ÖzDers kitaplarındaki öykülerde yer alan karakterler, çocukların öykünmelerine, özdeşim kurabilmelerine ve yeni arkadaşlıklar edinmelerine olanak tanıyarak etkin birer öğrenme ortamı oluştururlar. Bu bağlamda, öykülerdeki karakter özellikleri, çocukların kişilik gelişimi için son derece önemlidir. Buna göre Türkçe ders kitaplarındaki karakter özelliklerinin bilimsel bir anlayışla incelenmesi önemli bir gerekliliktir. Bu çalışmada, Millî Eğitim Bakanlığı Yayınları tarafından hazırlanan 5, 6, 7 ve 8. sınıf Türkçe ders kitaplarında bulunan öykülerdeki karakter özellikleri, Sever (2013) tarafından belirlenen "karakter özellikleri sınıflaması"na göre içerik analizi yöntemi kullanılarak incelenmiştir. İnceleme sonucunda Türkçe ders kitaplarında yer alan öykülerdeki karakterlerin açık, kapalı, devingen ve durağan olma durumları belirlenmiş ve karakter özelliklerinin frekans ve yüzde değerleri hesaplanıp tablolaştırılmıştır. Çalışmanın sonucunda, Türkçe ders kitabında yer alan öykülerdeki karakterlerin büyük çoğunluğunun "kapalı" ve "durağan" oldukları belirlenmiştir. Öykülerin çoğunda "açık" ve "devingen" özelliğe sahip herhangi bir karaktere yer verilmediği görülmüştür.Anahtar Sözcükler: Türkçe ders kitapları, öykü metinleri, karakter özellikleri. Examination of the Character Traits in Stories in Secondary School Turkish Textbooks AbstractThe characters present in stories in textbooks form an active learning environment enabling children to emulate, to establish identification and to make new friendships. In this context, the character traits in story texts are extremely important for personality development of children. According to this, examination of the character traits in Turkish textbooks with a scientific approach, is an important requirement. In this study, the character traits in story texts present in 5 th , 6 th , 7 th and 8 th class Turkish textbooks prepared by Ministry of National Education Publications were examined using content analysis method according to "character traits classification" set by Sever (2013). As the result of the examination, the state of the characters in stories in Turkish textbooks being open, closed, dynamic and stable were determined and the frequency and percentage values of character traits were calculated and tabulated. As the result of the study, it was determined that the vast majority of the characters in stories present in Turkish textbooks * Bu çalışma 7. Uluslararası Eğitim Araştırmaları Kongresi'nde (28-31 Mayıs 2015, Muğla) sözlü bildiri olarak sunulmuştur.

The purpose of this study is to develop a scale that allows to determine attitudes towards children's literature. The 30-item scale, which was developed after the relevant literature review, expert opinions and preliminary testing, was applied to 314 candidate teachers studying at different departments of Burdur Mehmet Akif Ersoy University Faculty of Education in the 2018-2019 academic year, in order to study validity and reliability. Scope validity of the scale was determined by consulting expert opinions and applying a pre-trial test activity. For structural validity, factor analysis was performed. As a result of the factor analysis, the scale was determined to have a 3-factor structure; two items were excluded from the scale due to their low weight values, and two other items were excluded because of lack of correlation to their factors. Thus, the scale has gained a structure consisting of 26 items and 3 factors. The statistical technique of Pearson correlation coefficient was employed to determine the relationship between the entirety of items in the scale and the factors. As a result of the analysis, it was observed that the factors that make up the scale are in a positive and significant relationship with each other. The Cronbach Alpha coefficient of the scale was found as 0.88. With the findings obtained in the study, it can be said that the scale developed is a valid and reliable measurement tool.

Rita Felski, professor of English and comparative literature at the University of Virginia, addresses the functions of literature in an authentic classificiation in "Uses of Literature" and examines these functions under four main headings: "recognition, enchantment, knowledge, and shock." In the current study, it is aimed to analyze and interpret the main functions of children's literature based on the classification made by Felski. What kind of a responsibility children's literature has taken so far/should take in the realization of recognition, enchantment, knowledge and shock as the functions of literature is discussed in the light of various opinions and considerations.

No abstract

No abstract