Argümantasyon tabanlı Türkçe öğretiminin eleştirel düşünme becerisine, eleştirel düşünme eğilimine ve ikna edici konuşmaya etkisi
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Tarih
2022
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, argümantasyon tabanlı Türkçe öğretiminin 7. sınıftaki öğrencilerin eleştirel düşünme becerisine, eleştirel düşünme eğilimine ve ikna edici konuşmasına nasıl bir etki oluşturduğunu tespit etmeyi amaçlamaktadır. Araştırmada karma yöntem uygulanmıştır. Karma gömülü desende yapılan bu çalışmada öğrencilere uygulama öncesinde ve sonrasında eleştirel düşünme eğilimi ölçeği, ikna edici konuşmayı değerlendirme rubriği ve Cornell'in eleştirel düşünme becerileri testi uygulanmıştır. Ayrıca öğrencilerle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Araştırmanın çalışma grubunu bir devlet okulunun 7. sınıfında öğrenim gören 64 öğrenci oluşturmaktadır. Deney grubunda 34 kişi, kontrol grubunda ise 30 kişi yer almaktadır. Çalışma 7. sınıf Türkçe ders kitaplarında "Bilim ve Teknoloji" temasının araştırmacı tarafından argümantasyon tabanlı etkinliklerle tasarlanarak oluşturulan materyallerle yapılmıştır. Deney grubundaki öğrenciler, ADDIE modeline göre hazırlanan argümantasyon tabanlı etkinlikleri içeren materyallerle dersi işlerken kontrol grubundaki öğrenciler Türkçe ders kitabındaki etkinliklerle dersi tamamlamışlardır. Araştırmadaki nicel verilerin analizinde SPSS 26'dan, nitel verilerin analizinde ise içerik analizinden yararlanılmıştır. Uygulama öncesinde Cornell'in eleştirel düşünme becerileri testi uygulanmış, öğrencilerden belirlenmiş konular hakkında ikna edici konuşmalar yapmaları istenmiş ve öğrencilerin eleştirel düşünme eğilimlerine ilişkin ölçeği doldurmaları söylenmiştir. Cornell'in eleştirel düşünme becerileri testinden elde edilen verilere göre deney ve kontrol grubunda anlamlı bir farklılık tespit edilememiş, eleştirel düşünme eğilimlerinin ve ikna edici konuşmalarının da deney veya kontrol grupları lehine anlamlı bir farklılığa neden olmadığı belirlenmiştir. Uygulama sürecinde öğrencilerin ürettiği argümanlar da incelenmiş ve üretilen argümanlar Erduran, Simon ve Osborne'nun (2008) geliştirdiği argümanların kalitesini belirleme rubriğiyle değerlendirilmiştir. Toplam 4 senaryo ve nominal grup tekniğinden yararlanılarak oluşturulan grup çalışmalarına göre gerçekleştirilen etkinlikler sonucunda öğrencilerin 1. senaryoda 5. düzeyde 4 argümana ulaşırken 4. senaryoya geldiklerinde 5. düzeyde 11 argümana kadar ulaşıldığı belirlenmiştir. Uygulama sonrasında Cornell'in eleştirel düşünme becerileri testine göre gözlem yapma, kaynağın güvenilirliğini sorgulama ve eleştirel düşünme faktörlerinde deney grubu lehine anlamlı bir farklılık belirlenmiştir. Ayrıca deney grubunun eleştirel düşünme eğilimi ve ikna edici konuşmalarına ilişkin puanlar kontrol grubundan daha yüksek ve anlamlı çıkmıştır. Öğrencilerle gerçekleştirilen yarı yapılandırılmış görüşmeler incelendiğinde ise argümantasyon tabanlı Türkçe öğretiminin öğrencileri motive ettiği, öğrencilerin bakış açısını zenginleştirdiği, öğrencilerde merak uyandırıp onları eğlendirdiği ve onları sosyalleştirdiği sonuçlarına ulaşılmıştır. Öğrencilerin argümantasyon tabanlı Türkçe öğretiminde en çok nominal grup etkinliklerini beğendikleri ve ikna edici konuşmalarında jest ve mimiklerini nasıl kullanacaklarını öğrenerek ses tonunu ayarlama ve duygulardan yararlanma konusunda kendilerini geliştirdikleri belirlenmiştir. İlgili alan yazında da argümantasyon tabanlı öğretimlerin sonucunda deney grubunda eleştirel düşünme becerileri ve eğilimlerinin geliştiği tespit edilmiştir.
This research aims to determine how argumentation-based Turkish teaching affects the critical thinking skills, critical thinking disposition and persuasive speech of 7th grade students. Mixed method was used in the research. In this study, which was conducted in a mixed embedded design, students were given a critical thinking disposition scale, persuasive speaking assessment rubric, and Cornell's critical thinking skills test before and after the application. In addition, semi-structured interviews were conducted with the students. The study group of the research consists of 64 7th grade students in a public school. 34 people are in the experimental group and 30 people are in the control group. The study was carried out with materials designed and created by the researcher with argumentation-based activities for the theme of "Science and Technology" in 7th grade Turkish textbooks. While the students in the experimental group taught the lesson with materials containing argumentation-based activities prepared according to the ADDIE model, the students in the control group completed the lesson with the activities in the Turkish textbook. In the analysis of quantitative data in the research, SPSS 26 was used, and in the analysis of qualitative data, content analysis was used. Before the application, Cornell's critical thinking skills test was applied, the students were asked to give persuasive speeches on the determined topics and they were asked to fill in the scale regarding their critical thinking dispositions. According to the data obtained from Cornell's critical thinking skills test, no significant difference was found in the experimental and control groups, and it was determined that critical thinking dispositions and persuasive speech did not cause a significant difference in favor of the experimental or control groups. The arguments produced by the students during the application process were also examined and the arguments produced were evaluated with the rubric to determine the quality of the arguments developed by Erduran, Simon, and Osborne (2008). As a result of the activities carried out according to a total of 4 scenarios and the nominal group technique, it was determined that while the students reached 4 arguments at the 5th level in the 1st scenario, they reached up to 11 arguments at the 5th level when they came to the 4th scenario. After the application, a significant difference was determined in favor of the experimental group in the factors of observing, questioning the reliability of the source and critical thinking according to Cornell's critical thinking skills test. In addition, the scores of the experimental group's critical thinking disposition and persuasive speech were higher and more significant than the control group. When the semi-structured interviews with the students were examined, it was concluded that the argumentation-based Turkish teaching motivated the students, enriched their perspective, aroused curiosity in the students, entertained and socialized them. It was determined that the students liked the nominal group activities the most in the argumentation-based Turkish teaching and they improved themselves in adjusting the tone of voice and benefiting from the emotions by learning how to use their gestures and mimics in their persuasive speech. In the related literature, it was determined that critical thinking skills and tendencies developed in the experimental group as a result of argumentation-based teaching.
This research aims to determine how argumentation-based Turkish teaching affects the critical thinking skills, critical thinking disposition and persuasive speech of 7th grade students. Mixed method was used in the research. In this study, which was conducted in a mixed embedded design, students were given a critical thinking disposition scale, persuasive speaking assessment rubric, and Cornell's critical thinking skills test before and after the application. In addition, semi-structured interviews were conducted with the students. The study group of the research consists of 64 7th grade students in a public school. 34 people are in the experimental group and 30 people are in the control group. The study was carried out with materials designed and created by the researcher with argumentation-based activities for the theme of "Science and Technology" in 7th grade Turkish textbooks. While the students in the experimental group taught the lesson with materials containing argumentation-based activities prepared according to the ADDIE model, the students in the control group completed the lesson with the activities in the Turkish textbook. In the analysis of quantitative data in the research, SPSS 26 was used, and in the analysis of qualitative data, content analysis was used. Before the application, Cornell's critical thinking skills test was applied, the students were asked to give persuasive speeches on the determined topics and they were asked to fill in the scale regarding their critical thinking dispositions. According to the data obtained from Cornell's critical thinking skills test, no significant difference was found in the experimental and control groups, and it was determined that critical thinking dispositions and persuasive speech did not cause a significant difference in favor of the experimental or control groups. The arguments produced by the students during the application process were also examined and the arguments produced were evaluated with the rubric to determine the quality of the arguments developed by Erduran, Simon, and Osborne (2008). As a result of the activities carried out according to a total of 4 scenarios and the nominal group technique, it was determined that while the students reached 4 arguments at the 5th level in the 1st scenario, they reached up to 11 arguments at the 5th level when they came to the 4th scenario. After the application, a significant difference was determined in favor of the experimental group in the factors of observing, questioning the reliability of the source and critical thinking according to Cornell's critical thinking skills test. In addition, the scores of the experimental group's critical thinking disposition and persuasive speech were higher and more significant than the control group. When the semi-structured interviews with the students were examined, it was concluded that the argumentation-based Turkish teaching motivated the students, enriched their perspective, aroused curiosity in the students, entertained and socialized them. It was determined that the students liked the nominal group activities the most in the argumentation-based Turkish teaching and they improved themselves in adjusting the tone of voice and benefiting from the emotions by learning how to use their gestures and mimics in their persuasive speech. In the related literature, it was determined that critical thinking skills and tendencies developed in the experimental group as a result of argumentation-based teaching.
Açıklama
Doktora Tezi
Anahtar Kelimeler
Argümantasyon, Eleştirel Düşünme, İkna Edici Konuşma, Türkçe Öğretimi, Argumentation, Critical Thinking, Persuasive Speaking, Turkish Teaching
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Güzelküçük, D. M. (2022). Argümantasyon tabanlı Türkçe öğretiminin eleştirel düşünme becerisine, eleştirel düşünme eğilimine ve ikna edici konuşmaya etkisi. (Yayımlanmamış doktora tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Türkçe ve Sosyal Bilimler Eğitimi Anabilim Dalı, Konya.
