Lise öğrencilerinin edebiyata yükledikleri kavramsal anlamlar
Yükleniyor...
Dosyalar
Tarih
2009
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma, Lise 9, 10, 11 sınıf öğrencilerinin edebiyata yükledikleri kavramları tespit etmeye ve bu kavramların analizlerini yapmaya yöneliktir. Çalışmada şu kavramlar esas alınarak öğrencilere anket uygulanmıştır. Canlı-cansız, soyut-somut, güzel-çirkin, zor-kolay, yararlıyararsız, çekici-itici, eğlenceli-sıkıcı, doğal-yapay, erkeksi-kadınsı, yeterli-yetersiz, kalıcı-geçici, aktif-pasif, güçlü-zayıf, çok yönlü-tek yönlü, değişken-sabit, coşkun-durgun, düzenli-düzensiz, geleneksel-yenilikçi, incelikli-kaba, üretken-üretken değil, sıradan-olağanüstü, sade-süslü, basitkarmaşık, zengin-fakir, bağımlı-bağımsız, bilgilendirici-bilgilendirici değil, gerçek-kurmaca, tecrübe bilgi olaya dayalı- hayal duyguya dayalı, dışa dönük- içe dönük, ahlaki olmalı-ahlaki olmak zorunda değil. Bu anketin uygulanışında Semantik Ayrım ölçeği kullanılırken, analizinde faktör analizi, ki-kare ve frekans analizinden yararlanılmıştır. Araştırmanın sonunda edebiyat kavramının genellikle, canlı, güzel, zor, yararlı, çekici, eğlenceli, doğal, yeterli, kalıcı, aktif, güçlü, çok yönlü, coşkun, düzenli, geleneksel, incelikli, üretken, zengin, bilgilendirici, gerçek, tecrübeye dayalı ve ahlaki olmalı kavramlarıyla tanımlandığı tespit edilmiştir. Ayrıca Lise 9, 10, 11. sınıf öğrencilerinin edebiyat kavramını tanımlamalarında sınıf seviyesine, cinsiyete ve okul türüne göre farklılıkların olduğu belirtilmiştir. Bunun yanı sıra yaşa göre bir farklılığın olmadığı da ifade edilmiştir. Daha sonra bu verilerden hareketle öğrencilerin edebiyat kavramı ile ilgili olarak bir yargıya varamadıkları ve bu kavramların öğretiminde bir sorun olduğu vurgulanmıştır. Bu sorunun giderilmesi için ders içi, ders dışı, araç-gereç ve materyallerin yanı sıra öğretmenlik mesleğine ve müfredata daha çok önem verilmesi önerilmiştir.
This study aims both to determine the conceptions 9th, 10th, and 11th grade high school students attribute to the terms literature and to analyze the conceptions. A questionnaire was administered to the participants based on the following concepts: animate-inanimate, concreteabstract, beautiful-ugly, difficult-easy, useful-useless, attractive-repulsive, funny-boring, naturalartificial, masculine-feminine, sufficient-insufficient, permanent-temporary, active-passive, powerful-weak, versatile-monotone, variable-static, exuberant-stagnant, regular-irregular, traditional-reformist, polite-rude, productive-unproductive, ordinary-extraordinary, plaindecorated, rich-poor, dependent-independent, informative-uninformative, real-fictitious, experiential-imaginary, external-internal, need to be ethical-not need to be ethical. Semantic separation scale was used in the administration of the questionnaire and factor analysis, chisquare and frequency analysis techniques were employed in the analysis. At the end of the study, it was found that the term literature is generally used to refer to the conceptions of animate, beautiful, difficult, useful, attractive, funny, natural, sufficient, permanent, active powerful, versatile, exuberant, regular, traditional, polite, productive, decorated, rich, informative, real, experiential and need to be ethical. Furthermore, 9th, 10th, and 11th grade high school students’ conceptions of literature show differences with respect to their grade levels, gender, and different types of schools they attended. Moreover, no differences were observed with respect to their age. Based on the findings of the study, it is claimed that students cannot easily reach a judgement about the term literature and it was emphasized that there is a problem in teaching of related concepts. It was argued that one needs to pay more attention to teaching methods and curriculum employed in particular, as well as the course and extra curriculum materials and tools to be developed in order to eliminate this problem.
This study aims both to determine the conceptions 9th, 10th, and 11th grade high school students attribute to the terms literature and to analyze the conceptions. A questionnaire was administered to the participants based on the following concepts: animate-inanimate, concreteabstract, beautiful-ugly, difficult-easy, useful-useless, attractive-repulsive, funny-boring, naturalartificial, masculine-feminine, sufficient-insufficient, permanent-temporary, active-passive, powerful-weak, versatile-monotone, variable-static, exuberant-stagnant, regular-irregular, traditional-reformist, polite-rude, productive-unproductive, ordinary-extraordinary, plaindecorated, rich-poor, dependent-independent, informative-uninformative, real-fictitious, experiential-imaginary, external-internal, need to be ethical-not need to be ethical. Semantic separation scale was used in the administration of the questionnaire and factor analysis, chisquare and frequency analysis techniques were employed in the analysis. At the end of the study, it was found that the term literature is generally used to refer to the conceptions of animate, beautiful, difficult, useful, attractive, funny, natural, sufficient, permanent, active powerful, versatile, exuberant, regular, traditional, polite, productive, decorated, rich, informative, real, experiential and need to be ethical. Furthermore, 9th, 10th, and 11th grade high school students’ conceptions of literature show differences with respect to their grade levels, gender, and different types of schools they attended. Moreover, no differences were observed with respect to their age. Based on the findings of the study, it is claimed that students cannot easily reach a judgement about the term literature and it was emphasized that there is a problem in teaching of related concepts. It was argued that one needs to pay more attention to teaching methods and curriculum employed in particular, as well as the course and extra curriculum materials and tools to be developed in order to eliminate this problem.
Açıklama
Anahtar Kelimeler
Edebiyat Kavramı, Edebiyat Öğretimi, Kavram Analizi, The Conception of Literature, Teaching of Literature, Analyse of Conception
Kaynak
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
9
Sayı
2
