The Effect of “Reading Culture-Digital Reading Awareness Curriculum” on Special Education and Primary Teacher Candidates

Esra Yalçıntaş; Hülya Kartal; Ceyda Turhan

Makale detayları

The Effect of “Reading Culture-Digital Reading Awareness Curriculum” on Special Education and Primary Teacher Candidates

Yazarlar:

Esra Yalçıntaş | Hülya Kartal | Ceyda Turhan

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1288-1314

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301919

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 This research is aimed to determine and develop the reading culture and digital reading levels of teacher candidates. For this purpose, Reading Culture-Digital Reading Awareness Curriculum was developed and applied to teacher candidates and its effect was examined. The study group of the research consists of 1st, 2nd, 3rd and 4th grade teacher candidates studying in special education and primary teaching undergraduate programs in the Faculty of Education, Bursa Uludağ University in the 2020-2021 academic year. In the research, one group pretest-posttest experimental design without control group was used, and a 10-week, 20 lesson-hour curriculum was applied to teacher candidates, and their situations before and after the education were compared. SPSS program was used in the analysis of the data. In the analysis, Wilcoxon signed-rank test was used to determine whether there was a significant difference between pretest-posttest mean scores of teacher candidates reading culture and digital reading attitudes. According to the results of the research, a statistically significant difference was found between the pretest-posttest mean scores of both reading culture and digital reading. These results show that the applied curriculum has a positive effect on teacher candidates reading culture and digital reading awareness levels.

 This research is aimed to determine and develop the reading culture and digital reading levels of teacher candidates. For this purpose, Reading Culture-Digital Reading Awareness Curriculum was developed and applied to teacher candidates and its effect was examined. The study group of the research consists of 1st, 2nd, 3rd and 4th grade teacher candidates studying in special education and primary teaching undergraduate programs in the Faculty of Education, Bursa Uludağ University in the 2020-2021 academic year. In the research, one group pretest-posttest experimental design without control group was used, and a 10-week, 20 lesson-hour curriculum was applied to teacher candidates, and their situations before and after the education were compared. SPSS program was used in the analysis of the data. In the analysis, Wilcoxon signed-rank test was used to determine whether there was a significant difference between pretest-posttest mean scores of teacher candidates reading culture and digital reading attitudes. According to the results of the research, a statistically significant difference was found between the pretest-posttest mean scores of both reading culture and digital reading. These results show that the applied curriculum has a positive effect on teacher candidates reading culture and digital reading awareness levels.

 This research is aimed to determine and develop the reading culture and digital reading levels of teacher candidates. For this purpose, Reading Culture-Digital Reading Awareness Curriculum was developed and applied to teacher candidates and its effect was examined. The study group of the research consists of 1st, 2nd, 3rd and 4th grade teacher candidates studying in special education and primary teaching undergraduate programs in the Faculty of Education, Bursa Uludağ University in the 2020-2021 academic year. In the research, one group pretest-posttest experimental design without control group was used, and a 10-week, 20 lesson-hour curriculum was applied to teacher candidates, and their situations before and after the education were compared. SPSS program was used in the analysis of the data. In the analysis, Wilcoxon signed-rank test was used to determine whether there was a significant difference between pretest-posttest mean scores of teacher candidates reading culture and digital reading attitudes. According to the results of the research, a statistically significant difference was found between the pretest-posttest mean scores of both reading culture and digital reading. These results show that the applied curriculum has a positive effect on teacher candidates reading culture and digital reading awareness levels.

 Bu araştırmada, farklı iki lisans programından ve her sınıf düzeyinden öğrencinin okuma kültürü ve dijital okuma düzeylerinin belirlenmesi ve geliştirilmesi amaçlanmaktadır. Bu amaçla Okuma Kültürü-Dijital Okuma Farkındalık Programı geliştirilerek öğretmen adaylarına uygulanmış ve etkisine bakılmıştır. Araştırmanın çalışma grubunu Bursa Uludağ Üniversitesi Eğitim Fakültesinde 2020-2021 eğitim öğretim yılında özel eğitim ve sınıf öğretmenliği lisans programlarında öğrenim görmekte olan 1., 2., 3. ve 4. sınıf öğretmen adayları oluşturmaktadır. Araştırmada, nicel araştırma tekniklerinden tek grup ön-test ve son-test kontrol grupsuz deneysel desen kullanılmış ve öğretmen adaylarına 10 haftalık, toplamda 20 ders saati süren bir program uygulanarak eğitim öncesinde ve sonrasındaki durumları karşılaştırılmıştır. Verilerin analizinde, SPSS programından yararlanılmıştır. Analizlerde öğretmen adaylarının okuma kültürü ve dijital okuma tutumlarının ön-test ve son-test puan ortalamaları arasında anlamlı fark olup olmadığını belirlemek için Wilcoxon işaretli sıralar testi yapılmıştır. Araştırma sonuçlarına göre hem okuma kültürü hem de dijital okuma ön-test ve son-test puan ortalamaları arasında istatistiki açıdan anlamlı fark bulunmuştur. Bu sonuçlar, uygulanan programın öğretmen adaylarının okuma kültürü ve dijital okuma farkındalık düzeyleri üzerinde olumlu yönde etkisi olduğunu göstermektedir.

Makale detayları

The Effect of “Reading Culture-Digital Reading Awareness Curriculum” on Special Education and Primary Teacher Candidates

Yazarlar:

Esra Yalçıntaş | Hülya Kartal | Ceyda Turhan

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1288-1314

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301919

pISSN:

2459-1912

Reading culture

Digital reading awareness

Curriculum

Primary school teacher

Special educationOkuma kültürü

Dijital okuma farkındalığı

Eğitim programı

Sınıf öğretmenliği

Özel eğitim

Sayı

Makale detayları

Yazarlar: Esra Yalçıntaş | Hülya Kartal | Ceyda Turhan

Yayıncı: Gazi University

Ana Başlıklar: Eğitim Üzerine Çalışmalar

Dergi: Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1288-1314

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001301919

pISSN: 2459-1912

Sayı

Yazarlar:

Esra Yalçıntaş | Hülya Kartal | Ceyda Turhan

Yayıncı:

Gazi University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1288-1314

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301919

pISSN:

2459-1912