Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2017
Tezin Dili: İngilizce
Öğrenci: Elif Dedebaş
Danışman: ERDİNÇ ÇAKIROĞLU
Özet:The aim of this study was to investigate 5th grade students’ behaviors which emerge during the Model Eliciting Activities (MEAs) and how students’ behaviors change from the implementation of MEA-1 to MEA-3. This study also aimed to determine difficulties that 5th grade students encounter during the implementation of MEAs in the classroom. Researcher conducted a case study research method to answer the three research questions of the study. The study was conducted in a public religious middle school in Yenimahalle, Ankara. Three different MEAs were implemented to 31 fifth grade students in alternating weeks during 5 weeks in Fall semester of 2016-2017 school year. Video and audio data, written works and fields notes were used as main data sources to determine critical behaviors and difficulties students encounter and how these behaviors change during MEA-1, MEA-2 and MEA-3. Findings were coded under three main categories as (i) supportive behaviors, (ii) interfering behaviors, and (iii) difficulties. Additionally, these categories were divided into sub-categories with the help of collected data. Supportive behaviors were determined as generating solution together and sharing the work load while interfering behaviors were determined as need for approval, need for explanation, and working alone. Accordingly, difficulties were named as understanding the issue and time management. In general, this study showed that difficulties that students encountered dwindled when MEAs implemented over time. Furthermore, supportive behaviors increased while interfering behaviors decreased. By this way, it can be concluded that multiple and sustained experience of MEA is vital for teachers who want to integrate MEAs into their own classroom.