İlkokuma yazma öğretiminde görsel algılama ve zekanın yeri
Başlık çevirisi mevcut değil.
- Tez No: 53673
- Danışmanlar: PROF.DR. ALİ OSMAN ÖZCAN
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1996
- Dil: Türkçe
- Üniversite: Marmara Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 140
Özet
Özet yok.
Özet (Çeviri)
140 SUMMARY This study deals with the difficulties faced by the students while learninghow to read and write at the beginning stage of the primary school and tries to develop a relationship between learning how to read and write, visual sensitiveness and development. The study was conducted at Hakkı Değer Primary School, Bostancı Primary School, 23 Nisan Zehra Hanım Primary School and Ata Primary School all located in Istanbul, with 60 1st year children including children those attend d pre-school education or those who did not attend pre-school education. Within the study, Arnold Gesell Development Test, Frostig Visual Sensitiveness Test (Test - Re-test), the notebooks of the students during 1st year and dictation sections wereutilized elements. Folloving the statical analyses conducted on the data obtained by the foregoing works, the difficulties faced by students while learning how to read and write and the reasons underlying these difficulties were determined. The findings may be summarized as follows: * The examinations made on the notebooks revealed that mostly encountered mistakes are“forgetting vowels”,“binding words unnecessarily”,“misconstruing consonants”,“separating words”,“forgetting onsonants”and“misconstruing vowels”. * The first class students who did nt attend pre-school education were found to make more mistakes than the ones who attended pre school education.140i Generally, the dictation mistakes are found to be related with other such mistakes as well as the note-book mistakes. A student doing a kind of mistake may usually do the other kind of mistake. Frostig Visual Sensitiveness Test tells that there is a relation between note-book mistakes and dictation mistakes. The students with low visual sensitiveness test grades are expected to have many dictation mistakes. The student who attended pre-school education obtained silyghtly higher points in visual sensitiveness test than the students who did not attend pre-school education. The same result also applies for Arnold Geseir Development Test. As for the relations between 1st and 2nd group using Frostig Visual Sensitiveness Test, the students of the 1st group were found more successful than the 2nd group. This shows the influence of 1 month writing and reading education on the test success. Considering the relationship between the note-book mistakes, it is should be noted that the mistakes are related with the cognition of the children. These findings show that such mistakes are caused by incorrect memorizing and explain the situations where the students fail to code the letters correctly. The mistakes of the students may be related to the education systems in use.
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