İlköğretim ikinci kademe türkçe dil bilgisi derslerinde kavram haritası tekniğinin öğrenci başarısına ve hatırlamaya etkisi
The effect of the concept map technique in grammar lessons during the second level of the primary education on the student success and the act of reme mbering
Yazar: HAVVA YAMAN
Danışman: PROF. DR. CEMAL YILDIZ
Marmara Üniversitesi / Eğitim Bilimleri Enstitüsü / Türkçe Öğretmenliği Ana Bilim Dalı
Derece: Doktora, 2006
Konu: Eğitim ve Öğretim = Education and Training ; Türk Dili ve Edebiyatı = Turkish Language and Literature

Özet:
ÖZETLKÖ RET M K NC KADEME D L B LG S DERSLER NDE KAVRAMHAR TASI TEKN N N Ö RENC BA ARISINA VE HATIRLAMAYA ETK SBu çal ma, ilkö retim ikinci kademe Türkçe dil bilgisi derslerinde kavramharitas tekni i kullan m n n ö renci ba ar s na etkisini belirlemek amac yla yap lm t r.Bu amaçla stanbul ili Üsküdar ilçesinden biri özel di eri devlet olmak üzere ikiilkö retim okulu seçilmi , bu okullar n yedinci s n flar nda bir deney grubu ve birkontrol grubu olu turulmu tur. Örneklemde toplam 95 ö renci yer almaktad r.Ara t rmada ön test-son test kontrol gruplu deneme modeli kullan lm t r.lkö retim yedinci s n f ö rencilerine Kelime Türleri konusu deney grubunda kavramharitas tekni iyle; kontrol grubunda geleneksel yöntemle i lenmi tir. Çal man nba nda ve sonunda tüm gruplara bilgi testi, aç k uçlu soru formu ve Türkçe DersiTutum Ölçe i uygulanm t r. Ayr ca deney grubu ö rencileriyle mülâkat yap lm ,deney grubunun baz dersleri video kamerayla kaydedilmi tir. Türkçe Program ndaki(2005) dil bilgisi ö retim alan na ait kazan mlara göre kavram haritalar çizilmi tir.Ara t rmada nicel ve nitel yöntemler birlikte kullan lm t r. Bilgi testisonuçlar nicel de erlendirme teknikleriyle; aç k uçlu sorular, mülâkat ve video kamerakay tlar nitel de erlendirme teknikleriyle yorumlanm t r. statistikselde erlendirmelerde çapraz tablo (Crosstab) analizi yap lm , frekans ve yüzde de erleriverilmi tir. Ayr ca Mann Whitney U testi ve Wilcoxon testi kullan lm t r. Nitelde erlendirmelerde, aç k uçlu sorular için içerik analizlerinden frekans analizi ; videokamera kay tlar için özetleyici nitel içerik analizi ; mülâkat kay tlar için kategoriseliçerik analizi uygulanm t r.Ara t rma sonuçlar na göre;Kavram haritas , geleneksel yönteme göre Türkçe dil bilgisi ö retimindeba ar y art rmaktad r.Kavram haritalar yla yap lan Türkçe dil bilgisi ö retimi, ö rencilerdekikavram yan lg lar n azaltm t r.Kavram haritas tekni i, ö rencilerin derse güdülenmesine ve kat l m nartmas na katk sa lamaktad r.Türkçe dil bilgisi ö retiminde kavram haritas kullan m , ö rencilerinTürkçe dersine kar tutumunu olumlu yönde etkilemi tir.Özel ilkö retim okulu ö rencileri, devlet ilkö retim okulu ö rencilerinegöre Türkçe dil bilgisi kavramlar n ö renmede daha ba ar lbulunmu tur.This document was created with Win2PDF available at http://www.daneprairie.com.The unregistered version of Win2PDF is for evaluation or non-commercial use only.

Abstract:
ABSTRACTTHE EFFECTS OF THE CONCEPT MAP TECHNIQUE IN GRAMMARLESSONS DURING THE SECOND LEVEL OF THE PRIMARY EDUCATIONONTHE STUDENT SUCCESS AND THE ACT OF REMEMBERINGThis study is carried out in order to determine the effect of the concept maptechnique in Turkish grammar lessons during the second level of the primary educationon the student success and the act of remembering. Given this aim, two primary schoolswere chosen from an administrative district of Istanbul, Uskudar: one private and onestate school. And one experimental and one control group were formed by the studentsof the seventh class. The number of students that contributed to the sample is 95.For the study, the control pre- and post-test model was adopted. TheWords Types topic was analysed with the experimental group on the basis of theconcept map technique, and with the control group on a traditional method. At thebeginning and end of the study, both groups are given the information test, open-endedquestion form and Turkish Lesson Attitude Scale . Besides, an interview was madewith the students of the experimental group and some of their lessons were video-recorded.Both the qualitative and quantitative methods were used during the research.While the results of the information test were interpreted on the quantitative evaluationtechniques, those of the open-ended questions, interviews and video-records werecommented on the qualitative ones. The Crosstab analysis was preferred for thestatistical evaluations and frequency and percentage rates were provided. MannWhitney U Test and Wilcoxon rank sum test were also used. Within the context ofqualitative evaluations, the frequency analysis is used for the open-ended questions;the summarizing qualitative content analysis for the video records and thecathegorical content analysis for the interviews records.According the the results of the research;Compared to the traditional method, the use of the concept mapincreases success in Turkish grammar teaching.The Turkish grammar teaching which is based on the concept maptechnique decreases concepts errors of the students.The concept map technique increases the motivation and participationof the students.The use of the concept map in the Turkish grammar teaching haspositive effects on the students attitudes towards lessons.The students of the private schools are more successful than those ofthe state schools in learning the concepts of Turkish grammar.This document was created with Win2PDF available at http://www.daneprairie.com.The unregistered version of Win2PDF is for evaluation or non-commercial use only.