of reading, an intervention training program was created. The effectiveness of the intervention training applied during the evaluation phase of the study was determined. In the monitoring phase of the research, the reflection of the training program and follow-up studies on the classroom teaching environment was revealed through focus group interviews. The participants of the discovery phase of the study were 15 volunteer classroom teachers. While the participants of the evaluation phase were 30 volunteer classroom teachers participating in the training program, the participants of the monitoring phase were 12 volunteer classroom teachers participating in the training program. Knowledge test and interview forms developed by the researchers were used as data collection tools in the study. The data obtained from the discovery and monitoring phases of the study were analyzed using the content analysis method. In addition to descriptive statistics, t-test for related samples was used in the analysis of the data obtained from the evaluation phase.In the research, classroom teachers' lack of knowledge regarding the cognitive components that constitute reading were revealed, these deficiencies were eliminated with the intervention training, and it was observed that they mostly reflected the knowledge they gained through the intervention training into the classroom teaching environment.

Anahtar Kelimeler

Teacher, Teacher knowledge, Reading, Cognitive skills, Reading skills

Proje Numarası

(Proje No: 222K295)

Sınıf Öğretmenlerinin Okuma Becerisini Oluşturan Bilişsel Bileşenlere Yönelik Farkındalıklarının Artırılması: Bir Karma Yöntem Eylem Araştırması

Öz

Çalışmanın amacı sınıf öğretmenlerinin okumayı oluşturan bilişsel becerilere yönelik farkındalıklarını artırmak ve farkındalıklarının sınıf içi öğretme ortamına yansımalarını ortaya koymaktır. Çalışma, karma yöntem eylem araştırması olarak desenlenmiş ve yürütülmüştür. Çalışmanın keşfetme aşamasında öğretmenlerin okumayı oluşturan bilişsel becerilere yönelik farkındalıkları odak grup görüşmeleri yoluyla ortaya çıkarılmıştır.  Ardından öğretmenlerin okumaya ilişkin bilgilerinin yetersizliğinden hareketle bir müdahale eğitim programı oluşturulmuştur. Çalışmanın değerlendirme aşamasında uygulanan müdahale eğitiminin etkililiği tespit edilmiştir. Araştırmanın izleme aşamasında ise eğitim programı ve takip çalışmalarının sınıf içi öğretim ortamına yansıması yine odak grup görüşmeleri yoluyla ortaya konulmuştur. Çalışmanın keşfetme aşaması katılımcılarını 14 gönüllü sınıf öğretmeni oluşturmuştur. Değerlendirme aşaması katılımcılarını eğitim programına katılan 30 gönüllü sınıf öğretmeni oluştururken izleme aşaması katılımcılarını eğitim programına katılan öğretmenlerden 12 gönüllü sınıf öğretmeni oluşturmuştur. Çalışmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen bilgi testi ve görüşme formları kullanılmıştır. Çalışmanın keşfetme ve izleme aşamalarından elde edilen veriler içerik analizi yöntemiyle çözümlenmiştir. Değerlendirme aşamasından elde edilen verilerin analizinde betimsel istatistiklerin yanında eşli gruplar t-testinden yararlanılmıştır. Araştırmada, sınıf öğretmenlerinin okumayı oluşturan bilişsel bileşenlere ilişkin bilgi eksiklikleri ortaya konulmuş, gerçekleştirilen müdahale eğitimiyle bu eksiklikler giderilmiş ve müdahale eğitimi yoluyla elde ettikleri bilgileri sınıf içi öğretim ortamına yansıttıkları görülmüştür.

Anahtar Kelimeler

Öğretmen, Öğretmen bilgisi, Okuma, Bilişsel beceriler, Okuma becerisi

Etik Beyan

Bu çalışmada “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında belirtilen kurallara uyulmuş, “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden kaçınılmıştır. Bu çalışmanın etik kurul izni Muğla Sıtkı Koçman Üniversitesi Sosyal ve Beşeri Bilimler Araştırmaları Etik Kurulu’nun 2022/142 sayılı, 29.11.2022 tarihli kararıyla verilmiştir.

Destekleyen Kurum

Bu çalışma Türkiye Bilimsel ve Teknolojik Araştırma Kurumu tarafından desteklenmektedir (Proje No: 222K295).

Proje Numarası

(Proje No: 222K295)

Kaynakça

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