Nevide akpinar dellal matthias gleitze katarzyna wado

TELLING SCIENTISTS BY NARRATING: A CONTENT ANALYSIS

Associate Professor Dr. Derya YILDIZ, Necmettin Erbakan University, [e-mail]

Associate Professor Dr. Nilüfer CERİT BERBER, Necmettin Erbakan University, [e-mail]

ABSTRACT

It is significant for children to know people having scientific achievements. Providing biographies and studies of these people by only using an explanatory telling is not enough most of the time. Children prefer books in which narrative telling is used in comparison with those including explanatory telling. The reason of this preference on behalf of narrative telling is a construct given by the unity of characters, place, time, set-up and plot pulls children into the story and it creates a sense of wonder in children. Another factor arousing children’s interest is that constructs of these books in which biographies of scientists are told using a narrative method are real. Children find the opportunity of knowing people who have succeeded significant things well in this way. In this research, the books in which biographies of important scientists are mentioned by using narrative telling have been determined in particular. Among these books, those which have been written for children over ten, which are among the best selling books, in which biographies and achievements of Marie Curie, Albert Einstein and Galileo who are important scientists are told in a narrative way were included in the scope of the research. The determined books are translation books belonging to different publishers. The books are going to be examined in terms of content factors which are plot, theme, characters, set-up, language and style. The data is going to be obtained by using the document review which is one of the qualitative research methods and is going to be analyzed employing the content analysis. In this way we will evaluate how biographies and achievements of important scientists are examined using narrative telling. While the events in the lives of Marie Curie, Albert Einstein and Galileo given in the construct which is a narrative telling factor progress, we are going to examine information, ambition to work and love of science which are learnt without being noticed by children.

Keywords: Scientists, narrative telling, content analysis.

TEACHERS’ VIEWS ABOUT SCHOOL PRINCIPALS’ FALSE IMAGES, THE REASONS WHY SCHOOL PRINCIPALS CREATE THEM, AND THE EFFECTS OF FALSE IMAGES

Doç. Dr. Soner POLAT, Kocaeli Üniversity, [e-mail]

Arş. Gör. Yaser ARSLAN, Kocaeli Üniversity, [e-mail]

Arş. Gör. Gizem GÜNÇAVDI, Kocaeli Üniversity, [e-mail]
ABSTRACT

The aim of this study was to find out the school principals’ false images and the reasons why school principals create them according to teachers’ views. The research design of the study was phenomenological research method, which is a qualitative research design. Nineteen teachers who were chosen with maximum variation technique, which is one of the purposeful sampling methods, participated in the study. As the research was in the phenomenological research pattern, the fact that the participants consisted of teachers who observed school principals well was paid attention. The data were gathered through semi-structured interview form and was analysed with the help of content analysis. At the end of the study, it was found out that teachers defined the concept of false image similarly to definitions in the literature and they were conscious about the concept. The false images were gathered under four themese which were academic, visual, behavioural and socio-cultural. Moreover, the reasons why school principals create false images were gathered under four themes which were protecting himself/ herself and his/ her position, being honoured, gaining advantage, and professional necessity. Teachers stated that they have negative feelings, show negative attitudes and constrain communication when they realize principals show false images.

Keywords: image, false image, teacher, school principal

TÜRKÇE ÖĞRETİM PROGRAMINDAKİ ÖN-OKUMA KAZANIMI STRATEJİLERİNİN ÖĞRENCİLERİN OKUMA BAŞARILARINA ETKİSİ

Dr. Öğr. Üy. Şenel GERÇEK, Kocaeli Üniversitesi, [e-mail]
ÖZET

Heilman ve Blair (1990)’a göre okuma; okuyucunun, yazılı bir metni, kendi bilgi ve deneyimlerini de kapsayan bir anlamlandırma sürecidir. Akyol (2013)’e göre okuma, yazar ve okuyucunun sürekli etkileşim içinde bulunduğu aktif bir anlam kurma çabasını gerektirir. Dört temel dil becerisinden biri olan okuma, hangi amaçla gerçekleştirilirse gerçekleştirilsin öncelikle anlama ve kavramaya yönelik bir eylemdir. Bu nedenle okuma becerisi zayıf bir çocuğun öğretim programındaki herhangi bir alanda başarı gösterme olasılığı oldukça azdır (Bruning, Schraw ve Norby, 2014). Bu çalışmanın amacı, Türkçe Öğretim Programında yer alan okuma kazanımlarını sağlayacak ön okuma stratejilerinin, ortaokul 7. sınıf öğrencilerinin okuduğunu anlama becerisine etkilerini araştırmaktır. Araştırma yöntemi olarak, ön-test sontest kontrol gruplu yarı deneysel yöntem kullanılmıştır. Türkçe dersleri, deney grubunda Türkçe Öğretim Programında yer alan kazanımlar temel alınarak “ön okuma stratejileri ile ilgili eğitim” verilerek işlenirken; kontrol grubuna ise herhangi bir eğitim verilmeden işlenmiştir. Araştırmanın örneklemini; 2017-2018 öğretim yılında, Kocaeli İli İzmit İlçesinde bulunan bir devlet ortaokuluna devam eden 7. sınıf öğrencileri (bir deney ve bir karşılaştırma grubu bulunan toplam 80 öğrenci) oluşturmaktadır. Araştırma verileri, Epçaçan ve Demirel (2011) tarafından geliştirilen Okuduğunu Anlama Öz Yeterlik Ölçeği ile toplanmıştır. Araştırma süreci devam etmekte olup araştırma sonucunda deney grubunun kontrol grubuna göre okuduğunu anlama düzeylerinin daha yüksek olacağı beklenmektedir.

Anahtar sözcükler: Okuduğunu anlama, Ortaokul, Türkçe dersi, okuma stratejileri