İLKOKUL 4. SINIFTA KULLANILAN ÖĞRENCİ ÇALIŞMA KİTAPLARININ ÖĞRETMEN GÖRÜŞLERİNE
The Journal of Academic Social Science Studies
nuların çalışma kitaplarında birleştirilerek değerlendirildiği gibi dikkat çekici sonuçlara ulaşılmıştır. Öğretmenlerin çalışma kitapları hakkındaki görüş ve düşüncelerini dikkate alınarak mevcut kitaplarda düzenlemeler yapılmalı ya da yeni kitap yazım süreçlerinde bu görüşlerden yararlanılmalıdır. Ders ve çalışma kitabı yazımında öğretmen katılımının sağlanması olası sorunların uygulamadan çok daha önce fark edilmesine yardımcı olacağından bu noktada öğretmen faktörü dikkate alınmalıdır.
... ct Despite technological developments, and rapid information sharing, brought forth by information age, books still keep their power for acquisition of knowledge. In this regard, although textbooks and supplementary work books are learning tools by which information is given to individual on a regular basis, textbooks are used for teaching lessons and form a basis for development of lessons. The main purpose of this study is to reveal teachers' opinions on student workbooks, being taught at fourth grade-level of primary schools. These teachers' views include the aspects of student workbooks of goals, content, teaching-learning processes and evaluation. Teachers' views are included in this study, which is a qualitative case study. 15 fourth grade's classroom teachers, working in a primary school selected by researcher, participated in this study Semi-structured interview forms, developed by the researcher, were used for collection of teachers' opinions. Sound recordings of the interviews performed with teachers through these forms were gotten at first. Then, these recordings were transferred to the written media thus performing content analysis on the interviews. Considering the research findings, some remarkable results were obtained as follows: while teachers think up the research findings compatible with lesson objectives; students have difficulties in associating some activities included in workbooks, with textbook content; some activities given in some lessons don't comply with teaching-learning processes; works sometimes are merely repetition of earlier activities; assessment and evaluation activities given in mathematics and Turkish workbooks are insufficient and some subjects are evaluated by being combined in workbooks. Arrangements should be made, taking teachers' views and considerations on workbooks into account or these views should be taken into account in new book writing processes. Because of that encouraging participation of teachers in writing of lesson and workbook will help being realized of potential problems much earlier than application, teacher factor should be taken into account at this point.