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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

Kaynakça

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

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

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

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  • Tandika, P. (2016). Primary school teachers’ practices in developing pupils with writing competency. Journal of Elementary Education, 27(1), 107-122. http://pu.edu.pk/images/journal/JEE/PDF/9_v27_1_17.pdf
  • Tavşanlı, Ö. F. (2019). Süreç temelli yazma modüler programının ilkokul 2. sınıf öğrencilerinin yazmaya ilişkin tutum, yazılı anlatım becerisi ve yazar kimliği üzerine etkisi (Tez No. 542958) [Doktora tezi, Bursa Uludağ Üniversitesi]. YÖK Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
  • Tavşanlı, Ö. F., & Bulunuz, M. (2017). The development of the written expression skills of a first grade student at home, school and university program: A case study. European Journal of Education Studies, 3(4), 20-48. https://doi.org/10.5281/zenodo.321561
  • Temel, S., & Katrancı, M. (2019). İlkokul öğrencilerinin yazılı anlatım becerileri, yazmaya yönelik tutumları ve yazma kaygıları arasındaki ilişki. Avrasya Uluslararası Araştırmalar Dergisi, 7(17), 322-356. https://doi.org/10.33692/avrasyad.590688
  • Tetik, T. (2020). Özel yetenekli ilkokul öğrencilerinin yazma becerilerinin desteklenmesinde dijital öyküleme etkinlikleri: Eylem araştırması (Tez No. 627007) [Doktora tezi, Burdur Mehmet Akif Ersoy Üniversitesi]. YÖK Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
  • Tok, R., & Erdoğan, Ö. (2017). İlkokul 2. 3. ve 4. sınıf öğrencilerinin yazma becerilerinin incelenmesi. YYÜ Eğitim Fakültesi Dergisi, 14(1), 1003-1024. http://dx.doi.org/10.23891/efdyyu.2017.37
  • Torkildsen, J. v., Morken, F., Helland, W. A., & Helland, T. (2016). The dynamics of narrative writing in primary grade children: Writing process factors predict story quality. Read Writ, 29, 529-554. https://doi.org/10.1007/s11145-015-9618-4
  • Ungan, S. (2007). Yazma becerisinin geliştirilmesi ve önemi. Sosyal Bilimler Enstitüsü Dergisi, (23), 461-472. https://www.idealonline.com.tr/IdealOnline/lookAtPublications/paperDetail.xhtml?uId=41430
  • Uyğun, A. (2019). 2018 Türkçe dersi öğretim programındaki yazma kazanımlarının ve ders kitaplarındaki etkinliklerin yaratıcı yazma becerisine uygunluğu (Tez No. 599606) [Yüksek lisans tezi, Muğla Sıtkı Koçman Üniversitesi]. YÖK Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
  • Uzun, E. (2016). Eylem araştırması. M. Y. Özden, & L. Durdu (Eds.), Eğitimde üretim tabanlı çalışmalar için nitel araştırma yöntemleri içinde (s. 19-35). Ankara: Anı Yayıncılık.
  • Vonna, Y., Mukminatien, N., & Laksmi, E. D. (2015). The effect of scaffolding techniques on students’ writing achievement. Jurnal Pendidikan Humaniora, 3(1), 227-233. http://journal.um.ac.id/index.php/jph/article/view/4864
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner,&E. Souberman, Trans.). Cambridge: MA: Harvard University Press. http://ouleft.org/wp-content/uploads/Vygotsky-Mind-in-Society.pdf
  • Wyrick, J. (2017). Steps to writing well (13. Printing). Cengage Learning. https://ischoolsericsonalieto.files.wordpress.com/2017/07/steps-to-writing-well.pdf
  • Yamaç, A., & Ulusoy, M. (2016). The effect of digital storytelling in improving the third graders' writing skills. International Electronic Journal of Elementary Education, 9(1), 59-86. https://eric.ed.gov/?id=EJ1126674
  • Yekeler, A. D. (2015). Yazma sürecine dayalı öğretimin ilkokul 4. sınıf öğrencilerinin yazılı anlatım becerilerine etkisi (Tez No. 381487) [Yüksek lisans tezi, Gazi Üniversitesi]. YÖK Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
  • Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12. Baskı). Ankara: Seçkin Yayıncılık.
  • Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94(4), 660-668. http://doi.org/10.1037//0022-0663.94.4.660
  • Zuber-Skerritt, O. (2001). Action learning and action research: Paradigm, praxis and programs. Effective Change Management through Action Research and Action Learning: Concepts, Perspectives, Processes and Applications, 1-20. https://www.ufs.ac.za/docs/librariesprovider43/service-learning-documents/articles-documents/art_zuber_skerrit_2001-333-eng.pdf?sfvrsn=aa1bf021_0
  • Zumbrunn, S., & Bruning, R. (2013). Improving the writing and knowledge of emergent writers: The effects of self-regulated strategy development. Read Writ, 26, 91-110. https://doi.org/10.1007/s11145-012-9384-5
Toplam 94 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Alperen Şükrü Çapanoğlu 0000-0001-5809-9777

Süleyman Erkam Sulak 0000-0003-4042-891X

Yayımlanma Tarihi 30 Haziran 2023
Kabul Tarihi 3 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 42 Sayı: 1

Kaynak Göster

APA Çapanoğlu, A. Ş., & Sulak, S. E. (2023). İlkokul Birinci Sınıf Öğrencilerinin Yazma Becerilerinin Gelişiminin Desteklenmesinde Bilişsel Çıraklık: Bir Eylem Araştırması. Ondokuz Mayis University Journal of Education Faculty, 42(1), 245-324. https://doi.org/10.7822/omuefd.1226661

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