TÜRKÇE ÖĞRETMENLERİNİN OKUMA STRATEJİLERİ BİLİŞSEL FARKINDALIK BECERİLERİNİ KULLANMA DÜZEYLERİNE İLİŞKİN BİR ARAŞTIRMA (KARS İLİ ÖRNEĞİ)
Özet
Studying allows us to learn about a subject and to develop our aesthetic and artistic feelings. A number of mental procedures are required to provide understanding which is the main aim of reading. In the process including the pre-reading, reading order and the post-reading stages of the reading function, the individual's cognitive skills should be aware, the process of controlling himself / herself and the process. This research was conducted to determine the level of reading skills of Turkish teachers in using cognitive awareness skills. Population of the study consisted of Turkish teachers rendering service in the academic at secondary schools affiliated with the Ministry of National Education in the province and districts of Kars. The data were collected by using the Cognitive Awareness of Reading Strategies Inventory. SPSS 17. 0 package software was used to conduct statistical analyses on data. According to the study results; total scores obtained by Turkish teachers from the cognitive awareness skills of reading strategies did not show a significant difference according to the variables of gender, graduation type, seniority, graduation department, receiving the reading course, number of books being read, receiving the course of speed reading techniques. However, according to these variables, a significant difference was determined in some subscales of the inventory.
Anahtar Kelimeler
Reading education, reading strategies, cognitive awareness.