The importance of this study is to contribute to the development of curriculums and materials to be prepared for Turkish course in order to serve the needs of the era by creating a critical listening attainment list from the philosophy of the national curriculum and from the education programs of countries which are considered successful internationally. In the literature, there have been very few studies on critical listening skills. In addition, in the educational programs of the countries, there is a lack of achievements in listening skills, especially in critical listening skills. Besides, there is no mention of exams that measure critical listening skills. It is stated in the literature that reading and listening skills are understanding-based skills that serve the same purpose. Therefore, in this study, the attainments of the countries towards reading skills were examined and adapted to listening skills. A draft form was created on the basis of opinions of the experts in the field and a critical listening attainment list was created. It is believed that the “Critical Listening Attainment Framework”, which was created with the aim of improving students’ critical listening skills, will contribute to the field of education.
ÖZOkuma alışkanlığı bireylerin zihinsel ve toplumsal gelişimlerine çok yönlü katkılarda bulunur. Ülkemizde okuma kültürünün gelişmiş ülke ortalamalarının oldukça altında olduğu bilinmektedir. Bu sorunun nedenlerinin araştırılması ve çözüm önerilerinde bulunulması ihtiyacı doğmuştur. Bir kimse veya bir şeyle ilgili olarak önceden edinilmiş olumlu veya olumsuz yargı, peşin hüküm olarak tanımlanan ön yargı, öğrencilerin okuma alışkanlıklarını da etkilemektedir. Öğrencilerin okuma ön yargılarının giderilmesi, bu alışkanlığın kazandırılmasında büyük önem taşımaktadır. Bu araştırmada, 8. sınıf öğrencilerinin okuma ön yargılarının belirlenmesi ve çözüm önerilerinin betimlenmesi amaçlanmıştır. Bu amaç çerçevesinde 8. sınıf öğrencilerine, ön yargılarını belirleyici açık uçlu sorular sorulmuştur. Öğrencilerin verdiği cevaplara dayalı olarak veriler analiz edilmiştir. Öğrencilerin ortaya koyduğu düşüncelere göre ön yargılar değerlendirilmiş ve kitap okuma alışkanlığının önündeki engeller belirlenmiştir. Çalışma sonucunda en yüksek ön yargı sıklığı "Kitaplarla İlgili Ön Yargılar" başlığında tespit edilmiştir. Öğrencilerin anne-baba eğitim durumlarının okuma ön yargılarında anlamlı bir farklılık oluşturmadığı sonucuna ulaşılmıştır. Öğrencilerin cinsiyetlerinin ön yargılardaki etkisi ise ayrı başlıklar şeklinde incelenmiştir. Aile, cinsiyet, öğretmen, teknolojik araçlar, kitaplar, lise giriş sınavları ve sosyal çevre etmenleri tek tek ele alınmış ve çözüm yolları tartışılmıştır. ABSTRACTReading habits have multifunctional contributions to the mental and social developments of individuals. It is known that the reading culture in our country is far below the average of developed countries. The need for investigating the causes of this problem and suggesting solutions have arisen. The judgement either positive or negative acquired about a person or an object in advance, the prejudice which is defined as prejudgement, also affects the reading habits of students. The elimination of the reading prejudices of the students is of great importance in the acquisition of this habit. In this research, it has been aimed to determine the reading prejudices of 8 th grade students and to describe the solution suggestions. Within the scope of this purpose, open-end questions have been asked to the 8 th grade students for detecting their prejudices. The data based on the answers given by the students have been analysed. The prejudices have been evaluated according to the opinions suggested by the students, and the obstacles about reading habits have been determined. At the end of the study, the highest prejudice frequency has been detected under the title of "Prejudices About Books". It has been concluded that the educational background of the parents does not make a meaningful difference on the reading prejudices of the students. The effect of the genders of the students upon their prejudices has been examined as separate titles. The elements such as family, gender, teachers, technological tools, books, high school entrance exams and social env...
In today’s world, where reading is rare and media is trying to influence people in many ways, individuals encounter hundreds of propagandas or persuasive speeches, texts and presentations every day. Many topics such as questioning informative texts, interpreting ideas, and evaluating dialogues in daily life, require critical thinking skills. Developing our children’s critical reading and writing skills is necessary in order to prevent them from being negatively affected by the persuasion and propaganda works that we encounter every day. In this study, activities, which can be used by educators to improve reading and writing skills of secondary school students, have been prepared. Expert opinions on critical reading and writing activities were retrieved and the activities were finalized in accordance with these opinions. The activities prepared have been presented to the review of three field experts. All three of these field experts had more than fifteen years of experience in teaching and work under the Ministry of National Education, the three teachers work in an educational institution and besides, they have a doctorate in Turkish education and have received critical thinking education, all three of them are specialized academicians in Turkish education. Experts examined the characteristics of critical readers and critical writers in the literature. In literature, it has been observed that studies in on activities the field of critical thinking are limited. Therefore, it is considered that the activities prepared to improve critical reading and writing skills of secondary school students will contribute to critical thinking education.
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