A book discussion model: Literature circles for developing critical thinkig and reading habits
| dc.authorid | 0000-0003-1820-0361 | |
| dc.contributor.author | Karatay, Halit | |
| dc.date.accessioned | 2021-06-23T18:55:03Z | |
| dc.date.available | 2021-06-23T18:55:03Z | |
| dc.date.issued | 2015 | |
| dc.department | BAİBÜ, Eğitim Fakültesi, Türkçe ve Sosyal Bilimler Eğitimi Bölümü | en_US |
| dc.description.abstract | The importance of educating people about using good cognitive skills in work and social situations has been increasing day by day. Collaborative learning, critical thinking, and reading skills of which are acquired through the education process help in making students qualified individuals prepared for real life. To ensure students get educated in this way, teachers should create effective learning environments. These learning environments should improve students' cognitive, affective, and social skills. In addition, they should teach students how to make correct decisions in their life. Books are considered as old yet effective medium to improve critical thinking. Book clubs directed by primary school teachers, Turkish language arts or literature teachers aim to create learning environments in schools that improve students' critical thinking skills. However, studies have proven that these book clubs did not provide this type of effective learning environment for students. Over the past few years, primary school teachers, Turkish literature or language arts teachers have been doing their book discussions using the method of literature circles. When the related literature was analyzed, literature circles were more effective compared to traditional book discussion techniques in terms of improving students' critical thinking skills, reading habits, and collaborative learning skills. In this study, literature circles are addressed as a collaborative learning method and book discussion technique. Additionally, included information on how to specifically use informational and narrative texts in literature circles. In this sense, related literature is analyzed and provided some useful suggestions and examples from best practices for teachers and librarians. | en_US |
| dc.identifier.endpage | 17 | en_US |
| dc.identifier.issn | 1302-5600 | |
| dc.identifier.issue | 208 | en_US |
| dc.identifier.scopus | 2-s2.0-84956914877 | en_US |
| dc.identifier.scopusquality | Q3 | en_US |
| dc.identifier.startpage | 6 | en_US |
| dc.identifier.uri | https://hdl.handle.net/20.500.12491/4662 | |
| dc.identifier.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-84956914877&partnerID=40&md5=cf3e7569efdbc126bf779c5527902ea9 | |
| dc.identifier.volume | 1 | en_US |
| dc.indekslendigikaynak | Scopus | en_US |
| dc.institutionauthor | Karatay, Halit | |
| dc.language.iso | tr | en_US |
| dc.publisher | T.C. Milli Egitim Bakanligi | en_US |
| dc.relation.ispartof | Milli Egitim | en_US |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
| dc.rights | info:eu-repo/semantics/closedAccess | en_US |
| dc.subject | Book Discussion | en_US |
| dc.subject | Critical Thinking and Reading Habits | en_US |
| dc.subject | Literature Circles | en_US |
| dc.subject | Reading Skills | en_US |
| dc.title | A book discussion model: Literature circles for developing critical thinkig and reading habits | en_US |
| dc.title.alternative | Eleştirel düşünme ve okuma alışkanlığı becerilerinin geliştirilmesi için edebiyat halkası: Kitap eleştirisi modeli | en_US |
| dc.type | Article | en_US |
