TÜRKÇE DERS KİTAPLARININ İNCELENMESİNE YÖNELİK ÖLÇEK GELİŞTİRME ÇALIŞMASI
Küçük Resim Yok
Tarih
2012
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Öğretmenlerin derslerde kullandıkları öğretim araçları arasında, ders kitapları ilk sırayı almaktadır. Ayrıca öğrencilerin de öğretmenleri ve aileleri dışında gerektiği her an başvurabilecekleri, öğrenme etkinliklerini kendi kendilerine tekrar edebilecekleri, en yakın öğretim kaynağı ders kitaplarıdır. Bu çalışmada, öğretmenlere ve konunun ilgililerine Türkçe ders kitaplarının iç ve dış niteliklerinin yeterliliğini inceleyebilecekleri geçerli ve güvenilir bir ölçme aracı geliştirilmiştir. Ölçek geliştirme sürecinde elde edilen veriler, öğretmenlerin cinsiyet, alan ve hizmet süresine göre de değerlendirilmiştir. Uygulama çalışmalarından elde edilen verilerin faktör analizi yapılmış ve ölçeğin 4 boyutlu olduğu belirlenmiştir. Birinci boyut: “metin ve görsellerin tasarımı”; ikinci boyut: “sayfa tasarımı”; üçüncü boyut: “yazı tasarımı” ve dördüncü boyut: “üretime yönelik dış özellikler” şeklinde adlandırılmıştır. Ölçeğin her bir boyutuna ve geneline ait iç tutarlılık katsayıları sırasıyla 84, .76, .71, .72 ve .88’dir. Genel olarak öğretmenler, Türkçe ders kitaplarının niteliklerinin kısmen yeterli olduğunu bildirmiştir. Kitapların nitelikleri, öğretmenlerin hizmet süreleri açısından karşılaştırıldığında ise metin ve görsellerin tasarımı boyutunda ve ölçeğin genelinde anlamlı düzeyde farklılıkların olduğu ve bu farkın hizmet süresi çok olanların lehine olduğu belirlenmiştir. Ayrıca, ders kitaplarının niteliği öğretmenlerin cinsiyetine göre anlamlı bir fark göstermemiştir.
Course books are among the primary instructional materials that teachers use in the lessons. They are the closest resources which students can have recourse to anytime when it is necessary, apart from their teachers and families, and whose activities they can go over by themselves. In the present study, a valid and reliable tool for measurement with which teachers and other related parties can examine the efficiency of internal and external qualities of the Turkish course books has been developed. The data obtained in the scale developing process have been evaluated in terms of gender of the teachers, their branches as well as the length of their service. A factor analysis of the data gathered from application has been conducted and the scale has been determined to have four dimensions. The first dimension has been named as “design of text and visuals”, the second dimension as “page design”, the third dimension as “orthography design”, the fourth dimension as “external features oriented toward production”. The internal consistency coefficient reliability for each dimension of the scale and, and for it in general are .84; .76; .71; .72 and .88, respectively. Generally, teachers have stated the qualities of the Turkish course books as “partially efficient”. It has been observed, when the qualities of the books have been compared from the perspective of the teachers’ duration of service, that there were significant differences in the dimension of the “design of text and visuals” and the scale in general; and that the difference was for those with longer durations of service. The quality of the books was not significantly different in terms of teachers’ gender.
Course books are among the primary instructional materials that teachers use in the lessons. They are the closest resources which students can have recourse to anytime when it is necessary, apart from their teachers and families, and whose activities they can go over by themselves. In the present study, a valid and reliable tool for measurement with which teachers and other related parties can examine the efficiency of internal and external qualities of the Turkish course books has been developed. The data obtained in the scale developing process have been evaluated in terms of gender of the teachers, their branches as well as the length of their service. A factor analysis of the data gathered from application has been conducted and the scale has been determined to have four dimensions. The first dimension has been named as “design of text and visuals”, the second dimension as “page design”, the third dimension as “orthography design”, the fourth dimension as “external features oriented toward production”. The internal consistency coefficient reliability for each dimension of the scale and, and for it in general are .84; .76; .71; .72 and .88, respectively. Generally, teachers have stated the qualities of the Turkish course books as “partially efficient”. It has been observed, when the qualities of the books have been compared from the perspective of the teachers’ duration of service, that there were significant differences in the dimension of the “design of text and visuals” and the scale in general; and that the difference was for those with longer durations of service. The quality of the books was not significantly different in terms of teachers’ gender.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
Adıyaman Üniversitesi Sosyal Bilimler Enstitü Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
0
Sayı
10