Şema teorisinin öğrenci erişisine okuduğunu anlama düzeyine ve bilginin kalıcılığına etikisi
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Dosyalar
Tarih
2007
Yazarlar
Dergi Başlığı
Dergi ISSN
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Yayıncı
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalısmanın amacı, Selçuk Üniversitesi Egitim Fakültesi Almanca Ögretmenligi Ana Bilim Dalı 2. sınıf ögrencileri üzerinde Sema Teorisinin ögrencilerin okudugunu anlama, tutum, basarı ve bilgilerinin kalıcılıgını üzerindeki etkisini ölçmektir. Yapılan arastırmada yabancı dil okuma dersinde sema ögrenme yaklasımına dayalı ögretim ve geleneksel ögretim uygulanan iki grubun sontest puanları arasında anlamlı farklılık bulunulmustur. Sema ögrenme yaklasımına dayalı ögretim uygulaması yapılan deney grubundaki ögrenciler geleneksel ögretim yapılan kontrol grubundaki ögrencilerden daha yüksek sontest puanı elde etmisledir. Sema ögrenme yaklasımına dayalı ögretim ve geleneksel ögretim uygulanan iki grubun erisi puanları arasında anlamlı farklılık bulunmustur. Sema ögrenme yaklasımına dayalı ögretim ve geleneksel ögretim uygulanan iki grubun okudugunu anlama düzeyleri arasında anlamlı farklılık vardır. Deney grubundaki ögrenciler kontrol grubundaki ögrencilere kıyasla daha yüksek okudugunu anlama düzeyi elde etmistir. Deney grubundaki ögrenciler kontrol grubundaki ögrencilere kıyasla daha yüksek erisiler elde etmistir. Sema ögrenme yaklasımına dayalı yabancı dil okuma ögretimi yapılan ögrencilerin öntest puanları ile sontest puanları arasında anlamlı fark bulunmustur. Deneysel uygulamalar deney grubundaki ögrencilerin sontest puanlarında çok yüksek düzeyde artısa neden olmustur. Deney grubundaki ögrenciler ile kontrol grubundaki ögrencilerin uygulamalar öncesinde yabancı dil dersine yönelik tutumları arasında anlamlı bir fark bulunulmamıstır. Ayrıca yabancı dil okuma dersinde sema ögrenme yaklasımına dayalı ögretim ve geleneksel ögretim uygulanan ögrendiklerinin kalıcılıkları arasında anlamlı farklılık bulunmustur.
The purpose of this study is to measure the effect of Schema Theory on Reading Comprehension, attitude, success and retention of students at 2. Class in German Teacher Depermant of Education Faculty of Selcuk University. In the study, applied in the in foreign reading lesson , it was found that there is a significant difference between pre- and posttest scores of two groups based on schema theory teaching and tradional teaching. The Students of exprerimental group that had taken a teaching based on schema theory, had higher posttest scores than the students of traditionall teaching classroom A significant difference had been found between achievement scores of students who were taught based on schema theory and traditionall teaching. There is a significant different between reading comprehension levels of two the groups. The Students in the exprerimental group, compared to the students of Control group, had higher achievement scores. A significant difference had been found between the pre- and posttest scores of students who had taken a reading comprehension teaching based on schema theory. The experimantal applications caused an increase higly in the level the post test scores of exprerimental group students. On the other hand before and after the applications any significant difference was found between attitudes of the experimentall and control group students towards the foreign language lesson. Besides a significant difference was found between retentions of students who had been taught based on schema theory and traditinal teaching.
The purpose of this study is to measure the effect of Schema Theory on Reading Comprehension, attitude, success and retention of students at 2. Class in German Teacher Depermant of Education Faculty of Selcuk University. In the study, applied in the in foreign reading lesson , it was found that there is a significant difference between pre- and posttest scores of two groups based on schema theory teaching and tradional teaching. The Students of exprerimental group that had taken a teaching based on schema theory, had higher posttest scores than the students of traditionall teaching classroom A significant difference had been found between achievement scores of students who were taught based on schema theory and traditionall teaching. There is a significant different between reading comprehension levels of two the groups. The Students in the exprerimental group, compared to the students of Control group, had higher achievement scores. A significant difference had been found between the pre- and posttest scores of students who had taken a reading comprehension teaching based on schema theory. The experimantal applications caused an increase higly in the level the post test scores of exprerimental group students. On the other hand before and after the applications any significant difference was found between attitudes of the experimentall and control group students towards the foreign language lesson. Besides a significant difference was found between retentions of students who had been taught based on schema theory and traditinal teaching.
Açıklama
Anahtar Kelimeler
Başarı, Success, Okuma, Reading, Tutumlar, Attitudes, Şema teorisi, Schema theory
Kaynak
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Sayı
Künye
Özenici, S. (2007). Şema teorisinin öğrenci erişisine okuduğunu anlama düzeyine ve bilginin kalıcılığına etikisi. Selçuk Üniversitesi, Yayımlanmış doktora tezi, Konya.
