Akademik Veri Yönetim Sistemi
Tez Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Türkçe Ve Sosyal Bilimler Eğitimi A.B.D., Türkiye
Tez Danışmanı: Mehmet Kurudayıoğlu
Tezin Onay Tarihi: 2021
Tezin Dili: Türkçe
Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
Özet:
The main purpose of this study is to determine the suitability of topic, main idea and
summarizing activities to cognitive connections and sub-process steps within the
scope of listening/reading skills in Turkish textbooks. In this context, the situation of
the topic, main idea and summarization objectives for listening/watching and reading
skills in the Turkish Language Curriculum (2019) was examined. In line with these
objectives, the suitability of the topic, main idea and summarizing activities in the
Turkish textbooks to the cognitive connections with each other and the existence of
any instruction/activity related to the sub-process steps of the topic, main idea and
summarization skills in the books were tested. The sample of this study consisted
of the Turkish Curriculum and 14 Turkish textbooks used as teaching materials of
grade levels of 1-8 prepared by the Ministry of National Education and private
publishing houses. The data obtained from the objectives in the Curriculum were
obtained by document analysis. The "Evaluation Criteria for Topic/Main
Idea/Summarization Activities in Turkish Textbooks" form was prepared by the
researcher for the purpose of examining the books. The data obtained from the
books were obtained by document analysis. The data obtained from the Curriculum
and textbooks were analyzed by descriptive analysis. In line with the research, the
opinions of primary school teachers and Turkish teachers were consulted. As the
study group, 15 primary school teachers and 15 Turkish teachers working in primary
and secondary schools in Ankara province Çankaya, Etimesgut, Keçiören and
Yenimahalle districts were determined. A semi-structured interview form was
prepared to meet with the teachers. The answers given by the teachers to the
questions were analyzed by content analysis. According to the results of the data
obtained within the scope of the study, it has been determined that cognitive
processing sequences are ignored while listing the objectives in the Curriculum, the
activities in the Turkish textbooks were not prepared according to the sub-process
steps and the teachers lack knowledge of these skills.