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When the role of readers theatre and the guidelines for utilising this method are investigated, it can be seen that different opinions about the effectiveness of this method are put forward. An experimental implementation related to the efficacy of reading theatre was conducted on 43 fifth grade students, 23 in the experimental group and 20 in the control group, who were studying in the central district of Ankara in the 2021- 2022 academic year. In this study, in which a true experimental pretest-posttest control group design was used, it was considered whether there was a difference between the pretest scores when determining the experimental and control groups, and attention was paid to the random assignment of the participants to the groups. The students in the experimental group were given practical training for two hours per week over a period of four weeks in order to familiarise them with the method and to constitute a preliminary preparation for the activities to be carried out. After the preliminary preparation stage, the main implementation was carried out with the students in the experimental group by teaching them with the readers theatre method for two hours per week over a period of twenty weeks. The lessons with the students in the control group were taught in line with the activities in the Turkish textbook. At the data collection stage of the study, after obtaining the necessary permission from the researchers who developed the scales, the “Reading Comprehension Test”, “Listening Comprehension Test” and “Effective Speaking Scale” were used. At the data analysis stage, the necessary analyses were made using the SPSS 22 software package. The findings obtained in the study showed that the students in the experimental group were more successful than the students in the control group in terms of reading comprehension, listening comprehension and effective speaking skills. As a result of the study, it was understood that readers theatre is an effective tool for the development of students’ comprehension and expression skills. [ABSTRACT FROM AUTHOR]

According to the program based on constructivist learning approach and came into force in the 2005-2006 education year, students have become the subject of education. However, according to the PISA results conducted since 2003, students in Turkey cannot reach the top level achievements in the field of learning reading skills. Despite relatively its little progress in the area of reading skills of each semester, Turkey, unfortunately, still remains below average among OECD countries in the rankings. Although the reasons for this situation are multifaceted, the importance of teacher influence cannot be denied. In this context, Turkish teachers should activate the students in the lesson in order to be able to make effective teaching in learning and teaching processes and increase the efficiency of learning. Both the changes in the program and the problems related to the language skills in the national and international exams and the researches related to the problems faced by the teachers in the use of materials have increased the importance of teaching materials in Turkish teaching and have brought the researches about the effectiveness of the teaching materials. Therefore, in this study, it was aimed to inform and create awareness about teaching materials that can be used in Turkish teaching. [ABSTRACT FROM AUTHOR]

In this work, it is aimed to determine how problem based learning activities effect students' academic achievement. In the research an experimental pattern with pretest-posttest design were used. Both groups were measured before and after the experiment. This research applied to the 57 seventh grade students in Turkish Language Courses in February, March and April in academic year 2012-2013. In control group, blended approach based on constructive approach was used, while in experimental group, problem based learning application depended on constructive approach was used in teaching process. Scenarios, PowerPoint pictures and cartoons were used in the research. According to the findings in research, the academic achievement of the experimental group who was instructed Turkish Language Course with constructive approach based on problem based learning performed a better success comparing with the control group who was instructed with only blended methods based on constructive approach. [ABSTRACT FROM AUTHOR]

The study which is based on brain-based approach to teaching as a mother language consists of two main parts. In the first part of the study, education systems having been performed in the world until the appearance of brain-based approach have been mentioned. In this context, the behavioural and cognitive approaches have been emphasized; constructıvıst approach developed in the brain-based approach was mentioned. In this way, reasons and conditions producing the understanding of brain-based approach have been determined. In the second part of the study, points to consider when performing the brainbased approach at teaching Turkish as mother language have been discussed. In this context, some points such as question as a balance tool during learning process, detailing process, limited process power of short-term memory, functions of episodic and semantical memories during mental preparation, communication environment and feeling of trust in learning process, cognitive function examples about the subject in learning process, process of data processing, graphic editors and images, functions of the right brain hemisphere and metaphor language's impact on learning process have been emphasized. Turkish courses have significant tools which can form basis for application of the brain-based approach strategy. Different types of text are the leading of these tools. Texts with different type characteristics as a teaching material are considered as significant tools in order to turn Turkish courses into a brain compatible process. [ABSTRACT FROM AUTHOR]

In accordance with regenerated Turkish teaching programmes in 2004-2005, it has been aimed to bring up individuals who are "using language clearly, effectively, thinking as critically and examined knowledges". Critical thinking ability has provided to individuals a "doubt-based approach, interpreting and decisioning with this approach". While converting this ability to acqusition for learners, Turkish teachers' critical thinking attitudes are very important. For this reason, it must be examined that what Turkish teachers' and candidates' critical thinking attitude and what they are impressed by difference variable. This study have been aimed that Turkish teacher candidates' critical thinking attitudes' changing according to difference variables. 144 students who are in Gazi University Gazi Education Faculty Department of Turkish Teaching has been constituted this research's exemplify. For data gathering, Likert-based critical thinking attitude scale has been used in this research. For data analysis, t-tests in independence group, ANOVA and descriptive statistics have been used in this research. According to research conclusion, in terms of critical thinking ability, Turkish teacher candidates are in middle level. Also, conclusions showed that their attitudes are not impressed by their gender, age, school, parents' education, yearly income, high school type, reading book and newspaper. [ABSTRACT FROM AUTHOR]