e-Uluslararası Eğitim Araştırmaları Dergisi

Öz

Extended Abstract

Problem 

Scientific and technological developments in the last century have also influenced the field of education and the point of views towards teacher, student and educational process have changed (Taşpınar, 2009: 198-199). Educational expectations have changed and there have been radical changes in the characteristics of individuals (Güneş, 2009: 3). It is possible to provide the educated human power that a country needs only through education. Activities planned in education are very important. Providing a planned education requires effective training programs. (Arrival, 1996: 14). Constructivist Understanding is a philosophical understanding that guides the educational programs as the product of this change.

The Turkish curriculum, organized according to the constructivist approach that started in 2005, consists of verbal communication (listening and speaking), reading and writing and grammar learning. Learning outcomes related to each field constitute instructional objectives of that field. Learning outcomes in the field of reading and learning are grouped under three headings: reading comprehension, fluent reading, developing vocabulary. The program includes reading rules for these areas, understanding and analyzing the texts read, interpretation of the texts read, explanation and evaluation of the texts read and various acquisitions and activities aimed at transforming the reading into a habitual state (MEB, 2015: 6,7).

The purpose of reading, one of the four basic language skills is to comprehend (Akyol, Yıldırım, Ates and Çetinkaya, 2013: 41, Yılmaz and Köksal, 2008: 52). What is meant by “comprehension” is that words and phrases are interpreted in the context of the text, criticized in mind to produce ideas on them, and structured in the mind by comparing them with previous learning through active reading, rather than knowing the meaning of an individual word in a superficial sense. Individuals think to the extent that they read, and develop themselves as they think.

According to the data obtained from the results of the PISA exams made in the international arena (2016), it seems that Turkey lags far behind the developed countries in the field of reading comprehension. The problems experienced in reading comprehension also negatively affect the academic achievement of the students (Çiftçi, 2007). This is because reading is a learning tool not only in Turkish but also in other lessons. Therefore, it is necessary to carry out studies that will reveal the problems that individuals experience in reading comprehension and the causes of these problems. In this research, it was aimed to evaluate the learning outcomes related to the field of learning to read in the 5th grade Turkish curriculum according to the teachers' opinions. In this way, it is aimed to detect the current problems and to develop a proposal for solution of these problems.

Method:              

In this study, the single research model was used as a qualitative research method. The data obtained by the single research are limited to the time it is obtained, cannot be generalized to the population, and provide estimations for the future (Karasar, 2014: 77). The study group consists of 20 Turkish teachers working in villages connected to Sivas-Center. Of the teachers in the study group, 12 are female and 8 are female. They all graduated from the faculty of education.

The learning outcomes related to the 5th grade reading learning area in the Turkish Curriculum were evaluated by taking the opinions of the teachers in terms of the properties that should be found in the targets.  The data were collected by using the semi-structured interview method.

Findings:

Many of the teachers think that only a fraction of the learning outcomes is inappropriate. It has been proposed that improper learning outcomes are not appropriate in terms of appropriateness and applicability to the level of development and readiness of students.

Results and Discussion:

When teachers' views on the learning outcomes in the program are examined, it is seen that the teachers in general have the difficulties in practice because the learning outcomes in the field of learning to read require mental skills above the level of the fifth-grade students and they are above the level of students’ readiness. With individual differences, if they are thought to be in the process of concrete processes during the period of mental development of Piaget, it can be better understood why fifth grade students do not achieve the desired level of competence in skills such as questioning, critical thinking, abstract thinking and abstraction of thoughts (Çelik, 1996: 37).

Based on the results of the research, it can be said that those who take part in program preparation should take the level of development and readiness levels of the students into consideration. Since the variables that influence the reading ability affect the applicability of the learning outcomes, the learning outcomes that can be achieved by the different students from all over the country in the social and cultural direction should be determined by considering these variables.

Keywords: Turkish curriculum, Reading, Learning outcomes and their content