Research Article
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A Way in Screen Reading: Improving the Reading Comprehension Ability of Fourth Grade Students through WebQuest-based Teaching

Year 2018, Volume 6, Issue 3, 591 - 635, 27.07.2018
https://doi.org/10.16916/aded.413690

Abstract

This research which was conducted to determine the effect of WebQuest-based teaching on improving the reading comprehension skills of 4th grade elementary school students was designed as an action research. The study group consisted of 24 students in an elementary school. During the study which lasted 55 class hours, the students participated in three WebQuest-based teaching activities which were done in groups, pairs, and individually. The reading comprehension test was used as the pre-test and the post-test. For the analysis of quantitative data, descriptive statistics was used and paired samples t-test was done. Qualitative data were analyzed, using descriptive analysis. Based on the findings, a significant difference was found in the post-test in the students’ reading comprehension scores when compared with their pre-test scores. The students stated that the screen guided themselves, that they reached the information they needed more quickly, and by reaching different web pages on a topic, they established meaning by integrating the information they accessed, and that they linked the visual and auditory elements on the screen with the written elements and established meaning more easily. It was also found that different font types and colors gave clues about the topic the students were searching for, and that students who used e-reading comprehension strategies were able to make sense of texts more easily. In the process, disagreements among students, the inability to use strategies such as saving, browsing, summarizing were among the problems experienced. Some recommendations were made for the solution of those problems.

References

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Ekran Okumada Bir Yol: Ağ Araştırması’na Dayalı Öğretim Yoluyla Dördüncü Sınıf Öğrencilerinin Okuduğunu Anlama Becerilerinin Geliştirilmesi

Year 2018, Volume 6, Issue 3, 591 - 635, 27.07.2018
https://doi.org/10.16916/aded.413690

Abstract

Türkçe dersinde Ağ Araştırması’na dayalı öğretimin okuduğunu anlama becerisinin gelişimine etkisini belirlemek amacıyla yapılan bu araştırma eylem araştırması deseninde tasarlanmıştır. Araştırmanın çalışma grubunu 24 ilkokul dördüncü sınıf öğrencisi oluşturmaktadır. 55 ders saati süren araştırmada öğrenciler grup, eşli ve bireysel olmak üzere üç Ağ Araştırması’na dayalı öğretim uygulamasına katılmıştır. Okuduğunu anlama testi çalışmada öntest ve sontest olarak uygulanmıştır. Nicel verilerin analizinde betimsel istatistiklere yer verilmiş ve ilişkili örneklemler için t testi kullanılmıştır. Nitel veriler ise betimsel analiz yapılarak çözümlenmiştir. Araştırmadan elde edilen bulgulara göre öğrencilerin okuduğunu anlama öntest puanlarına göre sontest puanları lehine anlamlı farklılık bulunmuştur. Öğrenciler AADÖ sürecinde ekranın kendilerini yönlendirdiğini belirterek aradıkları bilgilere daha çabuk ulaştıklarını ve konuyla ilgili farklı sayfalara ulaşıp bilgileri bütünleştirerek metinler arası anlam kurduklarını, ekrandaki yazılı unsurlarla görsel ve işitsel unsurları ilişkilendirerek daha kolay biçimde anlam oluşturduklarını belirtmişlerdir. Farklı yazı tipi ve renginin olmasının öğrenci için araştırdığı konuya ilişkin ipucu verdiği ve e-okuma-anlama stratejilerini kullanan öğrencilerin metinleri daha kolay anlamlandırdıkları tespit edilmiştir. Bu süreçte öğrenciler arasında yaşanan anlaşmazlık, öğrenme ürünlerini kaydetmeme, göz gezdirme, özetleme gibi stratejileri kullanamama vb. yaşanan sorunlar arasındadır. Yaşanan sorunlara bazı çözüm önerileri getirilmiştir.

References

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  • Acosta, L.M.E. & Ferri, M.M. (2009). Reading strategies to develop higher thinking skills for reading comprehension. Profile, 12(1), 107-123.
  • Akyol, H. (2012). Türkçe öğretim yöntemleri. Ankara: Pegem Akademi.
  • Balcı, A. (2017). WebQuest (Web Macerası) öğrenme yönteminin Türk edebiyatı dersindeki akademik başarıya etkisi. Yüksek Lisans Tezi, Balıkesir Üniversitesi, Sosyal Bilimler Enstitüsü, Balıkesir.
  • Balkissoon, M.N. & Balkissoon, S. (2014). WebQuest development in the blended classroom: What do students gain? Caribbean Teaching Scholar, 4(2), 99–122.
  • Baştuğ, M. & Keskin, H. K. (2012). Okuma becerilerinin okuma ortamı açısından karşılaştırılması: Ekran mı kâğıt mı? Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16 (3), 73-83.
  • Bellofatto, L., Bohl, N., Casey, M., Krill, M., & Dodge, B. (2001). A rubric for evaluating WebQuests. Retrieved from http:// webquest.sdsu.edu/webquestrubric.html.
  • Boyd, P. (2003). Middle grades education: A reference handbook. Santa Barbara: ABC-CLIO.
  • Büyüköztürk, Ş. (2009). Veri analizi el kitabı (10. Baskı). Ankara: Pegem Akademi.
  • Carson, D., Gilmore, A., Perry, C. & Gronhaug, K. (2001). Qualitative marketing research. London: SAGE Publications.
  • Çavuşoğlu, E. (2010). İlköğretim beşinci sınıf öğrencilerinin okuduğunu anlama düzeyi ile matematik problemlerini çözme başarısı arasındaki ilişkinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Eğitim Bilimleri Enstitüsü, Gazi Üniversitesi, Ankara.
  • Chang, C.S., Chen, T.S. & Hsu, W.H. (2011). The study on integrating WebQuest with mobile learning for environmental education. Computers & Education, 57, 1228-1239.
  • Chao, C. (2006). How WebQuests send technology to the background. In P. Hubbard & M. Levy (Eds.), Teacher education in CALL (pp. 220-280). Amsterdam: John Benjamins Publishing.
  • Chu, H. (2003). Electronic books: Viewpoints from users and potential users. Library Hi Tech, 21(3), 340-346.
  • Damar, A. (2011). Masal sofrası. Ankara: Tomurcuk Yayınevi.
  • Dreyer, C. & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31, 349-365. doi. 10.1016/S0346-251X(03)00047-2.
  • Dudeney, G. (2007). The internet and the language classroom: A practical guide for teachers. Cambridge: Cambridge University Press.
  • Duran, E. & Alevli, O. (2014). Ekrandan okumanın sekizinci sınıf öğrencilerinde anlamaya etkisi. Okuma Yazma Eğitimi Araştırmaları, 2(1), 1-11.
  • Dündar, H. & Akyol, H. (2014). Okuma ve anlama problemlerinin tespiti ve giderilmesine ilişkin örnek olay çalışması. Egitim ve Bilim, 39(171), 361-377.
  • Ely, M., Anzul, M., Freidman, T. Diane Garner, D. & Steinmetz, A.M. (1991). Doing qualitative research: Circles within circles. London: The Falmer Press.
  • Ertem, İ.S. & Özen, M. (2014). Metinleri ekrandan okumanın anlam kurma üzerine etkisi. International Journal of Social Science, 24, 319-350.
  • Ferah, T. (2011). Ebemkuşağı. İstanbul: Gendaş Çocuk.
  • Field, A.P. (2009). Discovering statistics using SPSS. London, England: SAGE.
  • Gençer, L. (2015). Bilim çocuk dergisi. Aylık Popüler Bilim Dergisi, 18(215), 1-61. Ankara: PROMAT Basım Yayın.
  • Gokalp, M.S., Sharma, M., Johnston, I. & Sharma, M. (2013). Implementing WebQuest based instruction on Newton's second law. Teachingscience, 59(2), 11-19.
  • Hassanien, A. (2006). Using WebQuest to support learning with technology in higher education. Journal of Hospitality, Leisure, Sport and Tourism Education 5(1),41-49.
  • Henning, M.B. (2013). From “Community gelpers” to “Community service”: Using a WebQuest with second graders. RCETJ, 9(1), 156-173.
  • Hsiao, H.S., Tsai, C.C., Lin, C.Y. & Lin, C.C. (2012). Implementing a self-regulated WebQuest learning system for Chinese elementary schools. Australasian Journal of Educational Technology, 28(2), 315-340.
  • Hwang, G.J. & Kuo, F.R. (2011). An information-summarising instruction strategy for improving the web-based problem solving abilities of students. Australian Journal of Educational Technology, 27(2), 290-306.
  • Hwang, G. J., Tsai, P. S., Tsai, C. C. & Tseng, J. C. R. (2008). A novel approach for assisting teachers in analyzing student websearching behaviors. Computers & Education, 51(2), 926-938.
  • Ikpeze, C.H. (2009). Transforming classroom instruction with personal and technological literacies: The WebQuest connection. The Nera Journal, 44(2), 31-40.
  • Ikpeze, C.H.& Boyd, F.B. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests. The Reading Teacher, 60(7), 644-654.
  • Jeong, H. (2012). A Comparison of the influence of electronic books and paper books on reading comprehension, eye fatique, and perception. The Electronic Library, 30(3), 390-408. DOI:10.1108/02640471211241663.
  • Kachina, O.A. (2012). Using WebQuests in the social sciences classroom. Contemporary Issues In Education Research, 5(3), 185-200.
  • Kalmane, R. (2012). Improving reading comprehension with online text visualization tools. Riga: Lulu Press.
  • Karchmer, R.A. (2008). The journey ahead: Thirteen teachers report how the internet influences literacy and literacy instruction in their K-12 classroom. In J. Coiro, M. Knobel, C. Lankshear & D.J. Leu (Eds.), Handbook of research on new literacies. New York: Routledge Taylor & Francis Group.
  • Kemmis, S. & McTaggart, R. (1988). Action research planner. Victoria: Deaken University Press.
  • Kleemans, T., Segers, E., Droop, M. & Wentink, H. (2011). WebQuests in special primary education: Learning in a web-based environment. British Journal of Educational Technology, 42(5), 801-810. doi:10.1111/j.1467-8535.2010.01099.x.
  • Knezek, G. & Christensen, R. (2007). Effect of technology-based programs on first-and second-grade reading achievement. Computers in the Schools, 24(3-4), 23-41.
  • Kocoğlu, Z. (2010). WebQuests in EFL reading/writing classroom. Procedia Social and Behavioral Sciences, 2, 3524–3527.
  • Köse, F. (2007). Moving the WebQuest process from static to dynamic: Preservice teachers' experience with the dynamic WebQuest environment. Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi Fen Bilimleri Enstitüsü, Ankara.
  • Kuru, O., Kaşkaya, A. & Calp, Ş. (2017). İlkokul 4. sınıf öğrencilerinin kâğıttan ve ekrandan okuduğunu anlama becerilerinin sınanması; Öğretmen ve öğrenci görüşleri. Sosyal Bilimler Dergisi, 7(13), 70-84.
  • Kurudayıoğlu, M. & Tüzel, S. (2010). 21. yüzyıl okuryazarlık türleri, değişen metin algısı ve Türkçe eğitimi. TÜBAR-XXVIII, 283-298.
  • Lanse, H.W. (2008). Read well, think well build your child’s reading, comprehension, and critical thinking skills. USA: Adams Media, an F+ W Publications.
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Details

Primary Language Turkish
Subjects Social
Journal Section Makaleler
Authors

Hacer ULU (Primary Author)
Afyon Kocatepe University
0000-0002-7687-6370
Türkiye


Mustafa ULUSOY
GAZI UNIVERSITY, GAZİ FACULTY OF EDUCATION
Türkiye

Publication Date July 27, 2018
Published in Issue Year 2018, Volume 6, Issue 3

Cite

APA Ulu, H. & Ulusoy, M. (2018). Ekran Okumada Bir Yol: Ağ Araştırması’na Dayalı Öğretim Yoluyla Dördüncü Sınıf Öğrencilerinin Okuduğunu Anlama Becerilerinin Geliştirilmesi . Ana Dili Eğitimi Dergisi , 6 (3) , 591-635 . DOI: 10.16916/aded.413690