Okul Öncesi Dönemde Kronolojik Düsünme: Bir Durum Çalismasi
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Tarih
2016
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sakarya Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalismada erken çocukluk dönemi kronolojik düsünme becerilerini ortaya koymak ve çocuklarin bu becerileri nasil ise kostuklarini sorgulamak amaçlanmistir. Arastirmanin çalisma grubunu 2012-2013 egitim-ögretim yilinda anaokuluna devam eden 4,5-6 yas arasi 12 çocuk olusturmustur. Arastirma nitel bir çalisma olup durum çalismasi deseni kullanilmistir. Arastirmanin verilerini görsel zaman çizelgesi dokümanlari ve zaman çizelgesi üzerine çocuklarla yapilan görüsme kayitlari olusturmaktadir. Veriler betimsel ve içerik analizi teknigine uygun olarak çözümlenmistir. Arastirmadan elde edilen sonuçlar 4,5 ile 6 yas arasi çocuklarin kronolojik siralamada ortalamanin üzerinde bir basari gösterdiklerini ortaya koymustur. Çocuklarin kronolojik düsünmede, genel olarak en uzak zamana ait materyalleri belirlemede neden sonuç iliskisi içerisinde malzemenin özelligine ve rengine dayali olarak ve yer yer sezgisel ve/veya çagrisimsal düsünerek çikarimda bulunduklari; daha yakin zamana ait materyalleri belirlemede ise geçmis zamana ait gezip gördükleri mekâni ve yasli insanlari referans aldiklari; en yakin zamana ait materyalleri kronolojik siralarken de neden sonuç iliskisi içerisinde malzemenin özelligi ile ya da kendi günlük yasam alani içerisinde deneyimledikleriyle iliskilendirdikleri görülmüstür.
This study aims to explore early childhood chronological thinking skills and to inquire how children use these skills. Sample of the study consisted of 12 children aged 4,5-6 who attended preschool in the academic year of 2012-2013. This is a qualitative research that use case study design. Research data consisted of visual timeline documents that children created and interview recordings of children about the timeline. Data were analyzed using descriptive and content analyses. It is found that children aged between 4.5 and 6 showed success in the chronological sequences above the average. In general,it was observed that when children used chronological thinking, they made inferences partly through thinking intuitively and/or associatively based on properties and colors of the materials to determine the materials that belong to the most distant time in relation to “cause and effect” ; when determining materials that belong to the more recent past, they used historical places that they visited and older people as references; when arranging the materials that belong to the most recent time in a chronological order, they associated this order with the properties of the materials or their own daily experiences in relation to “cause and effect”.
This study aims to explore early childhood chronological thinking skills and to inquire how children use these skills. Sample of the study consisted of 12 children aged 4,5-6 who attended preschool in the academic year of 2012-2013. This is a qualitative research that use case study design. Research data consisted of visual timeline documents that children created and interview recordings of children about the timeline. Data were analyzed using descriptive and content analyses. It is found that children aged between 4.5 and 6 showed success in the chronological sequences above the average. In general,it was observed that when children used chronological thinking, they made inferences partly through thinking intuitively and/or associatively based on properties and colors of the materials to determine the materials that belong to the most distant time in relation to “cause and effect” ; when determining materials that belong to the more recent past, they used historical places that they visited and older people as references; when arranging the materials that belong to the most recent time in a chronological order, they associated this order with the properties of the materials or their own daily experiences in relation to “cause and effect”.
Açıklama
Anahtar Kelimeler
Erken çocukluk egitimi, tarih egitimi, kronolojik düsünme, kronolojik siralama
Kaynak
Sakarya University Journal of Education
WoS Q Değeri
Scopus Q Değeri
Cilt
6
Sayı
3
